English 9 Enriched: Lyric Analysis Essay and Shakespeare

As the culminating assessment at the end of Romeo and Juliet, the students were given the following essay assignment:

 

Your Assignment: You should be prepared for this task utilizing the RHA-ed song lyrics from either West Side Story or High School Musical that you worked with in your group.  We also watched video representations as part of your preparation, and we had a discussion in class. What is the main idea of those particular lyrics? Write a unified essay in which you correlate that main idea in those song lyrics with a specific speech in Romeo and Juliet (There IS a right/wrong answer for which speech goes with the lyrics; you will have to think carefully). Be sure to show how each author uses specific literary elements or techniques to convey that idea.

 

Your task: After reading Romeo and Juliet and the assigned song lyrics, identify a controlling idea that the two have in common (using a specific speech from the tragedy).

 

Purpose: To analyze the correlation between the two using the common idea (controlling idea) that you have identified.

 

Style: Be sure to analyze the authors’ use of literary techniques (for example: dramatic irony, symbolism, imagery, characterization, etc) that help express your controlling idea.

 

Format: You must have an introduction to your controlling idea, two body paragraphs (minimum of 4 chunks), and a solid conclusion.

These are the videos we used as part of the preparations:

From West Side Story:

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“The Jet Song” (compares/contrasts with Act I, scene i of Romeo and Juliet):

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“Something’s Coming” (compares/contrasts with Act I, scene iv as well as some aspects of Avt V, scene i of Romeo and Juliet):

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“Maria” (compares/contrasts with the end of Act I, scene v and the early part of Act II, scene ii of Romeo and Juliet):

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“I Feel Pretty”  (compares/contrasts with the opening of Act III, scene ii of Romeo and Juliet) :

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from High School Musical:

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“The Start of Something New” (compares/contrasts with Act I, scene v of Romeo and Juliet):

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“Get’cha Head in the Game” (compares/contrasts with aspects of Act I, scenes ii and iv of Romeo and Juliet) :

 

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English 9 Enriched: Using Imagery to Create Atmosphere

While reading Act IV of Romeo and Juliet, the students did a close read of Juliet’s soliloquy before she drinks the potion the Friar gave her.  They pulled out the individual images, and they explained how the progression of the images heightened her fears as she wrestles with whether or not to take that step.

Each group took paper and crayons and created a poster depicting a strong image from the speech, and they had to explain how the image helped to create a specific atmosphere in the scene.  Each picture was to be accompanied by a correctly cited caption as evidence.

These are some of their pictures:

Capulet 4

 

Capulet 3

 

Capulet 2

 

Capulet 1

 

 

English 9 Enriched: Short Story Anthology 2014

It is complete!  The students have created their 2014 Short Story anthology: Through the Telescope by Castor Pollux.  It is a collection of satirical stories (inspired by Jonathan Swift’s Gulliver’s Travels) that address myriad social issues.   Their tales are  poignant and clever, but only twelve could be selected to be published in the anthology.  As for the remaining students, I have encouraged them to submit their stories for writing contests and other means of publication, and I have set up a page online with a list of such contests.

Through the Telescope CoverThe students wanted to get the idea of their stories being an “alternate universe” in the grand scope, and that each tale focused in on a particular aspect of society they wished to zoom in on; hence, the title Through the Telescope.

After some discussion about cover art, the students decided they wanted to go with some sort of “star” theme.  We looked at various photographs they happened to have (NO taking anything from the internet!), and then I went to visit Science teacher Bill Kent.  He just happened to have had some of his star photographs converted from slides to digital format that very week…it was a sign!  After some deliberation, the majority voted for the photo of star paths taken in a canyon.

Finally, they needed a collective name.  Because we had spent a great deal of time examining cultural mythology, their collective name is an allusion to the constellation Gemini and the twins, Castor and Pollux.  The idea of twins relates to how their tales point out the foibles of society through an alternate or “twin” universe.

Incredibly clever allusion!

You may click on the photograph of the book cover to be taken to the publication site and to examine the preview of their work.  their books shall be presented to the students at the Freshman/Sophomore awards ceremony at the end of the month, and we shall also have a book signing/cake celebration in early June.

Congratulations, Castor Pollux!

The stories:

“The Timeline” by Nicholas Barton

“Hope for the Valley” by Caitlyn Coffey

“Reduce, Reuse,…Nihility?” by Marko Dilai

“Whispering Rebellions” by Taylor Elliott

“Speak” by Leela Fideor

“The Knitted Nightmare” by Emily Folan

“Plastic For All” by Emilie Leinberg

“Over the Rainbow” by Catherine MacCarthy

“The Sound Principle” by Lucas Mancini

“Old Habits” by Kyle Norton

“The Royal Ruse” by Courtney Priddy

“Reality Check” by Dalton Pumputis

English 9 Enriched: Television Prologues a la Shakespeare

As students examined Shakespeare’s opening prologue in Romeo and Juliet, we talked about the function of a prologue (introduction of characters, setting, and the main conflict, as well as an invitation to “stay tuned”) in his play.

We also looked at modern prologues for television shows such as The Brady Bunch, Gilligan’s Island, The Fresh Prince of BelAir, and The Beverly Hillbillies, and they examined how those lyrics fit the purpose of a prologue such as one written by Homer or Shakespeare.

Their Task:

Oh, those wonderful prologues of days gone by! Like the opening sonnet from William Shakespeare’s Romeo and Juliet , which introduces the audience to the “two households, both alike in dignity”, early television programs often began with a theme song or prologue. Today, television shows have nearly obliterated the informative, entertaining prologues of the early T.V. years and replaced them with musical interludes and credit collages.  Your task will be to remedy this oversight by selecting your favorite television show, which presently begins with theme music only, and write a suitable prologue for it. Remember that an effective prologue invites the listener to hear a story, and it  introduces the characters we are about to see in the show, gives hints about the setting/where the story shall take place, and offers some clues about upcoming conflicts.  And, of course, it will be written in SONNET form!

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Student Samples:

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Modern Family Prologue by Nick B.

 

This is the story of our family.

We may have problems with each other now,

But we love each other, as you can see.

We always end up making you ask how.

There’s Jay and Gloria and little Joe;

He’s old, she’s young, but they still make it work.

Manny is such a kind and helpful Bro;

He’s smart, he’s funny, and he’s not a jerk.

Don’t forget Phil and Claire; they have three kids:

Alex and Hayley are sisters to Luke.

Mitchell and Cam’s love is off of the grid;

Adding baby Lilly was not a fluke.

And if you relax and put on a smirk,

We’ll tell you how we make our family work.

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Prologue for The Walking Dead by Kevin V.

 

A man awakes to an awful new life,

Not knowing where he is or what to do,

He struggles to find his son and his wife,

While strange monsters congregate in a slew.

Miles away, the outskirts of the city,

House the exact same abominations,

What happens here, truly is a pity,

In this world, everyone is on probation.

Old morals and beliefs begin to fade,

Because in Atlanta no one spares breath,

Unfortunately, the people have paid,

The ultimate price; no life, only death.

On this reborn planet, things never mend,

And the problem seemingly has no end.

 

English 9 Enriched: Justification for Teaching Creative Writing

After much analysis of Jonathan Swift’s Gulliver’s Travels, as well as arguing points relative to his satire, the students began to work on a satirical piece of their own.  And while creative writing is not particularly well supported by the Common Core, I am a firm believer in allowing students to use their imaginations, especially to ponder the question, “What if…?”

Through exploring Swift’s use of “What if…?” in his novel, we expanded on how students would approach the same scenario: What if you suddenly found yourself in a place where people are only six inches tall?  Or are giants?  Or is a place ruled by horses?  This gave them a starting place for creating their own scenarios for their stories.

We also looked at various forms of satire, and each student selected two or three forms that they wanted to “play with” in their own writing…and then they got down to work.

The last structural stipulation was that, like Gulliver’s Travels, their story had to be some sort of travelogue (but it could be an adventure of the mind…like Dorothy’s dream in The Wizard of Oz).  As such, they needed to incorporate elements of the Hero’s Journey pattern as outlined by Joseph Campbell.  We have worked with the Hero’s Journey all year, and I wanted them to show me how well they understood it through their own tale.

Doing all of this, as well as incorporating the use of strong sensory imagery (to either set a particular mood/atmosphere, but as a method of characterization), metaphors, similes, symbolism, and the use of dialect (to aid characterization) will give students a better grasp of what a professional author goes through in creating his/her works of fiction.  If students can not only recognize, but appreciate WHY a particular type of figurative language is used in writing, then they will be better prepared to analyze literature in the future.

In approaching persuasive writing, the students also had to write a commercial in an effort to get their fellow classmates to not only read, but vote for their story to be published in our upcoming short story anthology.

That is my justification for teaching creative writing!

After working for the past six weeks on their creation, here are some advertisements for their short stories:

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“The Timeline” Trailer by Nick B.  Nick’s PowerPoint trailer for his short story, “The Timeline”

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Leela’s iMovie trailer for her story, “Speak”:

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Mike’s YouTube video for his story, “When Technology Attacks”

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Kevin’s YouTube video for “Swagpocalypse”:

English 9 Enriched: What if…? (Houyhnhnmland)

For each of the three parts of Gulliver’s Travels that we read in our abridged version, I have asked the question, “What if…?”

“What if you suddenly found yourself in a world inhabited by people only six inches tall?”

“What if you suddenly found yourself in a place inhabited by giants?”

and finally:

“What if you suddenly found yourself in a world where another animal was the dominant species, and men were wild beasts?”

To get them thinking, I did a Visible Thinking exercise using a clip from the 1968 film, Planet of the Apes.

pota-taylor-cornelius-and-ziraClick picture to play the clip…

While watching the clip, students wrote down three things they SAW in the video that may relate to Gulliver’s arrival at Houyhnhnmland.  Once they had ten (after the clip was finished), each found a partner and shared what they saw in the clip.

After sharing, they returned to their seats to write three things they thought about how the clip connected to Gulliver’s Travels and explain why, as well as three things they wondered about if they were to suddenly find themselves in a similar situation.

We shared their responses on PostIts, using a different color for See/Think/Wonder.

Visible Thinking Planet of the Apes

After sharing their verbal responses, they broke up into their assigned groups to continue the discussion about Gulliver’s arrival in the land ruled by horses.  They had to address the following:

– I would definitely ________________.

– I could possibly __________________.

– three things Swift was showing about mankind through this portion of the novel.

After each group prepared its answers, we shared some of their ideas.

English 9 Enriched: Persuasive Essay/Argument

Persuasive Argument: Gulliver’s Travels

Some critics say that in Gulliver’s Travels we see Swift at his most misanthropic; his representation of the Yahoos demonstrates that he is a bitter hater of mankind. Other critics say, however, that for Swift the Yahoos do not represent mankind but what mankind must strive to overcome.

Choose which side of the argument you’d like to take. If the class is unevenly distributed, then I will be asking for “volunteers” to argue the other side (If it makes it any easier, you can pretend that you are a defense attorney for someone you KNOW is guilty, yet it’s your job to defend him anyway).

Preparation: You will need to divide your team and work for about 20 minutes to prepare your case (with textual support, or course; you may also bring in expert witness testimony via Google):

– one third will be those presenting a convincing position of support for your topic.

– Another third will be those who will present counter-claims after hearing the opponent’s opening statements. In preparation, you have to predict what the other side might say in support of their position (like you might if you were to ask to go to a late night party, and you already know that you will have to convince your parents because they will have objections).

– The final third will be those who will refute the counter-argument (remember, the opponent is going to challenge your position, too, so be prepared for what they might say…like why your parents might not think it’s a hot idea for you to go to said party). These folks, too, will have to listen carefully to the opposition in order to respond appropriately. Since you will have predicted what the opponent’s objections might be, you are ready to put holes in their counter-argument.

– Choose your closer—who’s going to put the nail in the coffin of the opponent and win the argument for you?

 

The Debate:

– The presentation of the case:   One third of your team must clearly state your team’s position, with each person being sure to offer arguments for why your side is correct (using textual evidence as support). That group of folks will have two minutes on each side to state its case. While the opponent’s team is presenting its case, those who are NOT preparing to speak for the presentation of the case will be taking quick notes on what the opponent says. These points will be use in the counter-argument.

(There will be a two minute intermission to huddle to prepare counter)

Countering the case: After both sides have presented their position with compelling evidence, the next part of the team will counter what the opponent had to say it their opening remarks. You might phrase your statements with, “I’ve heard you say that Swift ________, but isn’t it true that ________?” You are trying to weaken their support with your counter-claim. The opponent must LISTEN to the counter arguments being presented without refuting (YET). Two minutes for each side to counter.

 (There will be a two minute intermission to huddle to prepare to refute)

Refute the counter: After both sides have attempted to weaken their opponent’s claim with a counter-argument, it is time to refute that counter. You might say, “While it’s possible that what ________ is countering that ____________ might be true in some instances, it’s more plausible that _____________.”   Two minutes each side for the rebuttal.

(There will be a two minute intermission to huddle to prepare their closing statement)

-Driving it home:  Each closer has ONE minute to attempt to win the argument.

This is a 20 minute timed debate.

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As they were preparing, students were incredibly engaged in the process.  They got out their smartphones and their iPads to look for sources, and they were digging through their texts.

This exercise was preparation for a persuasive essay using the same questions as above.  They now have selected textual evidence as well as support from outside sources for their arguments.

English 9 Enriched: Song Parodies

As Jonathan Swift parodied the travel books of his day, the enriched students also used song parodies for their own satirical comments.

Two groups even made music videos!

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And these are some of their written lyrics:

"There is the Sun" (Parody of "Here Comes the Sun" by the Beatles)

There is the sun
There is the sun, and I’ve been
Up all night

‘Morning Mother
 I have been doing my home work
‘Morning Mother
When was the last time I missed school?

There is the sun
There is the sun, and I’ve been
Up all night

Hello father
I wouldn’t miss anything vital  
Please dear father
It has been days since I have slept

There is the sun
There is the sun, and I’ve been
Up all night

Beep, beep, beep, goes my alarm
Beep, beep, beep, goes my alarm
Beep, beep, beep, goes my alarm
Beep, beep, beep, goes my alarm
Beep, beep, beep (slams snooze button)

Hey there parents
I’m sure my teachers would not miss me
Please dear parents
Call me in sick they wont suspect

There is the sun
There is the sun, and I’ve been
Up all night

There is the sun
There is the sun
Up all night
(Yawn) Goodnight

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Happy by Pharrell Williams
Parodied as Putin, sung by President of Russia, Vladimir Putin.

It might seem crazy what I’m ’bout to say
Ukraine we’re here, now you’re ours to take
I’m a dictator-type, but still in G8
Trying hard, to take Kiev, listen USA:

(Because I’m Putin)
Think about Olympians who were here just weeks ago
(Because I’m Putin)
Think about how tired Russians are of all this snow
(Because I’m Putin)
Think about the anarchy in the wake of that revolt
(Because I’m Putin)
Ask about my power plays, if that’s what you wanna know

Here comes Obama, going tit-for-tat
In a war of words, how nice is that?
You can boycott G8, I’ll be just fine
No offense to you, Crimea’s already mine

(Because I’m Putin)
Think about Olympians who were here just weeks ago
(Because I’m Putin)
Think about how tired Russians are of all this snow
(Because I’m Putin)
Think about the anarchy in the wake of that revolt
(Because I’m Putin)
Ask about my power plays, if that’s what you wanna know

Kick me out,
Can’t no one, kick me out,
International crime? Ha,
Kick me out,
Crimea, anarchy-bound,
Kick me out? Let me tell you now –

(Because I’m Putin)
Think about Olympians who were here just weeks ago
(Because I’m Putin)
Think about how tired Russians are of all this snow
(Because I’m Putin)
Think about the anarchy in the wake of that revolt
(Because I’m Putin)
Ask about my power plays, if that’s what you wanna know

Come on.

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“Let’s Roll” (Parody of “Let’s Go”)
 
Derek Jeter (yeah!) (let’s roll)
A-Rod, Mariano (let’s roll)
CC, and my catcher: Brian McCann
Throw it at ‘em.

Before I
Take a hundred million just to give everybody a contract
They never seen imma hit ‘em with another fastball
Let me get up everybody, only 162 games? Let’s roll.
WOW! Ok, here we go again you see the way I’m swinging and
I’m like a champion the way I be holding up the rings
They call me a YANKEE then you see the TEAM rolling in.
WOW! Uh-huh we winning at home and we winning on the road
Money don’t matter we get whoever we want
And tell ‘em “Welcome to the show.”
We got the keys to success even better than the past
The AL East is ours – Red Sox you coming in last!
Where’s my bat? Where’s my bat? Where’s my bat?
And we back up in the dugout and we bout to hit a homer
Y’all already know who it is it’s the captain Derek Jeter.
Back to the plate see we gotta go when we hit a home run everybody better know
That we going on a roll and we gotta good call, everybody if your cheering for me-
(Let’s Roll)

Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
 
I already paid the pitching rotation so now I gotta give the manager some
Put the run up on the board will be phenomenal cause when it come to having a hit,
            imma have another one.
Win the World Series 27 times when you the Yankees, Bronx Bombers
Millions of hours, grab a bat and hit the laces off a ball
Use all that power, how we’re the biggest dynasty in baseball and we still be 
       representing the Empire State.
Unbelievable, the amount of cash spent – there’s no such thing as too little too late.
Imma bout to have another stolen base with the speed of Brett Gardner
When he’s running that fast to first it makes groundouts so much harder. And imma
Win so many pennants they gon think I’m insane, holding up trophies and popping 
        champagne
If this was basketball I’d be driving thru the lane, but this is MLB so get your head 
        in the game
It’s Tanaka the ace from Japan, and the whistle of his splitter is my ringtone
I hope y’all are ready, yeah all I gotta say is your minds about to be blown.
 
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Strike one, hit you with a two-seam fastball, while I’m arguing with the umpire for 
        making a bad call
You want rings? I got 27 of ‘em, leave you stranded on 3rd base like a freaking Mets player
But I’m a Yankee though, everybody’s screamin’ and when I step onto the field the noise
Goes up a level.
Good heavens the man’s swinging for the fence like the Great Bambino
SO, send me the signal and when you finished I throw it at his stupid helmet
I’ll put an end to his swagger and when he charge the mound, the gloves are off you about 
        to get hit.
I might spit pull the trigger on a sweet pitch, my bat’s loaded, wide open,
That’s deep, 430 feet now the crowd’s exploding
Powerade, my new sponsor, Adios! It’s me and this is my apotheosis
Get more starts than Iron Man and I made opponents’ fans cry in every one of ‘em
I can make your momma buy a pack of bubble gum, and your dad asked me where I get my 
        money from
Told him to see me in New York – bring a knife and a fork, cuz it’s a treat to watch me play
Yeah homie let’s roll!
 
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll
Hey, let’s roll, let’s roll, let’s roll, let’s roll

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"Bieber is not a Keeper" (parody of "Baby" by Justin Bieber)

You know I love you, I know you care
Every concert, I will be there
You are my love, you are my heart
and I can never get past your body guard

Are you crazy? Boy quit joking
your twenty, what are you smoking
Roll up another and get into your car
My favorite star broke the law for the first time
and fans were like...

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Every year, his pants keep saggin further
He’s doing things that aggravate his mother
and he tries to play it cool, but he’s losing fans
and he keeps getting tats, and he deserves congrats
‘cause he’s a bad boy, #cut for Biebs
and Selena can not help him ‘cause he broke her dreams
he’s going down, down, down, down
and I just can’t believe he’s in my own home town 
and fans like..

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Bieber! He was innocent,
He did not smoke weed,
 nobody dirty-minded him or could ever rise above
He was young and lived by YOLO, I was star-struck,
Then came fame and fortune, Bieber made big bucks. 
Got with the wrong crowd, he thought he was above everyone else, because
beliebers got his back, but they really only like his body and voice.
He knows his fans are crazy, cause he was so amazing
And now his heart is breaking cause he is so upsetting...

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Bieber, Bieber, Bieber, ooh
Like Bieber, Bieber, Bieber nooo
Like Bieber, Bieber, Bieber oooh
Where did your Bieber flip go (go)

Bieber (Yeah Yeah Yeah, Yeah Yeah Yeah)
Now he’s all bad (Yea Yea Yea, Yea Yea Yea)
Now he’s all bad (Yea Yea Yea, Yea Yea Yea)
Now he’s all bad (bad, bad, bad...)

He’s bad

English 9 Enriched: Editorial Cartoons (Satire)

In keeping with the Gulliver’s Travels unit, the students chose articles from newspapers or from the internet to use as a vehicle for satire through an editorial cartoon.

These are some examples of student work from Delta Class:

Nick cartoon and article Nick Cartoon

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Lucas cartoon and article Lucas cartoon

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Anita cartoon and article Anita cartoon

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Courtney cartoon and article Courtney cartoon

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Alicia cartoon and article Alicia cartoon

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Emily cartoon and article Emily cartoon

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These are from Sigma Class:

Taylor cartoon and article Taylor cartoon

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Stephen cartoon and article Stephen cartoon

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Macayla cartoon and article Macayla cartoon

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Kevin cartoon and article Kevin cartoon

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Eva cartoon and article Eva cartoon

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Emilie cartoon and article Emilie cartoon

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Delta class cartoonsDelta Class

Sigma class cartoonsSigma Class

English 9 Enriched: Gulliver’s Travels in Lilliput

As students prepare to write a variety of satirical materials, I asked them to make a list of things they find ridiculous in our society.   I asked them to use the following format:

I think ____________ is ridiculous because _________________.

These are some of the things they came up with:

1. I think boy bands are ridiculous because of their temper tantrums and overpriced concert tickets.

2. I think the reality show Honey Boo Boo is ridiculous because they publicly humiliate themselves.

3. I think Justin Bieber is ridiculous because he had fame but then became irresponsible and felt he could do anything he wanted.

4. I think that people’s priorities are ridiculous because many seem to value unimportant ideas more than one that matter.

5.  I think teen romance novels are ridiculous because they all have the same basic story line and are often written badly.

“What if…?”

Once they had a core idea of something they thought was ridiculous, I asked them to create some “What if…?” questions to try to flush out some creativity.

Before doing this, we looked at Jonathan Swift’s “What if…?” questions from Gulliver’s Travels.

1.  What if I suddenly found myself in a place filled with people only six inches high?

2.  What if I suddenly found myself in a place filled with giants?

3.  What if I suddenly found myself in a place where horses were the ruling creatures and humans were wild animals?

Since today we were speaking specifically about Lilliput, I placed the following exercise on the overhead:

What if I suddenly found myself in a place filled with people only 6 inches high?

–          I would definitely _________________ (two CREATIVE responses)

–          I could possibly ____________________ (three CREATIVE responses)

–          Identify three things/events that might be considered ridiculous about Gulliver’s adventures in the Land of Lilliput (what could be seen as satirical).  I do NOT want you to think about the HISTORY of England at this time.  You will have an opportunity to do that later.  I want you to consider what might be a ridiculous aspect of mankind in general that is satirical in this situation.

We ended up with some interesting discussions:

Gulliver’s submission to the Lilliputians was ridiculous because of his great size.  They compared this to people giving in to others too easily: parents giving into kids throwing a tantrum, women giving in to controlling men, kids giving in to bullies that they could easily deal with if they only stood up for themselves.

Even though Gulliver saved the palace from being burned to the ground by urinating on it, he was charged with treason for public urination.  They compared this to someone who used the Heimlich Maneuver to save someone’s life only to get sued by the person he saved because the rescuer accidentally broke one of the choking victim’s ribs in the process.

The bickering over low and high heels is like the bickering between the social classes today.  They even made mention of the bickering between the Democrats and Republicans, even though both are American political parties.

They also brought up the ludicrous fighting over which end to break when eating an egg.  They compared that to the Protestants and the Catholics killing each other in Ireland even though both are Christian groups.  They used the same reference to other religions.

The Lilliputians immediately judged  Gulliver as something evil and tied him up the minute they saw him.  They said this was like making judgments  against anything/anyone that is new and very different from what is commonly known.