Week 1: Lesson 4

Duration: 2 days
Subject: English Language Arts
Unit: The Canterbury Tales
Grade Level: 12

Standards:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
Lesson Objectives:
Students will identify examples of situational and verbal irony in pages 11-21 of The
Canterbury Tales and explain why the examples they have chosen are ironic.
Students will work in collaborative learning groups to create a video that creates a
satirical portrayal of a societal or school related issue or situation, demonstrating
their understanding of situational and verbal irony.
Day One
Anticipatory Set:
Instruct students to take out their iPads and copy of The Canterbury Tales and open
their iDo Notepad app to record journal #4.
Project the following prompt on the board in order for students to respond:
List three examples of situational or verbal irony that you came across in pages 11-
21 of The General Prologue of The Canterbury Tales? Choose one of your three
examples and explain why the quotation is ironic? Which of the three Estates is
being satirized; the nobility, the church, or the peasantry?
After students have responded to the prompt, invite them share their responses
with the class.




Input:
1. Inform students that they will spend the next two class periods working in
groups to create a video that demonstrates satire through the use of
situational irony, verbal irony, and/or exaggeration (hyperbole).
2. Hand out Satirical Video Production instructions and read through the
handout with the students.
3. After you have read through the instructions with students, encourage them
to think about a vice, folly, stupidity, or abuse that they consider a major
problem in American Society. What about society frustrates them? What
is an aspect of society they would like to see change?
4. Instruct students to form groups of 4-5 students. Once they have formed
their groups, instruct them to select a topic for their video and complete a
Video Proposal Form to be approved by the teacher before they begin
filming.
5. Students should complete the Video Proposal Form by the end of the period
so that they are able to film their video during the following class period.
Homework:
For homework, students will prepare for the filming of their satire video. They will
need to bring all supplies and write any lines necessary for the filming of their video.
Day Two
Input:
1. Instruct students to sit with their satire video groups and choose an iPad to
use for the filming of their video. Inform them that they will have the entire
period to work on the filming of their video.
2. Remind students that their video must include at least 5 examples of verbal irony
and 5 examples of situational irony to present their societal or school related topic
or situation satirically. This activity will demonstrate students understanding of
satire and the ways in which verbal irony and situational irony are used to create
satire.
3. Have students tell you where they will be filming their video and then allow them
to get to work.
4. Remind students to return to class at least 5 minutes before the bell rings,
indicating the end of the period.
5. As students are filming their videos, roam the areas where you know where
students are to ensure they are remaining focused.

Homework:
For homework, students will use iMovie to edit their video, upload it to Youtube,
and submit a link to their video in Schoolology.
Supplies:
iPads (Each student will need one)
iDo Notepad app
Satirical Video Production Handout
Satirical Video Production Proposal
iMovie app