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In this lesson, students use the familiar characteristics of fairy tales, the movie Shrek, which satirizes fairy tale traditions, as an introduction to the satirical techniques of exaggeration, incongruity, reversal, and parody. Students brainstorm fairy tale characteristics and identify the satirical techniques used to present them in the movie.
In this lesson, students use the familiar characteristics of fairy tales, the movie Shrek, which satirizes fairy tale traditions, as an introduction to the satirical techniques of exaggeration, incongruity, reversal, and parody. Students brainstorm fairy tale characteristics and identify the satirical techniques used to present them in the movie. Using the techniques they have learned, students create their own satirical versions of a traditional fairy tale. (author/ncl)
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| English Language Arts Standards |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (8 - 10) |
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| E. | Analyze the use of a genre to express a theme or topic. |
| F. | Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. |
| G. | Explain techniques used by authors to develop style. |
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| Grade Level Indicators (Grade 9) |
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| 6. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
| 9. | Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax. |
| 10. | Explain how authors use symbols to create broader meanings. |
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| Grade Level Indicators (Grade 10) |
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| 5. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
| 6. | Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text. |
| 9. | Explain how authors use symbols to create broader meanings. |
| 11. | Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text. |
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| Writing Applications Standard | |
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| Benchmarks (8 - 10) |
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| A. | Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and,
c. include an organized, well developed structure. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Write narratives that:
a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense);
b. use a range of strategies and literary devices including figurative language and specific narration; and
c. include an organized, well-developed structure. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 10 |
| TOPICS |
English Language Arts --
Reading;
Strategies - Literary Texts;
Writing;
Writing Applications |
| OHIOWINS TOPICS |
Writing Applications;
Response to Literature |
| FOUND IN |
AdLIT
OhioWINS |
| KEYWORDS |
satire;
creative writing;
narrative writing;
fairy tales;
genre study |
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Author: Junius Wright
Publisher: IRA/NCTE
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