Week 1: Lesson Two

Duration: 1 Day
Subject: English Language Arts
Unit: The Canterbury Tales
Grade Level: 12
Standards:
CCSS.ELA-LITERACY.L.11-12.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.11-12.5.A
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
Lesson Objectives:
1. Students will be able to define the following terms: situational irony, verbal
irony, exaggeration, and satire.
2. Students will analyze a video clip to identify examples of situational irony,
verbal irony, and exaggeration.
3. Students will be able to explain how satire is created.
Anticipatory Set:
Have students take out iPad and open iDo Notepad app to respond to the following
journal prompt to reflect prior knowledge of the term irony:
Define the term irony. Based on the definition, what is it that makes a situation or
statement ironic? Can you think of example of situation or phrase that you have
encountered recently that would be considered ironic?
After students have responded to the prompt, invite them share their responses
with the class.
Input:
1. Instruct students to take out their iPads and open their Notability app to take
notes on the lecture.
2. Present Creating Satire Prezi, with embedded Ted Ed videos, to introduce
students to the following terms: situational irony, verbal irony, exaggeration
(hyperbole), and satire. The function of this lecture is to help students
understand how the use of situational and verbal irony, as well as
exaggeration creates satire.

3. Below is the outline of the How is Satire Created? lecture. After concluding
the introductory lecture, have students watch a short clip of A Nonpartisan
Message from Governor Sarah Palin and Senator Hilary Clinton on Hulu.
4. After students have finished watching the video clip, hand out the Creating
Satire Reflection Questions and have them work with a partner to respond to
the following questions:

How was situational irony demonstrated through the actions of Tina Fey and
Amy Poehler as they impersonated Sarah Palin and Hilary Clinton?
How was verbal irony demonstrated through the dialogue of Fey and
Poehler?
How was exaggeration demonstrated through the interaction of Fey and
Poehler as the ubiquitous politicians?
How did situational irony, verbal irony, and exaggeration work together in
the video clip to create a satirical message from the two political candidates?
Why do you suppose Palin and Clinton are ideal targets for a satirical
portrayal?

Homework:
For homework, students will read and annotate the first ten pages of The
General Prologue of The Canterbury Tales.

Supplies:
iDo Notepad app
Creating Satire Prezi
Computer
Projector
iPad (each student should have their own)
A Nonpartisan Message from Governor Sarah Palin and Senator Hilary
Clinton video clip on Hulu
Creating Satire Reflection Questions Handout
A copy of The Canterbury Tales