Thursday
a. Objectives:
The students will be able to understand how comedy can deconstruct power structures.
Students will begin to rehearse their skits
b. Essential Questions: Are there times when comedy is about more than making someone laugh?
c. Standards:
State: 7th Grade Speaking, Viewing, Listening and Medial Literacy Standard 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
IB: Thinkers- think creatively and critically to tackle tricky problems and make good, ethical decisions.
d. Materials:
Paper and pens for students, a computer with access to the Internet and a projector that can be hooked up to the computer, graphic organizers, final assignment sheet and red noses.
e. Procedure:
1. Opening Activity: 10 Minutes
When Students enter the classroom, they will be asked to free write on the following question for 5 minutes. Students will then share and discuss their responses for another 5 minutes:
Are there times when comedy is about more than making someone laugh?
Greeting: When the students are finished with the opening activity, they will greet each other and share a school appropriate joke
3. Matilda and Discussion: 15 Minutes
The students will be able to understand how comedy can deconstruct power structures.
Students will begin to rehearse their skits
b. Essential Questions: Are there times when comedy is about more than making someone laugh?
c. Standards:
State: 7th Grade Speaking, Viewing, Listening and Medial Literacy Standard 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
IB: Thinkers- think creatively and critically to tackle tricky problems and make good, ethical decisions.
d. Materials:
Paper and pens for students, a computer with access to the Internet and a projector that can be hooked up to the computer, graphic organizers, final assignment sheet and red noses.
e. Procedure:
1. Opening Activity: 10 Minutes
When Students enter the classroom, they will be asked to free write on the following question for 5 minutes. Students will then share and discuss their responses for another 5 minutes:
Are there times when comedy is about more than making someone laugh?
Greeting: When the students are finished with the opening activity, they will greet each other and share a school appropriate joke
3. Matilda and Discussion: 15 Minutes
The instructors will ask if the students have ever seen or read Matilda. They will then provide a short synopsis giving particular context to the chocolate cake scene so students who are not familiar with the film will be able to follow the action. The instructors will show the “chocolate cake scene” from the film, Matilda. While viewing this clip, students will fill out a graphic organizer (attached). After viewing the clip, the students will be asked if they thought the clip was funny. After hearing some answers, the students will be asked if the humor in the film helped the students in the movie achieve anything. This conversation should transition into a question of whether this kind of humor can also be used in real world situation.... at which point the instructors will transition to The Great Dictator.
Rationale: In this scene, children use humor to combat an oppressive adult.
3. The Great Dictator and Discussion: 15 Minutes
Rationale: In this scene, children use humor to combat an oppressive adult.
3. The Great Dictator and Discussion: 15 Minutes
The instructors will ask the students if they are familiar with Hitler and Nazi Germany. They will then give a brief contextual overview of Hitler’s persona and also introduce Charlie Chaplin to the class. The instructors will show the “globe scene from the Charlie Chaplin film, The Great Dictator. In this scene, Chaplin, dressed as Hitler, throws around a giant inflatable globe. While viewing this clip, students will fill out the second half of the graphic organizer (attached). Discussion Questions: Is this funny? Why? Is it scary? Why? How does mocking Hitler with comedy work to deconstruct his power? Note that this film was made in 1940, when the US was still at peace with Germany. What was Chaplin trying to say about this?
Rationale: This piece introduces the students to one of the world’s most famous clowns, demonstrates a beautiful bit of physical comedy, and shows a comedian using physical comedy as a tool to combat an oppressive political dictator.
4. Wrap up: 10 Minutes
L.J. Potts quote on board- “Or again, most people agree that they are prone to laughter at funerals and on other solemn occasions; it is common for a man to laugh violently in the presence of horror, or under the influence of sudden grief. These are the most natural, perhaps the only completely natural, kinds of laughter” (Potts 18).
The instructors will break down the quotation with the students and take any questions before giving the writing prompt: “Given what we have discussed, brainstorm a list of ways that humor can be used to make a statement against power today. Note that justice is sometimes defined as ‘speaking truth to power.’” The students will then be asked to turn in their free writes.
Preparing Final Projects: 30 Minutes
The students will receive the instructions for their final assignment (attached) which asks them to use three elements we have learned in this class to create a three to five minute comedic skit. They will also be asked to write down a story line with a beginning, middle, and end by the end of the day. The instructors will circulate amongst the students to help them with any questions or concern they might have. Work Time- Turn Outline and free writes in to the instructors. At the end of class, the students will be asked to bring in any props or costumes they might need the following day.
Evaluation Methods:
The formative assessment for this activity will be based on whether or not the students turn in their free writes and their skit outlines. The instructors will review each skit to see that it has a beginning, middle, and end, and incorporates three items learned in class.
Rationale: This piece introduces the students to one of the world’s most famous clowns, demonstrates a beautiful bit of physical comedy, and shows a comedian using physical comedy as a tool to combat an oppressive political dictator.
4. Wrap up: 10 Minutes
L.J. Potts quote on board- “Or again, most people agree that they are prone to laughter at funerals and on other solemn occasions; it is common for a man to laugh violently in the presence of horror, or under the influence of sudden grief. These are the most natural, perhaps the only completely natural, kinds of laughter” (Potts 18).
The instructors will break down the quotation with the students and take any questions before giving the writing prompt: “Given what we have discussed, brainstorm a list of ways that humor can be used to make a statement against power today. Note that justice is sometimes defined as ‘speaking truth to power.’” The students will then be asked to turn in their free writes.
Preparing Final Projects: 30 Minutes
The students will receive the instructions for their final assignment (attached) which asks them to use three elements we have learned in this class to create a three to five minute comedic skit. They will also be asked to write down a story line with a beginning, middle, and end by the end of the day. The instructors will circulate amongst the students to help them with any questions or concern they might have. Work Time- Turn Outline and free writes in to the instructors. At the end of class, the students will be asked to bring in any props or costumes they might need the following day.
Evaluation Methods:
The formative assessment for this activity will be based on whether or not the students turn in their free writes and their skit outlines. The instructors will review each skit to see that it has a beginning, middle, and end, and incorporates three items learned in class.
