Professional Documents
Culture Documents
Teacher Candidate:
Alexandra Boyd
Date:
11/27/15
Subject/Grade/Course
Sophomore English
Lesson Title:
Introduction to Satire
Context
Content Objectives
Students will be able to [SWBAT.]
What key knowledge and skills will students acquire
as a result of this lesson?
Rationale
The assignment is considered exemplary if the student addresses each of four satirical elements , explains what is being satirized and what the
message appears to be beyond the satire.
The assignment will be considered complete if the student addresses each of the four satirical elements, even if the student appears to
misunderstand one or more of them, and if the student makes an attempt to explain what is being satirized and the intended message.
The assignment will be considered incomplete if the student does not address each of the four satirical elements and/or does not make an attempt
to explain what is being satirized.
Assignments that are completed but appear to contain misunderstandings will be addressed with the students (especially if it seems students are
misunderstanding some of the same things), but will receive full credit. Assignments that are incomplete will need to be completed for partial credit.
LESSON GUIDE
TIME
LEARNING EXPERIENCE/EVENT
Opening//Motivation
5 mins
Greet the class and give the students 5 mins to journal on this prompt
Prompt: Think of something that made you laugh in the last couple of days. This could be something you
Engage
Connect to prior
1-2 mins
saw on TV, or online, something you read, something your friend said. Describe it and think about why it
made you laugh. What do you think made it funny? Broadly speaking, why do we think some things are
funny?
2-3 mins
Have students turn to a partner or two and share their responses to the last two questions (what makes
something funny? Why do we think some things are funny?)
experience/learning
Communicate
learning goals,
expectations
Presentation/Instruc
tion
Teach/model/demo
the new
skill/strategy/concept
Scaffold
Use multiple
strategies
Go around the class and have each pair of students relate their responses to the pair-share questions,
make a list of their responses
6-8 mins
Structured Practice
Exploration/Inquiry
Model
Guide, interact
Question, think,
discuss
Explore key ideas,
issues
Check for
understanding
Guided
Practice/Feedback
Provide opportunities
for students to
rethink & revise
Tailor to different
needs, interests,
abilities
Correct
misunderstandings
Check for readiness
to work
independently
Provide feedback
Independent
Practice/Application,
Transfer
2 mins
2 mins
4-6 mins
Introduce the concept of satire as the topic for the next unit, provide a definition for satire and have
students take notes.
Satire- Satire is a technique employed by writers to expose and criticize foolishness and
corruption of an individual or a society by employing elements such as irony,
exaggeration, parody or incongruity. It intends to improve humanity by criticizing its follies and
foibles. The role of satire is to criticize those vices in society which the writer considers a threat
to civilization.
Talk about what makes something satirical and define four elements of satire:
Exaggeration- To enlarge, increase or represent something beyond its normal bounds so that it
becomes ridiculous and its faults can be seen
Irony- The difference between what is said and done and what is actually meant (what we
commonly refer to as sarcasm is better defined as irony)
Incongruity- To present things that are out of place or are absurd in relation to their surroundings
Parody-To imitate the techniques or style of some person, place or thing
Include definitions and examples of each. Draw parallels between the elements of satire and the list the
students generated where possible.
Watch #hashtag sketch: https://www.youtube.com/watch?v=57dzaMaouXA, hand out a graphic
organizer
10-12
mins
In groups or pairs, have students talk about how the sketch employs satire and which of the elements it
uses
5-7 mins
As a class, fill out the graphic organizer for this example together using mindmup.com, determining how
this clip employs satire and what it is satirizing
2-3 mins
Pass out other visual or print examples of satire. Have students select one and work in small groups to
create their own graphic organizers on mindmup modeled after the first one.
Have each small group share their satirical resources and describe the examples of exaggeration, irony,
incongruity and parody for their classmates.
Closure
Review key
concepts/points
How will students
articulate their
learning?
Discuss the rubric for the unit project so that students can begin thinking about what they want to do.
Homework will be to find an example of satire and identify what is being satirized the ways each of the
satirical elements are met (essentially filling out another graphic organizer like the one they did in small
groups in class). These will be turned in the following day in class.
Progress Monitoring
Grouping
Co-Teaching Model
Materials / Resources
Contingency Plan
What scaffolds and universal design elements have you included to ensure
ALL students meet high expectations?
Throughout this lesson I try to build off the ideas I am presenting and
release responsibility slowly to the learners, providing adequate scaffolding
so that when it becomes time to do our homework assignment, the
students feel equipped to move forward on their own. For example, I first
have the class work together to apply the satirical elements, then in small
groups and then as a whole class again, to check for understanding. The
students homework assignment is completed individually. I work to
differentiate the manner of instruction and in the ways I allow students to
show their knowledge. I provide both verbal and visual representations of
the concepts discussed. I also have students consider what they know by
writing, speaking to each other and filling out a graphic organizer. Also, for
the group-work portion of the lesson, I allow students to choose between a
selection of examples, some of which are more visual while others are
more text-heavy. For the assignment they are to complete individually,
they have options to choose any type of media that they feel best
represents satire.
Will students work individually, in pairs, small groups? How are these
determined and why?
Students will work individually, in pairs in small groups and as a whole
class over the course of the lesson. They groups they work in will be
determined by the seating arrangement. They will be mixed ability so that
stronger students might help those who are struggling and so it is not likely
that one group will finish their task far ahead of the others. This should
allow both the students who are struggling and the students who provide
assistance to get a better sense of the learning task. Since this lesson will
be taught later in the year, groups will have been determined based on
students performance aptitudes and who seems to work well together.
University of St. Thomas, Teacher Education
Updated 201540
How will you monitor students progress toward acquisition, meaning, and
transfer during this lesson? What are potential rough spots and student
misunderstandings? How will students get the feedback they need?
I included a few opportunities to monitor student progress towards
understanding during the lesson. When we do an example of identifying
satirical elements as a class, I will get some idea of what makes sense to
students and what they are struggling with, which I can address as we do the
example. Later, when they break up into small groups, I will circulate and get
a better idea of which concepts make sense and which they seem to be
having trouble with. I can try and correct misunderstanding as students are
working. However, if I miss any, when each group presents their findings to
the class I will be able to see if misunderstanding persisted and correct them
for the group. I expect the greatest area of potential struggle will come when
students attempt to apply the satirical elements in small groups. I expect that
groups will have the most difficult time determining whether an element they
are identifying would be considered exaggeration or parody, since there is
some overlap between these two concepts. Having several opportunities to
monitor for knowledge acquisition and transfer should allow me to give
students the necessary feedback to successfully grasp this lesson.
Additionally, I will be able to look over individual homework assignments, and
if students still seem lost, I can address common mistakes the following day in
class and offer written feedback on the returned assignments or verbal
feedback in person.
What Is your plan for those who need additional time/finish early/need
support? Back-up if things dont go according to plan?
I built a minute or two of flexible time into each activity in the lesson plan, so
we should be able to accomplish the main learning tasks even if a few tasks
take longer than I anticipated. If we end up finishing early I will ask students
to brainstorm where they might look to find additional examples of satire in
their small groups, to get them thinking about their homework assignment.
If we have technological difficulties, I will have printed copies of my Power
Point slides, will provide visuals by writing on the board and will have students
draw graphic organizers in their notebooks. If I am not able to get the Youtube
video to play, I will have an extra written or visual example that originally
would have been an option for small group work. Instead, we will use this
example to demonstrate how the satirical elements can be applied as a whole
class.
POST-INSTRUCTION REFLECTION
Strengths: What did you do in your planning and teaching to ensure your students would learn? To what extent did the whole class or group learn what
you intended them to learn?
Opportunities for Growth: For whom did the lesson work best? What didnt work and for whom? What will be your next instructional steps?