Length
This lesson will take 60 minutes plus additional time for the Activity.
Curriculum Standards
- CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- CCSS.ELA-LITERACY.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Materials
Instructions
- Begin the lesson by asking the class if anyone can explain the literary terms satire, parody and spoof.
- Allow students to respond, then tell them they are going to watch a video that defines each type of literary device.
- Distribute the copies of Satire, Parody, or Spoof: Types of Humorous Writing and start the video.
- Pause at 2:14 and pose the following questions:
- What type of emotion is invoked by using satire, parody and spoof in writing?
- Describe a parody.
- Provide an example of a parody you have seen on television.
- Must a parody rhyme?
- Define dry humor and discuss its relationship with a parody.
- Restart the video and pause at 3:51 and ask these questions:
- What is a spoof?
- Can a spoof also be a parody? Explain.
- Using the lesson hard copy, analyze parts of the The Adventures of Don Quixote and explain how the novel is a parody and spoof.
- Now play the video until the end and ask students to answer the following questions:
- What is a satire?
- List at least three characteristics of a satire.
- Most people agree that discussing politics and religion are taboo subjects; however, how does satire allow for tolerance?
- Which type of literary device do you prefer reading: satire, parody, or spoof? Why?
- Based on the question above, which type do you believe would be easier to write? Explain.
- Now, distribute the copies of the lesson quiz to confirm understanding.
Activity
- Divide students into six groups and assign two groups to each of the literary devices:
- Ask each group to research the literary device in more detail and create a five minute skit.
- The skit must include:
- elements of the assigned device
- appropriate subject matter for your grade level
- participation from each group member
- Allow groups to present their skits.
