Submitted by: Ashley Matheny
School: Varina High School
Summary
This lesson begins with students creating individual examples of satire, and sums up our unit on satire. They are given the choice between different types of Satire (Horatian or Juvenailian) and different targets to satirize (current events, controversial issues, celebrity news, movies, books, music, t.v. shows, etc.). They are also given a choice of formats with which to create their satires (video clip, comic, story book, news article, or written). They are also asked to analyze their own satire by writing an explanation about the original topic being satirized, their feelings on the topic, and any satirical devices they have used.
Students will then create groups of 3-4 students where they will create a Voice Thread within their group. These Voice Threads will include a mixture of examples of satire that they have created and ones found online. Once they have uploaded the examples into a Voice Thread, they will use the audio recorder to record their analysis about each example of Satire.
After creating their Voice Threads, they will post the link on the teacher’s blog. Each student will then have access to each of the other groups Voice Threads. They will then leave comments on the blog or the Voice Thread itself about the other groups’ satires and their analysis of each satire.
TIPC Ratings
During the group section of this assignment, students were responsible for finding examples of satire using the internet. They were responsible for asking themselves which formats of satire they wanted/needed to use and finding satire examples using reliable resources previously modeled in class. They then assembled their examples within a group product.
Students worked collaboratively with each other and were responsible for choosing groups and creating group norms. Students are working together applying, analyzing, synthesizing, and evaluating the skill/concept of satire.
Students use digital tools to create a product that requires higher order thinking. They then analyze different examples of satire and post comments on other group products (generate and respond to purposeful questions). They justify their use of examples through their analysis.
Students create meaningful original work by creating individual examples of satire and then creating group products using the created satire and other examples found online.
Student Artifact
1. http://voicethread.com/share/4223942/
2. http://voicethread.com/share/4219750/
3. http://voicethread.com/share/4224077/
Download Files
Contents:
- LESSON PLAN
- RUBRIC
- HANDOUT
- STUDENT ARTIFACTS
