OER Administrator
English Language Arts, Reading Literature
Material Type:
Lesson Plan
High School
  • Antigone
  • Grade 12 ELA
  • Reading
    Creative Commons Attribution Non-Commercial

    Video Assessment

    Video Assessment


    In this lesson, students will assess their own videos, considering what they’ve learned about satire in this unit. They will also talk about other videos and try to agree on what worked most successfully.


    • Read the lesson and student content.
    • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.


    • Prior to assessment, discuss with the class what they are looking for in the videos. What are the most important qualities? Give examples. Ask students to rank aspects of assessment in the order of importance.
    • It’s really important to give students a moment to self-reflect when the material they’ve created is freshest in their minds.
    • This comes before students share what they thought of all the videos, so students aren’t affected by how their peers assessed them.
    • These are important to respond to because such a large part of maturing is clear self-assessment.
    • Try to help them understand that admitting mistakes and exploring how to avoid them another time is a huge part of learning, and that they will not be penalized for honesty and insightfulness—they’ll be rewarded.
    • Once again, students may garner new ideas from talking with one another.
    • The question about personal responsibility is crucial: students must come to terms with their own personal role in the project’s success or failure.
      • ELL: Remind students who come from cultures where critiquing is not regarded as something positive that in this country we appreciate clear and specific feedback, and we consider it an important element in improving ourselves and our work.


    Assess your satirical video.

    • What was strongest in your own video?
    • How was this strength accomplished? What was your role?
    • What was weakest?
    • How would you improve the weakness? What could be done differently?

    Open Notebook

    Discuss your responses to the self-assessment, and then take a couple of minutes to add to it.

    • What can you add to what you wrote before? What strengths did you overlook and what weaknesses?
    • Most important, what was your part in each?

    Satirical Video Awards

    • Informally poll student responses to get a sense of the class consensus.
    • Prompt students to explain why they voted as they did.

    Work Time

    Discuss your opinions about the satirical videos with your classmates.

    • Which was the most creative?
    • Which had the best acting?
    • Which had the best use of satirical strategies?
    • Which was the most Juvenalian?
    • Which was the most Horatian?

    Satirical Videos

    • There’s so much to talk about! Giving students a moment to gather their thoughts in a Quick Write may spur slightly more thoughtful conversation.
    • Also, you should feel freer to call on shyer students if they’ve had a chance to Quick Write responses: everyone should have something to say.

    Work Time

    Complete a Quick Write.

    • What in your viewing of the satirical videos was most interesting or important?

    Open Notebook

    Satirical Videos Discussion

    • This can be a really wide-ranging discussion. You can talk about any of the questions listed but also specific strategies, like hyperbole or the ironies, which certainly will be represented in the videos.
    • A great place to begin or to return to if the class is already up and running with discussion is the polls:
      • ✓ What were student choices?
      • ✓ How would they defend the class favorites?
    • A great move is to connect these satires with those from earlier ones in the unit.
      • ✓ Which ones return to the common targets of satire?
      • ✓ Are any especially sharp or Juvenalian?
    • At any point, if conversation flags, take one of the questions, and ask students to write about it and then share in pairs or with the whole class.
      • SWD: As with other discussions, be sure that all students are fully engaged and are actively participating.

    Work Time

    Discuss the satirical videos with your classmates.

    • In Lesson 1, you read a quote from a cartoonist that said satire is “about the lies a society tells itself.” What lies were best exposed through the videos of your class?
    • What was great in the satirical videos? Why was it great?
    • Which video had the most distinctive voice? How would you characterize it? And what gave it this voice?
    • What was the most interesting use of a satirical strategy?
    • Where would you put the videos on the satirical tone scale between Horatian and Juvenalian?
    • Also at the start of this unit, you read an article in which someone called “The Simpsons” “the most radical show” on television. Which video was most radical? How does this match with the purpose of satire?


    • Prompt students to include specific details and examples from their videos to support their assessments.

    Work Time

    One last time, return to your self-assessment.

    • Having heard your classmates’ thoughts on the videos and satire in general, reflect on your self-assessment from earlier, and add to it.

    Remember, rethinking is a sign of strength!

    Guiding Questions

    • If time permits, have students discuss their responses.
      • ELL: Some of the words in the questions can be somewhat difficult for some students to follow and respond to. If necessary, rephrase the questions using words you know students can understand to allow them to fully participate and to have a fair chance to answer the questions.


    Finally, respond to the unit’s Guiding Questions once again.

    • What is satire, and when is it too harsh?
    • How can humor and irony make you more persuasive?
    • What do you think is funny? How far would you go to satirize it?
    • Who gets more reaction—satirists or protesters?

    Open Notebook