1. “The Censors”
Luisa Valenzuela

2. Journal Writing What does it mean if something is censored?
What is the purpose of censoring?
Do you think that censoring is an acceptable practice? Why or why not?
Have you ever been censored? If so, where, when, and about what?
Have students answer these questions in pairs then discuss them together as a class.

3. Activity What is censorship? What types of things get censored?
Do you think that some people or things are censored more than others? Why?
Do you think that censorship is overused?

4. Irony
Irony: an outcome of events contrary to what was, or might have been, expected.
In other words, the opposite of what you expected or intended occurs.
For example, the government decided to put "Parental Advisory Explicit Lyrics" labels on music albums to prevent impressionable children from buying certain music (this is an example of censorship by the way). The result was that children became more inclined to buy the black labeled albums because of it. The opposite of what was intended occurred. That is irony.
I might discuss the difference between irony and coincidence. I haven’t decided if it belongs in this lesson…

5. Review Situational Irony Dramatic Irony
Dramatic Irony

6. Tone
Tone: the speaker's, narrator's, or author’s attitude towards the subject in the piece of literature
In other words, how does the author, speaker, or narrator feel about the subject at hand?
Formal
Informal
Condescending
Sarcastic
Playful
Serious
Ironic
I might discuss the difference between irony and coincidence. I haven’t decided if it belongs in this lesson…

7. Biography Born in Buenos Aires
Writer in Residence at Columbia and New York Universities
Received a Guggenheim scholarship and was a Fulbright Fellow
Published six novels and eight short story collections, which have been translated into various languages -- all into English
She is studied in universities in the United States, England and Australia

8. Reading Listen as I read “The Censors” to you
Identify the tone of the story
Identify any irony found in the story
Please annotate and mark important passages as I read.
Read the story aloud to the students without stopping. They should follow along and annotate the passage. When you come to the end, revisit the questions about tone and irony. Some of the students may not completely understand the ending. Help clarify by having the students identify Juan’s original intention and help them explain how the outcome is the exact opposite of what he initially intended.

9. Summary
The story centers on a young man named Juan, who takes a job with the government censorship office in order to intercept a letter he’d mailed to his friend, Mariana. Mariana had fled the country for Paris, and Juan knows that his letter may jeopardize her safety and his own. The plot turns ironic when Juan becomes so obsessed with his job that he ends up censoring his own letter, thereby incriminating himself and causing his own destruction.
It might be helpful to review the plot after discussing the story, just to make sure everyone got it before moving into groups.

10. Discussion & Questions
Working with your seat partner, respond to the questions on this and the following slides
What kind of environment does Juan live in? Specifically, what textual references can you quote that convey the sense of that environment?
Do you think that Juan’s concerns about Mariana are justified, or do you think Juan is being paranoid? Explain!
Explain why Juan applies for a job as a censor.
Explain why the Post Office’s Censorship Division accepts Juan as a candidate, despite the fact that they suspect ulterior motives.

11. Discussion and Questions
Describe the changes in behavior that Juan incurs after he starts his new job.
Explain the irony regarding Juan’s sharpened instincts for subversive messages in letters.
Juan’s obsession with being the “perfect censor” reaches ridiculous and exaggerated proportions. Analyze how the writer’s use of exaggeration suggests her purpose in writing this story.

12. Questions and Discussion
How is the line “he censored it without regret” an example of situational irony?
Explain what the writer means by referring to Juan as “one more victim of his devotion to his work”. What theme is suggested by this final phrase?
Write a thesis statement expressing the story’s theme and using three examples from the story to support your position. Start your thesis statement with:
Louisa Valenzuela’s “The Censors” explores…

13. Review: Define EACH term
Plot
Conflict
Theme
Thesis
Characterization
Tone
Satire
Irony
Situational Irony
Dramatic Irony

14. Conflict
An inherent incompatibility between the objectives of two or more characters or forces
Effect – creates tension and interest by adding doubt to the outcome
Literature is not limited to a single conflict
Types:
Internal
External

15. Internal Conflict Occurs within the character’s own mind Types:
Man against Self – a struggle within the mind of the character
Character can be faced with choices, paths, his/her own nature, urges, etc. (Gollum/Smeagle and Dr. Jekyll/Mr. Hyde)

16. External Conflict Occurs between a character and external forces
Types:
Man against Man – characters are against each other, either in direct opposition or more subtly, such as a shared love interest (Mean Girls)
Man against Society – man stands against a man-made institution (government, slavery, etc.) (Total Recall)
Man against Nature – positions a character against an animal or a force of nature (The Grey)

17. Characterization
The way in which an author chooses to reveal a character to his/her reader/audience
Direct characterization – the author directly tells you
Indirect characterization – the reader must infer what type of person the character is based on clues within the story
Types of characters:
Protagonist – main character
Antagonist – anything/one who opposes the protagonist
Flat character – not well-developed
Round character – well-developed
Static character – stays the same
Dynamic character – changes throughout the course of the story

18. Activity
You will be working in groups to analyze elements from the story we just read.
Each group will focus on a different element. These include: characters, conflict, humor, plot, and theme.
Each group will be given a handout to complete as you analyze your literary element.
You must cite examples from the story to support your assertions.
I would put students into groups beforehand and just add another slide with the group member names and which literary element they will focus on. The humor analysis is probably the most challenging because the humor in the story is mostly darkly satirical. I would either assign that to students who need that extra challenge to engage, or I would wait and do that analysis as a class.

19. Activity
After each group has had about 30 minutes of group discussion time, each group will make a presentation of its findings to the class, while other students evaluate the presentations.
You will be graded on your group participation, your presentation, and your participation in the evaluation process.

20. Groups 1st Block
Characters:
Conflict:
Plot:
Theme:
Humor/Irony:

21. Groups 3rd Block Conflict: Nique Characters: Joseph Plot: Seth
Humor/Irony: Ja’cquez
Theme: Gregory

22. Groups 4th Block Conflict: Demonte, Jacob D, Chase, Victoria
Characters: Jacob H.B., Christian, Sabera, Dominick, Emmanuel G.
Plot: Dante, Sam, Ty’Rell, Dominique, Kelbi
Humor/Irony: Hayley, Simeon, Edrik, Morice, Jourdan
Theme: Aalyiah, Briana, Michael, Jared, Emmanuel M.

23. Presentations As a group, come to the front and present your finding.
Your presentation doesn’t need to be elaborate, but it does need to be thorough. Each member should contribute something.
Those of you in the audience should complete the evaluation form. Do not talk during another group’s presentation.

24. Exit Card What does irony mean? Give an example of irony.
How does Valenzuela incorporate dark humor into her story “The Censors”?
Give your exit card to me as you leave class.