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8Th Grade English: Activity Intro to Comedy -Happy Monday, May 18Th

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8Th Grade English: Activity Intro to Comedy -Happy Monday, May 18Th 8th grade English: Activity Intro to Comedy -Happy Monday, May 18th, 2020, everyone. I hope that you are doing well. We only have 5 weeks left! We are going to end the year with our Introduction to Comedy unit. Spring Board explains, “If laughter is truly the best medicine, then a study of challenges would not be complete without a close examination of the unique elements of comedy. Overcoming challenges is often easier when we are able to look at the humorous side of life. However, finding humor is not always easy; it can be a challenge in itself. In this unit, you will learn how authors create humor and how they use humor to reveal a universal truth (theme).” Currently, we are facing many challenges due to COVID-19 and the impact it is having on school, so let’s try to enjoy some comedy and find humor in our day to day lives. Over the next 5 weeks, we want to read, analyze and enjoy humorous texts and encourage you to write your own humorous text. As we work through the unit, think about the question: Assignment: Monday: How do writers and speakers use humor to convey truth? This week we will begin by having you think about your own interpretations of what’s funny. Create a visual to show some things that you find funny. You can make a chart with words or pictures, a powerpoint or draw something by hand and upload a picture to share with your teacher/class. Here is an example from Mrs. Shields: Once you’ve completed your funny things visual, you will need to learn some new vocabulary that is related to comedy, so you can identify the type of humor being used in the stories, poems or videos you watch. Please start by accessing the Comedy Quizlet and read through each of the words and definitions. You can play the games too, but remember you need to really get to know these words! Tuesday: Read and watch the videos below. Comedy occurs in different ways. However, it typically falls into one of two categories: High and Low comedy. As you read, think about your list of what’s funny. Are the things you find funny more high or low comedy? Or a mix of both? Low comedy refers to the type of humor that is focused primarily on the situation or series of events. It includes such things as physical mishaps, humor concerning the human body and its functions, coincidences, and humorous situations. With low comedy, the humor is straightforward and generally easy to follow and understand. Since the primary purpose of most low comedy is to entertain, the action is frequently seen as hilarious or hysterical and the effect is often side-splitting laughter and guffaws. Many times, the characters are exaggerated caricatures rather than fully developed characters. These caricatures are often caught in unlikely situations or they become victims of circumstances seemingly beyond their control. Thus, the plot takes priority over the characters. Examples of low comedy might include Madea’s Family Reunion, Meet the Parents, and America’s Funniest Home Videos. Shakespeare’s comedies, such as A Midsummer Night’s Dream and Twelfth Night, are full of low comedy. Watch this example of Low Comedy from Dumb and Dumber! Other examples of Low Comedy: High comedy refers to the type of humor that is focused primarily on characters, dialogue, or ideas. It includes such things as clever wordplay, wit, and pointed remarks regarding larger issues. Many times, high comedy takes an irreverent or unconventional look at serious issues. Sometimes the humor of high comedy is not immediately obvious; it can take a bit of reflection in order to realize the humorous intent. Frequently, the purpose of high comedy is to express an opinion, to persuade, or to promote deeper consideration of an idea. Often described as amusing, clever, or witty, high comedy typically results in chuckles, grins, and smiles rather than loud laughter. Clever use of language and interesting characters receive more attention than the circumstances that surround them. Examples of high comedy include Modern Family, The Middle, and, at times, The Simpsons. Shakespeare’s tragedies, such as Hamlet and Romeo and Juliet, also include instances of high comedy. Watch this example of High Comedy from Saturday Night Live: Plagiarism! Another example of High Comedy: Comedy also looks different depending on your age and maturity: Fill out the chart below. Audience Often Likes Classify it: High or Low Comedy? young children Slapstick or silly physical humor elementary-school Puns, simple jokes that play off the children sound rather than the meaning of a word, such as “lettuce all go to the salad bar” teens Jokes about topics that authority figures would consider rebellious, a way to use humor to deal with nerve- racking subjects adults, particularly Satire, which makes fun of the well-educated ones weaknesses of people and society Here’s a chart to help review the differences between high and low comedy: Low Comedy Purpose Common Subjects Emphasis on Descriptions Intended Responses To entertain Physical mishaps Situation or plot Humor is Guffaws (series of events) straightforward/easy to follow action is seen as hilarious or To make the Bodily functions hysterical laughter: Outbursts audience laugh hysterical, ludicrous without having to think about the humor Coincidences riotous, loud, side-splitting laughter Humorous situations (unlikely events) High Comedy Purpose Common Emphasis on Descriptions Intended Subjects Responses To express an Larger social Characters and Wordplay Chuckles opinion issues Dialogue Witty/clever/amusing Grins To persuade Current events Clever use of language Satire/irony Smiles To promote a Characters take deeper priority over plot consideration of Irreverent Smirks an idea Social/political Not obvious: requires (not loud To entertain thinking laughter) Wednesday: -Think about comedy and be prepared to discuss during the Zoom meeting at 1:00. Before Reading: Respond to the following journal prompt by answering each of the corresponding questions. Think of someone who has been a “class clown” in one of your classes. 1. What assumptions do you think other students make about this kind of person? 2. What assumptions do you think teachers make? 3. Why do you think most “class clowns” act the way they do? -Optional Assignment: Covid 19 journal: Write a journal entry that answers the questions: Do you think humor is less important, equally important, or more important now, as it was before we were all required to stay at home? Why? Thursday: During Reading: Click the link>>>>>The Clown by Patrick McManus to read the story! If you’d rather follow along and listen to it, we have a special reader for you! Click the Audio of Mrs. Shields reading the story! After Reading Answer 4 of the questions below. 1. Who was the character that used bear grease on his hair? 2. What is the literary device that the author primarily used in The Clown? 3. When did Pat crack with laughter in class? 4. Where was Pat and Slick sent by Miss Bindle? 5. Why may the author use the literary device of exaggeration? 6. How was Pat surprised by Miss Bindle’s actions at the end of the story? 7. Explain one difference between Pat and Slick’s character? 8. Explain in detail one thing that Slick did for a laugh. Friday: Enjoy the Holiday! Turn-in: -Turn in your assignments by email to Mr. Guptill [email protected]. You can also turn it in through Blackboard. Click on Submit assignments and turn it into 3.12. Tips: Make sure that you use text evidence and cite it as applicable to the questions. -example: “Why isn’t my mother here?” (pg.130). If you have any questions, contact me Monday-Friday 9:00 to 3:30.My number is 509-220-5468. Mr. Guptill .
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