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of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Students will complete the Definition Quiz (see attached) in which they define with their
own words and provide examples of objective and motive in order to demonstrate that
they can explain objective (what a character wants) and motive (why a character wants
something).
MATERIALS NEEDED
Teacher Materials
A Modest Proposal by Jonathan Swift (see attached)
Objective and Motive Rubric (see attached)
Jonathon Swift costume
Whiteboard
Marker
Student Materials
Pen or pencil
Paper
Circle of Life Worksheet (see attached)
Definition Quiz (see attached)
Butcher paper
Markers
LEARNING PLAN
Framing / Hook
1. A classroom in the 1700s
a. As students enter the classroom, they are told that this is a classroom located in
Dublin, Ireland in the year 1729.
2. Jonathan Swift comes to town (5 minutes)
a. Students are told that there is a crisis in Ireland.
i. Teacher says in a monotone voice: Students, today we will discuss the
homeless situation in Ireland. There are large numbers of homeless and poor
peoples and the population of poor peoples is astronomically growing with
the large number of offspring born to each of these families. We will discuss
possible solutions to this problem. Please get out a piece of paper and a
pencil to essay your thoughts on some possible solutions to this problem.
b. Teacher in role as Jonathan Swift bursts through the door.
i. Teacher in role says: Attention everyone! I have the perfect solution to this
problem! Please everyone take a copy of my proposal.
ii. NOTE: Teacher as Swift then passes out and reads proposal enthusiastically.
iii. NOTE: After proposal is read Swift thanks them for their time and invites them
to consider his proposal.
Process
3. Students discuss the proposal (2 minutes)
i. What do you think this proposal means?
ii. What are the main ideas of the proposal?
iii. What is Swifts solution to the burden of the growing poor population?
iv. Do you think Swift really believes this is the appropriate solution to the
problem?
4. Students are split into two groups (5 minutes)
a. One group is assigned the impoverished population in Ireland; the other group is
assigned the wealthy population.
b. Students discuss possible differences between their social classes including daily
routine, home life, physicality, places they might attend, and main concerns /
needs.
c. Each group is given a piece of butcher paper and markers to draw their town of
Dublin, Ireland from the perspective of their group.
i. NOTE: The teacher should emphasize that these maps are not necessarily a
complete map of Dublin, Ireland, but are specifically where a person of this
social class would spend much of their time.
d. When finished, a representative from each group explains their picture.
e. Both maps are posted on the wall.
5. Circle of Life (3 minutes)
a. Students each receive a Circle of Life Worksheet and complete it individually,
creating a character according to their groups of poor or rich Irish citizens.
b. Students present to the class the character they created.
6. Define objective and motive (2 minutes)
a. Students offer suggestions of the definitions for objective and motive, including
giving examples.
b. Teacher writes the definitions of objective and motive on the whiteboard.
7. Still image in pairs (10 minutes)
a. Students pair off with a member of the opposite social class (wealthy paired with
impoverished) according to their descriptions and who they think their character
might interact with in their everyday life.
b. Students discuss as a class what possible objectives and motives their characters
could have in their still images.
c. Students create a still image in which there is a clear point of conflict between their
two characters.
d. Students present their still images to the rest of the class.
e. Whilst in their still image, the teacher taps students individually on the shoulder to
reveal what they are thinking in this moment in regards to their motive.
i. NOTE: Teacher will identify on the Objective and Motive Rubric whether the
objective and motive were clearly identified.
8. Return to Circle of Life (3 minutes)
a. Students receive at random one of the Circle of Life Worksheets that is not their own
and read it to themselves.
b. Students write on the back of the Circle of Life Worksheet they have received in
which they respond to the following prompt:
i. Are these Concerns / Needs similar or different from your characters
Concerns / Needs?
ii. Why might they be similar or different?
9. Table Discussion (2 minutes)
a. Students in role sit around a table and analyze and discuss viewpoints for or against
Swifts proposal, specifically distinguishing Swifts literal and satirical themes.
10.Letter to the newspaper (3 minutes)
a. Students in their role write a response letter to the Irish Times discussing their
views on the publication of Jonathan Swifts proposal, reflecting on their previously
completed analysis.
11.Discuss Satire (3 minutes)
a. Students out of role discuss the following questions:
i. What is satire?
ii. How can satire be more effective than directly stating a message?
iii. NOTE: Teacher should point out that satire is effective for sensitive topics
because it shows how ridiculous the counter arguments view can be.
12.Assign Homework (2 minutes)
a. Students write, at home, a 1-2 paragraph account of A Modest Proposal by Jonathan
Swift (see assessments).
Reflection
13.Definition Quiz (see attached) (3 minutes)
a. Students complete the Definition Quiz in which they define objective and motive in
their own words and give examples of each.
14. Building a Bridge (2 minutes)
a. Students stand on each side of the room with the wealthy and impoverished groups
separated based on which group they were in previously.
b. Students build a metaphorical bridge across the room by offering suggestions as to
how the two groups can come together (e.g. they would need understanding,
compromise, patience, etc.).
c. Students fill the gap in the room with a straight line with every suggestion that is
made.Excerpts of
A Modest Proposal
As to our city of Dublin, shambles may be appointed for this purpose in the most convenient
parts of it, and butchers we may be assured will not be wanting; although I rather recommend
buying the children alive, and dressing them hot from the knife, as we do roasting pigs.
Some persons of a desponding spirit are in great concern about that vast number of poor people,
who are aged, diseased, or maimed, and I have been desired to employ my thoughts what
course may be taken to ease the nation of so grievous an encumbrance. But I am not in the least
pain upon that matter, because it is very well known that they are every day dying and rotting by
cold and famine, and filth and vermin, as fast as can be reasonably expected. And as to the
young laborers, they are now in as hopeful a condition; they cannot get work, and consequently
pine away for want of nourishment, to a degree that if at any time they are accidentally hired to
common labor, they have not strength to perform it; and thus the country and themselves are
happily delivered from the evils to come.
I can think of no one objection, that will possibly be raised against this proposal, unless it should
be urged, that the number of people will be thereby much lessened in the kingdom. This I freely
own, and 'twas indeed one principal design in offering it to the world.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring
to promote this necessary work, having no other motive than the public good of my country, by
advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the
rich. I have no children by which I can propose to get a single penny; the youngest being nine
years old, and my wife past child-bearing.
The End
Objective
Motive
Participation
TOTAL POINTS:
ADJUSTMENTS:
Poor (0)
Satisfactory (1)
Attempts to
identify what the
character wants.
Attempts to
identify why the
character wants
something.
Attempts to
participates in
the still images
activity.
________
________
Reason: _____________________________________________
FINAL POINTS: ________ (Rubric Points +/- Adjustments)
LETTER GRADE:
Points
Final Grade
Exemplary
4-5
Good
2-3
Satisfactory
0-1
US
Unsatisfactory
Good (2)
Clearly identifies
what the
character wants.
Clearly identifies
why the
character wants
something.
Actively
participates in
the still images
activity.
Name: ___________________________________________
Date: ______________
Definition Quiz
1. Define Objective:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Example(s) of Objective:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Define Motive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Example(s) of Motive:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Home Life
Day
Name:
Age:
Main Concerns /
Needs
Physicality