You are on page 1of 5

Lesson Design Template

Department of Teacher Education

Teacher Candidate:
Alexandra Boyd

Date:
11/27/15

Subject/Grade/Course
Sophomore English

Lesson Title:
Introduction to Satire

STAGE 1 DESIRED RESULTS


Established Goals / P-12 State Content
Standards
What relevant goals (content standards,
professional standards, course or program
objectives, learning outcomes) will this lesson
address? Cite name of standards document,
numbers & text, using only the parts specific to
this lesson.

9.5.4.4 Determine the meaning of words


and phrases as they are used in a text,
including figurative, connotative, and
technical meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper).
9.4.9.9 Analyze how an author draws on
and transforms source material in a
specific work (e.g., how Shakespeare treats
a theme or topic from Ovid or the Bible or
how a later author draws on a play by
Shakespeare or how a Minnesota
American Indian author uses oral
tradition to create works of
literature).

Context

Why is this important for the learner? Justify your


reason for teaching this lesson.

This is the introductory lesson to a two-week


unit on satire for a tenth grade English class.
The unit would take place in the second
semester, possibly after looking at media
literacy. For this semester, I would like the class
to focus on the role of writing as a means of
creating or describing social change. After the
unit on satire the class will move on to a more
serious analyses on how calls to action are
communicated whether through speeches,
essays or poetry. The essential questions that
are the focus of this unit are what are the
benefits of approaching social criticism
satirically? What are the drawbacks? and why
is social criticism important? This second
essential question is one that students will
return to throughout the semester as they
discuss the different ways language is used to
motivate change.

In order to be engaged, aware citizens, it is


helpful for students to understand different
ways that information may be presented and
how this presentation effects how the
information is received. Students can
consider why a creator chooses to convey a
satirical message and critically engage with
the argument the creator is attempting to
make. If we consider satire a strategy for
arguing a point, it is useful to students to be
able to understand the conventions of this
type of argument. Being able to name
different elements of a satirical depiction will
allow students to think more deeply about
what is being satirized and why the author
may want to portray the subject as ridiculous.
This lesson is the first step towards giving
students an understanding of the form and
teaching them to employ it themselves.

Content Objectives
Students will be able to [SWBAT.]
What key knowledge and skills will students acquire
as a result of this lesson?

University of St. Thomas, Teacher Education


Updated 201540

Rationale

Where does this lesson fit in the curriculum?


[consider big ideas/enduring understandings,
essential questions at unit level; What came before
this lesson and what will come after?]

Students will be able to identify several


reasons that they believe something is
funny
Students will be able to list and define

Academic Language Objectives


Students will be able to ..[SWBAT]
What are the language
functions/vocabulary/syntax/ that students will
need to be successful in this lesson?

Students will be able to define satire,


as well as the four elements of a
satirical portrayal
Students will be able to analyze the

four elements of satire in different


mediums by filling out their graphic
organizers
Students will be able to offer written and
verbal explanations for why they believe
each of these examples was satirized

satirical elements in several different


examples both as a whole class, in a
small group and individually
Students will be able to identify an
example of satire on their own and
analyze it using the framework of the
satirical elements, giving specific
explanations from their chosen
example

STAGE 2 ASSESSMENT EVIDENCE


Students will show they have achieved Stage 1 learning objectives when
They will participate in the small group and whole class activities. They will provide answers to the prompt questions with their group that indicate they are
thinking about and working to understand the subject material. Students will also fill out two graphic organizers in class to show their understanding.
Afterwards, they will prove what they learned by finding a third example and evaluating it using the satirical elements they worked with in class. Their
evaluation will show that they have developed an understanding of each of the elements and that they spent time thinking about what kind of message the
satiric representation of a particular subject was trying to send.

Criteria for Evaluating Student Work


What criteria will be used when examining students products or performances to know if they were successful? What constitutes acceptable work? [rubric,
percentage correct, weighted parts]
Note: established criteria may not be applicable to every assessment measure above.
For the verbal small group and large group activities, student work will be evaluated on whether they appear to be engaging with their group members and
discussing the topic of the lesson. The product of student work, the graphic organizer they do in class and the one they do for homework will be treated as a
formative assessment. My criteria for evaluating it will be:

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.

STAGE 3 - LEARNING PLAN


What learning experiences and instruction will enable students to achieve the desired results? Is there tight alignment with Stages 1 and 2? Is the plan
likely to be engaging and effective for all students? Lesson Guide may be tailored to type of lesson [direct instruction, inquiry, science lab, mock trial, etc.]
Use bullet points or numbered items format. Include discussion questions.

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

University of St. Thomas, Teacher Education


Updated 201540

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

Check for acquisition,


meaning & ability to
transfer learning
Allow students to
evaluate their work
and its implications

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.

University of St. Thomas, Teacher Education


Updated 201540

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.

STAGE 3 LEARNING PLAN


Equity Measures / Differentiation

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.

Which co-teaching model(s) will be used [if applicable]?


I designed this lesson to be taught by a single classroom teacher, however, it
could easily be adapted to several of the different co-teaching models,
particularly parallel teaching or one-teach and one-support. Since this lesson
has already been planned, it could not fall into the category of team teaching
unless I were to revise it based on my colleagues input. However, we could
easily split the lesson in half and focus more closely on the members of our
split groups. Additionally, I could teach and a supporting teacher could work
closely with groups or pairs that she identifies as needing additional help
during group work time.

What materials/resources/technologies will you need for this lesson? What


will students need?
Teacher Needs:
Power point and computer hooked up to a screen
White board or chalk board
Internet access in the classroom for the Youtube video
At least 4-5 additional examples of satire
Final project rubric
Students need:
Journals/notebooks
Writing utensils

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?

University of St. Thomas, Teacher Education


Updated 201540

You might also like