A Satire Notes Scavenger Hunt

27th March 2017

I hate lecturing the entire hour. I mean it, I HATE IT, and I bore myself; I can actually hear myself droning in the Peanut’s voice and as I see my student’s eyes glazing over; it is an out of body experience for sure. I just feel like I am not doing my job well.

Let me set this up, my AP Language and Composition students are going to be reading The Great Gatsby this last quarter and because we have yet to go over satire and satirical elements this year (since I was out on maternity leave), I have decided to attempt to have them read the novel as a satire…a blog post for another day.

So, to start off fourth quarter I needed to introduce them to 22 satirical elements, in a PowerPoint, the first week back, blah, blah, bleck. Instead, I decided to opt for them to do the work which benefits both parties, I think. I asked each table to split into pairs with each pair being assigned a satirical element. I have two classes so this covered all the elements well.

Here are the poster requirements:

TASK: With a partner at your table, please design a small poster that represents your assigned satirical element.

Your poster must include:

  1. Name of satirical element

  2. Definition of satirical element

  3. A visual that uses said element (satirical cartoon or political cartoon; drawn or printed from internet)

  4. A WWWH (my version of a rhetorical precis) statement that analyzes how the device used in the visual impacts that argument/goal of the visual

2nd Hour topics:

Table 1 Table 2 Table 3 Table 4 Table 6 Table 7
Caricature Deflation Euphemism Hyperbole Irony Non-sequitur
Colloquialism Disparagement Incongruity Malapropism Litotes Sarcasm

6th Hour topics:

Table 1 Table 3 Table 4 Table 6 Table 7
Knaves and Fools Paradox Pun Stereotyping Wit
Oxymoron Parody Invective Understatement Lampoon

I then gave them one day in class to create their poster together. I provided them with half a poster paper and some markers, etc. It HAD to be done by the end of the hour so it put the pressure on them a bit to learn their element quickly and use it to analyze the visual I had them find and bring into class for homework the night before (also this is much needed practice for the synthesis prompt question 1). They finished it in the 55 minutes fine and I collected them.  ***As they were working on the posters, I was coming up with riddles for 8 locations around my campus – some where to the front office, some were to other teachers classrooms, others to random hallways, etc.

After school, I went around and put 1 to 4 of their posters at each location with the riddle to the next location. It was easy enough. I texted them that night using REMIND.com to wear tennis shoes and that I would highly recommend not wearing a skirt or dress. This I think peaked the curiosity for class which is always fun.

When they came into class, I provided them with a note sheet chart with the satirical element name, a place to write the definition of the element off the poster, and a place to describe the visual (political cartoons that uses said element).

Here were the instructions on my front screen:

1.Send one team member at a time to retrieve ALL the Satire Notes at the station and get the clue to the next location.

2.When the team member returns with notes, tell another team member the next location clue and that person leaves to go get notes.

3.The person that just came in then teaches the remaining members the satire elements they found at their location and the team tries to find them in the piece. The piece I gave them to read and annotate was “Road Warrior” by Dave Barry.

4. The first team to show me completed notes by all team members WINS TWO CLOTHESPINS, the second team will WIN ONE! (For information on my motivational clothespins click here). 

It took the entire hour but by the end I had a winning team and everyone had their notes that we can now use to analyze several short satirical pieces, including A Modest Proposal, and they had a blast, although I wouldn’t recommend it in hot weather!

I think I will do this at least once a year with all my classes on something that was a note-taking or vocabulary type lesson and turn it into something active, competitive, and engaging. What a great way to kick off Quarter 4, and on Friday no less.