English+&+Foreign+Language


 * English and Foreign Language - Brittany, Casey, and Nate **


 * Lesson Title: Laugh and learn with satire and technology **
 * Link to Lesson: **[]
 * Grade Level: 12th **
 * Evaluation Scores **

Evidence:
 * C: 5 **
 * Provides Clear Lesson Objectives

Grade 12
> - researching experience for relevant principles that relate to themes in literature and life. > - presenting a thesis, supporting it, and considering alternative perspectives on the topic. > -adjusting the diction, tone, language, and method of presentation to the audience. > -establishing and applying clear, credible criteria for evaluation. > - substantiating assessments with reasons and evidence.
 * ** Goal 2 ** : The learner will inform an audience by exploring general principles at work in life and literature.
 * [|**Objective 2.03**] : Compose texts (in print and non-print media) that help the audience understand a principle or theory by:
 * ** Goal 4 ** : The learner will analyze and critique texts from various perspectives and approaches.
 * [|**Objective 4.01**] : Develop critiques that enable an audience to judge claims and arguments by:

Evidence:
 * Exhibits sufficient knowledge of the subject topic/content?

Pre-activities

 * Students should be familiar with parody. (One example of a parody you may choose to share is [|//The True Story of the 3 Little Pigs//], by Jon Scieszka.)
 * Students should have a basic understanding of satire. The authors recommend using this lesson after the students have read Jonathan Swift’s “A Modest Proposal.”
 * Definitions of parody and satire can be found in John Lynch’s [|Glossary of Literary and Rhetorical Terms].
 * If you’re using a blog for this lesson, you’ll need to set it up in advance by creating an account and posting examples of satire for students to access and respond to. See the [|authors’ blog] as an example. **Authors’ note:** If you have not previously used a blog, easy options for beginners include [|Blogger], which is run by Google, and [|Class Blogmeister] , which is geared towards teachers’ classroom use.
 * Set up a [|VoiceThread] with quotations and/or questions about satire for students to respond to. See the __ authors’ VoiceThread __ for an example. Directions for setting up a VoiceThread are available on the //Reading Queens// website.

Evidence: Assessment
 * P: 5 **
 * Assessments match instructional method
 * Assess blog responses and satire evaluation worksheets by checking for student understanding of parody and satire.
 * Student satire proposals should be approved or declined in order to give students a mini-assessment/progress check before they begin work on their projects.
 * Assess student projects by the requirements on the satire checklist. Students who violate copyright law should be expected to re-do the assignment and should not be given credit.

Evidence: Sets up sequence of events between day 1 and day 2 in the media center.
 * Lesson appears to help organize and manage student behavior--Explains sequence of events and procedures for students

Evidence: Voicethread, computer lab in media center, blog Evidence: There are none. All work is done in media center. Evidence: Teachers are encouraged to use blogging and VoiceThread technology to enhance student interaction. Evidence: Yes, If you’re using a blog for this lesson, you’ll need to set it up in advance by creating an account and posting examples of satire for students to access and respond to. See the [|authors’ blog] as an example. ** Authors’ note: ** If you have not previously used a blog, easy options for beginners include [|Blogger], which is run by Google, and [|Class Blogmeister] , which is geared towards teachers’ classroom use.
 * T: 5 **
 * Lesson plan incorporates at least 1 technology
 * Discusses possible limitations to technology or potential problems, as well as solutions
 * Provides clear rationale for technology choice
 * Demonstrates understanding of technology as teacher tool or student tool

Evidence: In this lesson, students will view and listen to online samples of satire, analyzing them for satirical qualities and defining how they differ from parody. Students will communicate their analysis by commenting on a blog and through VoiceThread. Students will then collaborate to create their own multimedia satire, following copyright and fair-use guidelines. This lesson is designed for grade 12, but would likely be appropriate for grades 10 and 11 as well. Evidence: However, your media specialist may have technical knowledge that may help students who are trying to decide which media format to use.
 * PCK: 5 **
 * Selects effective teaching strategies appropriate to subject domain to guide student thinking and learning
 * Demonstrates awareness of possible student misconceptions


 * Presents appropriate strategies for developing understanding of the subject content

Evidence: DAY ONE IN MEDIA CENTER

 * 1) Ask students to verbally define satire based on previous class activities.
 * 2) Hand out two copies of the satire evaluation worksheet to each student. Share one or two audio or video examples of satire and/or parody with the students. You may play examples to the whole class, or have students individually listen to examples on headphones. Two recommended examples are Weird Al Yankovic’s “Don’t Download this Song” and “The eBay Song.” These are available on the [|authors’ blog] and on Google Video:
 * [|“Don’t Download this Song”]
 * [|“The eBay Song”]
 * 1) Have the students discuss each example. Ask them which elements of the video are satirical, and whether they think the video is parody or satire. If you are using a blog, you may post the recordings and questions as a blog entry and have students respond by making comments on the blog. In order to maximize the benefits of using a blog, have the students respond to your questions and then respond to each other’s comments. Have students use one of the online satire evaluation worksheets to respond to the examples.

Evidence: Teacher presents how to use voicethread and blog Evidence: Students can explore the internet and share findings on blog and enhance discussion Evidence: Teachers are encouraged to use blogging and VoiceThread technology to enhance student interaction.
 * TPK: 5 **
 * Chooses technologies enhancing approaches (teacher centered approaches) --Uses technology to present material
 * Chooses technologies enhancing student learning (student centered approaches) --Students use technology to explore content and achieve learning goals
 * Provides clear rationale for technology choice to deliver instruction

Evidence: Yes, language arts requires discussion thus the use of a blog
 * TCK:5 **
 * Chooses appropriate technologies for subject domain (mathematics, science)

Evidence: The technology is used to discuss the content of satire.
 * Link between technology and content is obvious or explicit

Evidence: Yes, the technology is used to share the content information on satire after the teacher has taught the lesson on satire.
 * TPCK: 5 **
 * Appropriately uses content, pedagogy, and technology strategies

> research and analyze examples of satire.
 * Technology enhances content objectives and instructional strategies
 * Evidence:
 * evaluate and share opinions on various aspects of satire and parody.
 * use 21st century technologies.
 * collaborate with other students.
 * create a multimedia satire of a current issue.
 * follow copyright law.

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 * Overall evaluation of this lesson: 35 **