Peter Pettorini
Amy Magnafichi-Lucas
ENG 409.05
Curriculum Unit: Reading and Writing the Rhetorical World of Satire
Theoretical Overview
First, we would like to thank you for attending to our AP Senior English class for the next 10
days. We feel that it might make this endeavor more meaningful and more manageable if we
gave you a brief overview of the lessons and our rationale for including this unit in our
curriculum.
The Ancient Greeks introduced rhetoric to the world, and it predominately focused on oral
persuasion. This rhetorical method was used to communicate specific points of view, persuade
audiences regarding legal matters, and inform intimate groups of the latest and greatest in
philosophical thought. Much has changed since then as rhetoric has taken various forms. The
term, rhetoric, has also assumed multiple meanings. Rhetoric’s usage and modification really
took off in the 60’s and 70’s when it was established as an academic field, not solely on its own,
but as a branch of English studies (Enos, Miller and McCracken 89). But before its rise, there
was some trepidation since rhetorical thought from the 50’s and 60’s, which was not recognized
as an established academic field of its own, challenged the conventional views, particularly those
of thought, discourse, and the nature of reasoning, and even the nature of knowledge. Interest
grew and several “grass roots” groups formed to further explore and advance rhetoric as its own
pursuit. Soon rhetorical analysis made the leap from traditional applications to consideration of
the rhetorical situation, even authorial voice. During the 70’s, academia focused on four aims of
discourse: expressive, persuasive, referential, and literary, and soon process pedagogy followed
(Enos, Miller and McCracken 104). Writing was initiated with issues or questions; it explored,
analyzed audiences, and formed judgments – a more heuristic method. Rhetorical method also
needed to be comprehensive enough to include all features of composition. The late 70’s brought
us writing for invention, consideration of audience, and ethos; it also established several doctoral
programs in rhetoric and composition. The period from the 80’s through today has witnessed
another surge of rhetorical activity, as graduate students, teachers, and students alike, explored
meaning in their writing and focused more on process than product, continuing with purpose,
audience, and effect from the 70’s (Enos, Miller and McCracken 115).
The more we’ve learned of rhetoric the quicker we realized that every writing task and even
every communicative act could be considered a rhetorical situation. Any interaction that is
unique and communicates something has its own set of specific rhetorical attributes.
Communicating electronically via text message or instant message brings forth a new rhetoric
predominately utilized by the young. And although they are not aware of this, they are using
rhetoric in their own unique way. Rhetoric is omni-present at all times; it is in everything we say,
do, write, and learn. In this way, rhetoric is everywhere and it is up to us, teachers, to use it
effectively to help prepare our students for the future.
Since this unit takes place during the second semester, these AP Literature students have had the
opportunity to spend the first semester honing their reading and writing skills based on rhetorical
situations. Throughout our reading of short stories, essays, novels and poetry, a major focus has
been the rhetoric found in each piece. The class has discussed in detail the audience, purpose
and literary devices the author uses in order to convey his message or to create a specific effect
on the audience. Each piece of literature we have studied has become subsequently more difficult
as the year has progressed, thus leading to the challenge of discussing the rhetorical situation and
rhetorical value of satire.
Likewise, since the beginning of the school year, our students have been involved in a writing
process that has not only included writing for the AP exam, but also for a variety of rhetorical
situations. Each piece our students draft includes a statement of audience, purpose, and format.
Instilling in our students the need to be aware of the effect they wish to have on their audience
and the way to accomplish that effect has been essential in our writing instruction. We have also
utilized peer-led writing workshops as a way to provide facilitative feedback. As this unit
progresses, the tasks the students will be involved in are nothing new to them, just more difficult.
Satire is a genre our students haven’t knowingly experienced. It can be assumed that several, if
not all, students have experienced satire, but were unable to recognize it; in fact most popular
films utilize satire within their story lines. Students often miss the nuance of satire and the
potential it holds in influencing social and political change. As far as writing goes, none of our
students have written satire previously. It is our intention that by engaging our students in this
unit, they will become more adept at recognizing satire and its rhetorical relevance and will be
able to include it in their repertoire of writing.
We have chosen to present the satire readings in chronological order, and to move from written
rhetoric to visual rhetoric. We have also chosen pieces of satire that have a direct political and
social message with a call to action, as well as satire presented under the guise of humor in order
to expose the human condition. Discussion ensues as we read or view each selection of satire.
The discussion will be quite Socratic in nature, allowing students to lead or respond on topics
developed by them. All year, our students’ thoughts and ideas have been valued, and it is our
contention that allowing students to explore ideas in their own terms brings about deeper
understanding. This Socratic discussion is a form of rhetoric all its own, and can engender
growth in the understanding of the satire being analyzed, as well as improve the students’ ability
to write satire. Although students should be left to lead the discussion as much as possible, it
may become necessary to intervene when the discussion is off topic or eventually needs to be
refocused on the rhetorical situation and rhetorical devices of the piece at hand. Some questions
that may help guide you when the discussion ensues could include: What was the purpose of the
piece? What effect did it have on you as a reader? How did the author convey their message or
create this effect? Was the piece social or political in nature? Was there a call to action? This
process will be utilized after reading or viewing each piece of satire.
The writing portion of this unit will be continual, as students are expected to interact with,
respond to, and inquire about texts while reading them. These responses, questions, and
inquiries, are the basis for the Socratic discussions. These reading responses will be recorded in
the students’ writing notebooks which have been used all year. These musings may actually
inspire formal pieces of writing from our students. The culminating project for our satire unit is
to have students create an original piece of satire, which accomplishes one of the two purposes of
satire: social and political change or the use of humor to expose the human condition. Students
also have a choice between creating a text or a visual piece of satire. Finished projects will be
presented to the class which is the intended audience of their piece.
The world does not discriminate; it will present information in all forms, including satire,
regardless of your ability to read and understand it. In light of this, it is our obligation to arm
students with a deep understanding of rhetoric and its ever-changing forms to better equip them
to “read” the world in which they live. Though satire is just one type of rhetoric students will
encounter, it is a difficult rhetoric to recognize and decipher. By encouraging students to work
with satire, we will be providing them with the tools they will, need when they come across other
difficult rhetorical texts, whether they are written or visual, in the future.
Standards
Goal 1: Reading
A. Apply word analysis and vocabulary skills to comprehend selections.
1.A.5b Analyze the meaning of abstract concepts and the effects of particular
word and phrase choices.
B. Apply reading strategies to improve understanding and fluency.
1.B.5a Relate reading to prior knowledge and experience and make connections to
related information.
1.B.5b Analyze the defining characteristics and structures of a variety of complex
literary genres and describe how genre affects the meaning and function of the
texts.
1.B.5c Evaluate a variety of compositions for purpose, structure, content and
details for use in school or at work.
1.B.5d Read age-appropriate material with fluency and accuracy.
C. Comprehend a broad range of reading materials
1.C.5a Use questions and predictions to guide reading across complex materials.
1.C.5b Analyze and defend an interpretation of text.
1.C.5c Critically evaluate information from multiple sources
1.C.5d Summarize and make generalizations from content and relate them to the
purpose of the material.
1.C.5e Evaluate how authors and illustrators use text and art across materials to
express their ideas (e.g., complex dialogue, persuasive techniques).
Goal 2: Literature
A. Understand how literary elements and techniques are used to convey meaning.
2.A.5a Compare and evaluate oral, written or viewed works from various eras and
traditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.5c Analyze the development of form (e.g., short stories, essays, speeches,
poetry, plays, novels) and purpose in American literature and literature of other
countries.
2.A.5d Evaluate the influence of historical context on form, style and point of
view for a variety of literary works.
B. Read and interpret a variety of literary works.
2.B.5a Analyze and express an interpretation of a literary work.
2.B.5b Apply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and
perspectives.
Goal 3: Writing
A. Use correct grammar, spelling, punctuation, capitalization and structure.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.5 Using contemporary technology, produce documents of publication quality
for specific purposes and audiences; exhibit clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence
C. Communicate ideas in writing to accomplish a variety of purposes.
3.C.5a Communicate information and ideas in narrative, informative and
persuasive writing with clarity and effectiveness in a variety of written forms
using appropriate traditional and/or electronic formats; adapt content, vocabulary,
voice and tone to the audience, purpose and situation.
3.C.5b Write for real or potentially real situations in academic, professional and
civic contexts (e.g., applications, job applications, business letters, resume,
petitions).
Goal 4: Listening and Speaking
A. Listen effectively in formal and informal situations.
4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages
B. Speak effectively using language appropriate to the situation and audience.
4.B.5b Use speaking skills to participate in and lead group discussions; analyze
the effectiveness of the spoken interactions based upon the ability of the group to
achieve its goals.
List of Materials
 Notes about satire and Swift background
 Copies of Jonathan Swift, “A Modest Proposal”
 Notes about Twain
 Copies of Mark Twain, “The Damned Human Race”
 Copies of two articles from the Onion
 DVD of Simpsons episode
 Students need their writing notebooks
Handouts
 Project hand out
 Scoring sheet for written satire project
 Scoring sheet for visual satire project
Context of Unit
This unit takes places early in the second semester of the school year. Prior to the Satire unit,
students have engaged in the literary analysis of short stories, novels and a plays. Each day we
have engaged in reading, writing, and discussing literature and its tie to cultural studies.
Although many topics and themes have come up during the course of the year, we have worked
under an over arching frame of identity and social justice/consciousness in each unit in order to
analyze and compare and contrast the idea of identity and social justice across time periods and
across cultures. Prior to the Satire Unit, students read Kurt Vonnegut’s “Harrison Bergeron” as
part of our short story unit. They had a brief introduction to satire at this time, and although we
are going to look at satire in greater detail now, we can refer to “Harrison Bergeron” for a frame
of reference.
After reading, viewing, and discussing each of the satirical pieces in this unit, the students will
be choosing to either write a piece of satire individually or to create a visual piece of satire in a
small group of no more than four students. All pieces will be presented to the class with a
discussion of the techniques they used to convey their satirical message.
Daily Lesson Plans (45 minute class periods)
Day 1: Introduction to Satire
Provide students with background notes concerning the earliest forms of satire and the two types
of traditional Greek satire. The rhetorical situations for satire will be discussed as well. The
students should engage in a prior knowledge discussion of satire. Now that they have a working
definition, have they encountered satire? Provide a brief background of Swift and the historical
context for the reading of “A Modest Proposal.”
Homework: Students are to read “A Modest Proposal” and write a response to the reading in
their writer’s notebooks. Their responses should include who they believe the intended audience
for the piece is, and the purpose and effect it might have had. This response should follow the
guidelines set up at the beginning of the school year: a minimum one written page. Also, students
should be using some form of annotation while reading, either with post-it notes or writing on
the text itself.
Day 2: Discussion of Swift
Utilizing their annotations and their reading responses, students will engage in a Socratic style
discussion of “A Modest Proposal.” The discussion should be led by the students with teacher
intervention when the discussion gets off topic or if the teacher wants to ensure a certain aspect
of the text is discussed. This discussion will more than likely take the entire period.
Homework: Students are to re-respond to the original reading response they composed in their
writers’ notebooks concerning the reading by Swift. They could focus on the following: do you
view the piece differently in light of the discussion, other people’s views, any new insights you
may have. A brief skim of the material might be necessary.
Day 3: Introduce Twain
A brief review of humor as satire rather than for political change will take place to start the
period. Students will be provided a background of Twain’s essays as opposed to his fiction.
Students will then receive the packet “The Damned Human Race.” They may begin reading in
class, again annotating as they read.
Homework: Students should complete their reading of Twain and complete a reading response
in their notebooks, again, including the rhetorical situation for the piece, for tomorrow’s class.
Day 4: Discussion of Twain
Utilizing their annotations and their reading responses, students will engage in a Socratic style
discussion of “The Damned Human Race.” The discussion should be led by the students with
teacher intervention when the discussion gets off topic or if the teacher wants to ensure a certain
aspect of the text is discussed. This discussion will more than likely take the entire period.
Homework: Students are to re-respond to the original reading response they composed in their
writer’s notebook concerning the reading of Twain. They could focus on the following: do you
view the piece differently in light of the discussion, other people’s views, any new insights you
may have. They should also pay attention to differences between the satire of Twain versus the
satire of Swift. A brief skim of the material might be necessary. Students will also receive the
two Onion articles to read and annotate for tomorrow. They should also complete a reading
response to the articles as well.
Day 5: Onion Satire: Circle Discussion
The class will be broken into two groups creating an inner circle and an outer circle. Utilizing
their annotations and their reading responses, students in the inner circle will engage in a
Socratic style discussion of the Onion articles. While they discuss, the outer circle of students
sitting around them will not speak during this discussion but rather respond via writing in their
writer’s notebooks taking note of what they agree with, other points they would like to make and
any observations of the discussion. After 15 minutes, the two circles will switch positions. The
new inner group will pick up the discussion based on their notes and observations, while the new
outer group takes notes on the discussion. After 15 minutes, the entire group will come together
for a discussion.
Homework: Students will write a follow up response to the Onion articles based on the circle
discussion from class.
Day 6: Visual Media and Satire: The Simpsons
To build on prior knowledge, utilizing the Socratic method of discussion, the class will discuss
the common threads they found in the written satire we have studied. The will create a list of
common elements in their writer’s notebook. Next, the class will discuss visual satire in order to
see if they can connect what they have learned concerning satire to visual media and satire. The
discussion may include references to cartoons, film, commercials, etc.
For the last 20 minutes of class, the students will view an episode of The Simpsons. They should
annotate their viewing in their notebooks in order to create a viewer response later on.
Homework: Students should write a response to the viewing of the episode paying particular
attention to the devices used to create satire visually. The rhetorical situation should be noted,
and they should also include any similarities and differences between written satire and visual
satire.
Day 7: The Simpsons Discussion
Utilizing their annotations and their reading responses, students will engage in a Socratic style
discussion of The Simpsons. The discussion should be led by the students with teacher
intervention when the discussion gets off topic or if the teacher wants to ensure a certain aspect
of the episode is discussed. This discussion will more than likely take the entire period.
Homework: As a culminating response, students are to write in their writer’s notebooks how
they view satire and their reaction to the value of satire as a whole. Which did they prefer,
written or visual satire? Can they think of any other examples of satire they have encountered?
Can they think of anything they would like to satirize either for humor or for social/political
change?
Day 8: Culminating Discussion
Students will engage in a final discussion of rhetoric and satire. They will add to the list of
characteristics for written satire that they started in their writer’s notebooks by creating a list of
characteristics for visual satire. Topics for discussion can include but are not limited to: humor,
visual devices, written devices, social/political action. The handout for the final project will be
passed out and discussed, and students will have an opportunity to talk in small groups if they are
thinking of doing a group project.
Homework: Students should brainstorm a list of possible satire topics they would be interested
in writing about.
Days 9 & 10: Planning and Drafting Writing
Students will be given two class periods to work on planning and drafting either an individual
piece of satire writing or a small group visual media satire piece. For the small group project, a
script must be drafted. A draft must be complete by Day 11 (which will fall on a Monday).
Attached as a cover to this draft, students should include a sheet that answers the following
categories:
 Audience
 Purpose
 Type of satire: humor or social/political change
 I see this satire being published in:
 I would like you to concentrate on:
Days 11 & 12: Peer Run Writers Workshop
During these two class periods, students will utilize peer reading and revision. Each student or
group should have at least three others read and respond to their work. They have been
practicing this technique all year. Having three others read and respond to their work should
take some time if they are doing a thorough job. This may take two class periods. Those who
might finish early can move on to Days 13 & 14 activities.
Days 13 & 14: Finishing and Polishing
During these days, students will have the opportunity to finalize their piece. If they need to use
the computer lab they may. Those who need to complete any filming may do so as well. All
students should be prepared to present their work on Day 15.
Day 15: Satire Presentation Day
All students will present their pieces by either reading them or showing their finished film.
Homework: Students will write a letter to us reflecting on the satire unit as a whole. They
should share what they have learned, what they found easy, what they found difficult, and
anything else they feel is significant in terms of rhetoric and satire. This letter is due on Day 16,
which will fall on a Monday.
Resources
Buckner, Aimee. Notebook Know-How: Strategies for the Writer’s Notebook. Portland:
Stenhouse, 2005.
Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High
School. Portland: Stenhouse, 2005.
Enos, Miller, and McCracken. Beyond Postprocess and Postmodernism: Essays on the
Spaciousness of Rhetoric. Mahwah: Lawrence Erlbaum Associates, 2003.
Fletcher, Ralph, and JoAnn Portalupi. Writing Workshop: The Essential Guide. Portsmouth:
Heinemann, 2001.
Probst, Robert E. Response & Analysis: Teaching Literature in Secondary School. Portsmouth:
Heinemann, 2004.
Satire Final Project
English 4-AP
The purpose of this project is to give you an opportunity to create a
satire.
Guidelines
Using a satire style of your choosing, you will create a satirical
piece. Once you have decided on a topic, you will create one of the
following to present your satire:
Movie: create a video that depicts your satire. You can create a
television show to present your information if you choose.
Writing: compose an individual piece of satirical writing. This
can take the form of an essay, letter, editorial, etc.
Grading
You will be graded on the following:
Satirical elements
Creativity
Class participation: you will earn daily points for working
Final presentation
Please do not parody any faculty or staff in the school.
Due Date
BE BRILLIANT!!
Satire Final Project
English 4-AP
Visual Project Rubric
Students:
Title:
Content
/30
 Elements of satire present
 Met the length requirement – minimum 15 minutes
 Had a clear audience and purpose
Comments:
Presentation
 Visually appealing
 Organized – easy to follow
 All group members played an active role
 Creative – props, costumes, etc.
Comments:
TOTAL
/20
/50
Satire Final Project
English 4-AP
Writing Project Rubric
Student:
Title:
Content
 Elements of satire present
 Ideas well developed
 Had a clear audience and purpose
Comments:
/30
Organization
 Piece had a sense of direction
 Easy to follow
 Transitions
Comments:
/10
Conventions
/10
 Sentence variety
 Clean copy: spelling, mechanics, usage mistakes are at a
minimum
Comments:
TOTAL
/50