Page 130 - SpringBoard_ELA_CA_Smapler_Flipbook

satirical Humor
aCTIVITy 4.6
acTIVITY 4.6
PLaN
Learning Targets
• Analyze satire in print and nonprint texts.
• Write an analytical paragraph that includes appropriate and varied transitions.
1. You will next view a film clip your teacher shows and take notes on the satire you observe.
Preview
In this activity, you will read a satirical article and think about how the author uses satire to express disapproval on a particular topic.
Setting a Purpose for Reading
• As you read the article, underline words and phrases that make you laugh or that you recognize as humor.
• Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
• Place a * by any words or phrases that indicate irony, sarcasm, or ridicule.
Underfunded Schools
Forced to Cut Past Tense
from Language Programs
from The Onion
1 WASHINGTON—Faced with ongoing budget crises, underfunded schools nationwide are increasingly left with no option but to cut the past tense—a grammatical construction traditionally used to relate all actions and states that have transpired at an earlier point in time—from their standard English and language arts programs.
2 A part of American school curricula for more than 200 years, the past tense was deemed by school administrators to be too expensive to keep in primary and secondary education.
my Notes
Materials: satirical TV show clip, highlighters
Suggested Pacing: 2 50-minute class periods
This clip is from:
TOPIC (vice or folly exposed)
SATIRE (examples of irony, sarcasm, or ridicule used)
aCademIC VoCabUlary
Satiric comedy is not always funny. Sometimes it mocks or derides the subject. This kind of derision allows a satirist to denounce or express strong disapproval of an attitude or topic.
Teacher
article
cOMMON cOre STaTe STaNDarDS
Focus Standards:
M 9781457304644_TCB_LA_SE_L8_U4.indd 277
W.8.2c: Use appropriate and varied transitions
to create cohesion and clarify the relationships among ideas and concepts.
RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings;
Unit 4 • The Challenge of Comedy 277 analyze the impact of specific word choices
on meaning and tone, including analogies of
1 Before reading, direct students to work with a partner to define the term satire.
TO Teacher
To engage students and give them
a clearer understanding of comic satire, consider showing a clip from a satirical news show such as The Daily Show with Jon Stewart or The Colbert Report. Choose one that is appropriate for and relevant to your students and current issues. Show a short clip (no longer than 5 minutes).
2 Show a satirical scene and have students take notes on the satire they observe. Discuss observations as a class. Allow students to discuss other shows that make use of satire, such as The Simpsons. Be sure students discuss satire as
high comedy.
3 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them understand any unfamiliar terms they encounter.
4 FIRST READ: Based on the complexity of the passage and your knowledge of your students, you may choose to conduct the first reading in a variety of ways:
• independent reading • paired reading
• small group reading • choral reading
• read aloud
5 As students are reading, monitor their progress. Be sure they are engaged with the text and annotating words and phrases they understand as humorous as well as those they recognize as showing irony, sarcasm, or ridicule. Evaluate whether the selected reading mode is effective.
allusions to other texts.
Additional Standards Addressed:
RL.8.1; RL.8.4; RI.8.3; W.8.2a; W.8.2b; W.8.2d; W.8.2e; W.8.4; W.8.5; W.8.9a; L.8.1d; L.8.5a; L.8.5b; L.8.5c; L.8.6
15/04/15
1:48 AM
learNING sTraTeGIes:
Marking the Text, Discussion Groups, Rereading, Revisiting, Adding, Substituting
Unit 4
• The Challenge of Comedy 277
Teach
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.