Common Core Standards
Grades 11-12
Reading RL.11-12.6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Breakin’ it Down:
Oh great; it’s our favorite standard ever.
This can be a dangerous standard not to master. If students don’t catch on to sarcasm or can’t read between the lines, they risk missing or misinterpreting an important message in the text.
At this level, pinpointing the irony or sarcasm is all about paying attention to contextual clues. Students should be able to identify an author’s tone early on in the reading and red-flag the statements, descriptions, or sentiments that don’t seem to fit.
The standard lays out the most important literary terms that students need to know to master this one. This literary terms webpage gives a great explanation of the difference between satire, sarcasm, understatement and verbal irony under the ‘irony’ listing: http://academic.brooklyn.cuny.edu/english/melani/lit_term.html
You can also check out Shmoop’s new literature glossary: /literature-glossary/
Teach With Shmoop
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Teaching Guides Using this Standard
- 1984 Teacher Pass
- A Rose For Emily Teacher Pass
- Adventures of Huckleberry Finn Teacher Pass
- Animal Farm Teacher Pass
- Beowulf Teacher Pass
- Fahrenheit 451 Teacher Pass
- Fences Teacher Pass
- Frankenstein Teacher Pass
- Hamlet Teacher Pass
- Heart of Darkness Teacher Pass
- The Aeneid Teacher Pass
- The As I Lay Dying Teacher Pass
- The Canterbury Tales General Prologue Teacher Pass
- The Canterbury Tales: The Miller's Tale Teacher Pass
- The Canterbury Tales: The Wife of Bath's Prologue Teacher Pass
- The Cask of Amontillado Teacher Pass
- The Catch-22 Teacher Pass
- The House on Mango Street Teacher Pass
- The Iliad Teacher Pass
Example
The Daily Grind: Teaching the Standard
NOVICE/ INTERMEDIATE: Figurative vs. Literal Language
This is a standard students should have been working with since middle school, but it never hurts to make sure they can distinguish between literal and figurative language in higher-level texts. At this point, students should be getting comfortable with analyzing extended metaphors, hyperbole, and other elements of figurative language.
Now they need to be able to identify when the author is making statements that they don’t mean in order to be funny or critical. Ask students to look for the following:
- Conflicts or mismatches in characterization
- Example: The king walks around bumping into walls and talking to his hand, yet his servants walking behind him call him “Oh Greatest and Wisest King.”
- Events or descriptions that don’t quite add up
- Example: The narrator claims that he loves the mayor’s plan to build a new movie theater, but he keeps throwing in comments that don’t show support for the plan: I can’t wait to see the fantastic line of four customers that show up on opening night. I hope the mayor remembers to extend the sidewalk so there won’t be a traffic jam!
ALL-STAR: Texts made completely of untruths: Satires and Spoofs
Most students are probably already familiar with the art of satire, thanks to Saturday Night Live. Now it’s time to make them laugh their socks off while they’re reading.
An astute reader will be able to tackle works in which the entire time the author does not mean what is said or is poking fun at the topic at hand. For older texts, students will need a lot of cultural and historical background knowledge to understand the humor or criticism of an archaic topic.
Recommended text: Gulliver’s Travels by Jonathan Swift
Quiz Questions
Here's an example of a quiz that could be used to test this standard.Aligned Resources
- AP English Literature and Composition 1.4 Passage Drill 1
- AP English Literature and Composition 1.5 Passage Drill 7
- Flannery O’Connor: Isn’t it Ironic?
- Chicago
- Teaching Fahrenheit 451: Burn, Baby, Burn: Censorship 101
- Teaching Adventures of Huckleberry Finn: Huck Finn vs. Video Games
- Teaching Alice's Adventures in Wonderland: Informal Learning
- Teaching All's Well That Ends Well: All's Well That Ends (Fill in the Blank)
- Teaching All's Well That Ends Well: Sex & Shakespeare
- Teaching A Rose for Emily: The Way Faulkner Sees It
- Teaching A Farewell to Arms: Hemingway and ... Yiyun Li?
- Teaching Life of Pi: From Text to Pictures and Back Again
- Teaching Moll Flanders: What did Defoe do that fo'?
- Teaching Cry, the Beloved Country: Back to the Future
- Teaching Hamlet: The 9th-Century Danish Story of Amleth, a Major Source for Shakespeare’s Play
- Teaching Heart of Darkness: Symbolic Fog
- Teaching Heart of Darkness: Ironic Lesson Plan
- Teaching Henry IV Part 1: What's So Funny?
- Teaching I Am the Cheese: Caught in Conspiracy
- Teaching Their Eyes Were Watching God: Poetry and Prose
- Teaching The Aeneid: Now About that Ending…
- Teaching The Cask of Amontillado: Who...err, Why Dunnit?
- Teaching Pudd'nhead Wilson: Actions Have Consequences
- Teaching Romeo and Juliet: A Monologue for the Ages
- Teaching Siddhartha: Comparative Religion
- Teaching The Murders in the Rue Morgue: Need for Justice
- Teaching The Once and Future King: Classroom Chivalry
- Teaching The Taming of the Shrew: Misogynist or Genius?
- Teaching The Canterbury Tales: The Clerk's Tale: The Trappings of Leadership
- Teaching The Canterbury Tales: The Knight's Tale: Emily's Voice
- Teaching The Canterbury Tales: The Pardoner's Tale: The Art of Persuasion
- Teaching The Canterbury Tales: The Reeve's Tale: He's a Funny Guy
- Teaching The House of the Spirits: Mini TED Talk
- Teaching On the Road: Who you calling a Beatnik?
- Teaching Brave New World: Our Ford, Who art in ... Detroit?