You can download the plug-in from the technical support page. Test the Interactive Character Profiles from The Simpsons Official Website on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed.If you are not already familiar with the show, The Simpsons Official Website, The Simpsons Archive, and the Wikipedia entry on The Simpsons can provide you with background information and sample episodes.This lesson focuses on the "Two Cars in Every Garage and Three Eyes on Every Fish" episode of The Simpsons however the activity works well with many other episodes.Headphones will help you control the room and keep students focused. Because students will be exploring a Website with many audio features, the classroom will quickly be filled with competing audio clips. If possible, obtain headphones for students to use during Session Two. ![]() Make copies of additional handouts, or make overheads that students can refer to as they work on these sessions.You might also write the list on the board while students watch the opening segment in Session One. Make an overhead or copies of the Opening Sequence from The Simpsons, or copy the info to a sheet of chart paper.To review the techniques of satire, you can complete Exploring Satire with Shrek before beginning this more detailed exploration of satire.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.Ĩ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. ![]() Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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