HEADING Rebecca Walz Satire: Day 6

12th grade English

3rd and 4th period, 54 min

OVERVIEW/ RATIONALE Today students need to finalize their topics/satirical solutions. Theyll have class time to begin writing their essays. ENDURING UNDERSTANDINGS 1. Writing can be a social critique, and art can be commentary. 2. With satire, context is key. 3. Even serious writing can be humorous, and even humorous writing can be serious. 4. The effect of satire is social criticism. In other words, a satire criticizes the way people do things. Satire is trying to make society better by pointing out where it is wrong in a funny way. ESSENTIAL QUESTIONS 1. How does writing interact with its context? 2. How can writing promote social change? GOALS 1. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. 2. Understand and identify the literary methods or tools used by writers of humor and satire, such as irony, sarcasm, exaggeration, understatement, hyperbole, allusion, parody, reversal, and more. OBJECTIVES 1. Students will understand the tools of satire and be able to apply these tools to their own writing. COMMON CORE STANDARDS Reading standards 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or

Secondary Education Handbook

4/25/2012

tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Writing standards 8. Draw evidence from informational texts to support analysis, reflection, and research. MATERIALS 1. Homework: students bring in issues/problems and satirical solutions PROCEDURE Engagement Class 6 [laptops] Do Now: (Check homework and give credit) (5-10 min) o 3rd period brainstorm: What is the issue/problem you are writing about? Describe your proposed solution. Why would it work? How would it solve the problem? What advantages does your solution offer? What are some possible objections to your proposal? How might you respond to these objections? o 4th period: What ideas or techniques can you borrow from the Laurie Fendrich essay or the Onion article? How do these two articles generate ideas for your own writing? o Read over yesterdays brainstorm. Put a check mark next to places where you could elaborate. Put a star next to ideas that you really like. Explanation Class discussion of homework (5 min) Parody: How does it work? What makes it funny? What effect does it have? o The Daily Show clip responding to Newt Gingrichs poverty proposal Coded and distorted language, euphemismsdeliberately engaging mis-readings and mis-interpretationsthink of Swift talking about breeders and inviting his readers to think about the poor as animals o Dave Chappellethe racial draft (10 min) Being offensive Courting stereotypes Extension Free write Evaluation Informal check-ins with students ACCOMMODATIONS PERSONAL REFLECTIONS / NOTES

Secondary Education Handbook

4/25/2012