Tag Archive for marketplace of ideas

American Lit: The Tone of Satire

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze an author’s use of genre and detail for satirical purposes and explore the impact of ridicule on the perception of a writer’s subject.

Opening Session: Are you familiar with The Onion? If not, let’s visit the website and learn a little about their specific brand of news… https://www.theonion.com/

Work Session: Today we’re reading an article called “Girl Moved to Tears by Of Mice and Men Cliffs Notes.” This article is a satire from The Onion, so you can expect it  to be funny. After we read it together, I want you guys to answer the Second Read questions on page 278.

Then, I want you to practice by writing your own satirical piece. Choose your topic, using the ones we saw on The Onion as inspiration, and write a short 2-3 paragraph satirical article in which you practice ridiculing a subject and writing in a humorous way.

Closing Session: VOCAB QUIZ!!! Hahaha you thought I forgot, didn’t you? Well good news, this is our LAST quiz of the semester!!!

Assessment: Informal (book check), Formal (vocab quiz)

Differentiation: Process (Scaffolding), Product (modified length)

American Lit: Identifying the Elements of Satire

Standard: ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can identify the elements of satire and analyze how a satirist uses humor to develop a position.

Opening Session: Let’s preview what satire is! This is a clip from the Colbert Report from 2014 about the introduction of the Apple Watch.

Work Session: Today we’re reading an article called “Let’s Hear It for the Cheerleaders.” You guys are going to read this article independently and then complete the chart and the quickwrite on page 272. You do NOT need to do the Second Read questions.

After that, we will do the “Determine the meaning of unknown words” section on page 273 together. This is all about using context clues and patterns of word changes to determine the definition of a word you’re unfamiliar with. These are really good skills to have, especially for test taking!

Closing Session: Do the “Check Your Understanding” on page 273 on the sticky note I give you and stick it to the board when you’re done!

Assessment: Informal (Book check)

Differentiation: Process (Scaffolding)

American Lit: Fallacies 101

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can identify fallacious logic, appeals, and rhetoric in sample texts.

Opening Session: Fallacies matching game! Match the name of the fallacies with the definitions using the cards I give each group!

Work Session: Fallacy Face Off! Following the directions in your book on page 259, we are going to have a mock debate. We will choose the issue as a class and your group will have ten minutes to prepare your argument. But here’s the catch… your group will use a specific fallacious appeal to argue your side! None of that silly “logic” stuff need apply in this debate, people! It’s all fallacy, all day long!

Closing Session: Reflect on our Fallacy Face Off. Which argument was most convincing? Would logic have been more convincing? Why or why not?

Assessment: Informal (class discussion)

Differentiation: Process (Scaffolding)

American Lit: Reading and Writing a Letter to the Editor

Standard: ELAGSE11-12RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Learning Target: I can evaluate the effectiveness of multiple editorial letters based on criteria.

Opening Session: Let’s go over the “How to Write a Letter to the Editor” list on page 253 in your book!

Work Session: Today we’re going to read an article called “Why I Hate Cell Phones,” which is a letter to the editor of a newspaper. As you read, consider the tone of the writing and why the author feels the way she does.

When we finish reading, you guys will have the rest of class to compose your own letter to an editor in which you go against Sara’s position in “Why I Hate Cell Phones.”

Closing Session: I’ll take 3 volunteers to share their letters!

Assessment: Informal (book check)

Differentiation: Process (Scaffolding)

American Lit: The Bias of Rhetoric

Standard: ELAGSE11-12SL2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Learning Target: I can analyze how language can be used to manipulate readers or viewers.

Opening Session: Let’s check out this video called “Peace, Little Girl” from the 1964 presidential campaign. This ad was only aired once, but it was highly controversial and most people think it helped President Johnson win reelection. As you watch, write down which elements of the ad you think made it SO powerful:

Work Session: As it says in your Springboard book, “sometimes a writer compensates for lack of evidence and logical argumentation by using slanted language and emotional appeals that present a prejudiced depiction of a subject.” Today we’re going to study these slanters, which are clues you can use to determine if the source you’re reading is biased or not.

Let’s review the slanters and their definitions on page 234 and come up with some examples. Then, we’re going to flip over to page 326 and read an article called “Abolish High School Football.” After you read, we will do the Second Read questions and then the chart in question 4 using the SMELL strategy:

  • Sender-receiver relationshio
  • Message
  • Emotional Strategies
  • Logical Strategies
  • Language

We will also complete the chart on page 239 together.

Closing Session: Share Out: How do you think a writer uses tone to advance an opinion?

Plus, VOCAB!

  1. Vulnerable
  2. Indictment
  3. Irrelevant
  4. Delusions
  5. Decisive
  6. Abstain
  7. Rigors
  8. Remediation

Assessment: Informal (book check)

Differentiation: Process (Scaffolding)