Page 105 - SpringBoard_ELA_CA_Smapler_Flipbook

Planning the unit
continued
Instructional Activities and Pacing
Total: 42 class periods
4.1–4.3
4 class periods
Description
Students begin the unit by unpacking the Embedded Assessment so that they understand the task ahead. They are introduced to the complexity of humor by reading closely and writing an objective summary of an informational text. They will also learn about and discuss the diction and the levels of comedy, high and low, that are used to analyze and create humor. The unit’s first Language and Writer’s Craft lesson addresses using verbals and asks students to apply this new learning to their writing to add variety. These activities introduce students to the concepts and vocabulary that will help them analyze complex texts and humor throughout the unit.
4.4–4.6
7 class periods
Through close reading of film and literary texts, students continue to examine comedy by analyzing how speakers and authors use anecdote and satire to create humor. Using the close reading, writing, and collaborative strategies questioning the text, TWIST, and Socratic Seminar, students explain how an author conveys universal truths (theme) through humor. They continue their study of verbals in
a second Language and Writer’s Craft lesson and are asked to review and apply transitional strategies to an analytical paragraph to create coherence in writing.
4.7–4.10
8 class periods
These lessons are designed to strengthen students’ understanding of comedy
by introducing the specific elements of comic characters and caricatures, comic situations, hyperbole, and wordplay. Through close reading of texts from diverse genres, such as television show scenes, short story, film, novel excerpt, poetry, and comedic skit, students work collaboratively to define, recognize, and analyze these elements and their comedic effect. Students also respond to expository writing prompts to practice literary analysis.
4.11
3 class periods
As students near the Embedded Assessment, they practice analyzing the effect of the humorous elements they have studied so far by using a graphic organizer that will aid them in composing an analytical essay about a humorous text. They then evaluate a sample student essay in order to analyze its effectiveness and work
in a writing group to collaboratively revise a component of it. This activity guides students through a group practice experience to prepare for the reading and writing tasks of Embedded Assessment 1.
Embedded Assessment 1 3 class periods
Students will write an analytical essay on a humorous text. This experience prepares students to continue thinking and learning about comedy as it applies to Shakespeare, in the second half of the unit.
4.12
1 class period
Students begin the second half of the unit by reflecting on learning and making connections between studying humor as a writer and reader and studying humor as a performer. To clarify learning expectations, students identify the knowledge and skills needed to complete Embedded Assessment 2 successfully.
Unit 4 • Planning the Unit 247c
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