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EducationWorldU.S.PoliticsEducationTexasN.Y. / RegionBusinessTechnologyScienceHealthSportsOpinionArtsStyleTravelJobsReal EstateAutos March 23, 2006, 1:28 am ¡ª Updated: 1:36 am --> Tee-Hee T.V. By MICHELLE SALE and JAVAID KHAN
Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site.
Teaching ideas based on New York Times content. See all lesson plans
Overview of Lesson Plan: In this lesson, students will learn about satire and develop original television shows that parody existing programs.
Author(s):
Michelle Sale, The New York Times Learning Network
Javaid Khan, The Bank Street College of Education in New York City
Suggested Time Allowance: 1 hour
Objectives:
Students will:
1. Examine song lyrics for an original song and its parody to better understand the concept of satire.
2. Consider how a popular television show has been re-created by reading and discussing the article, ¡°Soap and the Campus: A Web-Site Spoof Succeeds.
3. In small groups, create treatments for original parodies based on other current television shows.
4. Develop a scripted scene for their parody for presentation in a future class.
Resources / Materials:
-student journals
-pens/pencils
-paper
-classroom board
-copies of song lyrics for Weird Al Yankovic¡¯s song, ¡°Girls Just Wanna Have Lunch¡± (found online at http://tinyurl.com/ldf3g) and Cyndi Lauper¡¯s song, ¡°Girls Just Wanna Have Fun¡± (found online at http://tinyurl.com/mcc8e) -copies of ¡°Soap and the Campus: A Web-Site Spoof Succeeds¡± found online at http://www.nytimes.com/learning/teachers/featured_articles/20060324friday.html(one per student)
-recordings of Weird Al Yankovic¡¯s song, ¡°Girls Just Wanna Have Lunch¡± and Cyndi Lauper¡¯s song, ¡°Girls Just Wanna Have Fun¡± -resources about satire and television show treatments (language arts and media studies textbooks, computers with Internet access, etc.
Activities / Procedures:
1. WARM-UP/DO-NOW: Give each student a copy of the lyrics to Weird Al Yankovic¡¯s song, ¡°Girls Just Wanna Have Lunch,¡± (http://tinyurl.com/ldf3g) based on Cyndi Lauper¡¯s song ¡°Girls Just Wanna Have Fun¡± (http://tinyurl.com/mcc8e). Play both songs for students allowing them to follow the tunes with their copies of the lyrics. In their journals, students respond to the following prompt (written on the board prior to class): ¡°After hearing each of the songs and reading the lyrics, how do you feel the songs are similar? How are they different? Which song do you think is the original? What literary technique was used to create the new lyrics?¡± After a few minutes, allow students time to share their answers. If students do not mention satire, bring it up. You may wish to examine and discuss a dictionary definition of satire by asking a student to look up the term and read it aloud to the class. Merriam-Webster online dictionary (http://www.m-w.com) offers the following definitions of satire: ¡°1: a literary work holding up human vices and follies to ridicule or scorn 2: trenchant wit, irony, or sarcasm used to expose and discredit vice or folly.¡± If time allows, it may be beneficial to discuss other words for ¡°satire,¡± such as spoof and parody.
2. As a class, read and discuss the article ¡°Soap and the Campus: A Web-Site Spoof Succeeds¡± (http://www.nytimes.com/learning/teachers/featured_articles/20060324friday.html), focusing on the following questions:
a. Why is Reverend Donald MacMillan a celebrity?
b. How are ¡°The BC¡± and ¡°The OC¡± similar? How are they different?
c. For how many years has ¡°The BC¡± aired on the Internet?
d. How has ¡°The OC¡± received the news of the spoof show?
e. Who is Gene DeFilippo and why does he think the show is a good idea?
f. What did Father MacMillan have to teach on the show?
g. What did Father MacMillan refuse to do on the show?
h. How does Father MacMillan think the show helps his ministry?
3. As a class, brainstorm a list of popular television shows. Write the results on the board. Divide students into groups of three. Explain that each group will be choosing a television show to create a parody of, similar to how ¡°The BC¡± makes fun of ¡°The OC.¡± Groups will be creating a treatment, or brief synopsis, for their original television show and developing a scripted scene for presentation. Ask each group to choose a television show from the list on the board to use for their original satirical television show.
To help students plan their programs, students should create and discuss the following (written on the board for easier student access):
-What is the title of your parody?
-settings and set locations
-cast of characters and their relationships
-conflicts and resolutions
-What elements of the original show will you put into your parody? How do you plan to do this?
-How will your show illustrate satire?
Once students have completed their notes, they should work together to write the treatment and develop the script for their pardoy. Each student in the group should have a copy of the treatment and script to use to complete the homework activity.
4. WRAP-UP/HOMEWORK: Students continue to develop their scripted parody for presentation in a future class.
Further Questions for Discussion:
-What do you think Joe Sabia meant when he said ¡°And it¡¯s hard to not like a show with a priest¡±? Why? Do you agree or disagree with this statement? Why?
-What is the value of satire in political cartoons or other mediums that explore current events?
-How can satire benefit the individual, group or event being made fun of?
Evaluation / Assessment:
Students will be evaluated based on completion of journal assignment, participation in class and group discussions, thoughtful creation of television treatments and scripted scenes for their parodies of selected current shows.
Vocabulary:
unassuming, cult, chaplain, spoof, Jesuit, rife, dysfunction, parodies, rival, lampoonery, whim, satire, alumna, quip, karaoke, scandalous
Extension Activities:
1. Examine television show schedules (past and present) to find shows that involve religious figures or that center around religion in one way or another. Some examples include ¡°7th Heaven,¡± and ¡°Little House on the Prairie.¡± Create a poster listing each show and a description of each show, including plot, main characters, etc. Write a response paper that tries to illustrate why these shows are (or were) popular.
2. Create a handout that explains the different types of jobs associated with the production of a television show, such as executive producer, director, creator, writer, actor, etc. Present this handout to the career development counselor at your school and ask if it can be distributed to students as part of a career day event.
3. Write a report examining the following quotation from eighteenth century Anglo-Irish satirist Jonathan Swift: ¡°Satire is a sort of glass wherein beholders do generally discover everybody¡¯s face but their own, which is the chief reason so few are offended by it.¡±
4. Write an original episode for your favorite television show right now. If you wish to submit it to the producers, be sure to research the guidelines on copyright laws.
5. Read the book ¡°Story: Substance, Structure, Style and the Principles of Screenwriting¡± by Robert McKee. Write a reaction to this book. What are some of the things the author suggests you do to write a screenplay? If inspired to do so, write your own screenplay.
6. Create an oral report about television shows, magazines and movies that use parody as the basis for their work, such as Mad Magazine, ¡°The Carol Burnett Show,¡± ¡°Saturday Night Live,¡± ¡°Mad TV,¡± etc. Whenever possible, include clips or sound bites to illustrate how satire is used.
Interdisciplinary Connections:
Economics- Explore the different pay structures for television, movies and theater. Where does the money come from? Who makes the most money? How much could that be? Explain the process of where money comes from for each medium. On a chart, show the disparity in payment for each type of actor.
Fine Arts- Using the treatments and scripts created during the lesson, prepare a storyboard of scenes from your parody. Present your work to the class.
Academic Content Standards:
Grades 6-8
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Writes in response to literature
Language Arts Standard 5- Demonstrates competence in the general skills and strategies of the reading process. Benchmarks: Establishes and adjusts purposes for reading; Uses a variety of strategies to define and extend understanding of word meaning; Uses specific strategies to clear up confusing parts of a text; Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
Language Arts Standard 6- Demonstrates competence in the general skills and strategies for reading a variety of literary texts. Benchmarks: Applies reading skills and strategies to a variety of literary passages and texts; Knows the defining characteristics of a variety of literary forms and genres; Makes inferences and draws conclusions about story elements; Recognizes the use of specific literary devices; Understands the effects of the author¡¯s style on a literary text
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Summarizes and paraphrases complex, explicit hierarchic structures in informational texts; Uses new information to adjust and extend personal knowledge base; Seeks peer help to understand information; Draws conclusions and makes inferences based on explicit and implicit information in texts
Grades 9-12
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that are focused for different audiences; Writes compositions that fulfill different purposes; Writes fictional, biographical, autobiographical, and observational narrative compositions; Writes in response to literature
Language Arts Standard 5- Demonstrates competence in the general skills and strategies of the reading process. Benchmarks: Extends general and specialized reading vocabulary; Understands influences on a reader¡¯s response to a text
Language Arts Standard 6- Demonstrates competence in the general skills and strategies for reading a variety of literary texts. Benchmarks: Applies reading skills and strategies to a variety of literary texts; Knows the defining characteristics of a variety of literary forms and genres; Makes connections among literary works based on theme; Understands the effects of complex literary devices and techniques on the overall quality of a work; Understands historical and cultural influences on literary works; Relates personal response to the text with that seemingly intended by the author
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Summarizes and paraphrases complex, implicit hierarchic structures in informational texts, including the relationships among the concepts and details in those structures; Uses discussions with peers as a way of understanding information
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