Understanding By Design Unit Template



Understanding by Design Unit TemplateTitle of Unit FORMTEXT ?????The power of humourYear FORMTEXT ????? 10Curriculum AreaEnglishTime Frame4Developed By FORMTEXT ?????Hailey NichollsIdentify Desired Results (Stage 1)Learning RequirementsIdentify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)Identify, explain and discuss how?narrative?viewpoint, structure, characterisation and devices including?analogy?and?satire?shape different interpretations and responses to a?text?(ACELT1642 - Scootle?)Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)Assessment Design CriteriaThey explain how the choice of language features, images and vocabulary contributes to the development of individual style.Students show how the selection of language features can achieve precision and stylistic effect.They develop their own style by experimenting with language features, stylistic devices, text structures and images.UnderstandingsEssential QuestionsOverarching UnderstandingOverarchingTopicalTexts use different techniques to draw attention to problems within our society.Satire is a persuasive technique that uses ridicule as a rhetorical device.Texts can influence our perception of people, places and ideas.Humour can be powerful.Can satirical texts inspire social reform?Why is the satirical genre so attractive to 21st century audiences?How successfully does satire serve our culture?What distinguishes satire from other humorous texts?How persuasive are satirical devices?Can any satire be universal and understood by all, regardless of context?Related MisconceptionsSatirical texts are produced just to entertain.Humour is not a serious art form and has no power.If something is funny, it is funny to everyone.KnowledgeStudents will know…SkillsStudents will be able to… FORMTEXT ?????How creators of texts use different techniques to influence perspectives.How satire is created in response to different real-world situations.That ridicule it a way to strip something of its power. FORMTEXT ?????Identify specific techniques that satire employs.Identify the purpose of a range of satirical texts.Use satirical devices within their own text creation for deliberate effect.Assessment Evidence (Stage 2)Performance Task DescriptionSummative Task 1 FORMTEXT ?????Responding to texts: Students will write an analytical essay on a satirical text of their choice (negotiated with teacher). The essay will focus on identifying techniques, intended audience, purpose of text and worldview of creator.Summative Task 2 FORMTEXT ?????Creating texts: In small groups, students will create an audio-visual satire based on the techniques studied. There will be an individual creator’s statement to accompany this task.Other Evidence FORMTEXT ?????Concept mapSmall group analysis taskQuickwritesSocratic seminarSatirical tweetAssessment planning documentsLearning Plan (Stage 3)Week 1: The structure of this unit draws on Bloom’s Taxonomy. Interpretation of the taxonomy and action verb lists taken from Anderson & Krathwohl (2001).Remember and UnderstandVerbs:DefineIdentifyExplainDiscussClassifyTopical Question 1Overarching Understanding 2Overarching Question 1Misconception 1Overarching Understanding 1 + 2Each lesson will begin with a quickwrite activity, when students are given five minutes to write as much as they can in response to a prompt on the board. These prompts will sometimes be questions, other times provocative statements and quotes. This activity will serve as a warm up for students, settling them in to the lesson and helping them to keep track of their thinking as it develops. This activity will also promote reflection on the themes and questions driving this unit. Prompts for this week:What is the purpose of humour?‘Satire is a sort of glass, wherein beholders do generally discover everybody’s face but their own.’ – Jonathon Swift, Battle of the Books preface‘Satire uses laughter as a weapon, and against a butt that exists outside the work itself’ (Abrams 1999, 275).Concept map: to activate student’s prior knowledge as per a constructivist pedagogy, this unit begins with a concept map exercise. The teacher establishes a basic definition of satire with the class, before asking students to create individual concept maps on what they already know about the genre. Teacher demonstrates subheadings students might include in their concept maps on the board to establish familiarity with mapping techniques. Students create these maps on a virtual mapper like EDraw () so that they can add to them and change them as the unit progresses. Original maps are submitted as preassessment, and again a few weeks in to the unit to monitor progress. Vocabulary log: students define terminology for satirical devices in a vocabulary log (such as hyperbole, irony, reversal, incongruity, parody). As a class, students view text excerpts that showcase these devices to consolidate their understanding of them. Promote discussion with questioning between each example: why might this device be persuasive? What is the creator of this text aiming to convey in this scene?Rhetoric, ethos, pathos and logos: teacher leads class in defining these terms, which they should have encountered in a previous unit on persuasive writing.Socratic seminar: students read Jonathon Swift’s A Modest Proposal and make annotations in preparation for a Socratic seminar. Teacher prepares students with some of the questions they will be asked and a vocabulary handout for some of the more difficult words. Preparation for the seminar should include a webquest that provides a brief overview of Swift’s background, and a briefing on the purpose of a Socratic seminar (to examine a text closely and come to a deeper understanding of it as a class). Questioning should aim to encourage all three dimensions of Green’s 3D model of critical literacy, encouraging students to identify satirical techniques, explain Swift’s perspective and intent in writing the piece as well as potential counter narratives, and discuss why the piece is so effective. The session should include questions about the impact the webquest had on students’ interpretation of the text, with the class drawing conclusions about whether someone without any knowledge about the situation that Swift was writing about could understand the humour. Week 2Apply and AnalyseDemonstrateInterpret CompareContrastDistinguishExamineQuestionTestLearning requirements 1, 2 + 3Misconception 1 + 3Topical Question 3Learning requirements 1, 2 + 3Quickwrite prompts:‘A cultivated wit, one that badgers less, can persuade all the more. Artful ridicule can address contentious issues more competently and vigorously than severity alone.’ –HoraceSatire helps people think critically about things they would otherwise take for granted. ‘Satire is moral outrage transformed into comic art.’ - Philip Morton RothText analysis and comparison: in small groups, students appraise a variety of satirical texts and contribute to message boards in Google classroom for each text example. Students are encouraged to highlight examples of specific satirical devices and appeals to ethos, paths and logos, as well as to build on the contributions of other groups on the message boards. Students fill out an analysis sheet for each text individually, where they identify the intended audience, the perspective of the creator, the object of ridicule and the contextual knowledge necessary to understand the ‘joke’. The teacher then leads a whole class discussion on each piece, asking groups to share their notes. This task draws on a scaffolding pedagogical approach by breaking the task of analysing satirical a satirical work down into small tasks, directing student attention and building analysis skills. Texts that may be examined:A Calvin and Hobbs comic strip‘White Squad’ commercial - from ‘Summer Heights High’Mock advertising image ‘slimmer than ever’ - Article from The Shovel (selected based on current news headlines)Song by Weird Al YankovichIntroduce summative assessment task 1: Students choose a satirical text to write an analytical essay on. The text can be from a list of texts provided by teacher or by negotiation. Students will be supported with planning documents that will encourage them to view the text through an operational, cultural and critical perspective, identifying purpose, intended audience, perspective and techniques. Teacher should view concept maps to ensure students understand the genre and it conventions well enough to complete the analysis essay task.Week 3Analyse and EvaluateAppraiseArgueDefendJudgeSupportCritiqueOverarching Uunderstanding 3 + 4Overarching Question 2Misconception 2Learning requirement 4Quickwrite prompts:Why do people enjoy satire?Satirists expose human vice and absurdity for the betterment of civilization.‘I think maybe that satire…makes you feel a bit more sane. When I watched Spitting Image or Not the Nine O’clock News – anything that pointed out the world was demented – it made me feel a little more hopeful and a little less alone.’ – Charlie Brooker.Satirical tweet: this task is designed to allow students to demonstrate that they not only understand satire but are well on their way to being able to create their own. Teacher draws on The Devil’s Dictionary for examples on very short satire, breaking down with the class the target, intended audience and satirical device used in different definitions. Students then write their own satirical tweet.Political satire: students will read a short excerpt of the critical text Is Satire Saving Our Nation?: Mockery and American Politics by S. McClennen and R. Maisel (2016), before viewing ‘America First, Finland Second’, one of a mass of satirical videos that surfaced following Donald Trump’s election. Students are asked to consider the amount of political satire they encounter, before reflecting on why Trump is such a popular figure to satirize in a think, pair share exercise. They then watch an excerpt of The Chaser’s Election Desk (an Australian political satire show) fill out a graphic organizer listing the positives, negatives and interesting of people procuring their news through satirical shows. They then place themselves on a continuum across the classroom of strongly agree to strongly disagree against a series of statements:Satirical media is a more reliable source of news than traditional media.Satire is healthy for our political system. The more political satire, the better.Satire is a powerful medium for influencing people’s political opinions.People should be just as weary of satirical media as of traditional media.Students will be asked to defend their position on the continuum.Introduce assessment task 2: This task is a creating texts task that asks students to create their own audio-visual satire in small groups. This cohort has experience creating audio-visual texts, but it is important that the teacher impress upon them that they are not being graded for their filming and editing skills in this task. Students are supported in this task by having it broken down into steps, first brainstorming a list of issues as a class they might pick for their satire, then revisiting the different techniques and how they work.Week 4Create FORMTEXT ?????Develop rules for creating satire: As a class, brainstorm a set of rules for creating satire that will help students with their next summative assessment task. Prompt discussion with questions such as: what should be satirized? What makes good and bad satire? What do we need to think about when creating satire? Think, pair and share to allow for reflection if discussion stalls.Reflection: Students reflect on the different types and structures of the satire they have encountered over the past few weeks, drawing on these examples to inform their own satirical creation. For those struggling for ideas, Swift’s structure of identifying a problem and offering a ridiculous solution may be most accessible. Students also reflect back on what distinguishes a satire from other forms of humour.Timeline and delegation: Students create a timeline for their assessment, delegating tasks to different group members. Teacher should check in with each group to make sure they have determined the purpose of their satire. Individual assessment component: students need to make clear their intended audience, the techniques being used, and the purpose of their satirical text so that students can fulfill the written individual component of the assessment.From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon. ................
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