Summary
In this lesson, students begin by evaluating statements to decide if they are always, sometimes, or never true, building their critical thinking skills. They then explore Jonathan Swift’s A Modest Proposal, annotating and analyzing the text. Next, students identify an issue from their school, society, or sphere, preparing them to think deeply about real-world problems. They extend their learning by creating a presentation that proposes both a satirical and a realistic solution to one chosen issue. Finally, students present their work and evaluate their classmates' presentations by identifying and discussing the use of satire.
Essential Question(s)
How does satire reflect the issues of society?
Snapshot
Engage
Students evaluate statements to determine if they are Always, Sometimes, or Never True.
Explore
Students annotate “A Modest Proposal” by Jonathan Swift using the CUSS and Discuss strategy.
Explain
Students determine an issue within three different areas of their lives: School, Society, and Sphere.
Extend
Students create a presentation over their chosen issue, including a satirical solution and a realistic solution.
Evaluate
Students present their proposals and identify the satire in their classmates’ presentations.
Materials
Lesson Slides (attached)
A Modest Proposal by Jonathan Swift (attached; one per student)
A Mini Modest Proposal (attached; one per student)
7 Satire Techniques with Tips (attached; optional; one per student)
3-2-1 ICAP (attached; optional; one per student)
Choice Board (attached; one per student)
Presentation Note Catcher (attached; one per student)
Presentation Rubric (attached; one per student)
Student devices with internet access
Shrek Notes (attached; optional; one per student)
Engage
10 Minute(s)
Use the attached Lesson Slides to facilitate this lesson. Begin by showing slides 2-4 to introduce the title of the lesson, the essential question, and the learning objectives. Emphasize that the essential question will be addressed throughout the lesson.
Move to slide 5. Introduce students to the Always, Sometimes, or Never True strategy. Read each of the following statements individually and instruct students to choose whether the statement is always, sometimes, or never true.
Comedy can be serious.
Humor offends people.
Sarcasm makes a point.
Comments that are funny lead to political or societal change.
Ironic statements make people think critically.
Invite students to discuss their choices. Have at least one student from each choice share their opinion and justify their reasoning for why they chose that the statement was always true, sometimes true, or never true.
Explore
60 Minute(s)
Move to slide 6. Provide each student a copy of A Modest Proposal by Jonathan Swift handout (attached). Explain that students will be using a modified version of the CUS and Discuss strategy, which includes a summarizing component. As they read, ask students to circle new words, underline details that support the main ideas, star main ideas, and summarize each section.
When students are finished reading, ask volunteers to share with the class any words that they circled as unfamiliar. Discuss the meaning of these words with the entire class.
Next, pair students together. Invite partners to discuss their main ideas and their supporting details. Ask pairs to share some of the main ideas from the text with the class.
Once the class has shared main ideas, revisit the lesson's essential question on slide 7. Lead a class discussion asking students: “How does satire reflect the issues of society?”
Explain
45 Minute(s)
Move to slide 8 and provide each student with a copy of A Mini Modest Proposal handout (attached). Explain that students are identifying an issue within their school, society, or sphere and identifying a satirical and a serious solution for that one issue. Prompt students to the front side (page 1) of the handout and ask students to brainstorm any issues they can think of at school, in their society—including their local or national community—and the global sphere.
Move to slide 9. After students have had enough time to create a list of issues, group students using a modified version of the Inverted Pyramid strategy to discuss the issues they identified. Have students pair with a partner to discuss their issues. After they’ve had time with their partner, have partners pair with another set of partners to share their ideas. Once the small groups have had enough time to share their ideas, have them group up with another small group to discuss. As students are corresponding with other partners and groups, encourage them to add to their list if they hear an idea from a classmate that they didn’t think of before.
Move to slide 10 and prompt students to flip their handout over to the backside (page 2). Instruct students to choose one of the issues they identified on the front side of their handout that stands out as most important to them and list it on their paper. Explain that they are going to write A Mini Modest Proposal for this issue. Explain that students will need to think of a satirical solution to the problem and an actual solution to the problem. On their handout, they should explain their solutions in detail, as this will be a planning document to guide their presentation.
Extend
75 Minute(s)
Move to slide 12 and present the Choice Board (attached) for student’s presentations. Explain to students that using the Mini Modest Proposal handout they completed, they will be creating a presentation to share with the class about their satirical solutions. They will have six options to present their ideas: Google Slides, PowerPoint, Canva, NotebookLM, Writing a Proposal, or Artist Choice. Explain to students that for each choice, the requirements include the following:
An explanation of their identified issue
A detailed description of their satirical solution
A detailed description of an actual solution
A creative element that includes photos and symbols
Display slide 13 and provide each student a copy of the Presentation Rubric handout (attached). Review the grading criteria and explain how students can score Exemplary in each category.
Evaluate
150 Minute(s)
Provide each student a copy of the Presentation Note Catcher handout (attached). Students will each have 3-5 minutes to present their issues and solutions. As students present, peers should complete at least 4 responses using the handout. Explain that during the presentations, they will need to identify where the issue is: in school, society, or the sphere. They also need to explain the satirical solution presented by their peers, select the type of satire it is, and explain the reasoning for their selection.
Resources
Davis, M. (2021, January 23). A Modest Proposal - full audiobook with rolling text - by Jonathan Swift [Video]. YouTube. https://www.youtube.com/watch?v=hm543xbeaVY
DreamWorks Animation. (2001). Shrek [Film]. DreamWorks Pictures.
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). Always, sometimes, or never true. Strategies. https://learn.k20center.ou.edu/strategy/145
K20 Center. (2025, March 26). Behind the Mic: Exploring Voice Acting with Emily Norman [Video]. YouTube. https://youtu.be/Snxic_UmKyc
K20 Center. (n.d.). Classroomscreen. Tech tools. https://learn.k20center.ou.edu/tech-tool/4093
K20 Center. (n.d.). CUS and discuss. Strategies. https://learn.k20center.ou.edu/strategy/162
K20 Center. (n.d.). Inverted pyramid. Strategies. https://learn.k20center.ou.edu/strategy/173
K20 Center. (n.d.). Mentimeter. Tech tools. https://learn.k20center.ou.edu/tech-tool/645
K20 Center. (n.d.). NotebookLM. Tech tools. https://learn.k20center.ou.edu/tech-tool/4584
Swift, J. (1729). A modest proposal. CommonLit. https://www.commonlit.org/en/texts/a-modest-proposal
Swift, J. (n.d.). Una humilde propuesta [E. Suárez, Trans.]. AlbaLearning. https://albalearning.com/audiolibros/swift/modesta-sp.html