Page 333 - SpringBoard_ELA_Grade8_Flipbook

aCTIVITy 4.10
continued
elements of Humor: Comic Wordplay
my Notes
2. Key Ideas and Details: Puns depend on an audience’s understanding of both possible meanings of a word or phrase. Why might someone older be more likely to understand what a “tape deck” or “brake shoes” are? What does this indicate about the level of comedy involved in puns?
Working from the Text
3. Referencing the text as an example, define pun and create some examples of your own.
4. Mark the text by highlighting at least three humorous puns that you can visualize.
5. Sketch at least one of the puns in the margin of the poem or on a separate piece of paper.
6. In your discussion groups, share your sketches and read aloud the corresponding pun. Explain the two meanings of the word or phrase that creates the pun. Be sure to use precise diction and discuss how the author uses puns for humorous effect.
7. As a group, review the poem and discuss the puns that you notated with question marks. Try to collaborate to make meaning of these.
Analyzing a Humorous Skit
You will next read and/or listen to the skit “Who’s on First?” by Abbott and Costello.
8. Based on the title of the skit, what do you think is the subject?
306 SpringBoard® English Language Arts Grade 8
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