Turning a Lesson into a Unit

Worksheet Steps 1-10*	Step Activity
Grading Period Content Planning	Understanding Satire Satire and Mark Twain Historical Background/ Begin reading Review and Close Read Chapter 4 Compare/Contrast Movie and Book EQ: Does the movie serve the same satirical purpose as the book?  Support your answer with evidence from both. Analysis Paragraph on a Satirical Scene from the book (working toward later skits)  Read and pre-write Essay Analysis Essay EQ: How is Mark Twain’s use of satire in Huckleberry Finn reflective of his personal views?  Satire Skits
Unit/Week Organization	Understanding Satire Minor Content Areas: Satirical terminology, Model application of terminology, Group work application of terminology, Close read and analyze a short written work, Knowledge check
Scope & Sequence	Monday: Satirical Terminology (Introduce larger topic and define devices) Tuesday: Model Application of Terminology (Use a short video to understand an apply the devices) Wednesday: Group Work Application of Terminology (Students work in groups to find devices in two more short videos) Thursday: Close Read and Analyze a Short Written Work       (As a class, we will close read and analyze a short story written by Mark Twain) Friday: Knowledge Check (A quiz on satirical devices, their application, and analysis)
Content Area Standards	ELA Reading (Literature), Standard 6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in the text from what is really means (e.g. satire, sarcasm, irony, or understatement).
Learner Outcome/Objective	Students will be able to identify and analyze the author’s point of view based on their use of a particular satirical style and devices. Students will be able to tell what the author really means based on the words they use, even if those words seem to mean the opposite of their surface meaning.
Pre-Assessment/Warm Up/Prior Learning Connection (Formative Assessment)	Students will be shown the following cartoon: They will write for 5 minutes answering the following questions:   1. What story is this picture telling?   2. Is it a happy or sad picture? How do you know?   3. Is this picture asking the viewer to change in any way?  If so, what change?  How do you know? They will then talk to a partner about their answers. Each pair will share one of their findings with the class. The teacher will use students’ answers as the jumping off point to start talking about satirical devices. As the teacher takes students through the PowerPoint of devices, she will connect those devices to real world tv shows, movies, and other media.  The goal being students recognize that satire is literally all around them and be able to determine the message behind this form of humor. By having students answer simple questions as a lead-in, the teacher gets an informal baseline of what the students already know about satire.  At that point, the teacher can use that knowledge in their explanation of the terminology. As with the study of rhetorical devices that the students will have done earlier in the year, the study of satire is more about being able to recognize is and analyze it than it is about the specific terminology.  Starting without terminology builds students’ confidence.
Teaching Strategy/Learning Activity	Monday – Graffiti.  As part of their sharing during the warm-up, students will write the answers they discussed with their partners on large sheets of paper around the room.  This way they all have a chance to share, but no one has the pressure of talking about an unfamiliar topic with the whole class.  The teacher can then easily refer back to these answers as they move through the lecture. Tuesday – Teacher Model.  As a class, we will watch a video and fill-in our analysis charts.  The students will then begin to work in small groups to analyze two more videos. Wednesday – Small Groups.  Students will finish work on the videos and we will begin analysis of a short story by Mark Twain.  This time, there will be no teacher model and the students will immediately set to working in groups. Thursday – Vocabulary Bingo.  Students will get Bingo sheets with satirical devices on them.  Teacher will give either a definition or an example and students will check-off the device.  This will help students assess their own knowledge and give them a quick guide as to what they should focus their study time on for the quiz. Friday – Quiz.  Students will demonstrate their learning over the course of the week on a short (no more than 30 question) quiz.  The teacher will use this assessment data to determine what, if anything, needs re-teaching before moving into the larger unit.
Ongoing Assessment/Check for Understanding	We will use group and class discussion to assess and guide student learning through the lesson and unit. The mini-unit culminates in a satire quiz where students will demonstrate their knowledge of satirical devices by providing examples of each and analyzing a final cartoon.
Post-Assessment/Closure	Students will take a quiz to determine their knowledge of satirical terms, their definitions, and how to use them to analyze instances of satire in media. Rubric for satire quiz: 4 3 2 1 Content Correctly defines 90% or more of the satirical terms Correctly defines 75% or more of the satirical terms Correctly defines 65% or more of the satirical terms Correctly defines 65% or fewer of the satirical terms Examples Provides accurate examples of 90% or more of the terms Provides accurate examples of 75% or more of the terms Provides passable examples of 65% or more of the terms Provides inaccurate or no examples of the terms Comprehension Accurately addresses 90% or more of the questions Accurately addresses 75% or more of the questions Accurately addresses 65% or more of the questions Accurately addresses 65% or fewer of the questions Analysis of Cartoon Accurately determines purpose and point of view Almost accurately determines purpose and point of view Attempts, but struggles to determine purpose and point of view Fails to determine purpose and point of view
Review/Grade/Reflect	After grading the students’ quizzes, I will assess where the students need more review in regard to devices and analysis.  With that information, I will review with the students before we move forward with reading Huckleberry Finn.