Turning one lesson plan into a full unit plan

A. Unpack the Common Core standard

Standard:  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 it really means (e.g. satire, sarcasm, irony, or understatement).

Key noun(s): Point of View, Satire

Key verb(s): Analyze, Grasp, Distinguish

B. Scope and Sequence of Content

According to Paula Rutherford, “The rules of the road for teaching are to Frame the Learning by asking them what they already know, presenting new information, and asking them to make connections as you go” (2012, p. 4).  In my view, this means that I need to let students get a good look at the man behind the curtain.  I cannot just be their Great and Powerful Oz, I should be their navigator as they drive down the educational road.  If they know where I expect them to go, they are more likely to get there the first and be able to find that place again on their own.

And it would seem that, once they know the sequence and the destination, the scope of their learning must be brought under control so that students are not overwhelmed by too much information or unrealistic expectations.  In my previous post, I mentioned the “Curve of Forgetting” very briefly.  It would seem that many experts (outside of AVID) agree that this “Curve of Forgetting” is both real and needs to be constantly addressed in the classroom.  As long ago as 1885, Hermann Ebbinghaus postulated, “47 percent of forgetting occurs in the first twenty minutes [after a lesson] with 62 percent occurring within the first day” (Rutherford, 2012, p. 1).  This suggests that the scope of your units should be deep and narrow in order to be able to touch on the same concept for several days in a row to reduce the amount of time given over to forgetting. 

Additionally, if we want students’ learning to be applicable outside the classroom, they need to constantly demonstrate those skills in new ways.  Howard Gardner says, “I consider an individual to have understood when he or she can take knowledge, concepts, skills, and facts and apply them in new situations where they are appropriate” (Rutherford, 2012, p. 1).  So, if we make the sequence transparent for our students, keep the scope focused in tight, use the concepts frequently in the classroom, and give students varying situations in which to apply the skills, we should be well on our way to a classroom where real and concrete learning can be seen not only on tests and projects, but in the real world as well.

C. Unit plan chart

This unit is meant to take 5-6 50 minute class periods, or 2 regular days and 2 block schedule days.  Because it is an introduction to Satire in preparation for a longer unit applying that knowledge to Huckleberry Finn, the scope is both narrow and broad.  I will not cover many devices that fall outside the realm of those used in the book, but in order to get them into the concepts, we do have to talk broadly about what satire is and how it is used.  The 5-6 days look something like this:

Day 1              Satire PowerPoint

(Introduction to the topic and devices)

Days 2-3        Analysis worksheet

(Apply those devices)

Day 3-5          “The Celebrated Jumping Frog of Calaveras County” story analysis

(Apply and analyze devices in a short work by Mark Twain)

Day 5 or 6     Satire Quiz

(knowledge check to see if anything needs re-teaching before moving into

reading Huckleberry Finn)

Day of the Week	Day 1	Day 2	Day 3	Day 4	Day 5
Essential Question	What is satire?	How can we identify when satire is in use?	How can we identify when satire is in use?	For what purpose do artists utilize satire?	What is satire?
Standard (write out)	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 it really means (e.g. satire, sarcasm, irony, or understatement).	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 it really means (e.g. satire, sarcasm, irony, or understatement).	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 it really means (e.g. satire, sarcasm, irony, or understatement).	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 it really means (e.g. satire, sarcasm, irony, or understatement).	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 it really means (e.g. satire, sarcasm, irony, or understatement).
Relevance	Identifying types of humor used in everyday media	Understanding why that humor is used for greater comedic value from everyday media	Understanding why that humor is used for greater comedic value from everyday media	Understanding the message and motive behind the use of satire for greater insight into the media students consume	Identify, describe, and analyze satire in media for greater understanding and humor
Real World Application	Understanding how and why satire is used gives students the ability to discern when a form of media is supposed to be taken seriously or laughed at.	Understanding how and why satire is used gives students the ability to discern when a form of media is supposed to be taken seriously or laughed at.	Understanding how and why satire is used gives students the ability to discern when a form of media is supposed to be taken seriously or laughed at.	Understanding how and why satire is used gives students the ability to discern when a form of media is supposed to be taken seriously or laughed at.	Understanding how and why satire is used gives students the ability to discern when a form of media is supposed to be taken seriously or laughed at.
Purpose for Learning	Understand and analyze satire in Huckleberry Finn	Understand and analyze satire in Huckleberry Finn	Understand and analyze satire in Huckleberry Finn	Understand and analyze satire in Huckleberry Finn	Understand and analyze satire in Huckleberry Finn

References

California Department of Education (March 2013). English Language Arts 6-12. In California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved from https://nu.blackboard.com/bbcswebdav/pid-3514815-dt-content-rid6663297_1/users/021059800/finalelaccssstandards.pdf

Rutherford, P. (2012). Active Learning and Engagement Strategies. Alexandria, VA: Just ASK Publications & Professional Development.