Grades 9-12: Literary Parodies – Exploring a Writer’s Style through Imitation

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COMMON CORE STANDARDS

Ninth and Tenth Grades

Reading Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Writing

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Eleventh and Twelfth Grades

Reading Literature

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.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Writing

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

DESCRIPTION OF LESSON

This ELA/Literacy lesson plan intended for Grades 9-12 titled “Literary Parodies: Exploring a Writer’s Style through Imitation” from readwritethink.org has an estimated instructional time of two 50-minute sessions.  The emphasis of these lessons is to have students learn to analyze the features of a poet’s work and then to create their own poetic parodies based on the original model, focusing on the language and style of the original writer.

CAUTIONS

Connecticut teachers should be aware that the lesson plan could be enhanced to include more specific support and modifications for students who are ELL or have disabilities. The instructional plan lists many CCSS standards, yet several standards are only marginally addressed, if at all.  The assessments that are included in this plan are not fully developed and do not include CCSS-aligned scoring rubrics.

RATIONALE FOR SELECTION

This lesson plan is a useful model for how to target a set of grade-level CCSS ELA/Literacy standards that includes a clear and explicit purpose for instruction. The lessons are designed to gradually remove support requiring students to demonstrate their independent capacities. The instructional materials can easily be adapted to alternate texts. The activities cultivate student interest and engagement in reading, writing, and speaking about texts.