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Common Core Lesson Template - Satire
Common Core Lesson Template - Satire
Subject(s): English I
Teacher(s): Ms. Frantz
Grade: 9th
School: Forestview
LESSON ELEMENT
STUDENT-FRIENDLY TRANSLATION
( # 2,3,4 only)
4. Formative Assessment Criteria for Success: (How will you & your students
know if they have successfully met the outcomes? What specific criteria
will be met in a successful product/process? What does success on this
lessons outcomes look like?)
5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their
student products as formative assessment opportunities?)
Students are given different news articles (there are four of them).
After reading and discussing in a group, students share a summary and their reaction of their assigned news article.
Students are then told that their news articles are really examples of satire and therefore not true.
Students take notes on satire and the elements that make-up satire (hyperbole, ridicule, irony, incongruity, reversal,
parody).
Students already know the different types of irony (dramatic, situational, and verbal) but the terms will be
reviewed.
The different between parody and satire is also discussed.
Students are shown clips from The Colbert Report and other current satirical examples including the music video YOLO-You Outta Look Out.
Students are then introduced to Harrison Bergeron
They read the story for homework and identify the usage of satire
In the next class, AP Preparatory students will create their own satire.
6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Satirical news articles
Presentation
Guided notes (students already have these)
Short story Harrison Bergeron
Worksheets
7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson?
Consider all aspects of student diversity.)
Everything will be supplied in classthe articles were chosen because they are issues that all students can understand and
relate to.
8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for
Students with Disabilities in your class? Be as specific as possible.)
Some groups may be given shorter, lower lexical level articles or groups will heterogeneous where the higher level students
may help explain and elaborate to the lower level students.
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You are also encouraged to use a facilitated Learning from Student Work protocol to review and reflect on student
work related to this lesson.