SATIRESATIRE

Jenniferr CainJenniferr Cain

PURPOSE

• TO POINT ATTENTION TO A SOCIETY ILL THROUGH THE USE OF– SARCASM– CAUSTIC WIT– IRONY

• VERBAL (use of understatement)• SITUATIONAL

SATIRE VS PARODY

• ONE TO ILLUMINATE AND ANALYZE

• ONE TO ILLUMINATE AND ENTERTAIN

SATIRE

• LET’S THINK ABOUT IT

LIST 5 THINGSWRONG WITH:

• THE WORLD

• AMERICA

• SOUTH CAROLINA

• BLYTHEWOOD HIGH SCHOOL

IDENTIFY YOUR ROLE

• FOR EACH PROBLEM YOU LISTED IN THE PREVIOUS EXERCISE

– IDENTIFY WHAT ROLE YOU CURRENTLY PLAY IN THE PROBLEM.

IDENTIFY YOUR SOLUTIONS

• LIST AT LEAST THREE POSSIBLE SOLUTIONS FOR EACH PROBLEM

LET’S EXAMINE A SATIRICALESSAY

• WHAT COMES TO MIND WHEN I SAY SCHOOL? LIST THE FIRST (3) THINGS THAT POP INTO YOUR MIND?

• WHAT COMES TO MIND WHEN I SAY EDUCATION? LIST THE FIRST (3) THINGS THAT POP INTO YOUR MIND?

VERBAL IRONY

• HOW CAN TWO THINGS BE DIFFERENT AND YET BE THE SAME?

• WHAT IS YOUR UNDERSTANDING OF THE FOLLOWING STATEMENT:

– SCHOOL VS. EDUCATION

EXPECT THE UNEXPECTED

• WHAT DO YOU BELIEVE THE ESSAY WILL BE ABOUT?

– WHAT ARE YOUR CLUES?

RUSSELL BAKER

•RussellBaker86.mp3

Humor in truth

Baker's Commencement Address

SATIRE IN PICTURES

• http://www.elliotterwitt.com/lang/en/index.html

assignment

• Choose either:– Local– State– United States of America or – Internationally

An issue that you wish to explore satirically.

Compose a satirical essay.

4C/ID MODEL

• SEQUENCING– STUDENTS ARE:

• FIRST GIVEN THE DEFININTIONS OF SATIRE• SECOND GIVEN THE TOOLS OF SATIRE• THIRD EXPLAINED THE DIFFERENCE

BETWEEN PARODY VS. SATIRE• FOURTH GIVEN A SMALL TASK OF

IDENTIFYING REAL LIFE APPLICATIONS FOR THE NEWLY ACQUIRED KNOWLEDGE IN SMALL INCREMENTS. (e.g. identify, analyze, solve)

Fidelity

• High vs Low fidelity– Low fidelity busies the student with irrelevant

tasks not likely to improve student understanding.

– High fidelity is a task closely related to real life applications allowing for increased acquisition

High Fidelity

• Asking the students to identify society issues in incremental stages provides them the opportunity to make real world connections from individual to global.

Variability

• The tasks must differ as well as the environment in which they are performed must be different for students to have meaningful learning.

Variability cont.

• Students are first introduced to satire as a verbal piece through the essay of Russell Baker. Next the students are asked to listen to an interview with Russsell Baker to familiarize them with his sense of humor. Following the interview is the commencement address he deliver in 1995.

• Students move from introduction, to analysis, and then application and synthesis when they have to identify the point of Baker’s address and his intent

Individualization

Humor is an individual gift. Satire’s effect depends largely on a person’s ability to recognize issues, understand the use of language and irony and requires analysis of the author’s intent, all skills are independent exercises for the student.

Training-Wheels

• The effort to guide students efforts on learning tasks to prevent students from being distracted by unnecessary tasks, therefore improving the chances of learning.

• Gradually introducing visual satire by picture only as a representation of irony, improves a student’s cognition while reducing distractions or irrelevant learning of text.

• If the student makes an immediate connection by visual representation, it improves the likelihood of forming schema.

Completion-Strategy

• Working with the end in mind, allowing students to apply newly acquired knowledge to both the tasks at hand and to future tasks.

• Establishing by use of models, example, picture, audio, small task, guided practice, and end result essay, requires students to continue to build on skills gradually acquired in the satire unit.