SATIRE
Jenniferr 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 THINGS
WRONG 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 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?
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.h
tml
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.