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This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Draft 8/2013 of 66

Satire:TheNoseEnglishLanguageArts,Grade9

Inthisfive‐weekunit(24‐25days/45minutesperday),studentswilllearnkeyelementsofsatireandapplytheirknowledgeinbothreadingandwriting.Inthefirstsectionoftheunit,studentslearnthetermsexaggeration,reversal,incongruity,andparodyandapplythemtovariousexamplesfrompopularcultureandfromliterature.Inthesecondsection,studentsapplytheconceptstotheirreadingofGogol’sTheNoseaswellasothersatiricalessays.Toshowthattheyunderstandhowtoanalyzeapieceofsatiricalwritingusingtheseideas,studentsthenpracticeansweringanopenresponsequestionasaclass,afterwhichtheycompleteoneindividually.Finally,studentsapplytheirunderstandingofsatiretotheirownwritingbycreatingandperformingapublicserviceannouncement,usingsatiretocommunicateaseriouspoint.TheseModelCurriculumUnitsaredesignedtoexemplifytheexpectationsoutlinedintheMACurriculumFrameworksforEnglishLanguageArts/LiteracyandMathematicsincorporatingtheCommonCoreStateStandards,aswellasallotherMACurriculumFrameworks.Theseunitsincludelessonplans,CurriculumEmbeddedPerformanceAssessments,andresources.Inusingtheseunits,itisimportanttoconsiderthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.

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TableofContents

UnitPlan…………………………………………………………………..………………………………………………….…….3GeneralNotes…………………………………………………………………………………………………………………….6Lesson1…………………………………………………………………………………………………………………………….8Lessons2‐3………………………………………………………………………………………………………………………12Lessons4‐8………………………………………………………………………………………………………………………17Lessons9‐10……………………………………………………………………………………………………………………...23Lesson11…………………………………….……………………………………………………………..………………….....27Lessons12‐25…………….………………………………………………………………..……………………………………29CEPATeacherInstructions………………………………………………………………………………………………...34CEPAStudentInstructions…………………………………………………………………………………………………36CEPARubric……………………………………………………………………………………………………………………...38UnitResources………………………………………………………………………………………………………………….39Appendices………………………………………………………………………………………………………………………..43

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Stage1DesiredResultsESTABLISHEDGOALS GCCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext. CCSS.ELA‐Literacy.RL.9.5Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.parallelplots),andmanipulatetime(e.g.pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.CCSS.ELA‐Literacy.W.9.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.MA.ELA‐Literacy.3.ADemonstrateunderstandingoftheconceptofpointofviewbywritingshortnarratives,poems,essays,speeches,orreflectionsfromone’sownoraparticularcharacter’spointofview(e.g.thehero,anti‐hero,aminorcharacter).CCSS.ELA‐Literacy.SL.9.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.

TransferStudentswillbeabletoindependentlyusetheirlearningto… T Communicateideaseffectivelyinwritingtosuitaparticularaudienceandpurpose Communicateideaseffectivelyindiscourseandoralpresentationstosuitvarious

audiencesandpurposes.

MeaningUNDERSTANDINGS UStudentswillunderstandthat…U1.Authorscanusesatiretoexploresocialandpoliticalissues.U2.Satiricalwritingcanbeusedasaneffectivewaytocommunicateaseriouspoint.

ESSENTIALQUESTIONS QQ1.Whyissatireimportant?Q2.Howcansatirebeusedtomakeapoint?

AcquisitionStudentswillknow… KK1.Thatsatireisaliterarytechniqueinwhichideas,customs,behaviors,orinstitutionsareridiculedforthepurposeofimprovingsociety.K2.Thatsatireisachievedthroughtheuseofspecificliterarytechniques,including:

Parody Incongruity Reversal Exaggeration

Studentswillbeskilledat…SS1.Analyzinghowawriter’schoices,pointofview,andcultureshapehisorherwork.S2.Applyingelementsofsatireinwritingandoralcommunication.S3.Interpretingwriters’useofsatire.S4.Demonstratingunderstandingofasocialissue.

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Stage2‐EvidenceEvaluativeCriteria AssessmentEvidenceSeeCEPARubric.StandardsandCriteriaforSuccess: Addressesaprevalentsocialissueinour

society Containsaseriousmessageaboutthe

issue(andfactualinformationasneeded)

Useselementsofsatireasacommunicationtooleffectively

Workscooperativelyandeffectivelywithpeers

Usestechnologyeffectively

CURRICULUMEMBEDDEDPERFOMANCEASSESSMENTPublicServiceAnnouncements(PSAs)aremessagesinthepublicinterestdisseminatedbythemediawithanobjectiveofraisingawarenessandchangingpublicattitudesandbehaviortowardsasocialissue.ManycommonPSAsdisplayconcernsabouthealthandsafetyissues.Inthisparticularunitofstudy,thestudentsreadandobservesatire.TheywilldemonstratetheirunderstandingofthekeyelementsbyproducingasatiricalPSA.ThestudentshavebeenaskedbyagovernmentagencytohelpoutwiththeirnewPSAcampaign.Thegoalofthiscampaignistohelpraiseawarenessofanimportantsocialissuerelevanttoyoungpeople.Thetargetaudienceisteenagers.Thestudentswillprepareasatiricalscriptthatportraysasocialissuethatteenscareabout.Theywilluseelementsofsatiretoentertainandholdtheaudience(butnotoffendwithinappropriateusesofthetechnique).Theymayrecordyourannouncement(asanaudioorvideopresentation)orpresentitlive.Ifpossible,oneormoreofthemostsuccessfulPSAswillbepresentedtootherstudentsintheschool.

OTHEREVIDENCE: OE Open‐responseanalyticalwritingtask Journalentriesandcharts Participationindiscussions

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Stage3–LearningPlanSummaryofKeyLearningEventsandInstruction

Lesson1:IntroducingSatiricalHumor.Studentswillknowthatsatireisaliterarytechniqueinwhichideas,customs,behaviors,orinstitutionsareridiculedforthepurposeofimprovingsociety.Studentswillunderstandthecriteriaforparody,incongruity,reversal,andexaggerationandwillbeabletorecognizetheminaworkofliteratureaswellasrelatethemtorealworldexamples.Lessons2and3:SatiricalHumorasaGenreofLiterature.Studentswillidentifytheelementsofsatireusingrealworldexamplesandapplythemtotheirwriting.Lessons4,5,6,7and8:ReadingandAnalyzingGogol'sTheNose.ThislessonprovidesstudentswithanopportunitytoapplypreviouslylearnedelementsofsatiretoareadingofNikolaiGogol'sshortstory,TheNose.Studentswillreadthestoryoverthecourseofseveraldaysandcompleteavarietyofjournalentriesinwhichtheyidentifyandanalyzetheelementsofthesatirepresentedinthis19th‐centuryRussianshortstorymasterpiece.Lessons9and10:ReadingandAnalyzingSatirethroughOpenResponseWriting.Studentswilllearn/reviewopenresponsestrategiesinordertoanalyzehowawriter’schoicesandhispointofviewaffectmeaning.Thislessonfocusesonanexpositoryresponsewhichrequirestheabilitytodrawconclusionsandmakeconnections.Lesson11:AssessmentofAnalyzingSatireinLiterarySelections.Inthislessonstudentsdemonstratetheirunderstandingoftheelementsofsatirethroughwrittenanalysisofaliteraryselection.Lessons12‐25:CEPA:CreatingaSatiricalPublicServiceAnnouncement.Theselessonsprovidestudentswithanopportunitytodemonstratetheirunderstandingoftheelementsofsatirethroughtheireffectiveuseintheirownwriting.StudentswillusetheelementsofsatiretoconveyaseriousmessageintheformofaPSA.

AdaptedfromUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTigheUsedwithPermissionJuly2012

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GeneralNotesandResourcesCoreTextThecoretextforthisunitisNicolaiGogol’sshortstoryTheNose.ThetextisatranslationfromtheoriginalRussian.Thefocusoftheunitisontheliteraturegenre,satire,notonGogol’slifeorhisculturalcontext.However,abriefpowerpointisprovided,givingbasicinformationaboutthebackgroundandcontextofthestory.Ifteachersfeeltheyneedtoprovidemoreinformationforstudents,therearemanywebsitesaboutGogolandhistimes.TheDamnedHumanRace,byMarkTwainisalsoafeaturedtextFormatoflessonsManyofthelessonsarewrittenintheReading‐WritingWorkshopformat.TheselessonsallstartwithanActivatortointroducethelessonandfocusstudents’mindsonkeyconcepts,followedbyaMini‐lesson,aworkperiodforstudentstopracticetheskillsandknowledgeintroduced,andaconclusionwithawrap‐up.Muchofthestudentworkisdoneingroupsorpairs.Theteachershouldestablishgroupsorpairsbeforethefirstlessonandchangeorvarythegroupsasneededoverthecourseoftheunit.Thisunitwasdevelopedbasedontheunderstandingthatstudentsarefamiliarwithgroupnormsandbehaviorfrompreviouslessonsduringtheyearorpreviousyears.TermsandPractices Think‐aloudshavebeendescribedas"eavesdroppingonsomeone'sthinking."Withthisstrategy,teachersverbalizewhilereadinga

selection.Theirtalkincludesdescribingwhattheyaredoingtomonitortheircomprehensionastheyread.Thepurposeofthethink‐aloudstrategyistomodelforstudentshowskilledreadersconstructmeaningfromatext.

InChunkandChew,thereaderreadstheinformationinsmall"chunks,"takingtimeto“chew”,orthoroughlyprocesstheinformationbeforemovingtothenext“chunk.”

Onetechniquethatcanbeusedasanactivatororwrap‐upisthewhip‐around.The“whiparound”strategyisusedtohelpateachergetasenseofthelevelofcomprehensionofaconceptorlesson.Theteacherasksanopen‐endedquestion.Studentsquicklywritedownaresponsetothequestionandstandwhentheyarefinished.Onceallstudentsarestanding,theteacher“whipsaround”theroom/desksandcallsonstudentsrandomly.Aseachstudentresponds,thosewhowrotedown(essentially)thesameanswersitdownuntilallnewinformationhasbeenshared.

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Journals Studentswillneedjournalstotakenotesinandtoholdthewritingtemplatesincludedintheunit.Thesecanbehandmadeoutofpaper

stapledtogetherorcommercialnotebooks.TherearesometemplatesintheAppendicesthatwillneedtobecopiedandplacedinthejournals,ortheymaybetapedorfastenedinsomeotherfashion.

Resources Theresourcesneededforeachlessonorgroupoflessonsappearonthecoverpage/overviewofeachgroupoflessonsaswellasattheendof

theunit(UnitResources). BriefdefinitionsoftheelementsofsatireareprovidedinthePowerPointonsatire. SupplementaryreadingsareincludedinAppendixGforthosewhoareseekingvarietyoralternatives.

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Lesson1BriefOverview:Thefocusofthislessonistointroducetheelementsofsatire.Studentswillknowsatireisaliterarytechniqueinwhichideas,customs,behaviors,orinstitutionsareridiculedforthepurposeofcommentingonorimprovingsociety.Studentswillunderstandthecharacteristicsoftheelementsofsatire:parody,incongruity,reversal,andexaggeration,andbeabletorecognizetheminaworkofliteratureaswellasrelatethemtorealworldexamples.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: Studentsshouldknowtheconceptandcriteriaofliterarygenresandbefamiliarwiththe“core”genresof

fictionandnonfiction(orinformationaltexts). Studentsshouldbeabletoidentifycommonexamplesforeachgenre. Studentsshouldknowandfollowrulesfordiscussioninbothwholeclassandsmallgroupcontexts.EstimatedTime:45‐55minutes

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ResourcesforLesson Politicalcartoonresources:http://www.cagle.com/recent‐political‐cartoons/#.UXVfMoLucVg and

http://political‐cartoons.tumblr.com/ Parodysongs,poetry,shorttext,YouTubevideos.Examplesofsatirefor“stations”activity:

o Comicstrips(e.g.,Doonesberry)o FracturedFairyTalesbyThurber:www.youtube.com/watch?v=TI‐dauvBmYI,orJonScieska’schildren’s

bookTheTrueStoryoftheThreeLittlePigso WeirdAlYankovic:seehttp://www.com‐www.com/weirdal/parodied.htmlo LonelyIslandYOLO:https://www.youtube.com/watch?v=z5Otla5157co TomLehrer:about:http://www.lyricsfreak.com/t/tom+lehrer/biography.html;songs:

www.youtube.com/channel/HCpGEdvjfRSmgorlyricstoNewMath:http://www.lyricsty.com/tom‐lehrer‐new‐math‐lyrics.html

o Parodypoems:http://www.poetrysoup.com/poems/Parodyo Otherresources:http://www.zeroland.co.nz/literature_humor.html

Linktopowerpoint,ElementsofSatire(fouroftheelements):http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&ved=0CHUQFjAJ&url=http%3A%2F%2Fslpecharb.pbworks.com%2Ff%2FElements%2Bof%2BSatire.ppt&ei=‐zOFUuUb77WwBIKPgZAF&usg=AFQjCNEWJtHgvmXYEPyLL15IWKIS44dSJw&sig2=82uh3a1mF4J9yuromo0qgA&bvm=bv.56343320,d.cWc

Definitions/descriptionsofthesixelementsofsatirearealsoavailableat:http://www.readwritethink.org/files/resources/lesson_images/lesson936/SatiricalTechniques.pdf

Chartpaper,tape,markers;projector,screen,computerand/oroverhead;journals

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ContentArea/Course:EnglishLanguageArts,Grade9Unit:Satire:TheNoseLesson1:IntroducingSatiricalHumorTime(minutes):45‐55minutesBytheendofthislessonstudentswillknowandbeableto: Definetheliteraturegenreofsatire. Identifyexamplesofsatire. Identifytheelementsofsatire.EssentialQuestionaddressedinthislesson:Q1.Whyissatireimportant?Standard(s)/UnitGoal(s)tobeaddressedinthislesson:CCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.CCSS.ELA‐Literacy.RL.9.5Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.parallelplots),andmanipulatetime(e.g.pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

CCSS.ELA‐Literacy.SL.9.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.InstructionalTips/Strategies/Suggestions Studentswillneedjournalsofsomekindtocompletethisunit.

Thesecanbehandmadeorcommercialnotebooks.ReviewthesuggestedtemplatesintheAppendicesforatleastsomepages.

Emphasizethattheexamplesofsatirethatstudentsbringinshouldbeappropriateforschool.

FourelementsofsatirearebrieflydescribedinthePowerPoint. Selectexamplesofpoliticalcartoonsthatyourstudentswould

appreciateandunderstand.ExamplesofwebsiteswithpoliticalcartoonsareintheResourcesforLessons(reviewthemforappropriatenessbeforeshowing).

Itmaybebesttodividetheclassintoacademicworkinggroupspriortothelesson.

AnticipatedStudentPreconceptions/Misconceptions:Studentsmaynothaveanawarenessofthepurposefuluseofhumorasaneffectivemethodtoconveyaseriousidea.

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Lesson1:IntroducingtheElementsofSatireLessonOpening/Activator Distributejournalstostudentsiftheydon’talreadyhavethem.

Givestudentsacopyofapoliticalcartoon.Askthemto:o Writewhattheyobserveintheirjournals.o Explainintheirjournalswhatthecartooncriticizes.o Sharetheirobservationsofthepoliticalcartoon.o Whatisthemessage?o Howdidthecartoonconveythatmessage?

DuringtheLessonMini‐lesson Explaintostudentsthatapoliticalcartoonisaformofsatire,

whichcanincludeseveraldifferentelements. Discusswiththestudentswhatmakesthecartoonfunny.Atthe

sametime,whatistheseriousmessage? PresentthePowerPointontheElementsofSatire(linkinthe

ResourcesforLessonsaboveorintheUnitResources).Thepresentationprovidesanintroductiontosatireanddescribestheelementsthatwillbetaught.

Explaintostudentsthattheywillusetheirjournalstotakenotesofdefinitions,examples,and/orquestionstheymayhave.

Pauseasneededtogiveadditionalinformation,respondtoquestions,andelicitexamplesfromstudentsforeachelement.

Gobacktothepoliticalcartoonandaskwhichelement(s)ofsatirethecartoonrepresents?

LearningActivity Studentsgatherintheiracademicgroupstoreviewnotes,and

brainstormmoreexamplesforeachelement. Studentschartamasterlistforclass. Uponcompletion,studentswillpresenttheirfindings.LessonClosing Askstudentstoidentifythetypeofsatireforthefollowing

examples:o Oh!WhataLovelyWar(titleofaplaybyJoanLittlewood)o PrincessFionausesherponytailtoknockouttheMerry

Men,shepausesmid‐flighttofixherhair(inShrek,themovie).

o That’scool(aboutsomethingyouactuallydislike).o Iamstarving!Icouldeatahorse!

Homework:askstudentstobringtoclassoneormoreexamplesofsatirefortheStationsActivityinLessons2and3.Theexamplescouldbeapicture,acartoon,pieceoftext,oradescriptionofascenefromamovieortelevisionshow.

PreviewofoutcomesforLessons2and3:Studentswillidentifyexamplesofeachelementofsatire,justifytheexamples,andexplainwhatmessagesareconveyedintheexamples.

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Lessons2and3

BriefOverview:Intheselessons,studentswillcontinuetoexploretheelementsofsatire—parody,incongruity,reversal,andexaggeration—usingrealworldexamplesandapplyingthemtotheirwriting.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: Studentsshouldbefamiliarwiththe“core”genres:fictionandnonfiction/informationaltexts. Studentsshouldknowtheconceptandcriteriaofliterarygenres. Studentsshouldbeabletoidentifycommonexamplesforeachgenre.

EstimatedTime:90minutesortwo45‐minuteclassesResourcesforLessons Politicalcartoons:seeResourcesforLessonsinLesson1and:

http://politicalhumor.about.com/od/politicalcartoons/ig/Political‐Cartoons/. Additionalexamplesofsatirefor“stations”activity(alsoseeLesson1Resources):

o WeirdAlYankovich(seehttp://www.com‐www.com/weirdal/parodied.html

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o TheOnion:Hereisagoodexampleofreversal:http://www.theonion.com/articles/next‐weeks‐school‐shooting‐victims‐thank‐senate‐fo,32094/

o “TheDailyShow”and“ColbertReport” Muppetartparody:http://www.familygorilla.com/ss_parody_1.html (and,possibly,imagesoftheoriginal

paintingstheyarebasedon) SatireStationsChart(AppendixA) Chartpaper,tape,markers Projector,screen,laptop/computer,overhead

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ContentArea/Course:ELAGrade9Unit:Satire:TheNoseLessons2and3:SatiricalHumorasaGenreofLiteratureTime90minutesover2days(or45minuteseach)Bytheendoftheselessonsstudentswillknowandbeableto: Identifyexamplesoftheelementsofsatire. ExplainhowfunnymessagescanconveyimportantpointsEssentialQuestionaddressedintheselessons:Q1.Whyissatireimportant?Standard(s)/UnitGoal(s)tobeaddressedinthislesson:CCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.CCSS.ELA‐Literacy.SL.9.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.InstructionalTips/Strategies/Suggestions IfyoudecidetoprojecttheMuppetparodiesoffamous

paintings,youmightneedtoalsoprojectphotosofthe

original(s).Onthefirstpageare:DaVinci’sLastSupper;KingHenrytheVIIIbyHansHolbein;andBlueBoybyGainsborough.

Beforeclass,decideonstudentgroupsofthreeorfour. Setupdifferentstationsforexamplesofsatire,makingsurethat

thereareasmanystationsastherearesmallgroups.TheSatireStationsChartwillbeusedonbothdayssothatallgroupscanvisitallstations.

Stationsshouldhaveexamplesthatrepresentoneofthefourelementsofsatire:parody,reversal,exaggeration,andincongruity.Notethatsomeexampleswillfitmorethanonecategory.PossibleresourcesarelistedintheResourcesforLessonssectionaboveandintheUnitResources).

Thetimingofthestationactivityisimportant—tooshort,andgroupswon’tfinish;toolong,andgroupswillbecomebored.Toomanyexamplesateachstationarebetterthantoofew.Itdoesn’tmatterifgroupsdonotgetthroughallofthesamples.

Youmaywanttostarttheseconddaywitha“whip‐around”asanactivator.Havestudentsquicklygoaroundtheclass,eachstudentsayingonestationexampletheyrememberasmostcompellingorfunnyfromthepreviousday.

CollecttheSatireStationChartsattheendofthefirstdaytomakesurethatstudentsarecompletingthechartsthoroughlythenhandthembackforuseonthefollowingday.

Theselessonsuseboththink‐aloudsandchunkandchew.SeetheGeneralNotesandResourcesformoreinformation.

AnticipatedStudentPreconceptions/Misconceptions: Studentsmaynothaveanawarenessofthepurposefuluseof

humorasaneffectivemethodtoconveyaseriousidea.

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LessonSequenceLessons2and3:LearningMoreaboutSatireLessonOpening/Activator Postchartsforeachelementofsatire—parody,incongruity,

reversal,andexaggeration—aroundtheroom.o Writethedefinitionforeachtypeatthetopofthechart.o Morethanonechartofeachmaybeneeded.

Askstudentstotapetheirhomeworkexamplestotheappropriatecharts.

Giveeachstudentstickynotesandhavethemwalkfromcharttochart,placinganotebesideexamplestheydonotthinkbelongonthatchart.Thenoteshouldindicatethecorrectcategoryforthatexample.Thenotesshouldbesigned.

Ifonetypelacksexamples,brainstormexampleswiththestudentsandaddthemtothechart

Tellstudentsthattheycankeepaddingtothechartsastheunitprogresses.

DuringtheLessonMini‐lesson ProjecttheMuppetparodyoffamouspaintingsfrom:

http://www.familygorilla.com/ss_parody_1.html(firstexample)Alsoprojecttheoriginalpainting(s)ifnecessary.Orreadashortparodypoem,likethisone(secondexample):

MaryHadaPorcupineMaryhadaporcupineItsspinesweresharpasknivesAndeverywherethatMarywentKidsranfortheirlivesItfollowedhertoschoolonedayShedidn'tpayattentionAllherclassmatesranawayAndMarygotdetention

PassoutacopyoftheSatireStationsChart(AppendixA)toeachstudent.Modelhowtofillinthechartusingoneofthetwoexamples(paintingorpoem)aboveandprojectforalltosee.

LearningActivity HavestudentsfillintheirSatireStationsChartbasedonthe

exampleprovidedateachstation.o Eachstudentshouldfillinhisorherowncharto Studentsmayconsultwiththeothergroupmembers.

Monitortheactivityatthestationsandgivestudentsasignaltomovetothenextstationafter5‐7minutesorwhenyouseethatgroupshavefinished.

Aftereachgrouphasvisitedeachstation,havethemsharefindingswiththewholeclass.o Studentsmayaddtoorchangetheinformationontheir

chartsinresponsetothediscussion.

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Givestudentstheopportunitytoreviewwheretheyplacedtheirhomeworkexampleatthebeginningofthelesson.o Encouragethemtomoveittoadifferentchartiftheywish.o Iftheydomoveit,havethemexplainwhytheymovedtheir

example. Examinethechartswiththestudents. Askstudentstoexplainwhytheypostedtheirexamplesonthe

charttheychose. Couldtheyhaveputtheirexampleundermorethanone

element? Askthestudentswhoaddedstickynotestoexplainwhythey

disagreedwiththeirpeers’choices.Cantheyseewhytheirclassmatechosethatelement?

Rearrangeanyexamplesthatseemmisplaced.Explainthereasonforanychangesmadesothatstudentsunderstandwhytheinitialplacementwasinappropriate.

LessonClosing Basedontheexampleofsatirestudentsbroughtfromhome,ask

somestudentstoidentifywhattheirexampleisandwhatthemessageoftheirsatireis.

AskforopinionsaboutthefirstEssentialQuestion:Whyissatireimportant?

PreviewofoutcomesforLessons4,5,6,7and8:Studentswillannotateanexcerptofthesatire,TheNose.

Theywillthenanalyzethevariouselementsofsatire,usingtextualevidencetosupporttheelements.

FormativeAssessment: SatireStationCharts ObservationofparticipationinhomeworkStationChartactivity

anddiscussion.

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Lessons4,5,6,7and8

BriefOverview:Intheselessons,studentsapplypreviously‐learnedelementsofsatiretoareadingofNikolaiGogol'sshortstory,TheNose.Studentswillreadthestoryinchunksandcompleteavarietyofjournalentriesinwhichtheyidentifyandanalyzetheelementsofthesatirepresentedinthis19th‐centuryRussianshortstorymasterpiece.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: Studentsshouldhaveexperience:

o Readinggrade‐level,complexliterarytextso Analyzingliterarytextso Citingtextualevidenceforanalysiso Workingcooperativelywithpeers

StudentsshouldbefamiliarenoughwiththeelementsofsatiretoapplythemtoachallengingtextEstimatedTime:225minutes(or45minutesoneachof5days)ResourcesforLessons

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TheNosebyNicholasGogol:http://www.gutenberg.org/files/36238/36238‐h/36238‐h.htm#Page_67 (asomewhatmorecomplextranslation/versionisavailableat:http://h42day.100megsfree5.com/texts/russia/gogol/nose.html).

PowerPointpresentationonhistoricalandculturalcontextofTheNose:

An introduction to: “The Nose”(a satire)

by Nikolai GogolSource of Cover Image: The Nose, by Nicolai Gogol; as retold for children by Catherine Cowan; paintings by Kevin Hawkes. New York : Lothrop, Lee & Shepard, c1994. Illustrated edition.

ClassStructurein19thCenturyRussia:http://prezi.com/h0‐cs07qt6yf/class‐structure‐in‐19th‐century‐

russia/ ImagesofRussiainthe19thcentury:

https://www.google.com/search?q=russia+19th+century+culture&rls=com.microsoft:en‐us:IE‐SearchBox&rlz=1I7GGLL_en&tbm=isch&tbo=u&source=univ&sa=X&ei=BrdSUruZLZWn4AOtz4FY&ved=0CEgQsAQ&biw=1024&bih=571&dpr=1.

ExampleofAnnotatedTextofTheNoseandAnnotatedTextofTheNoseTemplateforjournals(AppendixB) ExampleofaCompletedElementsofSatireJournal(AppendixC) ElementsofSatireJournalTemplate(AppendixC)

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ContentArea/Course:EnglishLanguageArts,Grade9Unit:Satire:TheNoseLessons4,5,6,7and8:ReadingandAnalyzingGogol'sTheNoseTime:225minutes(45minutesperlessonover5days)Bytheendoftheselessonsstudentswillknowandbeableto: AnnotateanexcerptofTheNose.EssentialQuestionaddressedintheselessons:Q1.Whyissatireimportant?Q2.Howcansatirebeusedtomakeapoint?Standard(s)/UnitGoal(s)tobeaddressedinthislessonCCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.CCSS.ELA‐Literacy.RL.9.5Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.parallelplots),andmanipulatetime(e.g.pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.

InstructionalTips/Strategies/Suggestions: Notethatstudentsshouldnotbeexpectedtocompleteall

sectionsoftheannotatednotesforeverypageofthestory.Youshoulddeterminehowtouseannotatednotesandguidestudentstousethemproductively(AppendixB:AnnotatedText

ofTheNosetemplate).Eachstudentwillneedseveralcopiesofthistemplateforongoingannotation.

MakecopiesofTheNoseforallstudentsfrom:http://www.gutenberg.org/files/36238/36238‐h/36238‐h.htm#Page_67.

StudentsmayhavemoredifficultywithidentifyingsatireinaworkfromadifferentcultureandtimeperiodthanincontemporaryAmericanexamplespreviouslystudied.Thepreviouslystudied,“easier”piecesofsatireshouldbetreatedasscaffoldingforapproachingthistext,whichisacomplex,grade‐levelpieceofworldliterature.

ToprovidesomeideasofRussianpoliticalandhistoryinthe19thcentury,youcouldstartwithimages(seetheResourcesforLessonsaboveforastart).YoualsomayneedtodosomebriefresearchonNicholasGogol.Thereisapowerpointpresentationonthecontextofthenose,andontheclassstructureof19thcenturyRussiaonPrezi(seeResourcesforLessonsforboth).

Twotothreedayshavebeenallottedforthefirst(entire)readingofthestory,andtwoadditionaldaysforthefocusedreadingforelementsofsatire(moretimemaybeneededforeitherpartoftheselessons).

UsingtheElementsofSatireJournaltemplatepageissuggested.Studentscompletetwotofourexamplesforeachelement,andthenfindexamplesfromthroughoutthestory.

Throughoutthefollowinglessons,theprocessforstudentsreadingandunderstandingthetextis“chunkandchew.”

y


AnticipatedStudentPreconceptions/Misconceptions Studentslikelyknowlittleaboutthesocialconventionsof19th

centuryRussiathatarethedirectobjectsofGogol'ssatire.Lesson4(45minutes)LessonOpening/PreparingtoRead Beginbyaskinganyquestionsstudentshaveaboutthe

annotationprocessand/orquestionsorcommentsaboutsatire. Tellstudentsthatinthenextfewdaysyouandtheywillbe

readingasatiricalstorycalled,TheNose,byNicolasGogol.DuringtheLesson ProvidesomeinformationonNicolasGogol,bothabouthislife

andhisroleinliterature. StudentswillneedsomebackgroundknowledgeaboutRussiain

the19thcentury.Projectpicturesoflifeinthe19thcentury:citylife,farmlife,allseasonsoftheyear,theczar(s),etc.FindpicturesontheInternet(seewebsiteforimagesintheResourcesforLessonsforastart)aswellasbriefdescriptionsofRussianpoliticsandhistory.

Studentsmayhavedifficultypronouncingthenamesofcharactersandplacesinthestory.Trytogivethemalikelypronunciationbeforetheyread.

Alsopreviewanddiscussanyvocabularythattheymayneedtoknowinthefirstexcerptthatwillbeusedinyourfirstreadingandannotation(Lesson4).

Ifthereistime,beginreadingthestoryfromthebeginning.

LessonClosing Thewholestory,TheNosebyNicholasGogol(seelinkin

ResourcesforLessonsabove),shouldbereadbystudentsbyLesson6.Some“chunks”willbereadinclass.Letstudentsknowwhat“chunks”needtobereadoutsideofclass.

Lesson5(45minutes)LessonOpening/Activator AskquestionsinaKWLformat:Whatdoyouthinklifewaslike

inRussiainthe19thcentury?Whatdoyouwanttoknow?DuringtheLessonMini‐lesson(20minutes) PresentthePowerPointontheHistoricalandCulturalContext

ofTheNose(seetheResourcesforLessonsabove).Another,oranadditional,presentationisavailableat:http://prezi.com/h0‐cs07qt6yf/class‐structure‐in‐19th‐century‐russia/.

Answeranyquestionsthatcomeupduringorafterthepresentation,orifyoudonothaveananswer,notethatandresearchananswerwiththestudentorstudents.

LearningActivity(20minutes) Modelannotation:

o Projectanexcerptonascreenandannotatewhilereading,orusetheExampleofAnnotatedTextofTheNose(AppendixB).

y


o Continuetoreadthestoryaloudandcompletetheannotation(usingtheAnnotatedTextofTheNose.StudentswillneedcopiesoftheblanktemplateinAppendixBtouseandputintheirjournals)togetherwiththeclass.Thegoalofthisreadingistomakesurethatstudentsofvariouslevelshaveabaselinecomprehensionofthestorysothattheycanmoveintoafocusedanalysisoftheelementsofsatire.

o Notevocabulary,phrasesoractionsrelatedtothe19thcenturythatmaybeunfamiliartostudents.

LessonClosing(5minutes) Whip‐around:Namesomethingyourememberornoticedor

wonderaboutthestory. Assigna“chunk”ofpagestobereadandannotated.Lesson6(45minutes)LessonOpening/Activator Havestudentswriteatwo‐sentencesummaryofthepartofthe

storytheyreadandannotated.Thenhaveafewstudentssharetheirsummarieswiththeclass.

Checkwhethermoststudentsaregettingideasabouttheunderlyingmeaning(s)ofthestory.Providescaffoldingifneeded.

DuringtheLesson(40minutes) Continuereadingaloudtotheclassandguideannotationofa

shortsectionofthestory(5minutes)

Dividetheclassintopairs/partners.Studentscanreadthestoryaloudtoeachother,orreadeachpageindividuallyandthenconferontheirannotations.

LessonClosing Studentswritetwoorthreequestionstheyhaveaboutthestory. Assignachunkofpagestobereadandannotated(thestory

shouldbecompletedbythenextlesson.Lesson7(45minutes)LessonOpening/Activator Addressquestionsraisedinthepreviouslesson’swrap‐up

activity.DuringtheLesson/Mini‐lessonandLearningActivity ModelusingtheElementsofSatireJournaltemplate,usingthe

ExampleofaCompletedElementsofSatireJournal(bothinAppendixC).

Sincethejournalpagesarebasedonquotesfromthetextasevidence,emphasizethatstudentsshouldlookforplacesinthetextthattheymarkedasfunnyintheirannotations.Oftenthesequoteswillbeexamplesofsatire.

Tellstudentstousethesejournaltemplatepagestoexplainhowquotesareexamplesaswellasevidenceofanelement.Thejournalprovidesachancetoanalyzeitseffectiveness.o Havestudentsworkinsmallgroupsorpairstofindtextual

evidence(quotes)oftheelementsofsatireinTheNose.

y


o Studentsshouldidentifyatleastfourquotesforeachelement,usingtheElementsofSatireJournaltemplatepages.

o Youshouldtimethegroupwork,tryingtospend20minutesoneachelementduringthisandLesson7.

o Bringtheclasstogetheratendofeach20minutesessiontoshareoutthevariousexamplesthatgroupshavefound.

LessonClosing Studentsfindonequotetoillustrateoneelementofsatire. Assigna“chunk”ofpagestobereadandannotated.Lessons8(45minutes)LessonOpening/Activator HavestudentsshareresponsesfromtheirElementsofSatire

journals. Reviewtheelementsofsatireasneeded. Checkforunderstandingoftheelementsofsatireaswellas

understandingofthemeaningofthestoryandclarifyasneeded.DuringtheLesson/LearningActivities StudentscontinueandcompletetheiranalysesintheirElements

ofSatireJournals,startedinLesson6. Facilitateawhole‐classdiscussiontowrapupanalysisofthe

story,returningtothemoregeneralconcepts.Havestudentsreflectonthefollowingquestions:o WhatwastheobjectofGogol’ssatire?o WhatwasGogol’sseriousmessage?o HowdidGogol’swritingstyleconveymeaning?o Washisuseofhumoreffectivetoconveythismessage?

Youmaychoosetohavestudentsrespondtothesequestionsinwrittenform(e.g.,asanexitticket).

LessonClosing BrieflyreviewtheanalysisofTheNose(Lessons3‐8). Atthispointintheunit,askstudentstoanswertheEssential

Questions:Whyissatireimportant?and,Howcansatirebeusedtomakeapoint?Thiscouldbedoneeitherbyansweringorallyinclassorinwriting.

PreviewofoutcomesforLessons9and10:StudentswillanalyzeMarkTwain’sTheDamnedHumanRace,throughannotationofanexcerptandidentifytheelementsofsatire.

Formativeassessment Classdiscussions Groupwork ElementsofSatireJournalpages Wrap‐updiscussion

This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ 8/2013 of 66


Lessons9and10

BriefOverview:Inthislesson,studentswilllearn/reviewopenresponsestrategiesinordertoanalyzehowawriter’schoicesandhispointofviewaffectmeaning.Thislessonfocusesonanexpositoryresponsewhichrequiresstudentstodrawconclusionsandmakeconnections.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: knowthatopenresponserequirestextualevidenceinresponsetoanexplicitprompt knowthatsatireisachievedthroughtheuseofspecificliteraryelements,suchasparody. understandthattheverbfromtheprompt(suchasexplain,analyze,compare,ordescribe)directstheirtaskwhen

writingopenresponse. knoworbeabletoinferthemeaningofcriticalvocabularyfromtheselection.EstimatedTime:90minutes(1‐2days)ResourcesforLessons OpenResponsePrompt,Excerpt,andRubrichandout(AppendixD),whichincludestheexcerptofTheDamnedHumanRacebyMarkTwain.Ifpossible,borrowacopyofthewholetextforreference.


VocabularyforMarkTwain’sTheDamnedHumanRacehandout(AppendixE) OpenResponseStrategies(AppendixG)Supplementaltexts: TheCaseforEatingDogsinEatingAnimalsbyJonathanSafranFoer(seeAppendixH).Moreabouttheauthorisalso

describedinAppendixH,andat:http://www.npr.org/templates/story/story.php?storyId=114298495#114318331(NPR,AllThingsConsidered).

SpringbyWilliamShakespeare(seeAppendixH) PoemsbyOgdenNash(seeAppendixH) Thefollowingarealsogoodchoices,butarenotprintedinAppendixH:

o ConfessionsofaHumoristbyO.Henry:http://www.online‐literature.com/yeats/1009/o RulesbywhichaGreatEmpiremaybereducedtoaSmallOnebyBenjaminFranklin

http://nationalhumanitiescenter.org/pds/makingrev/crisis/text9/franklingreatempire.pdf


ContentArea/Course:EnglishLanguageArts,Grade9Unit:SeriousHumor,AnalyzingSatireLessons9and10:ReadingandAnalyzingSatirethroughWritingTime:90minutesor45minutesperlessonover2daysBytheendofthislessonstudentswillknowandbeableto: Annotatesatiricalstoriesandotherpieces. Identifytheelementsofsatire Identifytextualevidencetosupporttheelementsofsatire.EssentialQuestionaddressedinthislesson:Q1.Whyissatireimportant?Q2.Howcansatirebeusedtomakeapoint?Standard(s)/UnitGoal(s)tobeaddressedintheselessons:CCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.CCSS.ELA‐Literacy.RL.9.5Analyzehowanauthor’schoicesconcerninghowtostructureatext,ordereventswithinit(e.g.parallelplots),andmanipulatetime(e.g.pacing,flashbacks)createsucheffectsasmystery,tension,orsurprise.CCSS.ELA‐Literacy.W.9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearchInstructionalTips/Strategies/Suggestions

Dependingontheclass,itmaybeadvisabletopre‐teachvocabulary.(FindthevocabularylistfromtheTwainexcerptinAppendixE.)

Modelreaderinteractionwiththetext,usingastrategysuchasathinkaloudorchunkandchewwhendoingthefirstreadingthroughoftheexcerptwiththeclass.

Thelessonswillcovertwo45minuteperiods(90minutes).Thebestbreakpointwouldbeafterthecompletionofthereading.ThenextclasscanstartwithwritingtheOpenResponse(AppendixD).AsanActivatorforLesson10,askstudentstogiveexamplesofsatirethatMarkTwainusesintheexcerpt.

YoumaywanttoreviewthecriteriaoftheOpenResponseRubricwiththeclass(seeAppendixD)

StudentsmayhavedifficultywiththevocabularyandthescientificreferencesintheTwaintext.TheVocabularyforMarkTwain’sTheDamnedHumanRacehandout(AppendixG)shouldhelp.

Becausethislessonfocusesonstudents’abilitiestodrawconclusionsandmakeconnections,somestudentsmayneedbackgroundinformationonthescientificallusionsand/orthecriticalvocabularyinthisselection.

Note:Supplementaloralternativetextshavebeenprovidedforteacherswhowanttoprovidefurtherpracticeorselectadifferentexcerpt(seeAppendixHandResourcesforLessonsabove).YoucouldrepeatLessons9and10withtheseadditionaltextsifstudentsneedadditionalpracticewritingtoanOpenResponseQuestionandanalyzingtheelementsofsatire.OneofthesecouldbesubstitutedfortheTwainpiece.Thesameopenresponsepromptcanbeused.

AnticipatedStudentPreconceptions/Misconceptions Studentsmaynotrecognizethattheauthorisemployingparodyand

exaggerationtomakeaseriouspoint.


LessonSequenceLesson9and10:ReadingandAnalyzingSatirethroughWritingLessonOpening/Activator Reviewtheelementsofsatire. IntroduceTheDamnedHumanRacebyMarkTwain. ReviewsuggestedvocabularyfortheMarkTwainexcerpt.DuringtheLesson/LearningActivity Theselessonswillfocusonopenresponsereadingandwriting. GivestudentstheOpenResponseStrategieshandout(AppendixG). Readthepromptaloud.ExplainthatMarkTwainusesatleastone

elementofsatireintheexcerpttomakeaseriouspointaboutthehumanrace.

Tellstudentstouserelevantandspecificinformationfromtheexcerpttosupportyourresponse.

Askstudentstolistthe“task”oractionwordfromtherubricandtellwhatmustbeincludedoraddressedinordertocorrectlyanswerthequestion.Forexample:iftheTaskaskstodescribe,andthepassagewasadescriptionofascene,suchasfromtheopeningof,OfMiceandMen,thewriter'staskwouldbetoincludeimagery.

Read,thenre‐readtheselectedexcerpt,TheDamnedHumanRacebyMarkTwain(seeAppendixD).Thenuseathinkaloudorchunkandchewstrategytohelpstudentsaccessthetext.

Asyouread,demonstrateannotationofthetext.o Demonstrate/modelinferringmeaningofunknownwordsor

phrases.o Demonstrate/modelnotingevidencefromtextthrough

paraphrasing,usingquotes,summarizing.

Ifneeded,continuewiththistaskbygivingpairsofstudentsthetaskofreadingandannotatingtheremainderofthetext.Monitortheirunderstandingofhowtoannotate.

Wheneveryonehasreadthepassagetwice,answerthepromptalongwiththeclass,modelinghowtoemploy:o Quoteso Paraphraseo Specificevidence

HavestudentsfinishoraddanyadditionalresponsestotheTwainexcerptindividuallyintheirjournals(usingtheElementsofSatireJournaltemplate).

LessonClosing Askstudentstodiscussthemeaningorpointoftheexcerpt. WriteoneexampleofsatirefromtheTwainexcerpttheyread. UsetheOpenResponseRubric(AppendixD).Askstudentstopeer‐

scoretheirresponses. PreviewofoutcomesforLesson11:Studentswillcompletea

summativeassessmentbyansweringanopenresponsequestiontoMarkTwain’sTheDamnedHumanRace.

Formativeassessment: CompletionofopenresponsequestionaboutTheDamnedHuman

Race.


SeriousHumor:AnalyzingEnglishLanguageArts,Grade9

Lesson11BriefOverview:Thislessonallowsstudentstodemonstratetheirunderstandingoftheelementsofsatirethroughwrittenanalysisofaliteraryselection.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: Studentscanidentifyandanalyzetheuseofsatiricalelementsinshortmediaandliteraryselections.EstimatedTime:45minutesResourcesforLesson Open‐responsepassage:RevolutionaryNewInsolesCombineFiveFormsOfPseudosciencearticle(TheOnion):

http://www.theonion.com/articles/revolutionary‐new‐insoles‐combine‐five‐forms‐of‐ps,759/ OpenResponseRubric(AppendixD) TargetedAcademicLanguagehandout(AppendixH)


ContentArea/Course:EnglishLanguageArts,Grade9Unit:Satire:TheNoseLesson11:AssessmentofAnalyzingSatireinLiterarySelectionsTime:45minutesBytheendofthislessonstudentswillknowandbeableto: Readapassageandwritearesponsetoanopenresponse

question

EssentialQuestionsaddressedinthislesson:Q1.Whyissatireimportant?Q2.Howcansatirebeusedtomakeapoint?Standard(s)/UnitGoal(s)tobeaddressedinthislesson:CCSS.ELA‐Literacy.RL.9.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.CCSS.ELA‐Literacy.W.9.9Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.InstructionalTips/Strategies Studentsshouldbewellpreparedforthisformalassessment,so

resistthetemptationtohelpindividualswiththereadingorthewriting.

Forstudentswhoneedsupport:theTargetedAcademicLanguagehandout(AppendixJ)willhelpthemunderstand.

Makecopiesoftheexcerptof“RevolutionaryNewInsoles…”http://www.theonion.com/articles/revolutionary‐new‐insoles‐combine‐five‐forms‐of‐ps,759/.

LessonSequenceLessonOpening/DuringtheLesson HandoutcopiesofRevolutionaryNewInsolesCombineFive

FormsofPseudoscience(seelinkabove).ClarifyinstructionsfortheOpenResponsePrompt(modelonAppendixD).(5minutes).

GivetheTargetedAcademicLanguagesheet(AppendixH)tostudentswhoneedextrasupport.

Allowstudentstimetoreadandannotatethewrittenselection(20min).

Allowstudentstimetocompletetheirwrittenopenresponse.(20min).ModelthepromptforwritingontheoneusedfortheMarkTwainexcerpt(AppendixD).

Collectstudents’writtenworkandgradeaccordingtoOpenResponseRubricinAppendixD.

LessonClosing PreviewofoutcomesforLessons12‐20:Inthelastsetof

lessons,studentswillcompletetheirCEPA—asatiricalPublicServiceAnnouncementtargetingteenagers.

SummativeAssessmentWrittenOpenResponse



Lessons12‐25

BriefOverview:Intheselessonsstudentsdemonstratetheirunderstandingoftheelementsofsatirethroughtheireffectiveuseoftheseintheirownwriting.Theywillusetheelementsofsatiretoconveyaseriousmessageintheformofapublicserviceannouncement(PSA).TheselessonsfocusedontheCEPAprojectprovidetimeforstudentstoworkingroups,todemonstratetheirunderstandingoftheuseofsatireandanopportunitytousetechnologicalresources.Theyshouldalsomakeaclearlinkbetweentheuseofsatireandaseriouspoint.Asyouplan,considerthevariabilityoflearnersinyourclassandmakeadaptationsasnecessary.PriorKnowledgeRequired: Studentsknowhowtoidentifyandanalyzetheuseofsatiricalelementsinshortmediaandliteraryselections.

EstimatedTime:450minutes(or45‐minuteclassperiodsfor9‐10days)ResourcesforLessons CEPATeacherInstructions CEPAStudentInstructions LinkstoYouTubevideosofsampletraditionalandsatiricalPSAs,forexample:


o Satirical:ThefirststarsWillFerrell,JonHamm,andotherprofessionalactorsinaparodyPSAindefenseofbiginsurancecompanies:http://www.youtube.com/watch?v=uAMSREuwTMY;thesecondisahome‐madevideothatuseshyperboleandgrossouthumortoaddresstheunhealthyeatinghabitsofmanyAmericans:http://www.youtube.com/watch?v=w2mEXYpOQr8.

o Traditional:SeeexamplesfromNBC's"TheMoreYouKnow"campaign,suchas:http://www.youtube.com/watch?v=vNnxDbLoZog(BillCosbyfrom1990,encouragingpeopletobecometeachers);http://www.youtube.com/watch?v=xpOcerNyc‐A(JohnLaroquette,onalcoholism)

StatementofPurpose(AppendixI) CEPARubric Optionalalternative:PSAScoringGuide(AppendixJ)


ContentArea/Course:EnglishLanguageArts,Grade9Unit:Satire:TheNoseLessons12‐24/25:CEPA:SatiricalPSATime:upto450minutesor45‐minuteclassperiodsover9‐10daysBytheendoftheselessons,studentswillknowandbeableto: Combineoneormoreelementsofsatiretoaddressaserious

issue. Usesatiretomakeapoint.EssentialQuestionsaddressedintheselessons:Q1.Whyissatireimportant?Q2.Howcansatirebeusedtomakeapoint?Standard(s)/UnitGoal(s)tobeaddressedinthislesson:MA.ELA‐Literacy.3.A.Demonstrateunderstandingoftheconceptofpointofviewbywritingshortnarratives,poems,essays,speeches,orreflectionsfromone’sownoraparticularcharacter’spointofview(e.g.thehero,anti‐hero,aminorcharacter).CCSS.ELA‐Literacy.SL.9.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask

InstructionalTips/Strategies/Suggestions: Someshystudents,ELLsorstudentswithdisabilitiescould

recordorvideotapetheirPSAsratherthanperformingtheminfrontoftheclass.

Students’experiencewithPSAsmaybelimited,sothemoreexamplestheyseethebettertheywillbeabletodothisassignment

Tochooseaformatto(e.g.,script,notecards,storyboard)fortheirPSAs,studentsmayneedtoseeexamplesofthedifferentpossibilitiessotheychoosethebestformatfortheirproject.

Thissetoflessonsmaytakelessormoretimethanisoutlinedhere.Reviewtheactivitiesyourselfandmakeestimationsbasedonyourownknowledgeofyourstudents.

CopyasupplyoftheCEPARubricsand/ortherubricinAppendixJ.Studentswillbeassessingthemselvesandtheirpeers.

Expectthatperformanceswilltakeabouttwoorthree45‐minuteclassperiods.

Beforetheseclassesstart,trytofindanopportunityforoneormoreofmostrelevantandsatiricalPSAperformancesorvideostobeviewedbyotherstudents.TheoneormorePSAscouldbeselectedbytheteacherand/orstudents.


LessonSequenceLesson12LessonOpening AnnouncethatthisweekwillbespentworkingontheCEPA.

ProvideoverviewofCEPAandtieitintounitobjectives,EssentialQuestions,etc.(5min).

DuringtheLesson Clarifywhatapublicserviceannouncement(PSA)isbyshowing

2‐4shortvideoPSAs,bothseriousandsatirical(seeResourcesforLessonsabove).Inthesatiricalones,askwhatisbeingsatirized.

FacilitateabriefdiscussionaboutdifferencesbetweentraditionalPSAsandsatiricalones(10‐15min).

HandoutandexplaintheCEPAStudentInstructions,timelinesforproject,criteriaforsuccess,andtheCEPARubric(10min).

Insummary,thePSAshouldaddressaprevalentsocialissueintheschool,community,orcountry;containaseriousmessageabouttheissue;andusesatireasacommunicationtool. Presentations/recordingsshouldconsiderusingactions,

dialogue,andanyotherfeaturesthestudentseesfittomakethesceneinterestingandengaging.

Includeelementsofsatiretocapturetheaudience’sattentionandinformthemoftheissue.Makesurestudentsareconsciousnottooffendanyparticulargroup.

LessonClosing

Askstudentstodecidebytheendofclass(15min):o Whethertheywillworkinpairs,group,orindependently

(unlessyouhavedecidedongroupingsaheadoftime)?o WhatsocialissuerelevanttoteenagerswilltheirPSA

address?o What“seriousmessage”willitconvey?

Lesson13DuringtheLesson Havestudentsgatherintheirpairsorgroupstodecidehow

theirmessagecanbeconveyedusingsatire(25minutes). Studentsstartbydraftingashort(fewsentences)versionof

theirStatementsofPurposechart(seeAppendixJ),includingtheissuetheyhavechosen,themessagetheywanttoconvey,andthewaytheyplantousesatire.

HavestudentssubmittheirStatementsofPurposeattheendofclassforyourfeedback.(20minutes)

Lessons14and15DuringtheLesson Returnstudents’StatementsofPurposewithcommentsor

suggestions. Havestudentscontinuetoworkintheirgroupstodeveloptheir

PSAplans:o First,theylocateresources(online,library)fromwhichto

gathertheresearchorfactualinformationabouttheir


chosenissuethatwouldhelpconveytheirmessage.Remindthemtolookforcrediblesources.

o Second,students/groupschooseaformat(e.g.,script,notecards,storyboard)tohelpthemoutlineandwritetheirPSAs.ThePSAscanbeperformedlive,audiorecordedorfilmedonvideo.

o Third,studentsstartfillingouttheplanningchartattheendoftheStatementofPurpose.

Circulateamongthegroupstomonitortheirprogress.Lesson18and19DuringtheLesson Studentsfinishtheiroutlines/planningcharts,includinga

statementaboutwhatformattheyintendtouse(e.g.,awrittenscriptforaliveoraudioperformance;acompleteseriesofannotatedstoryboardsforavideo).

Thesescriptsshouldbesubmittedtoyoubyendofclassforyourreview.Thesecouldbeusedasaformativeassessment.

Groups/pairs/individualscanthenstartwritingscriptsforPSA,usingtheformattheyhavechosen.

Lessons20,21and22DuringtheLesson StudentsshouldfinishthescriptsfortheirPSAs. Ifstudentsplantoproduceavideooutsideoftheclassorschool,

theyshouldmakearrangementstocarrythatout. GivestudentstimetorehearseandrefinetheirPSAs. Continuetocirculateandconsulttoassistandkeepgroups

focused,ontask,andontime. Youmaywanttowatcharehearsalofeachgroup’sPSAasa

formativeassessment.ClosingtheLesson WrapuptheselessonsbyaskingtheEssentialQuestions:Whyis

satireimportant?AndHowcansatirebeusedtomakeapoint?Lessons23,24and25:CEPAPerformances GroupspresenttheirPSAsintheformattheychose. EncouragediscussionaboutthesatireandmeaningofthePSAs

asyoumovethroughtheperformances. HavecopiesoftheCEPARubricsforstudentstoself‐andpeer‐

assesstheperformances. Youand/orthestudentscoulddecideonthebestoneormore

performancesthatcouldbeshowntootherstudentsoranotheraudience.(Itwilltakesomeadditionaltimetocarrythisout.)

SummativeAssessment:CEPA:SatiricalPSAfinalperformances


CurriculumEmbeddedPerformanceAssessment(CEPA)Satire:TheNose

TeacherInstructions

Students,alone,inpairs,orinsmallgroups,willwriteanddirectaperformanceorrecordingofaPublicServiceAnnouncement(PSA)of30‐60seconds.TheirmessageistoselectanissueandcreateanduseaPSAtoraiseawareness,anddirectpublicattentionandbehaviortowardsthatsocialissue.ManycommonPSAsdealwithhealthandsafetyissuessuchasobesity,substanceabuse,andbullying,soviewingafewoftheseaswellassomehumorousorsatiricalPSA’swillhelpstudentsgetasenseofwhattheyaretodo.Studentshavereadseveralpiecesfromdifferenttimesandplacesthathaveusedsatiretoconveyamessage.TheywillnowdemonstratetheirunderstandingofsatirebyproducingaPSAthatconveysaseriousmessage,butthatusessatiretodoso.Thegoaloftheirannouncementsistoraiseawarenessaboutanimportantsocialissuerelevanttotheyouthinourcountry.They,thestudents,havebeenaskedbyagovernmentagencytohelpoutwiththeirnewPSAcampaign.Theaudienceisall,oracertaingroup,ofteenagers.Thefirststepisforstudentstoprepareascriptinwhichtheproblemispresented.Theyshoulddevelop,write,andperformorrecordanannouncementthatillustratesaconcerninsociety,usingatleasttwoelementsofsatiretoentertainandengagetheaudience.Atthesametime,theyshouldtrynottooffendanyparticulargroup.EachindividualorgroupwillpresenttheirPSAstotheclass.ProvidecopiesoftheCEPARubricforstudentstoassessthemselves.Theyandtheirpeerswillalsousetherubrictoassesstheauthor(s)ofthePSAs.Ifpossible,students,withyoursupport,shouldselectoneormorePSAstoperformorbeviewedbyotherstudentsintheschool.Thiswillneedtobearrangedaheadoftime.StandardsassessedMA.ELA‐Literacy.3.ADemonstrateunderstandingoftheconceptofpointofviewbywritingshortnarratives,poems,essays,speeches,orreflectionsfromone’sownoraparticularcharacter’spointofview(e.g.thehero,anti‐hero,aminorcharacter).


CCSS.ELA‐Literacy.SL.9.4Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogicallysuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andtask.CriteriaforSuccess: Contentisoriginal Factualevidenceisusedtosupportthemessage Aprevalentsocialissueintheschool,community,orcountryisaddressed Aseriousmessageabouttheissueunderliesthesatire Humor/satireisusedeffectivelyasacommunicationtool Crediblewebsiteorotherresourcesfortheaudiencetoobtainfurtherinformationisincluded


CEPAStudentInstructionsYouwillpresentaPublicServiceAnnouncement(PSA)totheclassasafinalassessmentfortheunit.Publicserviceannouncements(PSA)aremessages,typicallythroughradioand/ortelevisionwiththeobjectiveofraisingawareness,anddirectingthepublic’sattentionandbehaviortowardsaselectedsocialissue.ManycommonPSAsdealwithhealthandsafetyissuessuchasobesity,substanceabuse,andbullying.Inthisparticularunitofstudy,wehavereadavarietyofpiecesfromdifferenttimesandplacesthathaveusedsatiretoconveyamessage.YouwilldemonstrateyourunderstandingbyproducingasatiricalPSAonarelevanttopicandcontainsaseriousmessage.Thegoaloftheannouncementistoraiseawarenessaboutasocialissuerelevanttotheyouthinourcommunityorcountry.YouhavebeenaskedbyagovernmentagencytohelpoutwiththeirnewPSAcampaign.Youraudienceisteenagers.Develop,write,andperformorrecordanannouncementthatillustratesaconcerninsociety.Useatleasttwoelementsofsatiretoentertainandholdyouraudience.Youwillplan,prepareandperformthePSAinwhichtheproblemispresented.(Note:Inyouruseofsatire,avoidoffendinganyparticulargroup.)CriteriaforSuccess: Contentisoriginal Useoffactualevidencesupportsthemessage Addressesaprevalentsocialissueintheschool,community,orcountry Containsaseriousmessageabouttheissue Useshumoreffectivelyasacommunicationtool


IncludesacrediblewebsiteorotherresourceforfurtherinformationforyouraudiencetoaccessYouandyourgroupwillpresentyourPSAstotheclass.Arubricwillbeprovidedforyoutoassessyourselfandyourpeers.YouwillhelpselectaPSAperformanceorrecordingthatwillbepresentedtootherstudents.


CEPARubricCriteriaforSuccess

4Exemplary 3Proficient 2NeedsImprovement 1DoesNotMeetExpectations

ElementsofSatire

Effectiveuseofmultipleelementsofsatire;demonstratesdeepunderstandingofelements.

Adequate useofmultipleelements;demonstratessufficientunderstandingofelements.

Somewhatadequateuseofoneelement;demonstrateslimitedunderstandingofelements.

Misuseorineffectiveuseofelements;demonstrateslittleunderstandingofelements.

MessageofPSA Clear,logical,andcompellingmessagethatcleverlyaddressesthechosenissue;appropriateforaudience.

Clear,accuratemessageadequatelyaddressestheissue;appropriateforaudience.

Messagesomewhatunclearandnotcompelling;maynotbeaccurateand/ordoesnotaddresstheissue;and/orislessthanappropriatefortheaudience.

Messageconfusingandnotpersuasive;notaccurate;maynotbeappropriatefortheaudience.

Content Coverstopicindepth;detailsandexamplesarefactualandcompelling.OtherscouldbenefitfromthisPSA.

Conveysessentialknowledgeofthetopic;includesfactualdetailsandexamples;couldbenefitothers.

Includessomekeyinformationaboutthetopicbutsomefactualerrors;likelynottobeusefultoothers.

Contentisminimalorthereareseveralfactualerrors;ideasarenotdeveloped;notusefultoothers

UseofClassTimeforPSA

Usedtimewell.Focusedongettingtheprojectdoneanddidn’tdistractothers.

Usedtimewell.Usuallyfocusedongettingtheprojectdoneanddidn’tdistractothers.

Usedsomeofthetimewell.Somefocusongettingtheprojectdonebutoccasionallydistractedothers.

Didnotuseclasstimetofocusontheprojectand/oroftendistractedothers

PresentationofPSA

Listenerscaneasilyfollowthelineofreasoning;styleiswellmatchedtopurpose,audience,andtask.

Listenerscanfollowthelineofreasoning;styleisappropriatetopurpose,audience,andtask.

Thelineofreasoningmaybeconfusing;stylemaynotsuitthepurpose,theaudience,orthetask.

Noclearlineofreasoning;styleisnotsuitableforthepurpose,taskoraudience.


UnitResourcesLesson1 Politicalcartoonresources:

o http://www.cagle.com/recent‐political‐cartoons/#.UXVfMoLucVgo http://political‐cartoons.tumblr.com/(Thesecartoonsaresatiricalbutalsoleft‐leaningpolitically.Reviewthemfirstand/orexplorethemany

othersitesavailable. Parodysongs(TomLehrer,WeirdAlYankovich),poetry,shorttexts,and/orYouTubevideos SeeLesson2and3belowformoreexamples ElementsofSatirePowerPointlink(fouroftheelements):

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&ved=0CHUQFjAJ&url=http%3A%2F%2Fslpecharb.pbworks.com%2Ff%2FElements%2Bof%2BSatire.ppt&ei=‐zOFUuUb77WwBIKPgZAF&usg=AFQjCNEWJtHgvmXYEPyLL15IWKIS44dSJw&sig2=82uh3a1mF4J9yuromo0qgA&bvm=bv.56343320,d.cWc

Chartpaper,tape,markers Overheadorotherprojector,screen,laptop/computer JournalsLessons2and3 Politicalcartoons(seelinksabove) ExamplesofsatireforStationsactivity:

o Politicalcartoons(http://politicalhumor.about.com/od/politicalcartoons/ig/Political‐Cartoons/)o Comicstrips(Doonsberry)o FracturedFairyTalesbyThurber(www.youtube.com/watch?v=TI‐dauvBmYI)orJonScieska’schildren’sbookTheTrueStoryoftheThreeLittle

Pigso WeirdAlYankovich(seehttp://www.com‐www.com/weirdal/parodied.html)o LonelyIsland“YOLO”:https://www.youtube.com/watch?v=z5Otla5157co TomLehrersongs:www.youtube.com/channel/HCpGEdvjfRSmg)orhttp://www.lyricsfreak.com/t/tom+lehrer/biography.html.LyricstoNew

Math:http://www.lyricsty.com/tom‐lehrer‐new‐math‐lyrics.html


o Parodypoems:http://www.poetrysoup.com/poems/Parodyo Otherpossibleresources:http://www.zeroland.co.nz/literature_humor.htmlo TheOnion:Agoodexampleofreversal:http://www.theonion.com/articles/next‐weeks‐school‐shooting‐victims‐thank‐senate‐fo,32094/o “TheDailyShow”and“ColbertReport”

Muppetartparody:http://www.familygorilla.com/ss_parody_1.html(and,possibly,imagesoftheoriginalpaintingstheyarebasedon) SatireStationsChart(AppendixA) Chartpaper,tape,markers Projector,screen,laptop/computer,overheadLessons4,5,6,7and8 CoreText:TheNosebyNicholasGogol:http://www.gutenberg.org/files/36238/36238‐h/36238‐h.htm#Page_67 (ormorecomplextextat:

http://h42day.100megsfree5.com/texts/russia/gogol/nose.html) PowerPointpresentationonsomeofthehistoricalandculturalcontextofTheNose:

An introduction to: “The Nose”(a satire)

by Nikolai GogolSource of Cover Image: The Nose, by Nicolai Gogol; as retold for children by Catherine Cowan; paintings by Kevin Hawkes. New York : Lothrop, Lee & Shepard, c1994. Illustrated edition.

Materials: ExampleofAnnotatedTextofTheNose(AppendixB) AnnotatedTextofTheNoseTemplateforjournals(AppendixB)


ExampleofaCompletedElementsofSatireJournal(AppendixC) ElementsofSatireJournaltemplate(AppendixC)Lessons9and10CoreText:TheDamnedHumanRacebyMarkTwain‐‐excerptforprompt(AppendixD),wholetextorforreferenceSupplementalTexts: TheCaseforEatingDogsinEatingAnimalsbyJonathanSafranFoer(AppendixH) SpringbyWilliamShakespeare(AppendixH) PoemsbyOgdenNash(oneisincludedinAppendixH) RulesbywhichaGreatEmpiremaybereducedtoaSmallOnebyBenjaminFranklin

http://nationalhumanitiescenter.org/pds/makingrev/crisis/text9/franklingreatempire.pdf ConfessionsofaHumoristbyO.Henry:http://www.online‐literature.com/yeats/1009/Materials: CopiesofOpenResponsePrompt,Excerpt,andOpenResponseRubric(AppendixD) HandoutofVocabularyforMarkTwain’sTheDamnedHumanRace(AppendixE) OpenResponseStrategieshandout(AppendixF)Lesson11CoreText: RevolutionaryNewInsolesCombineFiveFormsofPseudosciencearticle:http://www.theonion.com/articles/revolutionary‐new‐insoles‐combine‐five‐

forms‐of‐ps,759/Materials: OpenResponsePrompt,Excerpt,andRubric(AppendixD) TargetedAcademicLanguagehandout(AppendixI)


Lessons12‐25 CEPATeacherInstructions CEPAStudentInstructions CEPARubricand/orPSAScoringRubric(AppendixL) LinkstoYouTubevideosofsampletraditionalandsatiricalPSAs:Forexample,twosatiricalPSA's.

o ThefirststarsWillFerrell,JonHamm,andotherprofessionalactorsinaparodyPSAindefenseofbiginsurancecompanies:http://www.youtube.com/watch?v=uAMSREuwTMY;thesecondisahomemadevideothatuseshyperboleandgrossouthumortoaddresstheunhealthyeatinghabitsofmanyAmericans:http://www.youtube.com/watch?v=w2mEXYpOQr8.

o Fornon‐satirical/traditionalPSA's,seeexamplesfromNBC's"TheMoreYouKnow"campaign,suchas:http://www.youtube.com/watch?v=vNnxDbLoZog(BillCosbyfrom1990,encouragingpeopletobecometeachers)http://www.youtube.com/watch?v=xpOcerNyc‐A(JohnLaroquette,onalcoholism).

StatementofPurposehandout(AppendixI) Alternate/optionalPSARubric(AppendixJ)


Appendices

A. SatireStationsChart(Lessons2and3) 46

B. ExampleofAnnotatedTextofTheNoseand

AnnotatedTextofTheNoseJournalTemplate(startingLesson4) 47

C. ExampleofaCompletedElementsofSatireJournaland

ElementsofSatireJournalTemplate(Lesson6+) 49

D. OpenResponsePrompt,ExcerptfromTheDamnedHumanRace,and

Rubric(Lessons9,10and11) 54

E. VocabularyforMarkTwain’sTheDamnedHumanRace(Lessons9and10) 57

F. OpenResponseStrategiesDirections(Lessons9and10) 58

G. SupplementalTexts(Lessons9and10) 59

H. TargetAcademicLanguage(Lesson11) 65

I. StatementofPurposeforPSA(Lessons13and14+) 66

J. OptionalRubric/ScoringGuidefortheCEPAPSA(Lessons21to24/25) 68


AppendixA:SatireStationsChart(Lessons2and3)NAME___________________________ DATE______________

StationNumber

DescribetheSatiricalExample

TypeofSatire

Whyisitfunny?

WhatistheMessage?


AppendixB:ExampleofAnnotatedTextofTheNose(Lesson4)Onelinesummary: AbarberwakesuptofindastrangethinginhisbreakfastrollHistoricalcontextnotes: A“hotrollandanonion”waspresumablyacommonRussianbreakfastinthe1800’s St.Petersburg=secondbiggestcityinRussia Russiannamesarelongandhardtopronounce

Keyvocabularynote Whatisa“kopek”?

Questionyoumightasktheauthor Anose?Likearealhumannose?Whatthe…?What’sgoingonhere?Whywouldtherebeanoseinthisguy’sroll?

Useofhumor [Markanexttoanylineyoufindevenslightlyhumorous]

CharactersandTraits BarberIvanYakovlevitch>>confused PrascoviaOsipovna>>notimpressedwithhusband

Whatmightitmean?Whatisbeingsatirized?

Ican’ttellyetwhatitmightmean.


AnnotatedTextofTheNoseJournalTemplate(Lessons4‐10)Onelinesummary: Historicalcontextnotes:

Keyvocabularynote

Questionyoumightasktheauthor

Useofhumor

Charactersandtraits ______________________>>_________________________ ______________________>>_________________________

Whatmightitmean?Whatisbeingsatirized


AppendixC:ExampleofaCompletedElementsofSatireJournal(Lesson6)

Element1:Parody

Quote(withpagenumber) ResponseWhetherIcamehomedrunklastnightornot,Ireallydon'tknow.(69)

Mostofusatleastknowwhetherornotweweredrunkonagivennight!Kovalevhasasimilarcommentlateron,havingtopinchhimselftoascertainwhetherornothewasdrunk.Perhapsaparodyoftheubiquityofalcoholin19thcenturyRussianculture?

[Thenose]…woreagold‐embroidereduniformwithastiff,highcollar,trousersofchamoisleather,andaswordhungatitsside.Thehat,adornedwithaplume,showedthatitheldtherankofastate‐councilor.(76)

WeknowthatKovalevwasunsatisfiedwithcurrentrank,andtoseehisownnoserisehigherinrankthanhehaswithoutexplanationparodiesRussianobsessionwithrankaswellasKovalev'sinabilitytoriseupinsocietyandlackofreason/explanation/qualificationsforwhatconstitutesriseinrank.

ItistruethatIacceptfees,butthatisonlynottohurtmypatients'feelingsbyrefusingthem.(97)

Sureyoudo....andIwouldstillbeateacherevenifIgotpaidnosalaryatall!Parodiesthosewhopretendtogreatercharity.

Acertainspeculatorwithagrave,whiskeredface,whosoldcakesatatheatredoor,hadsomestrongwoodenbenchesmadewhichheplacedbeforethewindowofthestores,andobliginglyinvitedthepublictostandonthemandlookin,atthemodestchargeoftwenty‐fourkopecks.(101)

Parodiesthecultureofgossipandvoyeurism(?)/schaudenfreude(?)ingeneralpublic'sreactiontoscandalousstories,aswellastheirgullibilityandtheirexploitabilitybycon‐men.


Element2:Incongruity

Quote(withpagenumber) Response

IvanJakovlevitchwasagreatcynic,andwhenKovaloff,thememberoftheMunicipalCommittee,saidtohim,aswashiscustomwhilebeingshaved,“Yourhandsalwayssmell,IvanJakovlevitch!”thelatteranswered,“Whatdotheysmellof?”(71)

Whatkindof“custom”dictatestellingyourbarberhishandssmell? Andhowdoesbarber'sresponseillustratehowmuchofa“cynic”hewas?

Iftherewereonlysomethingthereinsteadofthenose…(76)

Sure,likeifhehadwokenupwithanotherrandomthinginplaceofhisnose,itwouldhavebeennobigdeal!

Acarriagedrewupattheentrance;thecarriagedoorwasopened,andagentlemaninuniformcameoutandhurriedupthesteps.HowgreatwasKovaloff'sterrorandastonishmentwhenhesawthatitwashisownnose!(76)

Perhapsthegreatestandmostamusingsceneofincongruityinthestory,whenKovalev'snosehastakenonalifeofitsownandissteppingoutofacarriagelikeagentleman.

“HowcanIgetatit?”thoughtKovaloff.“Everything—theuniform,thehat,andsoon—showthatitisastate‐councillor…Honourablesir,”saidKovaloffatlast,pluckingupcourage,“honourablesir.”“Whatdoyouwant?”askedthenose,andturnedround...“Pardonme,Idonotunderstandwhatyouaretalkingabout.Explainyourselfmoredistinctly.”(77)

WholeconversationbetweenKovalevandhisownnosehereisamusing.Kovalev'snervousnesstoaddressapartofhimselfsimplybecauseithasassumedahigherrankiscommentonKovalev'sweaknessesandaswellasimposedsocialhierarchybasedonrank.Nose'sdisgustandcondescensionisequallyamusing.

ThenoselookedattheMajorandwrinkleditsforehead.(78)

VisualincongruityintheNosetakingonitsownhumanattributesishumorous.Illustratingthisscenewouldbeafunactivitytohighlightthisincongruity.


Element3:Reversal


Willyounottryapinchofsnuff?Itclearsthehead,banishesdepression,andisagoodpreventiveagainst[hemorrhoids]...Idon'tunderstandwhatyoufindtojokeaboutinthematter…(88)

Newspapermanobliviouslyofferssnufftoamanwithnonose.

Again,yousaysomethingaboutanose.IfyouintendtoimplybythatthatIwishedtosnubyou,i.e.tomeetyouwitharefusal,Iamveryastonishedbecause,asyouwellknow,Iwasquiteoftheoppositemind.Ifafterthisyouwishtoaskformydaughter'shand,Ishouldbegladtogratifyyou,forsuchhasalsobeentheobjectofmymostferventdesire…(99)

MadamePodtochinamisunderstandsandmisinterpretsKovalev'sletter.Kovalevintendedtoinsulther,accuseherofcrime,andinsisthewouldnevermarryherdaughter,yetshetakesitasaprofessionofhisdesiretodotheoppositeandwritesbackinagreementofherdaughter'sbetrothal.

Nottospeakofthestrangedisappearanceofthenose,anditsappearanceindifferentplacesunderthedisguiseofacouncilorofstate,howwasitthatKovaloffdidnotunderstandthatonecannotdecentlyadvertiseforalostnose?(106)

WhywouldIleavethatoutofthequestion??That'sthemainimprobabilityhere,isn'tit?!


Element4:Exaggeration


…hehasonlyjustgoneout;ifyouhadbeenamomentearlieryouwouldperhapshavecaughthim.(81)

InlightofKovalev'smisfortuneandbadluck,hiscontinuedfailuresto“catchabreak”aregettingabsurd.Remindsmeofother,morecontemporaryexamplesofthelovableorpathetic“loser”character,likeGeorgeCostanzaonSeinfeld.

No,Icannotinsertanadvertisementlikethat…Becauseitmightcompromisethepaper. (85‐86)

Ditto.

Sosaying,helefttheadvertisementofficeinastateofprofoundirritation,andwenttothecommissaryofpolice.Hearrivedjustasthisdignitarywasrecliningonhiscouch…Itmightbeexpected,therefore,thatthecommittee‐man'svisitwouldbequiteinopportune.(88)

Ditto.Farcicalpilingupoffailurestoreceivehelporrecognition.Addinginsulttoinjury.

No,itcannotbedone.Ratherremainasyouare,lestsomethingworsehappen.Certainlyonecouldreplaceitatonce,butIassureyoutheremedywouldbeworsethanthedisease.(96)

Ditto.Kovalev'sfailuresnowinclude: failuretospeakconfidentlyandclearlytohisownnose failuretogettothePoliceCommissioner'sofficeintime failuretoplaceanewspaperadvertisementforhismissingnose failuretoprocuretheassistanceofthepoliceinspector,who'snappingafterlunch failuretotrackdownhisownnose(gaveuplooking) failuretogetthedoctortoreattachthenose failuretocommunicatehisintentstoMadamePodtochinainhisletter

Butthemostincomprehensiblethingofallis,howauthorscanchoosesuchsubjectsfortheirstories.Thatreallysurpassesmyunderstanding.(106)

Contradictsabovestatementsandself‐criticizesthepointlessnessofhisownnarrativechoices.


ElementsofSatireJournalTemplate(Lessons6‐10)Quote(withPageNumber) ElementandResponse


AppendixD:OpenResponsePrompt,TextExcerptandRubric(Lessons9,10and11)

Prompt/directions:ExplainhowMarkTwainusesatleastoneelementofsatireinthefollowingexcerpttomakeaseriouspointaboutthehumanrace.Userelevantandspecificinformationfromtheexcerpttosupportyourresponse.Excerpt:ThefollowingisapassagefromTheDamnedHumanRacebyMarkTwain.

Ihavebeenstudyingthetraitsanddispositionsofthe"loweranimals"(so‐called),andcontrastingthemwiththetraitsanddispositionsofman.Ifindtheresulthumiliatingtome.ForitobligesmetorenouncemyallegiancetotheDarwiniantheoryoftheAscentofManfromtheLowerAnimals;sinceitnowseemsplaintomethatthetheoryoughttobevacatedinfavorofanewandtruerone,thisnewandtrueronetobenamedtheDescentofManfromtheHigherAnimals.InproceedingtowardthisunpleasantconclusionIhavenotguessedorspeculatedorconjectured,buthaveusedwhatiscommonlycalledthescientificmethod.Thatistosay,Ihavesubjectedeverypostulatethatpresenteditselftothecrucialtestofactualexperiment,andhaveadopteditorrejecteditaccordingtotheresult.ThusIverifiedandestablishedeachstepofmycourseinitsturnbeforeadvancingtothenext.TheseexperimentsweremadepainstakinglyintheLondonZoologicalGardens,andcoveredmanymonthsofpainstakingandfatiguingwork.Beforeparticularizinganyoftheexperiments,Iwishtostateoneortwothingswhichseemtomoreproperlybelonginthisplacethanfurtheralong.Thisintheinterestofclearness.Themassedexperimentsestablishedtomysatisfactioncertaingeneralizations,towit:1. Thatthehumanraceisofonedistinctspecies.Itexhibitsslightvariations‐‐incolor,stature,mentalcaliber,andsoon‐‐dueto

climate,environment,andsoforth;butitisaspeciesbyitself,andnottobeconfoundedwithanyother.2. Thatthequadrupedsareadistinctfamily,also.Thisfamilyexhibitsvariations‐‐incolor,size,foodpreferencesandsoon;butitisa

familybyitself.


3. Thattheotherfamilies‐‐thebirds,thefishes,theinsects,thereptiles,etc.‐‐aremoreorlessdistinct,also.Theyareintheprocession.Theyarelinksinthechainwhichstretchesdownfromthehigheranimalstomanatthebottom.

Someofmyexperimentswerequitecurious.InthecourseofmyreadingIhadcomeacrossacasewhere,manyyearsago,somehuntersonourGreatPlainsorganizedabuffalohuntfortheentertainmentofanEnglishearl‐‐that,andtoprovidesomefreshmeatforhislarder.Theyhadcharmingsport.Theykilledseventy‐twoofthosegreatanimals;andatepartofoneofthemandlefttheseventy‐onetorot.Inordertodeterminethedifferencebetweenananacondaandanearl—ifany—Icausedsevenyoungcalvestobeturnedintotheanaconda'scage.Thegratefulreptileimmediatelycrushedoneofthemandswallowedit,thenlaybacksatisfied.Itshowednofurtherinterestinthecalves,andnodispositiontoharmthem.Itriedthisexperimentwithotheranacondas;alwayswiththesameresult.Thefactstoodproventhatthedifferencebetweenanearlandananacondaisthattheearliscruelandtheanacondaisn't;andthattheearlwantonlydestroyswhathehasnousefor,buttheanacondadoesn't.Thisseemedtosuggestthattheanacondawasnotdescendedfromtheearl.Italsoseemedtosuggestthattheearlwasdescendedfromtheanaconda,andhadlostagreatdealinthetranslation.


OpenResponseRubric(Lessons9,10and11)Score Description

4 Responseisacomplete,clear,andaccurateexplanationofTwain’suseofparodytosatirizethehumanrace.Relevantandspecifictextualevidence,presentedthroughdirectquotation,paraphrase,oracombinationofbothmethods,isincludedintheresponse.

3 Responseisafairlycomplete,clear,andaccurateexplanationofTwain’suseofparodytosatirizethehumanrace.Relevantbutoftengeneraltextualevidence,presentedthroughdirectquotation,paraphrase,oracombinationofbothmethods,isincludedintheresponse.

2 Responseisapartial,possiblyunclear,explanationofTwain’suseofparodytosatirizethehumanraceandmayoffereitheramixofaccurateandinaccurateevidenceorsimplyapieceortwoofaccurateevidencebyitself.Somerelevantbutgeneralandvaguetextualevidence,presentedthroughdirectquotationorparaphrase,isincludedintheresponse.

1 Exhibitingvaryingdegreesofclarity,theresponseislargelyinaccurate,maycontainageneralstatementaboutparody,orafewsnippetsofdetail.Little,ifany,relevanttextualevidence(presentedeitherthroughdirectquotationorparaphrase)isincludedintheresponse.

0 Responseisincorrect,irrelevant,orcontainsinsufficientevidencetoshowanyunderstandingofhowthespeakerbuildstotheconcludinglineofthepoem.


AppendixE:VocabularyforTheDamnedHumanRacebyMarkTwain(Lessons9and10)

Dispositions‐‐aninclinationortendencytoactinaparticularwayObliges‐‐tocausesomebodytofeelindebtedbydoingsomethingforthatpersonRenounce‐‐togiveupformallyaclaim,title,position,orrightAllegiance‐‐asubject'sorcitizen'sloyaltytoarulerorstate,orthedutyofobedienceandloyaltyowedbyasubjectorcitizenDarwiniantheory‐‐relatingtothe19th‐centuryBritishnaturalistCharlesDarwinorhistheoryofevolution;thetheoreticalprocessbywhichallspeciesdevelopfromearlierformsoflife.Speculated‐‐toformaconjectureonthebasisofincompletefactsorinformationConjectured‐‐theformationofjudgmentsoropinionsonthebasisofincompleteorinconclusiveinformationParticularizing‐‐togointodetailaboutsomethingCaliber‐‐somebody'sability,intelligence,orcharacterAnaconda‐‐alargesnakenativetoSouthAmericathatkillsitspreybyconstrictingit(squeezing)ittodeath


AppendixF:OpenResponseStrategiesDirections(Lessons9and10)1. Readtheprompt.

Understandthetask(s.)Listthe“task”oractionwordsfromtheOpenResponseRubricandtellwhatmustbeincludedoraddressedinordertocorrectlyanswerthequestion.Forexample:ifthetaskaskstodescribe,andthepassagewasadescriptionofascene,suchasfromtheopeningofOfMiceandMen,thewriter'staskwouldbetoincludeimageryinordertocorrectlyanswerthequestion.

2. Read,thenre‐readtheselection.

Annotate. Infermeaningofunknownwords/terms. Noteevidencefromtext

3. Answertheprompt. Quotes Paraphrase

4. Providespecificevidence.


AppendixG:SupplementalTexts(Lessons9and10)ACaseforEatingDogsbyJonathanSafranFoer

ChapterfromEatingAnimalsDespitethefactthatit'sperfectlylegalinforty‐fourstates,eating"man'sbestfriend"isastabooasamaneatinghisbestfriend.Eventhemostenthusiasticcarnivoreswon'teatdogs.TVguyandsometimescookerGordonRamsaycangetprettymachowithbabyanimalswhendoingpublicityforsomethinghe'sselling,butyou'llneverseeapuppypeekingoutofoneofhispots.Andthoughheoncesaidhe'delectrocutehischildreniftheybecamevegetarian,Iwonderwhathisresponsewouldbeiftheypoachedthefamilypooch.

Dogsarewonderful,andinmanywaysunique.Buttheyareremarkablyunremarkableintheirintellectualandexperientialcapacities.Pigsareeverybitasintelligentandfeeling,byanysensibledefinitionofthewords.Theycan'thopintothebackofaVolvo,buttheycanfetch,runandplay,bemischievous,andreciprocateaffection.Sowhydon'ttheygettocurlupbythefire?Whycan'ttheyatleastbesparedbeingtossedonthefire?

Ourtabooagainstdogeatingsayssomethingaboutdogsandagreatdealaboutus.

TheFrench,wholovetheirdogs,sometimeseattheirhorses.

TheSpanish,wholovetheirhorses,sometimeseattheircows.

TheIndians,wholovetheircows,sometimeseattheirdogs.

Whilewritteninamuchdifferentcontext,GeorgeOrwell'swords(fromAnimalFarm)applyhere:"Allanimalsareequal,butsomeanimalsaremoreequalthanothers."Theprotectiveemphasisisnotalawofnature;itcomesfromthestorieswetellaboutnature.

Sowho'sright?Whatmightbethereasonstoexcludecaninefromthemenu?Theselectivecarnivoresuggests:

Don'teatcompanionanimals.Butdogsaren'tkeptascompanionsinalloftheplacestheyareeaten.Andwhataboutourpetlessneighbors?Wouldwehaveanyrighttoobjectiftheyhaddogfordinner?


OK,then:

Don'teatanimalswithsignificantmentalcapacities.Ifby"significantmentalcapacities"wemeanwhatadoghas,thengoodforthedog.Butsuchadefinitionwouldalsoincludethepig,cow,chicken,andmanyspeciesofseaanimals.Anditwouldexcludeseverelyimpairedhumans.

Then:

It'sforgoodreasonthattheeternaltaboos—don'tfiddlewithyourshit,kissyoursister,oreatyourcompanions—aretaboo.Evolutionarilyspeaking,thosethingsarebadforus.Butdogeatinghasn'tbeenandisn'tatabooinmanyplaces,anditisn'tinanywaybadforus.Properlycooked,dogmeatposesnogreaterhealthrisksthananyothermeat,nordoessuchanutritiousmealfostermuchobjectionfromthephysicalcomponentofourselfishgenes.

Anddogeatinghasaproudpedigree.Fourth‐centurytombscontaindepictionsofdogsbeingslaughteredalongwithotherfoodanimals.Itwasafundamentalenoughhabittohaveinformedlanguageitself:theSino‐Koreancharacterfor"fairandproper"(yeon)literallytranslatesinto"ascookeddogmeatisdelicious."

Hippocratespraiseddogmeatasasourceofstrength.TheRomansate"sucklingpuppy,"DakotaIndiansenjoyeddogliver,andnotsolongagoHawaiiansatedogbrainsandblood.TheMexicanhairlessdogwastheprincipalfoodspeciesoftheAztecs.CaptainCookatedog.RoaldAmundsenfamouslyatehissleddogs.(Granted,hewasreallyhungry.)

AnddogsarestilleatentoovercomebadluckinthePhilippines;asmedicineinChinaandKorea;toenhancelibidoinNigeria;andinnumerousplaces,oneverycontinent,becausetheytastegood.Forcenturies,theChinesehaveraisedspecialbreedsofdogs,liketheblack‐tonguedchow,forchow,andmanyEuropeancountriesstillhavelawsonthebooksregardingpostmortemexaminationofdogsintendedforhumanconsumption.

Ofcourse,somethinghavingbeendonejustabouteverywherejustaboutalwaysisnokindofjustificationfordoingitnow.Butunlikeallfarmedmeat,whichrequiresthecreationandmaintenanceofanimals,dogsarepracticallybeggingtobeeaten.Threetofourmilliondogsandcatsareeuthanizedannually.Thisamountstomillionsofpoundsofmeatnowbeingthrownawayeveryyear.Thesimpledisposaloftheseeuthanizeddogsisanenormousecologicalandeconomicproblem.Itwouldbedementedtoyankpetsfromhomes.Buteatingthosestrays,thoserunaways,thosenot‐quite‐cute‐enough‐to‐takeandnot‐quite‐well‐behaved‐enough‐to‐keepdogswouldbekillingaflockofbirdswithonestoneandeatingit,too.

Inasenseit'swhatwe'redoingalready.Rendering—theconversionofanimalproteinunfitforhumanconsumptionintofoodforlivestockandpets—allowsprocessingplantstotransformuselessdeaddogsintoproductivemembersofthefoodchain.InAmerica,millionsofdogsandcatseuthanizedinanimalshelterseveryyearbecomethefoodforourfood.(Almosttwiceasmanydogsandcatsareeuthanizedasareadopted.)So


let'sjusteliminatethisinefficientandbizarremiddlestep.

Thisneednotchallengeourcivility.Wewon'tmakethemsufferanymorethannecessary.Whileit'swidelybelievedthatadrenalinemakesdogmeattastebetter—hencethetraditionalmethodsofslaughter:hanging,boilingalive,beatingtodeath—wecanallagreethatifwe'regoingtoeatthem,weshouldkillthemquicklyandpainlessly,right?Forexample,thetraditionalHawaiianmeansofholdingthedog'snoseshut—inordertoconserveblood—mustberegarded(sociallyifnotlegally)asano‐no.PerhapswecouldincludedogsundertheHumaneMethodsofSlaughterAct.Thatdoesn'tsayanythingabouthowthey'retreatedduringtheirlives,andisn'tsubjecttoanymeaningfuloversightorenforcement,butsurelywecanrelyontheindustryto"self‐regulate,"aswedowithothereatenanimals.

Fewpeoplesufficientlyappreciatethecolossaltaskoffeedingaworldofbillionsofomnivoreswhodemandmeatwiththeirpotatoes.Theinefficientuseofdogs—convenientlyalreadyinareasofhighhumanpopulation(takenote,local‐foodadvocates)—shouldmakeanygoodecologistblush.Onecouldarguethatvarious"humane"groupsaretheworsthypocrites,spendingenormousamountsofmoneyandenergyinafutileattempttoreducethenumberofunwanteddogswhileattheverysametimepropagatingtheirresponsibleno‐dog‐for‐dinnertaboo.Ifweletdogsbedogs,andbreedwithoutinterference,wewouldcreateasustainable,localmeatsupplywithlowenergyinputsthatwouldputeventhemostefficientgrass‐basedfarmingtoshame.Fortheecologicallymindedit'stimetoadmitthatdogisrealisticfoodforrealisticenvironmentalists.

Can'twegetoveroursentimentality?Dogsareplentiful,goodforyou,easytocook,andtasty,andeatingthemisvastlymorereasonablethangoingthroughallthetroubleofprocessingthemintoproteinbitstobecomethefoodfortheotherspeciesthatbecomeourfood.

Forthosealreadyconvinced,here'saclassicFilipinorecipe.Ihaven'ttrieditmyself,butsometimesyoucanreadarecipeandjustknow.StewedDog,WeddingStyleFirst,killamedium‐sizeddog,thenburnoffthefuroverahotfire.Carefullyremovetheskinwhilestillwarmandsetasideforlater(maybeusedinotherrecipes).Cutmeatinto1"cubes.Marinatemeatinmixtureofvinegar,peppercorn,salt,andgarlicfor2hours.Frymeatinoilusingalargewokoveranopenfire,thenaddonionsandchoppedpineappleandsauteuntiltender.Pourintomatosauceandboilingwater,addgreenpepper,bayleaf,andTabasco.Coverandsimmeroverwarmcoalsuntilmeatistender.Blendinpureeofdog'sliverandcookforadditional5‐7minutes.

Asimpletrickfromthebackyardastronomer:ifyouarehavingtroubleseeingsomething,lookslightlyawayfromit.Themostlight‐sensitivepartsofoureyes(thoseweneedtoseedimobjects)areontheedgesoftheregionwenormallyuseforfocusing.Eatinganimalshasaninvisiblequality.Thinkingaboutdogs,andtheirrelationshiptotheanimalsweeat,isonewayoflookingaskanceandmakingsomethinginvisiblevisible.


FromEatingAnimalsbyJonathanSafranFoer.PublishedbyLittle,BrownandCompany.Usedwithpermissionofthepublisher.Allrightsreserved.MoreaboutJonathonSafranFoerandEatingAnimalsNoteabouttheAuthor:http://www.npr.org/templates/story/story.php?storyId=114298495#114318331.Thefollowinginformationcomesfromthislink(NPR,AllThingsConsidered).ThisbackgroundinformationmayhelpteachersandstudentsapproachthistextwithabetterframeworkfortheseriousmessageinFoer'ssatiricalpiece.Useatteacherdiscretion.

HowdidJonathanSafranFoerbecomeavegetarianactivist?

Foer,bestknownforthenovelsEverythingIsIlluminatedandExtremelyLoudandIncrediblyClose,writesinhisnewbook,EatingAnimals,thathestruggledwithambivalenceovereatingmeatformostofhislife,butnevercommitteduntilheadoptedhisdog,George.

"Shechangedthingsforme,"FoertellsGuyRaz."ThisdogopenedupthewaythatIthoughtaboutanimals."

Foerarguesthatthere'snodifferencebetweenthevalueofthelivesofpetsandthelivesoftheanimalsthatweeateveryday.

"Ifournext‐doorneighborkeptadogintheconditionsthatwellmorethan90percentofpigsarekeptin,wewouldcallthepolice.Wewouldn'tjustbeoffended.Wewouldn'tjustthinkitwaswrong.Wewouldbecompelledtotakeaction,"Foersays.

ButEatingAnimalsisn'tjustananti‐meatscreed,oranimpassionedcaseforvegetarianism.Instead,Foertellsastorythatispartmemoirandpartinvestigativereport.Andit'sabookthattakesAmerica'smeat‐dominateddiettotask.

Foersayshisproblemwithmeatisn'tthatsomepeoplemakethedecisiontoeatit;instead,it'sthatpeopledon'tthinkaboutthedecision.Andthat,heargues,isjusthowtheAmericanfactoryfarmsystemwantsit:"Whatdoesitsaythatthere'sanentireindustry...thatasksustogivethemmoney,asksustoingestinourbodiesandtofeedtoourchildrenaproductwhoseproductiontheywon'tletussee?"

Foersaysoverconsumptionofmeat—andthefactorysystemthatproducesit—causemultiplehealthproblemsandcontributehugelytoglobalwarmingandotherenvironmentaldisasters.Thesefactorsmakethepurchaseofacheapbreastofchickenmuchmoreexpensivethanitmightinitiallyseem.

"Morethananything,Iwantpeopletocomeawaywiththeideathatmeatmatters,"Foersays."Iamnotaskingotherpeopletocometotheseconclusions.Iamaskingpeopletoseesomethingthattheyalreadyknow,whichisthatwhatwechoosetoeatwhenorderingatarestaurant,whatwechoosetobuyatasupermarket,isfranklyoneofthemostimportantdecisionswe'llmakeallday.


SpringbyWilliamShakespeare

Whendaisiespied,andvioletsblue,Andlady‐smocksallsilver‐white,Andcuckoo‐budsofyellowhue

Dopaintthemeadowswithdelight,Thecuckoothen,oneverytree,

Mocksmarriedmen,forthussingshe:'Cuckoo!

Cuckoo,cuckoo!'Owordoffear,Unpleasingtoamarriedear.

Whenshepherdspipeonoatenstraws,Andmerrylarksareploughmen'sclocks,Whenturtlestread,androoks,anddaws,Andmaidensbleachtheirsummersmocks,

Thecuckoothen,oneverytree,Mocksmarriedmen,forthussingshe:

'Cuckoo!Cuckoo,cuckoo!'Owordoffear,Unpleasingtoamarriedear.


PoetrybyOgdenNash(http://www.westegg.com/nash/)

TheAnt

TheanthasmadehimselfillustriousThroughconstantindustryindustrious.

Sowhat?WouldyoubecalmandplacidIfyouwerefullofformicacid?

Celery

Celery,rawDevelopsthejaw,Butcelery,stewed,

Ismorequietlychewed.

TheCowThecowisofthebovineilk;

Oneendismoo,theother,milk.


AppendixH:TargetAcademicLanguage(Lesson11)For:RevolutionaryNewInsolesCombineFiveFormsofPseudosciencetosupporttheopenresponsetask.insoles

pseudoscience A“falsescience”;aclaim,belief,orpracticewhichispresentedasscientificbutdoesnotadheretoa

validscientificmethod,lackssupportingevidence,cannotbereliablytested,orotherwiselacksscientificstatus

biomagnetic Themagneticfieldproducedinlivingorganismsisometrically Havingequalmeasurementssemi‐plausible Halforsortofbelievable;notentirelylogicalorpossiblereflexology AnalternativemedicineinvolvingapplyingpressuretothehandsorfeetOccident TheWesternworld,incontrasttotheEasternworldortheOrient


AppendixI:StatementofPurposeforPSA(Lessons13and14)Name(s)ofauthororauthors:___________________________________________________________________________________________My/Ourtopicis____________________________________________________________Thistopicisanimportantissuebecause_______________________________________________________________________________Thetargetaudiencewillbe_______________________________________________ThepurposeofthePSAistoconvincetheaudience:___________________________________________________________________Toeffectivelyconvincemyaudienceofmyposition,Iwilluseaminimumoftwoelementsofsatire,whichare:

1) ____________________________________________________________________________2) ____________________________________________________________________________

(Continuedonthenextpage)


StatementofPurpose,Continued:Planning Elements MessageConveyed DesiredEffectonAudience


AppendixJ:PSAScoringGuide(Optional–useinsteadofCEPARubric)

Useofelementsofsatire:(25points) __________

Parody Reversal Incongruity Exaggeration

Message:(25points) __________ Createsawareness,clear,persuasive,compelling,promoteschange Adequatelyaddresseschosenissue

Content:(20points) __________ Important,supportivefacts,noopinion

Useofclasstime:(10points) __________ Focusedduringworktime Nodistractions

Presentation:(20points) __________ Script ToneandVoice Grammar

Total: _________

satire: the nose - weeblyisbewriting.weebly.com/uploads/2/9/4/9/29499299/elag9-satire.pdf · the...

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