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<a href="http://www.inpolitics.ro/louisvuitton755-louisvuitton755_b2732/lignes-directrices-sur-ch icago-reconnaissance-des-originaux-christian-louboutin_87827.aspx">goldfish</a>&l /> <a href="http://rayban313.seesaa.net/article/278668124.html">summer cold symptoms</a><br /> <a href="http://www.autosnt.com/member/blog_post_view.php?postId=26205">internet and phone</a><br /> <a href="http://dev.clubugly.info/development/zhing118/blog/swimsuit-makes-perla-malizia-natural-sight-available-for-sale-in-web-sites/">gpexah</a><br /> <a href="http://www.ravnopraviya.net/blog.php?user=windows01&blogentry_id=361224">zip codes ct</a><br /> Home PageToday's PaperVideoMost PopularTimes Topics Search All NYTimes.com 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 Creative Writing, Language Arts, Media Studies, The Influence of the Mass Media Related Posts From The Learning Network Soap and the Campus: A Web-Site Spoof Succeeds Previous Post Where in the World? Next Post Live From Your Kitchen! Comments are no longer being accepted. Search This Blog Search Previous Post Where in the World? Next Post Live From Your Kitchen! Follow This Blog Facebook Twitter RSS Lesson Plan Categories American History ? Civics ? Current Events ? Economics ? Fine Arts ? Geography ? Global History ? Health ? Journalism ? Language Arts ? Mathematics ? Media Studies ? Science ? Social Studies ? Technology ? Academic Skills ? This Week on The Learning Network Resources Celebrate Summer From science lessons on heat to activities about summer food, travels, movies, sports and songs, here are 10 ways to teach the season Summer ideas ? Contest Summer Reading! Tell us what interested you most in The Times, and each week we'll choose a winner to be published on the blog.Find the first week's winner here. Contest description ? Enter here ? Recent Collections Lesson Plans Language Arts All the lessons we published this school year about reading, writing, literature, journalism and other literacy skills, all in one easy link. E.L.A. Lessons ? Lesson Plans Social Studies & STEM All the lessons we published this year in social studies, history, civics, economics, science, health, technology and math, in two easy links. Social Studies Lessons ? S.T.E.M. Lessons ? Lesson plans across the curriculum based on Times content. See all Lesson Plans ? We invite students 13 and older to comment on issues in the news. See all Student Opinions ? How To Use This Blog ? Daily News Quiz ? Word of the Day ? Student Crossword ? Times Fill-In ? Ideas From Our Readers ? Teaching Topics Index ? Guest Posts ? 6 Q's About the News ? On This Day in History ? Today's Front Page ? Ideas for Any Day's Times ? Poetry Pairings ? Test Yourself Questions ? Student Contests ? Reading Club ? About The Learning Network The Learning Network provides teaching and learning materials and ideas based on New York Times content. Teachers can use or adapt our lessons across subject areas and levels. Students can respond to our Opinion questions, take our News Quizzes, learn the Word of the Day, try our Test Yourself questions, complete a Fill-In or read our Poetry Pairings. Join the conversation by commenting on any post. We'd love to hear what you think! About The Learning Network ? Get lesson plans by e-mail ? Follow us on Twitter ? Like us on Facebook ? FAQ ? Commenting FAQ ? NYT Privacy Policies ? E-mail us ? Comments of the Moment ¡° Please continue Poetry Pairings. I've used them as a creative jump off with an adult ESL student. Always read the NYT but only found The Learning Network support recently. Well done. This network should be Must See E-education/infotainment for all ages/circumstances. Thanks!¡± ¡ª Celia, Montague,MA Poetry Pairing | 'The Dream of a Red Fire Engine' ¡° My dream trip is to go to Pittsburgh, because my favorite hockey team (the Penguins) live there. My dream is to go to a live Penguins game. P.S. Penguins rule¡± ¡ª D-Rock.T What Is Your Fantasy Vacation? ¡° Sadly, I never got good advice from anyone. I usually look online for some kind of wisdom. The best advice I could give to someone is "There is no one answer or statement that will solve many problems in life, but there is always strategies that can be made to solve any problem in your path." I am young 20 year old joining the navy and for no particular reason, I just love giving advice to help others.¡± ¡ª john l What's the Best Advice You've Gotten? ¡° If I'm going to have a superpower, I would like to have a FIRE MANIPULATION .. because fire, you could have a brute strength, speed and of course burn .. ) I would use this to protect my family and myself..¡± ¡ª Jessica What Superpower Do You Wish You Had? ¡° I am going to be a sophomore in high school, and even though it's well into summer, my stress hasn't dissapeared like previous years. I can almost feel the stress from the upcoming year in which I will be taking 3 advanced classes, and an AP class. Those will be the main source of stress, because I always start out the school year organized, but it all falls apart, and I get behind, and then I can't sleep right and I'm too tired to retain information. Usually I can relieve some of this stress with music. (my electives next year will be band, choir, and jazz band) but even that is starting to stress me out. ¡± ¡ª Alexandra Is School Stressing You Out? ¡° I am from Austin, Texas. I am currently at the University of Texas at Austin, and am a Silver Spur (caretaker of Longhorn mascot Bevo, an actual longhorn steer. After a few days of this, I have determined some animals should and shouldn't be eaten. Should not be eaten: cow, lamb, goat, horse, dog, cat, and duck. Should be eaten: pigs and chickens.¡± ¡ª Gary I Is It Ethical to Eat Meat? ¡° I love all of this! I teach a twelfth grade expository writing class and I can't wait to incorporate some of these suggestions and articles. I particularly like the links to suggestions for leads and kickers. My students always have trouble with introductions and conclusions. A common question I get from students is, "Why can't I just start writing what I have to say?" I struggle with explaining the purpose of an introduction. These articles will help to show how much more engaging a piece can be with a solid and creative introduction. Thanks!¡± ¡ª Heather G 10 Ways to Develop Expository Writing Skills With The New York Times ¡° If one wants to understand people, one needs to understand what influences them. As much as I dislike Jersey shore and overall don't understand reality TV ("The Bachelor/Bachellorette" is one of my biggest confusions.) Scholars can study novels and more "high class" forms of entertainment, but the facts are that fewer people are influenced by these. There is absolutely a point to studying, in-depth, the so called "low culture" shows that many view as simply for fun. When it comes down to it, forms of entertainment like these are culture, and they are important to understanding society as a whole today.¡± ¡ª Hannah Does Pop Culture Deserve Serious Study? ¡° I think that I wish I had been a hippie-baby. The 70's and 80's were so flexible and colorful. If you had a bike and a friend, there were your summer and after-school days. Perhaps even the 40's in the midwest, where in the summertime, your mother said to be home for lunch and supper, and the hours between were filled with sheer independence. You played by the creek or in town, making things out of wood or buying candy with your pocket money. Nowadays, kids are afraid to call up their friends on the phone and have their moms do it. Shuffling around to play-dates and soccer practices... our childhood independence is almost gone! Then again we are learning to do things with technology at early ages, literacy rates are increasing in younger and younger children. Pretty soon we'll be a world full of Einsteins!¡± ¡ª Sydney What Era Do You Wish You Had Lived In? ¡° Your efforts towards usability within the classroom are amazing. THANK YOU. I also love, by the way, the pieces connecting poetry to articles. The best help for teachers, I believe, is in fully fine tuning the search engine so that when teaching Gatsby, I can look under "wage gap," and "bootlegging," as well as "Fitzgerald." Additionally, when doing research papers, the Times is a great resource that only gets better as the topic search is improved. ¡± ¡ª David Hochheiser Engaging Nonfiction: The Times, the Common Core and a Question for You Follow The New York Times FacebookTwitter.html','WT.ti','Follow-NYT-YouTube','WT.z_dcsm','1')">YouTubeRSS Archive Select Month July 2012 June 2012 May 2012 April 2012 March 2012 February 2012 January 2012 December 2011 November 2011 October 2011 September 2011 August 2011 July 2011 June 2011 May 2011 April 2011 March 2011 February 2011 January 2011 December 2010 November 2010 October 2010 September 2010 August 2010 July 2010 June 2010 May 2010 April 2010 March 2010 February 2010 January 2010 December 2009 November 2009 October 2009 May 2009 April 2009 March 2009 February 2009 January 2009 December 2008 November 2008 October 2008 May 2008 April 2008 March 2008 February 2008 January 2008 December 2007 November 2007 October 2007 September 2007 August 2007 July 2007 June 2007 May 2007 April 2007 March 2007 February 2007 January 2007 December 2006 November 2006 October 2006 September 2006 August 2006 July 2006 June 2006 May 2006 April 2006 March 2006 February 2006 January 2006 December 2005 November 2005 October 2005 September 2005 August 2005 July 2005 June 2005 May 2005 April 2005 March 2005 February 2005 January 2005 December 2004 November 2004 October 2004 September 2004 August 2004 July 2004 June 2004 May 2004 April 2004 March 2004 February 2004 January 2004 December 2003 November 2003 October 2003 September 2003 August 2003 July 2003 June 2003 May 2003 April 2003 March 2003 February 2003 January 2003 December 2002 November 2002 October 2002 September 2002 August 2002 July 2002 June 2002 May 2002 April 2002 March 2002 February 2002 January 2002 December 2001 November 2001 October 2001 September 2001 August 2001 July 2001 June 2001 May 2001 April 2001 March 2001 February 2001 January 2001 December 2000 November 2000 October 2000 September 2000 August 2000 July 2000 June 2000 May 2000 April 2000 March 2000 February 2000 January 2000 December 1999 November 1999 October 1999 September 1999 August 1999 July 1999 June 1999 May 1999 April 1999 March 1999 February 1999 January 1999 December 1998 November 1998 October 1998 September 1998 August 1998 July 1998 Recent Posts July 10 News Quiz | July 10, 2012 See what you know about the news of the day. July 10 Word of the Day | cog This word has appeared in 98 New York Times articles in the past year. July 09 Student Reading Contest Winner | Wimbledon¡¯s Guardians of Grass The winner of the second week of our Summer Reading Contest writes about Wimbledon's "Guardians of Grass." July 09 Heat Sets Hundreds of Record Temperatures 6 Q's About the News | How has extreme heat affected much of the United States in recent days? July 09 Test Yourself | Math, July 9, 2012 Today's question is about the number of votes cast in Egypt's recent presidential election. 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