Page 132 - SpringBoard_ELA_CA_Smapler_Flipbook

aCTIVITy 4.6
continued
Second Read
• Reread the article to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
2. Craft and Structure: What role does the first paragraph play in the structure of this article?
The first sentence identifies the current issue and institution being satirized by the article. RL.8.4
3. Key Ideas and Details: How do quotes from specific people throughout the article add to the development of ideas?
The quotes make the article seem more realistic. RL.8.1
4. Key Ideas and Details: How does the use of present tense in the last quote in paragraph 13 emphasize the satire?
It shows how ridiculous a person sounds when he or she is unable to use the past tense. RL.8.1
Working from the Text
5. Work collaboratively to diffuse and paraphrase the definition of satire.
Satire, a form of high comedy, is the use of irony, sarcasm, and/or ridicule in exposing, denouncing, and/or deriding human vice and folly.
Irony – opposite of what is meant or expected
Sarcasm – a bitter or cutting remark that mocks or taunts Ridicule – to make fun of
Denouncing – to condemn; express strong disapproval Deriding – to mock; taunt
Vice – immoral or evil habit or practice
Folly – foolish action; an absurdity
Paraphrase: making fun of something or someone to criticize an idea or issue
my Notes
4. Key Ideas and Details (RL.8.1) How does the use of present M 9781457304644_TCB_LA_SE_L8_U4.indd 279
15/04/15
1:48 AM
tense in the last quote in paragraph 13 emphasize the satire? Read paragraph 13. What is the correct tense that should be used? What point does the use of the present tense make in this sentence?
Unit 4 • The Challenge of Comedy 279
acTIVITY 4.6 continued
7 SECOND READ: During the second reading, students will be returning to the text to answer the text-dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
8 Have students answer the text- dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
9 Have students read the text another time individually; they should circle the highly connotative diction and gauge its effect. Model annotating with the first two paragraphs.
ScaFFOLDING The TexT-DePeNDeNT QUeSTIONS
Unit 4 • The Challenge of Comedy 279
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.