Name: Courtney Warren # of Students: _25__ Age/Grade Level: Unit Title: Satire ____________

Junior______

Date: 2-21-13 Content Area: AP Language Arts________

Lesson Title: Satire essay (AP test question)__________________

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LESSON ALIGNMENT TO UNIT: A. Identify essential questions addressed by this lesson. Students will be able to recall and discuss different satirical devices. Students will be able to restate the prompt in the form of a question. Students will be able to examine an article and formulate an argument in order to answer the prompt. B. Connect the objective/essential questions to the state curriculum documents, i.e., Kentucky Core Academic Standards OR Program of Studies/Core Content. Follow each connection with a sentence describing how this is accomplished in your lesson. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims (KCAS Writing 11.1.C). This standard relates to my lesson in that students will have to critique the article and explain the claims that are made through the use of satire in the article. C. Describe students prior knowledge or the focus of the previous learning. The class has had an introduction to satire and has been working with it for a few days. This is an AP class who is preparing for the AP test. This lesson will go over satire and work on a question for the essay portion of the AP test. D. Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. This lesson will most likely not be completed in one class period, but the overall summative assessment for this lesson will be that the students will actually write an essay to answer the prompt. Also, they will need their group work/outlines as an exit pass. E. Describe the characteristics of your students who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson. No students will need differentiated instruction. F. Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Class will begin with a bellringer asking for five different satirical devices.

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to recall and discuss different satirical devices.

ASSESSMENT Assessment Description:

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity:

The students will answer a bellringer and turn it in as well as do group work and create a list of satirical devices used in the article. Assessment Accommodations: The students will be placed in groups rather than choosing their own to try to help them to stay on task.

The students will do a bellringer and group work

Activity Adaptations: Modified groups

Media/Technology Resources: Article

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to restate the prompt in the form of a question.

ASSESSMENT Assessment Description The class will turn the prompt into a question.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: As a class, the students will turn the prompt into a question.

Assessment Accommodations:

Activity Adaptations: Could work in small groups to restate the prompt.

Media/Technology Resources: Students could work individually or in small groups. Article.

LESSON OBJECTIVES/ LEARNING TARGETS Objective/Target: Students will be able to examine an article and formulate an argument in order to answer the prompt.

ASSESSMENT Assessment Description Students will turn in an outline and final draft of the essay.

INSTRUCTIONAL STRATEGIES/ ACTIVITIES Strategy/Activity: In class we will go over as an entire group how to approach the question.

Assessment Accommodations:

Activity Adaptations: Working in groups or individually.

Media/Technology Resources: Article, document camera

PROCEDURES: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Bellringer: If you were writing a satire, what are five devices you would incorporate into your piece? 2. Today we will be working on a practice AP test essay discussing satire. 3. Use the document camera (ELMO) to project the article/prompt and read out loud to the class. 4. Ask the class to help turn the prompt into a question. (ex. What strategies does the article use to satirize how products are marketed to consumers? 5. What is the article making fun of?>advertising techniques. Ask for examples of where students have seen these techniques used>infomercials, etc. 6. Count of students in fours (groups 1-4) to work together to come up with different satirical devices that are used in the article. Students need to actually write down a list of devices. They will have 5-10 minutes to work on this part of the assignment. 7. Come back together as a class and write the different devices the groups came up with on the board. Students may want to write down the list for their individual use of it when they write their own essay. 8. Now we will look at an example of one essay that scored an eight on this question and one that scored a three. We are only looking at their thesis/topic, first body paragraph, and conclusions. 9. In the high scoring example, this student explains how and why.

10. In his first paragraph he starts off with an idea>the advertising industry plays on the consumers gullibility. Then in his body paragraph he explains how the article satirizes that gullibility by pointing out the devices that are used. 11. What does this student write to explain how the article preys on the gullible nature of the consumer?>tongue and cheek humor. How does he explain why this method works to prey on the consumers gullibility?>more is better mindset 12. These ideas are backed up by his reference to the satirical devices used. 13. In his conclusion, the student refreshes the reader on his initial idea of using tongue and cheek humor to show the more is better mindset. 14. In looking at the low scoring essay, this student did not explain how and why with the use of an idea. This student only explained the devices and satire itself. 15. Create a class outline. Develop a thesis, three topic sentences, evidence for the three sentences, and a conclusion statement. 16. Use the rest of class to allow students to work on creating their own outline to answer the prompt.

INSTRUCTIONAL IMPACT/ANALYSIS OF TEACHING AND LEARNING 1. Analyze student assessment(s) and discuss the accomplishments of your students and the growth in learning that was achieved. The students got through more of the lesson than I anticipated and seemed to have a very good grasp on the assignment. 2. a. What worked well in your lesson? I think the group work worked very well with this group. Why? This group tends to be chatty but when given an assignment they work well together. b. What did not work well in your lesson? I did not explain enough of what I wanted them to do before splitting them into groups. Why? Had I explained more before splitting the students up I think there would have been less confusion on what the actual assignment was. 3. What changes in the delivery of your planned lesson did you have to make while you were teaching due to student needs, understanding, or behavior? I made in changes in allowing more group work than I had planned. I also decided that we did not need to write a class essay because the students understood the assignment. How did these changes impact student learning? I believe the class would have been too boring and the expectations too low if I had decided to write a class outline. The students were more than capable of writing their own outline by this point in the year. 4. Describe how you gave instructional feedback to the students. I walked from group to group and check to see what exactly they were discussing. I gave explanations when the groups needed it.

INSTRUCTIONAL REFINEMENT 1. What changes would you make before you taught this lesson again? I would prepare the groups before class. I would also have liked to go over the example essays before starting the class 2. How would you reteach your objective(s) if students did not make satisfactory progress? I would review more of satirical devices before asking the students to write about them. 3. How could you alter your classroom management choices to make this lesson better? I would love to be able to rearrange the room to make groups. I also think that possibly having a study buddy would help for writing these papers while in class. Pairs may work better than groups for this assignment and similar ones.