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ACTIVITY 4.5
continued
6. How would you classify this essay (high or low comedy)? Explain.
High, based on verbal wordplay; less about circumstance than about the way it is conveyed; irreverent (death of pets)
7. How would you describe the humor? What is the author’s intended response? Use precise diction in your response.
The author is using high comedy to express a universal theme that all parents can relate to. The author intends readers to respond with “chuckles, grins, and smiles.”
8. How does the author use language (diction, syntax, imagery) to create a humorous tone?
clever wordplay (“same vital signs as an ashtray,” “wrangle patio beetles”); pointed remarks; amusing, clever, or witty
9. How does the author appeal to the audience’s emotions, interests, values, and/or beliefs?
Barry seeks to engage the audience in identifying with a common experience of having a pet, and pets dying.
10. What is the universal truth (theme) of the text? How does the author develop the idea through humorous characters and plot?
Parents will go to great lengths to create good pet experiences for their children. His father was “compelled by powerful instincts that even he did not understand” to buy him another turtle.
11. Develop Levels of Questions based on your analysis to prepare for a Socratic Seminar discussion. Remember to maintain a formal style in your speaking during the Socratic Seminar. Be sure to:
• Use precise verbs such as communicates, creates, emphasizes, or illustrates when discussing the author’s purpose.
• Use the author’s last name: “Barry creates humor by ...”
• Cite textual evidence to support your opinion.
My Notes
Levels of Questioning
“I’ve got a few pet peeves about sea creatures”
Level 1: Literal
What are the two times Barry mentions zucchini?
Level 2: Interpretive
What is the significance of zucchini to him?
Why can this be classified as high comedy, while “Brothers” may be considered low comedy?
Level 3: Universal (thematic)
Is caring for a pet a good experience for kids?
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Unit 4 • The Challenge of Comedy 275 15/04/15
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acTIVITY 4.5 continued
8 Form collaborative discussion groups and ask students to respond to the Working from the Text questions. Remind students that analytical questions require rereading and close reading.
9 Briefly discuss responses as a class to check for understanding. Direct students to revise responses to indicate new learning.
0 In preparation for the Socratic Seminar, ask students to write 2–3 questions for each Level of Questions.
Unit 4 • The Challenge of Comedy 275
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.