Mini Unit on Voice, Satire and Creative Writing Skills.
(SECTION UNDER CONSTRUCTION)
Hook - Start with outside the box thinking activity (see PDF Below)
Hook - Start with outside the box thinking activity (see PDF Below)
creativity_activity.pdf | |
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1. What is Satire ?
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Mini-Creative Write - Satire and Christmas
This is a short unit to play around with the concept of Satire and to develop our voice as writers.
GOAL: To understand Satire and Voice through writing a response letter to a child's "Santa Letter"
ROLE: Students are to take on a distinct voice and act as a professional writer, responding to children's Santa Letters
AUDIENCE: A child that has written you the letter.
SITUATION: Due to exponential population growth, and a labour shortage, Santa is unable to respond to all letters he's received. as a result he has outsourced his letter replying to you. Using a definitive "Voice" respond to the child using vocabulary, jargon and a tone commensurate with the type of personality you are satirizing.
PRODUCT: A Response letter in proper letter format to a child.
STANDARDS/CRITERIA: Criterion C - "Producing Text" on page 4 of the document below.
GOAL: To understand Satire and Voice through writing a response letter to a child's "Santa Letter"
ROLE: Students are to take on a distinct voice and act as a professional writer, responding to children's Santa Letters
AUDIENCE: A child that has written you the letter.
SITUATION: Due to exponential population growth, and a labour shortage, Santa is unable to respond to all letters he's received. as a result he has outsourced his letter replying to you. Using a definitive "Voice" respond to the child using vocabulary, jargon and a tone commensurate with the type of personality you are satirizing.
PRODUCT: A Response letter in proper letter format to a child.
STANDARDS/CRITERIA: Criterion C - "Producing Text" on page 4 of the document below.
myp-9-10-language-literature-rubric1.docx | |
File Size: | 103 kb |
File Type: | docx |
4. We will brainstorm some voices to Parody / Satirize in your work, but here are some options:
Social Justice Warrior
Hippie
Capitalist / Communist
Environmentalist
Nihilist
Donald Trump
Red Neck
Hillbilly
Ryan Peters
Recently Divorced Father
Post-Apocalyptic Zombie survivalist
Character we've studied: Desmond Doss, General Zaroff, Twilight Zone Characters, FBI from Mississippi Burning...
Social Justice Warrior
Hippie
Capitalist / Communist
Environmentalist
Nihilist
Donald Trump
Red Neck
Hillbilly
Ryan Peters
Recently Divorced Father
Post-Apocalyptic Zombie survivalist
Character we've studied: Desmond Doss, General Zaroff, Twilight Zone Characters, FBI from Mississippi Burning...
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Satire: The use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.
-The Daily Show, Stephen Colbert, Simpsons/Family guy (what do they satirize) We will Watch "The Onion News Network" and a satire they have developed. After the video we will discuss the following questions: -What is the video satirizing (many things) |
As another practice, we will watch an SNL add - What is being satirized.
Now that we are aware of what satire is, let's look at this assignment. You can write a response to a letter that does not exist - Ie: The reader will have to infer what the child has asked for, or you could use the letter below as your guidance.
Activity: Before we continue, to solidify the concept of voice, we will play a game.
1. Move desks into groups of three
2. Two students will be interviewers, one student will be given a character card at random by the teacher.
3. For 2-5 minutes, the two interviewers must ask the student who is the character questions. They must answer as the character would answer. But in order to work on our diction, students CANNOT use the following words: Big, Nice, Good, Yes, or No. Each time they do, their group needs to say "BEEP"
4. Rotate Partners.
1. Move desks into groups of three
2. Two students will be interviewers, one student will be given a character card at random by the teacher.
3. For 2-5 minutes, the two interviewers must ask the student who is the character questions. They must answer as the character would answer. But in order to work on our diction, students CANNOT use the following words: Big, Nice, Good, Yes, or No. Each time they do, their group needs to say "BEEP"
4. Rotate Partners.
Basic Things to Note about Letter Writing - Format it properly.
5. Write Letter in Draft.
6. Watch film to ensure you are using letter format.
6. Watch film to ensure you are using letter format.
7. Peer edit draft with a partner. Looking at Rubric. Grade your partnet, and then submit rubric with good.
Second Creative Write - Pizza as a Metaphor
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1. We will discuss the power of metaphor. How as humans we like to compare things to others to help us understand the world. Can we think of examples?
2. Watch "Forrest Gump" Life is like a box of chocolate scene. One of the most recounted similes / analogies in cinema. 3. We will read some of the worst metaphors. Then think about some of the best we can create.
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4. Mr. Fitton ordered 4 large Pizzas from Dominoes. In groups, we will eat Pizza and brainstorm how Pizza can be a metaphor (for life, struggles, relationships, whatever you want - if you can use Pizza to make creative links, you can do anything!)
Mr. Fitton will have students get into groups of 3-4 (Mr. Fitton will assign them).
Students will get a handout of the assignment and can begin. It is about breaking down the writing process.
Mr. Fitton will have students get into groups of 3-4 (Mr. Fitton will assign them).
Students will get a handout of the assignment and can begin. It is about breaking down the writing process.
pizza_essay.docx | |
File Size: | 313 kb |
File Type: | docx |
5. We will have 2.5 days of time to create our splendid composition with the help of our peer writers.
Creative Writing as an Art Critic
1. Hook Activity. Partner students A and B. Mr. Fitton will draw a picture on the board or provide students with a photocopy of a picture. Student "A" must describe (no gestures) with precision to their partner the picture as the partner tries to draw it. They have 5-10 minutes. Then ask students the goal of the activity (to use precise language, be descriptive to their partner). Then reverse roles with a new picture.
abstract_drawing_1.pdf | |
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abstract_drawing_2.pdf | |
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2. Examine the power of art by looking at famous pictures and discuss why art is so important to society.
3. Show students a slideshow of famous art and of the films below. Also includes their assigned piece to critique.
3. Show students a slideshow of famous art and of the films below. Also includes their assigned piece to critique.
art_critique.pptx | |
File Size: | 3003 kb |
File Type: | pptx |
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4. Distribute art assignment handout and go over the art piece to critique.
5. Start by using the scaffolding sheet from the handout (what do you notice etc).
6. Go over stages of art critique.
5. Start by using the scaffolding sheet from the handout (what do you notice etc).
6. Go over stages of art critique.
art_critique_assignment_2019.docx | |
File Size: | 302 kb |
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art_critique_sample.docx | |
File Size: | 192 kb |
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stylistic_techniques_for_writing_and_editing_creative_writing.doc | |
File Size: | 35 kb |
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A Helpful Handout from a Teacher (Mr. Tuite) who teaches AP History in the USA and provided me with it as a tool to help students with art analysis.
tuite_-_form_function_content_context_explanation.docx | |
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Below are some student samples with Rubrics attached from every level of achievement.
art_critique_student_samples_with_rubrics.pdf | |
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7. Each student writes a 10 - 15 sentence critique. (Remember sentence variety, hooks, metaphor etc).
8. Get together with another student and take the best elements of each, and submit one assignment per two people. Must demonstrate how they've used the editing sheet. Drafts submitted to demonstrate significance of "The Process."
Alternative - students get ten minutes to create their own "Abstract Art" and we will do a gallery walk, then they choose one of those.
Alternative 2 - must take on the persona of a specific type of critic, or famous character (Trump, Arnold Swartzennegar, Stewie Griffin - to do Critique)
8. Get together with another student and take the best elements of each, and submit one assignment per two people. Must demonstrate how they've used the editing sheet. Drafts submitted to demonstrate significance of "The Process."
Alternative - students get ten minutes to create their own "Abstract Art" and we will do a gallery walk, then they choose one of those.
Alternative 2 - must take on the persona of a specific type of critic, or famous character (Trump, Arnold Swartzennegar, Stewie Griffin - to do Critique)
Personal Narrative
We will write a personal narrative using the skills we have developed in this unit.
Write from a place of pain or happiness, or another strong emotion, like fear.
HOOK: Start with a walk or a field trip to a reflective place, where students answer the initial questions from the document below with a partner:
1. What is an experience / event from your past that has an emotional response attached to it (Happiest Moment, Saddest Moment, Moment you were most scared; Moment you felt whole)
2. Describe the event/experience in as much detail as possible.
3. What did you learn from the experience?
4. Why was the experience important to you?
5. How do you think or act differently as a result of that experience?
6. Come up with follow-up questions like we learned from Brandon Stanton in “Humans of New York.”
7. What will the first line of your story be?
Next, we will start brainstorming and will begin writing our personal narrative. Should include all the items from our checklist for effective creative writing. Plus ensure there is dialogue.
Assignment below - Creative non-Fiction
Write from a place of pain or happiness, or another strong emotion, like fear.
HOOK: Start with a walk or a field trip to a reflective place, where students answer the initial questions from the document below with a partner:
1. What is an experience / event from your past that has an emotional response attached to it (Happiest Moment, Saddest Moment, Moment you were most scared; Moment you felt whole)
2. Describe the event/experience in as much detail as possible.
3. What did you learn from the experience?
4. Why was the experience important to you?
5. How do you think or act differently as a result of that experience?
6. Come up with follow-up questions like we learned from Brandon Stanton in “Humans of New York.”
7. What will the first line of your story be?
Next, we will start brainstorming and will begin writing our personal narrative. Should include all the items from our checklist for effective creative writing. Plus ensure there is dialogue.
Assignment below - Creative non-Fiction
grade_11_personal_narrative.docx | |
File Size: | 1906 kb |
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Rubric. See the rubric for the assignment and how it will be assessed, located in the document below.
original_composition_rubric.docx | |
File Size: | 17 kb |
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