1. SATIRE Jenniferr Cain

2. PURPOSE TO POINT ATTENTION TO A SOCIETY ILL THROUGH THE USE OF –SARCASM –CAUSTIC WIT –IRONY VERBAL (use of understatement) SITUATIONAL

3. SATIRE VS PARODY ONE TO ILLUMINATE AND ANALYZE ONE TO ILLUMINATE AND ENTERTAIN

4. SATIRE LET’S THINK ABOUT IT

5. LIST 5 THINGS WRONG WITH: THE WORLD AMERICA SOUTH CAROLINA BLYTHEWOOD HIGH SCHOOL

6. IDENTIFY YOUR ROLE FOR EACH PROBLEM YOU LISTED IN THE PREVIOUS EXERCISE –IDENTIFY WHAT ROLE YOU CURRENTLY PLAY IN THE PROBLEM.

7. IDENTIFY YOUR SOLUTIONS LIST AT LEAST THREE POSSIBLE SOLUTIONS FOR EACH PROBLEM

8. LET’S EXAMINE A SATIRICAL ESSAY 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?

9. VERBAL IRONY HOW CAN TWO THINGS BE DIFFERENT AND YET BE THE SAME? WHAT IS YOUR UNDERSTANDING OF THE FOLLOWING STATEMENT: –SCHOOL VS. EDUCATION

10. EXPECT THE UNEXPECTED WHAT DO YOU BELIEVE THE ESSAY WILL BE ABOUT? –WHAT ARE YOUR CLUES?

11. RUSSELL BAKER RussellBaker86.mp 3RussellBaker86.mp 3

12. Humor in truth Baker's Commencement Address

13. SATIRE IN PICTURES

19. http://www.elliotterwitt.com/lang/en/index.h tmlhttp://www.elliotterwitt.com/lang/en/index.h tml

21. assignment Choose either: –Local –State –United States of America or –Internationally An issue that you wish to explore satirically. Compose a satirical essay.

22. 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)

23. 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

24. 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.

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

26. 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.

27. 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

28. 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.

29. 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.

30. 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.

31. 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.