The Art of Laughter

By Benjamin C. Reynolds

LOLZ!

Theme-based Unit on Comedy, Satire, and Script Writing

11th and 12th grade Creative Writing Length: 2 weeks, 10 days total Essential/guiding question: Why do we watch comedy? And, on the level of writing, what makes comedy funny? Themes: Humor, Comedic Genres (Satire and Sketches in particular), Screenwritingnamely: Characterization, Conflict, Plot, and Dialogue Major Assignments: Individual Character Autobiography, Group Comedy Sketch Script Supplemental Materials: Handouts/Rubrics for assignments and performance, YouTube videos including Taco Bell Commercials and Saturday Night Live episodes, PowerPoint on comedy, etc. Assessments: Live Group Performance of Sketch, Quiz on Comedy

2 Table of Contents Prior Knowledge3 Followup.....3 Lesson Plans Lesson Plan 1: Introduction to Scriptwriting and Dialogue(see Lesson Pan webpage) Lesson Plan 2: Genres of Comedy: Satire.........................4-5 Lesson Plan 3: Genres of Comedy: The Sketch and the Comedic Situation..6-7 Lesson Plan 4: Conflict in Comedy8-9 Lesson Plan 5: Comedic Plots, Part A..10-11 Lesson Plan 6: Comedic Plots, Part B..12-13 Lesson Plan 7: Characterization and Casting14 Lesson Plan 8: Action and Description.15-17 Lesson Plan 9: Skit Performance Day....18

3 Prior Knowledge My students have now covered memoir writing, some poetry, and some short story writing, and they have a basic grasp of the major elements of fiction. They also have received daily grammar and vocab lessons intermixed with these major genres of creative writing, and we recently went as a class to view the drama departments performance of dramatic monologues. A possible challenge with this unit, which I foresee right now, is that my students may be apprehensive about writing their own comedy sketches if they do not see themselves as funny or witty. Similar resistance came about with the poetry unit, with students claiming they were not creative or poeticor even more frustrating, not good at rhyming. That being said, I aim to be extra clear with students on the major elements of comedic writing, that is, the criteria that make comedy funny. This is not to say that there is a formula for success, but I do want to break down the technical side of well-known examples of funny material and show students that they can write this way too. Follow-up Following this unit, and a long and dessert-filled holiday break, students will transition into a more in-depth unit on short stories. This will include a couple of short stories from Raymond Carver and Flannery OConnor. Eventually, students will write their own stories, and they will peer-edit and workshop these within groups of four. After receiving group and teacher feedback, students will write final drafts. Also, they will likely have a chance to share favorite passages with the class.

4 Lesson 2 Genres of Comedy: Satire (55 minutes) Materials Needed: YouTube video 1988 Taco Bell Super Combo Taco Commercial length: 30

seconds YouTube video 1988 Taco Bell Mexican Pizza Commercial length: 30 seconds Saturday Night Live video Taco Town video (m4v file) length: 1 min 29 seconds PowerPoint slides on 4 elements of satire

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.SL.2 ELL Standards: V-LS-2:HI-11 Terminal Objective: SWBAT identify the four elements of satire in a satirical work. Language Objective: Close Analytic Reading, Listening and Speaking Blooms: Analyze Objective #1: Students will use prior knowledge/familiarity with non-print media (i.e. fast food commercials) to write an initial reaction to the commercials. Anticipatory Set/Activity #1/Bell Work: Prompt: What makes a fast food commercial a fast food commercial? What are some characteristics of the genre? After five minutes, students will have a chance to volunteer their ideas, which I will write on the board in a list. After the complete list, I will compile these into broader categories, i.e. the use of models/skinny, attractive actors, the theme of get a full stomach for cheap, close-ups on food that looks nothing like the actual food, etc. Objective #2: Students will compare and contrast elements of original work (taco bell commercials) and satirical work (SNL Taco Town skit). Activity#2: Show SNL video. After video is finished students will be asked to, on a new sheet of paper, write a list of instances in the video where it GOES AGAINST the traditional elements of fast food commercials. Objective #3: SWBAT identify the four elements of satire in the SNL sketch. Activity #3: After a brief mini-lecture (see PPT) on the four elements of satire, and after seeing the SNL video for a second time, students will get in groups of four and make a list of examples of the four elements in the video. After 5 minutes or so, I will ask people to volunteer what they found.

5 Closure #4: Students will complete a Quick Write in their journals describing, in their opinion, why someone would make a satirical work. Assessment: For homework, students will write a brief (30 sec. to 1 min.) comedic sketch/script that satirizes a TV commercial of their choice.

6 Lesson 3 Genres of Comedy: The Sketch and the Comedic Situation (55 minutes) Materials Needed:
Handout of Sketch and Comedic Situation Dinner table SNL skit (http://www.hulu.com/watch/3526) Blizzard Man SNL skit video (http://www.nbc.com/saturday-nightlive/video/blizzard-man/848723/)

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.SL.1.c ELL Standards: V-LS-1:HI-8 Terminal Objective: Upon viewing comedy sketches designed for the stage, SWBAT identify the structure of the situational comedy. Language Objective: Summarizing, Listening and Speaking Blooms: Knowledge, comprehension Objective #1: Students will summarize the plot of a funny story theyve recently heard or told, paying attention to the structure of events. Anticipatory Set/Activity #1/Bell Work: Think about a funny story youve heard (or told) lately. Briefly summarize the story. After five to six minutes, students will have a chance to volunteer to share their stories (2-3 volunteers). I will ask, after the student finishes, what would have happened if funny element XYZ were taken out? The point I want to get them to think about is that the funny circumstance was a disruption to everyday, normal life. I will then pass out the Sketch and Comedic Situation Handout, and explain the basic structure of the comedic situation, drawing on previous basic knowledge of plot structure. Objective #2: SWBAT identify the structure of a situational comedy sketch, based SOLELY on the visual modality (audio will be turned off). Activity#2: Show 2 SNL videos WITHOUT audio. After videos are finished, students will fill out the first half of the handoutdescribing the (visual) structure of the comedic situation. Objective #3: SWBAT identify the structure of a situational comedy sketch. Activity #3: Show 2 SNL videos WITH audio, and have students fill out second half of handout. Students will be asked to explain whether audio negates/adds to/changes/complicates the structure of the comedic sketch. The point is, whether or

7 not it does, the basic situational structure remains. Students must grasp this structure in order to write good scripts. Closure: Students will return to their journal entries, and will designate the parts of the funny story as per the situational structure.

8 Lesson 4 Conflict in Comedy (55 minutes) Materials Needed:

Creating Conflict PDF handout (http://ywp.scriptfrenzy.org/files/scriptfrenzyywp/sf_ywp_10_wb_hs_conflict.pdf) Get off the Shed! SNL skit (http://www.hulu.com/watch/3526) Definitions of Internal and External conflict written out on board.

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.W.3 ELL Standards: V-W-3:HI-1 Terminal Objective: SWBAT construct both internal and external conflict for their comedy skit script. Language Objective: Writing strategies Blooms: Application and Synthesis Objective #1: SWBAT identify internal and external conflicts in a script. Anticipatory Set/Activity #1/Bell Work: Prompt: What is something you once wanted but could not get, or really struggled to get? What made it difficult to get? After five to six minutes, students will have a chance to volunteer to share their stories (3-4 volunteers). I will take volunteers until I have one example of an internal conflict and one example of external conflict. I will write the particular two students conflict on the board, then designate these as internal and external. Then I will explain that internal conflict, which corresponds to Man v. Self conflict in literaturewhich students have prior knowledge of, is when what the protagonist wants conflicts with the protagonists fears or weaknesses. I will explain that external conflict, which corresponds to Man v. Man in literature, is when what the protagonist wants something that is conflicting with what the antagonist wants. Objective #2: SWBAT identify internal and external conflicts in an example comedy sketch. Activity#2: Show SNL skit get off the shed. After viewing video, students will be divided into their skit groups of four and asked to identify both kinds of conflict and write these down. Then, after 10 minutes or so, groups will be asked to share what they found. Objective #3: SWBAT construct both internal and external conflict for their comedy skit script.

9 Activity #3: Still in skit groups, students will each receive copies of creating conflict handout. I will give students 10 minutes or so to create their conflictsmost likely having 2 of the 4 working on internal and the other 2 working on external while roving around the class, answering questions when needed. Closure: At the end, I will have a couple of groups explain their internal and external conflicts. I will challenge them (when necessary) and make them defend their choices.

10 Lesson 5 Comedic Plots, Part A (55 minutes) Materials Needed:

From previous days class, list of internal/external conflict ideas from skit groups, (which would be typed up onto a PPT slide and numberedbut left anonymous) A hat to put vote slips in. Plot Roller Coaster PDF handout (http://ywp.scriptfrenzy.org/files/scriptfrenzyywp/sf_ywp_10_wb_hs_plotroller.pdf) SNL skit: Two A-Holes Buying a Christmas Tree (http://www.hulu.com/watch/19272) Script of SNL skit: (http://snltranscripts.jt.org/05/05iaholes.phtml) Prize for winning group of conflict competition.

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.W.3 ELL Standards: V-W-3:HI-1 Terminal Objective: SWBAT create the setup, inciting incident, and rising action for their own scripts. Language Objective: Writing strategies Blooms: Comprehension and Synthesis Anticipatory Set/Activity #1: With students in skit groups of 4, project the PPT slides on the board with the previous days internal/external conflict ideas. Each student will write on a small piece of paper which groups they think is the best. (You cannot vote for your own groups idea). Then, after I have collected these, I will tally the votes on the board. The winner will get a prize: some kind of coupons to a movie or HS/University production of a play, which can be split 4 ways. Objective #1: SWBAT identify the beginning, inciting incident, and rising action sections of a plot. Following this activity, I will transition from conflict to the elements of a scripted plot. I will distribute both the plot roller coaster handout and the script of the SNL skit. Going off of the handout, and writing basic definitions of setup, inciting incident, and rising action, students will be asked to fill in the different parts of the handout. Objective #2: SWBAT identify the beginning, inciting incident, and rising action sections in an example comedy sketch. Students will view the SNL skit and write down what they think are the corresponding parts of the plot. Students will individually write a paragraph for each of the 3 plot elements, citing textual examples in the SNL skit script.

11 Objective #3: SWBAT create the setup, inciting incident, and rising action for their own scripts. Activity #3: Using the handout and SNL script as a guide, students will come back to their skit group of 4 and brainstorm the 3 plot elements. I will provide them with 1015 minutes to do so. Closure: I will review with the class the importance of Dialogue. For this, I will lead a brief discussion with the class on how they will establish these plot elements in their script through dialogue. Again, I will write the criteria for good dialogue on the board: In a script, dialogue should do one, if not both, of the following: 1. Reveal characters relationships to one another. 2. Move the story forward.

12 Lesson 6 Comedic Plots, Part B (55 minutes) Materials Needed:

(-completed) Plot Roller Coaster PDF handout (http://ywp.scriptfrenzy.org/files/scriptfrenzyywp/sf_ywp_10_wb_hs_plotroller.pdf) SNL Skit video: Macgruber: Father and Son (http://www.complex.com/popculture/2011/09/the-50-best-saturday-night-live-skits/macgruber) SNL Skit script: http://www.complex.com/pop-culture/2011/09/the-50-bestsaturday-night-live-skits/macgruber)

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.W.3 ELL Standards: V-W-3:HI-1 Terminal Objective: SWBAT Language Objective: Writing strategies Blooms: Comprehension and Evaluation Anticipatory Set/Activity #1: Students will respond in their journals to the following prompt: What makes a good ending, comedic or otherwise? Following 2-3 volunteers responses, I will transition the discussion to the major elements of plot again. And then write: climax, falling action, and resolution on the board with their respective definitions. Objective #1: SWBAT identify the climax, falling action, and resolution of a plot. Returning to their Plot Roller Coaster Handouts, students will fill in the remaining sections. At this point, this should only take a couple of minutes. Objective #2: SWBAT identify the SWBAT identify the climax, falling action, and resolution of an example comedy sketch. Students will view the SNL skit and write down what they think are the corresponding parts of the plot. As they did in the last class, students will individually write a paragraph for each of the 3 plot elements, citing textual examples in the SNL skit script. Objective #3: SWBAT create the climax, falling action, and resolution for their own scripts. Activity #3: Using the handout and SNL script as a guide, students will come back to their skit group of 4 and brainstorm the latter 3 plot elements for their own scripts. I will provide them with 10-15 minutes to do so. Then I will go around to each group and check that they have met the criteria.

13 Closure: Once finished, I will have groups swap papers containing the first 4 elements of their scripts (introduction through climax), and then have the groups write (as a group) a paragraph that summarizes what they think the other groups ending will be and why (evaluation). Then groups will swap responses. This will happen a couple times. Based on groups predicted endings, students will be better able to gauge if their endings are too far-fetched or too predictable.

14 Lesson 7 Characterization and Casting (55 minutes) Materials Needed:

Movie Clip: Anchorman, Jazz Flute clip: DVD of Anchorman (PG-13) Excerpt from Anchorman script: (http://www.scribd.com/doc/61941993/AnchormanScreenplay) Casting your characters PDF handout: pages 9 & 10 (http://ywp.scriptfrenzy.org/files/scriptfrenzy-ywp/sf_ywp_10_wb_hs_chars.pdf) Character autobiography handout (word doc).

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.W.3.a ELL Standards: V-W-3:HI-1 Terminal Objective: SWBAT create well-rounded characters for their scripts. Language Objective: Writing strategies Blooms: Comprehension and Synthesis Anticipatory Set/Activity #1: Students will respond to following journal prompt: Of all the comedies youve seen (movies, TV shows, or stage plays), what character have you identified with the most? Or, conversely, what character have you been least able to relate to? Explain why. Write a quick storyline of an average day in this characters shoes (not the actor but the character). Following 2-3 volunteers responses, I will transition the discussion to characterization. I will write Flat Character and Round Character on the board, with respective definitions. Objective #1: SWBAT identify the types of characters in a script. Students will complete reading of Casting your Characters handout and use these to identify Flat Characters v. Round Characters, Protagonist v. Supporting Characters, and physical v. abstract Antagonist, in the script of Anchorman, while watching the clip. Students will collaborate with their group to see if there are any discrepancies and to decide who will play which character best. Objective #2: SWBAT create well-developed characters in their scripts. Students will receive the character autobiography handout, and will begin writing their character autobiographies. They will then distill these down to one paragraph for the cast/introduction section of their script. Closure: Remind students that character autobiographies are due the following day, and that whatever they did not finish will be homework.

15 Lesson 8 Action and Description (55 minutes) Materials Needed:

DVD of movie: Hot Rod (PG-13) Script PDF for Hot Rod: (http://www.joblo.com/scripts/hot-rod.pdf) Lights, Camera, Action handout: (http://ywp.scriptfrenzy.org/files/scriptfrenzyywp/sf_ywp_10_wb_hs_action.pdf) Written script formatting rules on board.

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.RL.7, 11.W.3 ELL Standards: V-LS-2:HI-11 Terminal Objective: SWBAT apply manuscript requirements to the formatting of their scripts. Language Objective: Close Analytic Reading Blooms: Application and Synthesis Anticipatory Set/Activity #1/Bell Work: Journal Prompt: IN PRESENT TENSE, write down everything you did this morning from the moment you woke up to the moment you got to school. Also, write down your emotions and physical sensationswas it cold outside when you first stepped out? Did you have a good breakfast, bad breakfast, or no breakfast? How did you feel when you first saw another member of your family/the people you live with? Students will have 5 minutes to write. Objective #1: SWBAT define what constitutes as action and description in a script, and how it translates into the realized production of a script. Activity #1: Read through the "Lights, Camera, Action!" handout as a class. Make sure to go through the Facts about action and description carefully. Objective #2: SWBAT select well-chosen sensory details to improve a script. Activity#2: I will hand out the Hot Rod movie script excerpts that correspond to the first 5 minutes of the film. I will assign character parts to students and have one student act as the narrator and read all the action and description. Periodically, I will stop and ask why things are capitalized, and if the action/description is appearing as a scene heading/slugline or in the middle of dialogue.

16 I will play the first 5 minutes of Hot Rod that correspond to the script excerpt, pausing on parts where the scene is much more elaborate than described in the script. I will ask students to point out the differences between the descriptions in the script and how it appears on screen, focusing on showing not telling sensory details, etc. I will ask if anyone knows why scripts leave out so many details. (Answer: Because the details are up to the director, artists, and designers.) The writer should only write what is necessary, giving creative freedom to those who are in charge of bringing a script to life. Plus, if a writer constantly went on and on about what the characters were wearing, doing, and feeling, the script would be too big and heavy for any actor, artist, designer, or director to use, let alone carry around from set to set. I will use a cooking recipe as an analogy: "Think about how strange and annoying it would be if a recipe went into how white and soft the flour is as you sift it through the sparkling silver sifter into the freshly washed white ceramic bowl from Target." Just like recipes, scripts should be short and to the point. I will bring students attention back to the example clip, and have them think of alternative choices that the director or designers could have made while making the movie. (Could the characters have worn different clothes? Could they have used different fight moves on each other? Could a different actor have been just as good in a certain role?). Objective #3: SWBAT reconstruct prose description as action/description in a script. Activity #3: Students will revisit their descriptions of their morning; now it is time to turn their mornings into a script. To make things easier, they should choose one location for this scene (breakfast table, bedroom getting ready, ride on the bus, etc.). I will post a visual of these suggested rules: All action and description must be written in the present tense. It must be written in the third personturn I into your name in ALL CAPS and make sure that all other names of "characters" from your morning are also written in ALL CAPS. Write any important props in ALL CAPS. Think of yourself as a character, and write how someone would act out all your important emotions, physical sensations, and thoughts. If your morning actions somehow contradict your thoughts, write what people see, not what you secretly think. When in doubt, close your eyes and watch yourself doing everything. Write instructions for how someone else can do what you did. You are not required to include dialogue, but you can if you would like. If you do, be sure to follow the formatting rules discussed in the previous lesson.

17 After covering these rules, I will walk rove and help students adapt their descriptions. I will find a couple of groups who have done a good job and ask them to share for the next portion. Closure #4: Students will share their work aloudIll take 2-3 groups as a volunteers.

18 Lesson 9 Skit Performance Day! (55 minutes) Materials Needed:

SCRIPTS and BODIES! well, Rubrics too. Skit and Script Rubric Word Doc.

Subject/Grade Level: 11th and 12th grade Creative Writing CCS Standards: 11.SL.2 ELL Standards: V-LS-2:HI-2 Terminal Objective: SWBAT perform their skits in front of the class and turn in their final scripts, both according to designated skit and script criteria. Language Objective: Listening and Speaking Blooms: Synthesis Anticipatory set: I will explain the rubric, pausing for questions. Essentially, as I will show, the rubric is comprised of all the concepts we have covered over the course of the unit. I will then explain that the next day students will reflect on their own performances and will write a review of another groups performance. Objective #1: See terminal objective. Activity 1: Students will perform skits, which should run 5-7 min. each. Audience will respond respectfully/appropriately. Closure: I will remind students again that the next day they will reflect on their own performances and will write a review of another groups performance.