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Individually, they then find another example of dark/subtle satire and write a multi-paragraph response using concrete details.",{"name":70,"@type":61,"acceptedAnswer":71},"What learning experiences are included to build understanding of satire and humor?",{"text":72,"@type":64},"Students discuss the purpose of humor, read a Clemens letter for the definition of a humorist, analyze Twain aphorisms from obvious to subtle targets, examine how satire exposes foolishness, and study Twain essays and Huckleberry Finn for satire features and rhetorical devices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},350043,1791719326,{"code":4,"msg":82,"data":83},"success",[84,87,92,97,102,107,112,117,122],{"id":55,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},90,"presentations",{"id":88,"doc_module":22,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},12,"Resumes",80,"resumes",{"id":93,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},14,"Invoices",70,"invoices",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},15,"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":82,"data":127},{"doc_id":79,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":120,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":26},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Mark Twain’s Subtle Sword of Satire  \n3-5 class days High School English  \nDESIRED RESULTS:  \nWhat are the “big ideas” that drive this lesson?  \nStudents will be able to identify satire and its intended point and target as it was employed by Mark Twain. They then should be able to employ the same technique of writing to satirize an aspect of modern society.  \nWhat are the “essential questions” that students must answer in order to  \nunderstand the “big ideas?”  \nWhat is satire and why is it used?  \nWhat is a humorist, and how does Mark Twain exemplify a humorist?  \nWhat is an aphorism , and how can it be used as satire?  \nCORE UNDERSTANDINGS:  \nIdentify what students will know and/or be able to do.  \nStudents will be able to define “satire” and recognize it in Mark Twain’s literature.  \nStudents will be able to differentiate between blatant and more subtle forms of humorous satire.  \nStudents will be able to write their own satirical work on a foible of modern society to emulate the style of Mark Twain.  \nSUGGESTED ASSESSMENTS:  \nIn small groups, students examine the more dark satire that is present in chapter XXI and XXII (the description of the town in Arkansas and Col.  \nSherburn’s speech) . Each group determines Twain’s purpose in the satire , the target he is focused on , and the devices he uses to both bring in  \ncomedy/humor while also pointing out a serious message.  \nFollowing chapter XXII , individually, students find an example of  \ndark/subtle satire and write a multi-paragraph response that determines Twain’s purpose in the satire , the target he is focused on , and the deviceshe uses to both bring in comedy/humor while also pointing out a serious message. Students are required to use concrete details from the text to support their analysis.  \nStudents then write their own piece of satire , modeled off the fictional presentation in Huck Finn or an expository approach as in “Corn-Pone Opinions” and “Disgraceful Persecution of a Boy.” Following the creative writing of their own satire , students analyze what they have written by identifying the purpose, target and devices used.  \nLEARNING EXPERIENCES:  \nStudents discuss the purpose of humor in our society, and read Clemens’ letter to get a sense for the definition and role of a “humorist” during Twain’s time.  \nPlaced around the room on large posters is a selection of Twain’s aphorisms (see below) . Walking around the room , students begin by reading those in which the target and subsequent humor are obvious. They then continue to look at those that are more subtle, and as a result, more biting in their attack on human foibles.  \nFollowing the walk-around , students discuss the aphorisms, what they noticed , what is targeted , and what the author’s motivation might be in writing the statements.  \nStudents then examine the definition of satire , and determine how it fits with the aphorisms they just read , particularly focusing on the exposure of “foolishness”that is inherent in the statements.  \nThe class then moves on to the essays of Twain, primarily “Corn-Pone Opinions”and “Disgraceful Persecution of a Boy.” They identify the following for each:  \n1. Twain’s thesis  \n2. Twain’s purpose & intended effect on his audience  \n3. Twain’s target  \n4. The rhetorical and language devices he uses to achieve this effect  \n􀂃 Students then move to the reading of Adventures of Huckleberry Finn , and in the beginning of their reading, focus in on blatant aspects of satire in the text (see list above in “Resources”) . Again, students examine these sections based on Twain’s thesis, purpose , intended effect and language devices.  \n􀂃 The class then discusses these blatant examples of satire , determining why they are presented in this manner, and what Twain is saying about people through the satire. The discussion also focuses on the problems related to pointing out the “foibles” and foolishness of society, and why an author might use satire to achieve this purpose.  \n“COMMON CORE","cbCairMFJFpvAzbv","https://ap.wps.com/l/cbCairMFJFpvAzbv","pdf",344943,"English","# DESIRED RESULTS\n# ESSENTIAL QUESTIONS\n# CORE UNDERSTANDINGS\n# SUGGESTED ASSESSMENTS\n# LEARNING EXPERIENCES\n# \"COMMON CORE\" CONNECTIONS\n# MATERIALS AND ATTACHMENTS","[{\"question\":\"What should students be able to do after this lesson about Mark Twain’s satire?\",\"answer\":\"Define satire, recognize it in Twain’s literature, distinguish blatant from subtle humorous satire, and write their own satirical work targeting a modern society foible using Twain-like techniques.\"},{\"question\":\"How do the assessments use the text?\",\"answer\":\"In groups, students analyze dark satire in chapters XXI and XXII to determine Twain’s purpose, target, and devices. Individually, they then find another example of dark/subtle satire and write a multi-paragraph response using concrete details.\"},{\"question\":\"What learning experiences are included to build understanding of satire and humor?\",\"answer\":\"Students discuss the purpose of humor, read a Clemens letter for the definition of a humorist, analyze Twain aphorisms from obvious to subtle targets, examine how satire exposes foolishness, and study Twain essays and Huckleberry Finn for satire features and rhetorical devices.\"}]","Mark Twain’s Subtle Sword of Satire - Lesson Plan - High School English | PDF",1790086903]