UNIT MAP AUTHORS: Erin Cutchen, Emily Paul, Kaitlyn Sharp, and Molly Whiting Course/Grade Level Estimated

Implementation Time: AP English IV 12 Blocks

Unit Title: The World of Satire Conceptual Lens: Global/Thematic: Challenging institutions Reader/Writer Craft: Satire Micro-concepts: Free will, political power, corruption, morality, humor, persuasion, irony

Unit Overview / Summary: In this unit, students explore the satire genre in its most prevalent forms and through a variety of media. Possibly more than any other genre, satire allows students to witness literatures power to influence society. Students are forced to critically consider realworld issues, and are challenged to form and articulate their own opinions both in response to existing satirical texts and through creating their own. The sophisticated nature of satire lends itself well to the upper-level AP student, and familiarity with the satirical form will prove a useful tool for students as they learn to navigate the real world in the coming years. Stage 1 Desired Results

!1

Established Goals: (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; (C) use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation); (D) analyze and explain how the English language has developed and been influenced by other languages; and (E) use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast works of literature that express a universal theme; (B) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (B) analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters; (C) compare and contrast the effects of different forms of narration across various genres of fiction; and (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works. (8) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical !2

Enduring Understandings:
Students will understand that . . .

Essential Questions:

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Students will understand that . . .

(R/W) By lowering a reader's defenses through F: What are the characteristics of satire? comedy, a satirist can more effectively inspire a F: In what ways can satire be persuasive? reader to question their beliefs about society. C: Why might a writer choose the satire genre to persuade? P: Is satire effective? Is there evidence of its effectiveness? (R/W) By addressing social problems or injustices through satire, writers call into question the validity of long-standing traditions and societal institutions, including the government.

F: What is a Juvenalian satire? C: Why would someone use a Juvenalian satire instead of a Horatian satire? C: What aspects of modern society could be critiqued using satire? P: Why does the genre of satire persist across literature movements?

(R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues.

F: When/where was this novel written? What historical/cultural context might be relevant to understanding its social/political agenda? C: How is the society in this text similar to the author's own society? What aspects of the author's society might the author be critiquing? What does this text seem to be saying about power? P: Do you believe that literature has the power to change society? Why or why not?

(G/T) For good or evil, personal agency is a fundamental tenant of our humanity.

(G/T) As a society, we must allow our government enough power to protect us, but not so much that we are enslaved by it.

F: What is Alex forced to see and hear during his rehabilitation? F: After his rehabilitation, why cant Alex listen to his favorite music anymore? C: What is the real goal of Alexs rehabilitation? Is it achieved? C: Would Alex have been better off staying in prison? Worse off? P: Is agency essential for good deeds to truly be good? P: Is free will a necessary component of our humanity? That is, could we be truly human without it?

F: Why are Alex and his friends able to get away with their crimes for so long? F: Why dont Alexs parents stop him from his evil ways?

!3

Students will know . . .

Students will be able to . . .

Literary devices used in satire Different types of satire The ways satire is used to comment on society

Analyze how different types of satire are used to achieve different purposes Identify satirical literary devices Articulate and discuss their opinions on real-world issues Create their own original piece of satire

Stage 2 Assessment Evidence Performance Tasks Summative assessment: Individual creation of original satire via the writing process. Formative assessments: (1) Three wiki-based reader responses to each of part of A Clockwork Orange, and responses to classmates posts (2) Student-selected satire presentations (3) Proposal for original satire (4) Analysis activity of A Modest Proposal Other Evidence Students whole class discussion of the various mentor-text satires examined in the unit Group and partner discussion Response to various exit tickets and pulse checks

Stage 3 Learning Plan Planned Teaching and Learning Experiences:

!4

Day 1: Introduction Enduring Understandings: (R/W) By lowering a reader's defenses through comedy, a satirist can more effectively inspire a reader to question their beliefs about society. (R/W) By addressing social problems or injustices through satire, writers call into question the validity of long-standing traditions and societal institutions, including the government.

! !

Engagement: Begin with a highly engaging piece of satire (15 minutes). We suggest Tina Feys Sarah Palin parody: (http://www.youtube.com/watch?v=lufvZTnaIrg). Discusswhy is this funny? What have been peoples reactions to Feys impersonation? What other parodies have you seen? Active Learning: Present students with the definition of satire: Satire performs a special function of analysis that is conducted through an attack on an individual, a type of individual, an attitude or idea, an institution, a genre, or an event. Its attack is intended to expose weakness, follies, or vices, but it does not necessarily aim at mending them. The satiric attack is usually indirect and its central tool is irony. Except in the specialized form of classical satire known as Juvenalian Satire, the attack employs wit or humor as a central device. Pass out the satire definition sheet and ask students to take notes as we discuss types of satire (60 minutes). Go through the different types of satire, showing examples as we go: Humor (note: all other types of satire fall under this umbrella) Parody (example: Eat It by Weird Al http://www.youtube.com/watch?v=ZcJjMnHoIBI) Hand out song lyrics and ask students to follow the lyrics as they listen. What aspects of Beat It does Weird Al retain? Why? Why is this funny? Irony Invective (name/gender slams) Mock epic/mock heroic (example: Monty Pythons The Knights of the Round Table http://www.youtube.com/watch?v=AGvxoWytMig) How is this different from other, more serious epic journeys?

Closure (15 minutes): Discuss: What other examples of satire have you seen? Why should we study satire? Is it effective? Remind students to keep these thoughts in mind as we proceed. Exit ticket: Students write what they believe to be the purpose of satire. Hand out parent letter, must be signed and returned by next class.

Homework: None.

!5

Day 2: Beginning A Clockwork Orange Enduring Understandings: (R/W) Although fictional, novels often contain social or political messages intended to comment on real-world issues.

Engagement: Students will analyze the political cartoon projected on the board and answer the two corresponding questions (PDF). Two or three students will be called on to get their impressions of the cartoon (10 minutes). Active Learning: Present PowerPoint explaining the background information for A Clockwork Orange. Students take notes to reference as they read the novel (20 minutes). Read Ch. 1 of A Clockwork Orange together as a class. As they read, students should begin character lists and vocabulary lists (separate sheets of paper). For the character list, start listing the characters names along with anything about the character they feel is noteworthy. For the vocabulary list, explain Burgesss invented slang. There are online dictionaries, etc., but students should try to infer the definitions of the slang words on their own and fill in their lists as they go (50 minutes).

Closure: Exit ticket (10 minutes): Ask students about their first impressions of the text. Do you think you will enjoy this novel? What do you think will be most difficult while reading? What can you do to help make the text less difficult? This will allow students to predict the problems they will have with the text and start making adjustments to accommodate those problems from the beginning of the unit.

Homework: Read A Clockwork Orange Part One Ch. 2-3.

!6

Day 3: A Clockwork Orange Ch. 2-4 Enduring Understanding: (R/W) Although fictional, novels often contain social or political messages intended to comment on real-world issues. Engagement: Ask students to take out the vocabulary lists they began last class. Think/Pair/Share: Students spend a few minutes silently reviewing their list and see if they can add to it based on the reading homework. Turn to a partner and share several words they think they have correctly translated. Discuss as a class: Is the slang seriously impairing their ability to understand the text? What techniques could they use for better comprehension? What insights can be gained into the nasdat worldview based on the selection of slang words? (10 minutes)

Active Learning: In triads, students discuss the homework reading and add information to their character lists. What did we learn about Alex in these chapters? What about Pete, Georgie, and Dim? Ask several groups to share some of their insights with the rest of the class (15 minutes). Read chapter 4 in class. As they read, students add to their vocabulary and character lists. (20 minutes) Discuss Alexs taste in music. How is this ironic? What stereotypes do we have about people that listen to classical music? About other types of music? Complete activity with Beethovens Ninth symphony (30 minutes): Students will listen to this piece twice. As they listen, tell students to write or draw their responses to the music. Upon first listening, they will record their personal responses. Return to the text and read aloud the passage at the end of chapter 4 where Alex is listening to this piece. Listen a second time and again write/draw their responses, this time taking into account Alexs point of view. Discuss as a class: How did their impressions of the music change? What do they feel like they learned about Alex through this activity? Satire Presentations Assignment (10 minutes): Explain the assignment and hand out assignment sheet. Answer any questions, and have students sign up for presentation times. Presentations begin Day 5.

Closure (5 minutes): Students discuss with a partner any three slang words encountered in the novel thus far, and reach a consensus definition of those words. They write their definitions to turn in (not for a grade). Use any remaining time for SSR, allowing students to get a head start on their reading homework.

Homework: Read A Clockwork Orange Part One Ch. 5-7. !7

Day 4: Contemporary Satire: Mean Girls and Thank You for Smoking Enduring Understandings: (R/W) By lowering a reader's defenses through comedy, a satirist can more effectively inspire a reader to question their beliefs about society. (R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues.

! !

Engagement: Play The Greatest Quotes from Mean Girls (https://www.youtube.com/watch? v=9YUaQGEQ8-Q). Discuss what makes the film satirical (5 minutes). Active Learning: In-Class Reader Response Wiki: Part One (35 minutes) Following the assignment sheet, students write responses to guided questions (or to questions of their own) on a class wiki (20 minutes). Students (and teacher!) respond to others posts (10 minutes). Recap (5 minutes): Which posts generated the most discussion? Why? Discuss students observations and insights aloud. Thank You for Smoking Ch. 5 (35 minutes). Summarize the plot of the novel: Nick Naylor is a lobbyist and media mouthpiece for big tobacco. It is his job to silence all dissent against advertising and sales of tobacco products, and to discredit the scientific evidence suggesting how harmful tobacco is. The novel is satirical because it is written as though the reader is cheering for Naylor, when in reality, the novel is proving the point of those against him. Students read the chapter aloud as a class. Readers Theatre: Divide students into groups of 4-6, and ask them to reenact the interview scene from the chapter (15 minutes to plan, 20 minutes for presentations). Discuss (10 minutes): How do the forms of theatre and text present different challenges for satire? What did they have to do as actors to convey what Buckley can say in writing? Original Satire Assignment (10 minutes): Introduce students to the assignment. Pass out assignment sheet, and proposal assignment sheet (proposal due on Day 7, final project due on Day 12).

! !

Closure: Brainstorm (5 minutes): What other contemporary examples of satire have you seen? Homework: Brainstorm for original satire proposals. Read A Modest Proposal.

!8

Day 5: A Modest Proposal Enduring Understandings: (R/W) By addressing social problems or injustices through satire, writers call into question the validity of long-standing traditions and societal institutions, including the government.

! Begin with satire presentations (15 minutes). ! !

Engagement: Examine a Hogarth print, A Rakes Progress, Plate VIII, on the doc cam. Verbally have students respond to the piece and how satire in print relates to A Modest Proposal (10 minutes). Active Learning: Begin by asking students about their initial reactions to A Modest Proposal. Review the history of the period pertinent to understanding why Swifts piece is satirical (20 minutes). The potato famine The poor during the time, both in England and in Ireland Englands control over Ireland Englands lack of support to Ireland Juvenalian satire

! !

Students split into triads (assigned) and respond to A Modest Proposal by answering the following questions (40 minutes): What is Swift proposing? Is it persuasive or not (two quotes)? What are two aspects of society that his proposal will fix (two quotes)? Why is this a Juvenalian satire (two quotes)? Identify two techniques that Swift uses to achieve the satirical form (e.g., exaggeration, parody, understatement, there are many more). Support your assertion with textual evidence (two quotes). What aspect of society is Swift actually critiquing? How do you know (one quote)? Triads turn in one completed sheet with the names of their group members.

Closure: Ask students what ideas they are working on for their satires and if they think satire is or is not an important vehicle for critique for todays society. (10 minutes) Homework: Read Clockwork Part Two Ch. 1-2.

!9

Day 6: Criminal Justice: A Real-World Connection Enduring Understandings: (R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues. (G/T) As a society, we must allow our government enough power to protect us, but not so much that we are enslaved by it.

! Begin with satire presentations (15 minutes). !

Engagement: As it has been a few days since weve dealt with Clockwork and weve talked about several other pieces during that time, well begin with a discussion recap of Part One (10 minutes): What has been the most shocking part of the book? Are you having problems with the vocabulary? Are you still keeping up with your vocabulary log, or do you feel like you no longer need it? Were you glad when Alex was arrested?

Active Learning: Begin by discussing Part Two of Clockwork (20 minutes): Pay special attention to the conversation with the reverend in Ch. 3, pp. 106-7. Watch a YouTube video on why the American prison population is so high. Its fairly controversial, so it should lead students into an interesting discussion. http:// www.youtube.com/watch?v=lUt_fIB6A_Y Pass out editorial about recent changes in the Texas justice system and ask students to read it silently, highlighting anything they find odd, interesting, or things they particularly agree/ disagree with (5 minutes). Students discuss their findings in pairs (5 minutes). Pass out two articles with opposing viewpoints on the death penalty. Again, students read silently, then discuss in pairs first, then as a whole class, the following questions (20 minutes): What are the main points of the articles? Which do you most agree with? Is the death penalty the worst punishment possible? How would you reform (or not reform) capital punishment? Ask students to synthesize these ideas about criminal justice reform with their thoughts on what weve seen so far in A Clockwork Orange in a 10 minute free-write. Then share their thoughts in partners or triads for 5 minutes.

! !

Closure: Pulse check (5 minutes): Ask students how theyre doing with the characters, slang, and plot progression in the novel (raise hands if doing well, raise hands if have questions). For those that have questions, clarify. Homework: Read Clockwork Part Two Ch. 3-4, and write final draft of satire proposal.

!10

Day 7: A Clockwork Orange Think Tank Enduring Understanding: (G/T) For good or evil, personal agency is a fundamental tenant of humanity. (G/T) As a society, we must allow our government enough power to protect us, but not so much that we are enslaved by it.

! ! !

Satire proposals due. Begin with satire presentations (15 minutes). Engagement: Discussion of A Clockwork Orange: What were students expectations when Alex left Staja (the state jail)? How would they characterize his treatment at the new facility? (5 minutes) Active Learning: Think tank activity exploring the title of the book (30 minutes): Ask if any student remembers where in the book the title appears (its on pg. 25). What were their initial impressions when they read this passage? Display image from the film version along with this passage. Have students free-write on the question: what does the title mean? After 5 minutes, have students share their thinking so far with a partner. Return to writing. After another 5 minutes, ask several students to share their thinking so far with the class. Return to writing. After another 5 minutes, bring writing to a close. Discuss as a class the insights students gained through the activity. Relate this activity back to general discussion about satire as a genre: what topic does Burgess seem to be satirizing? Is it effective? Why or why not? Original satire workshop (40 minutes): Have students get out their proposals for their original satires and briefly share their idea with a neighbor. Devote the rest of class to independently working on their satire (outlining, drafting, etc.) Students have the option to sign up for teacher conferences to discuss their ideas during this time. Satire proposals must be turned in before students leave class.

! !

Closure: None (workshopping). Homework: Read Clockwork Part Two Ch. 5-6.

!11

Day 8: A Clockwork Orange Part Two Recap Enduring Understanding: (R/W) By addressing social problems or injustices through satire, writers call into question the validity of long-standing traditions and societal institutions, including the government. (R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues. (G/T) For good or evil, personal agency is a fundamental tenant of humanity. (G/T) As a society, we must allow our government enough power to protect us, but not so much that we are enslaved by it.

! Begin with satire presentations (15 minutes). ! !

Engagement: Students compare and compile their ongoing vocabulary lists in groups of three. The group with the most comprehensive list after five minutes earn a prize (leaving one minute early, stickers, etc.). (5 minutes) Active Learning: Silent exchange (65 minutes): Students read Ch. 7 of Part Two of Clockwork silently, then aloud as a class (20 minutes). Group students into fours. On a sheet of paper, each student writes an open-ended question about Part Two or the novel as a whole, but does not answer the question (4 minutes). Students pass their papers around the group, and must write continuously for two minutes in response to the question they receive. Repeat until each student receives their own paper back (6 minutes). Small group debrief: How did the exchange go? Were any questions surprising? Which questions were particularly interesting or challenging? (15 minutes) Whole class debrief: Share your groups favorite questions, and allow the whole class a chance to respond. Note any findings revealed in the discussion. (20 minutes). Closure: Students write a response to a question from a classmate who was not in their group to turn in (not for a grade) (5 minutes).

Homework: Read Clockwork Part Two Ch. 1.

!12

Day 9: The Onion as Satire Enduring Understanding: (R/W) By lowering a reader's defenses through comedy, a satirist can more effectively inspire a reader to question their beliefs about society (G/T) For good or evil, personal agency is a fundamental tenant of humanity.

! Begin with satire presentations (15 minutes). ! ! !

In-Class Reader Response Wiki: Part Two (30 minutes) Following the assignment sheet, students write responses to guided questions (or to questions of their own) on a class wiki (20 minutes). Students (and teacher!) respond to others posts (10 minutes).

Engagement: Watch video of an Onion Talk (a parody of Ted Talks) on technology (http:// www.youtube.com/watch?v=zpNgsU9o4ik) (5 minutes). Active Learning: The Onion activity (35 minutes): Begin by handing out the father/son article to students and allowing them to read it independently. Then read it aloud to them. Discuss: How is this article satirical? Can you relate to it? Do you see aspects of Alexs relationship with his father? Repeat the procedure with the second article about Disney princesses. This time, ask students to highlight the areas of the article that are satirical. What topics does the article bring up? Do the princesses need to be revamped? Or were they fine the way they were?

! !

Closure: Discuss whether or not the satire used in the articles we read was effective (5 minutes). Homework: Read Clockwork Part Three Ch. 2-3.

!13

Day 10: Original Satire Workshop Enduring Understandings: (G/T) For good or evil, personal agency is a fundamental tenant of humanity.

! Begin with satire presentationslast day (15 minutes). !

Engagement: Small group discussion: In triads, have students brainstorm answers to the question: What is the effect of using the same opening line (Whats it going to be then, eh?) in the first chapter of all three parts of A Clockwork Orange? As a whole class, have students share some of their thoughts about the possible implications of this stylistic choice (15 minutes).

Active Learning: Writing Workshop (60 minutes): Students should be in the revising/editing portion of the writing process at this point. The option will be given for students to give feedback on each others pieces in pairs, or to continue drafting independently. Teacher will be available for conferences for any student that wants teacher feedback on their draft.

! !

Closure: None (workshopping). Homework: Read Clockwork Part Three Ch. 4-6.

!14

Day 11: Alternate Endings Enduring Understandings: (R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues. (R/W) By lowering a reader's defenses through comedy, a satirist can more effectively inspire a reader to question their beliefs about society.

Engagement: Students examine a compilation of different book covers for A Clockwork Orange (10 minutes). Students pick one cover that they feel represents the novel the best. In a free-write, they describe the cover and why they think it is the most appropriate to represent the novel. 2-3 volunteers share their thoughts with the class.

Active Learning: Read the last chapter of Clockwork as a class. (15 minutes) Reveal to the students that the last chapter was originally was omitted in the American version of the novel, as well as the film. Discuss how would the novel have been different if the last chapter had not been included. In-Class Reader Response Wiki: Part Three (30 minutes) Following the assignment sheet, students write responses to guided questions (or to questions of their own) on a class wiki (20 minutes). Students (and teacher) respond to others posts (10 minutes).

Closure: Exit Ticket (5 minutes): Answer one of the following questions before you leave: Does your perception of the novel change when you find out that the final chapter has been omitted in versions of the novel? How do visual representations, book covers in this case, enhance the text? Which ending would you have liked better, the one with or without the final chapter? Why?

Homework: Finalize original satires.

!15

Day 12: Unit Wrap-up: Original Satire Presentations, Final Thoughts Enduring Understandings: (R/W) By lowering a reader's defenses through comedy, a satirist can more effectively inspire a reader to question their beliefs about society. (R/W) By addressing social problems or injustices through satire, writers call into question the validity of long-standing traditions and societal institutions, including the government. (R/W) Fictional works often contain social or political messages intended to illustrate and/or critique real-world issues. (G/T) For good or evil, personal agency is a fundamental tenant of our humanity. (G/T) As a society, we must allow our government enough power to protect us, but not so much that we are enslaved by it.

Engagement: Show the beginning of Stanley Kubricks A Clockwork Orange (https://www.youtube.com/ watch?v=HI-mDTdeKR8). Briefly discuss some of the artistic choices seen in the clip (the boys makeup/clothing, black and white contrast with pops of color, lighting, etc.) (10 minutes). Active Learning: Original Satire Presentations (60 minutes+): If any students created non-textual satires, allow them to showcase their work to the class. Ask for volunteers to read their written satire. Consider offering significant extra credit (5 points) if students are shy. Allow time for Q&A and discussion after each presentation. After all volunteers have presented, spend the rest of class until closure watching Kubricks film. Use good judgment as to whether you can let the film play, or if you need to pick and choose more appropriate scenes to show. This will depend on your students and their parents.

! !

Closure: Exit Ticket: Students each write their own original definition of satire (5 minutes). Homework: None.

!16

Resources/Materials Required A Clockwork Orange by Anthony Burgess A Clockwork Orange film (1971) A Modest Proposal by Jonathan Swift Thank you for Smoking by Christopher Buckley SNL skits Clip from Monty Python and the Holy Grail Articles from The Onion Assignment sheets and rubrics Access to Internet and computer lab/ classroom laptops/etc.

Technology Integration Wiki-based reader responses over A Clockwork Orange Integration of multimedia technology throughout unit to examine examples of satire (clips from television shows, movies, songs, etc.)

!17

Potential Accommodations/Differentiation

Linguistic/Verbal learners Group assignments Creative project Reading aloud in class Satire presentations Visual/Spatial learners Power Points YouTube clips Creative options for satire Cartoons Hogarth prints Found satires Musical/Rhythmic learners Weird Al song Knights of the Round Table clip Reading aloud Beethovens Ninth symphony Inter-personal learners Reading checks In-class Wiki responses Individual writing assignments Individual responses Creative project SSR Option for independent work Exit tickets Intra-personal learners Group activities Pair share Option to work in groups for personal satires Peer reviews Peer revising and editing

! !

Special Education Chunk texts into smaller sections and allow more time to discuss in class Provide genre-specific vocabulary list Provide translations of slang in Clockwork Orange Give more focused, specific writing prompts to encourage deeper, more critical thinking English Language Learners Chunk texts into smaller sections and allow more time to discuss in class Provide genre-specific vocabulary list

!18

Prerequisite Skills / Critical Background Content Experience with close-reading and critical analysis Understanding of tone and its purpose in a text Basic knowledge of historical and governmental topics that are relevant to selected texts (e.g., knowledge of the Irish potato famine when studying A Modest Proposal) Ability to conduct respectful discussion of mature themes and topics

Instructional Vocabulary Genre Types of satire (Juvenalian and Horatian) Mock epic/mock heroic satire Irony Hyperbole Invective Parody

!19