IRONY, SATIRE & SEMI-COLONS

A GRAMMAR FOR WRITING LEARNING PROGRAMME DEVISED TO MAKE STUDENTS INTO GREAT SATIRISTS AND TO TEACH THEM WHERE TO PUT SEMI-COLONS

Grammar Points: Sentence Level

1. SVO Arrangement (who does what to whom) (nonsense sentences)
2. Passive Voice (level of formality and what is focussed upon)
3. Verbs - transitive and intransitive
4. Verbs - finite and infinite
5. Clauses

Proposed Lesson Sequence

1. Week One:

1. Word Class
2. Intro to Satire + Blogging
3. Active Sentence Play (J)
4. Authentic Texts

2. Week Two:

1. Phrases and Clauses
2. Phrases and Clauses
3. Phrase Clause Play (G)
4. Writing Satire

3. Week Three:

1. Subordinate Clauses
2. Subordinate Clauses
3. Subordinate Clause Play (A)
4. Writing satire in a sentence (Pippa Tips)

4. Week Four:

1. Writing Final Piece
2. Writing Final Piece
3. Critiquing Final Piece
4. Final Satire Slam

POA

• Chris create a lesson plan template
• Read grammar books and identify features representative of satire.
• Develop selected lessons
• Seek and confirm authentic author’s work

Processes

• Sentence structure for deliberate effect
• Playfulness
• Technology as enabler (shared blogging, keynote presentations)
• Satirical writing - use of imitation and authentic examples
• Buddy system - paired work across classes
• Inter-class collaboration (combining classes once a week)
• Taxonomical Approach to Lesson Planning
• Explicit Differentiation Strategies
• Links to Research - Focus on feedback and other processes that have solid evidence basis

Authentic texts

• Clive James
• The Daily Mash
• Pippa Tips

Elements of Satire

• Stating the obvious
• Puns
• Subordinating clauses - joke at the pivot...
• Playing with reader’s expectations

Final Product

• Written satirical speech
• Formal satirical writing...
• Slamming with satire - evening of shared work with teachers and parents

Links

• Clive James: Japan
• Clive James: Flying Visit: Russia
• Mark Twain: Advice to Youth
• The Daily Mash
• Johnathan Swift: A Modest Proposal