Content Area/Course: English Language Arts, 9 Unit: Satire: The Nose Lesson 1: Introducing Satirical Humor Time (minutes): 45-55 minutes By the end of this lesson students will know and be able to: Define the literature genre of satire. Identify examples of satire. Identify the elements of satire. Essential Question addressed in this lesson: Q1. Why is satire important? Standard(s)/Unit Goal(s) to be addressed in this lesson: CCSS.ELA-Literacy.RL.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. CCSS.ELA-Literacy.SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Instructional Tips/Strategies/Suggestions Students will need journals of some kind to complete this unit. These can be handmade or commercial notebooks. Review the suggested templates in the Appendices for at least some pages. Emphasize that the examples of satire that students in should be appropriate for school. Four elements of satire are briefly described in the Power Point. Select examples of political cartoons that your students appreciate and understand. Examples of websites with political cartoons are in the Resources for Lessons (review them for appropriateness before showing). It may be best to divide the class into academic working groups prior to the lesson. Anticipated Student Preconceptions/Misconceptions: Students may not have an awareness of the purposeful use of as an effective method to convey a serious idea. Lesson 1: Introducing the Elements of Satire Lesson Opening/Activator Distribute journals to students if they don’t already have them. Give students a copy of a political cartoon. Ask them to: what they observe in their journals. Explain in their journals what the cartoon criticizes.
CCSS.ELA-Literacy.SL.9.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Criteria for Success: Content is original Factual evidence is used to support the message A prevalent social issue in the school, community, or country is addressed A serious message about the issue underlies the satire Humor/satire is used effectively as a communication tool Credible website or other resources for the audience to obtain further information is included CEPA Student Instructions You will present a Public Service Announcement (PSA) to the as a final assessment for the unit. Public service announcements (PSA) are messages, typically through radio and/or television with the objective of raising awareness, and directing the public’s attention and behavior towards a selected social issue. Many common PSAs deal with health and safety issues such as obesity, substance abuse, and bullying. In this particular unit of we have read a variety of pieces from different times and places that have used satire to convey a message. You will demonstrate your understanding by producing a satirical PSA on a relevant topic and contains a serious message. The goal of the announcement is to raise awareness about a social issue relevant to the youth in our community or country. You have been asked by a government agency to help out with their new PSA campaign. Your audience is teenagers.
Elements of Satire Effective use of multiple elements of satire; demonstrates deep understanding of elements. Adequate use of multiple elements; demonstrates sufficient understanding of elements. Somewhat adequate use of one element; demonstrates limited understanding of elements. Misuse or ineffective use of elements; demonstrates little understanding of elements. Message of PSA Clear, logical, and compelling message that cleverly addresses the chosen issue; appropriate for audience. accurate message adequately addresses the issue; appropriate for audience. Message somewhat unclear and not compelling; may not be accurate and/or does not address the and/or is less than appropriate for the audience. Message confusing and not persuasive; not accurate; may not be appropriate for the audience. Content Covers topic in depth; details and examples are factual and compelling. Others could benefit from this PSA. Conveys essential knowledge of the topic; includes factual details and examples; could benefit others. Includes some key information the topic but some factual errors; likely not to be useful to others. Content is minimal or there are several factual errors; ideas are not developed; not useful to others Use of Class Time for PSA Used time well. Focused on getting the project done and didn’t distract others. Used time well. Usually focused on getting the project done and didn’t distract others. Used some of the time well. Some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project and/ or often distracted others Presentation of PSA Listeners can easily follow the line of reasoning; is well matched to purpose, audience, and task. Listeners can follow the line of reasoning; is appropriate to purpose, audience, and task. The line of reasoning may be confusing; style may not suit the purpose, the audience, or the task. No clear line of reasoning; style is not suitable for the purpose, task or audience.
Appendix J: PSA Scoring (Optional – use instead of CEPA Rubric) Use of elements of satire: (25 points) __________ Parody Reversal Incongruity Exaggeration Message: (25 points) __________