EDU221Humor

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[[image:HookIcon.jpg width="20" height="36"]]Introduction
media type="youtube" key="lF4qii8S3gw" width="420" height="315"

https://search.yahoo.com/yhs/search?p=youtube+victor+borge+punctuation&ei=UTF-8&hspart=mozilla&hsimp=yhs-001

Was this funny? Why or why not? Was it offensive or hurtful humor? How/Why?

Activity
(Formative Assessment) I will be walking around and listening in on groups. Ignore me (unless you need me)...I'm just checking for understanding. But I reserve the right to contribute or guide as needed.
 * 1) Make a class list: What are some words to describe different types of humor in addition to these?
 * 2) facetiousness, kidding, irony, sarcasm, teasing, ad hominem
 * 3) Individually, think of or search for something funny related to your content area (appropriately so): a joke, a meme, a video under 1 minute, a cartoon,....
 * 4) Count off into four groups: laugh, smile, grin, and chuckle.
 * 5) [[image:CooperativeIcon.png]]In your groups:
 * 6) Everyone share their funny something. [This is the ice breaker.]
 * 7) Discuss the [|denotation] and [|connotation] of each word in the class list. Feel free to look them up. Know that the definition of some of the words has changed or is changing over time, so check multiple sources.
 * 8) NOTE: The root of one of the words is a Greek word that means "to tear flesh like a dog," Which one do you think it is? Is that how you use the word?
 * 9) Put the words from the class list on a continuum from good humor to have in the classroom to bad humor to have in the classroom.

Individual Reading

 * Read the preface and chapter 2 from the book //Reviving the Wonder: 76 Activities that Touch the Inner Spirit of Youth// by Rick Stuecker and Suze Rutherford.
 * NOTE: An electronic copy cannot be posted here as that would be outside the Fair Use Guidelines since others outside of our class could access that copy and use it for non-educational purposes. I am providing a link to a copy that is password protected so that it can only be used by you for educational purposes. Log in to your maine.edu address to access these readings:
 * Preface to //Reviving the Wonder: 76 Activities that Touch the Inner Spirit of Youth// by Rick Stuecker and Suze Rutherford.
 * [[file:HumorArticleIntroOptimumLearningEnvironmentsOverview.pdf]]
 * Chapter 2 from //Reviving the Wonder: 76 Activities that Touch the Inner Spirit of Youth// by Rick Stuecker and Suze Rutherford.
 * [[file:HumorInTheClassroomChapter2.pdf]]
 * SPOILER ALERT: These authors use the word "sarcasm" literally. If your definition of sarcasm is different, then substitute your word that describes that type of humor.
 * If you finish reading before the rest of your group, sneak a peak at the "Closure" section below and feel free to get started on thinking about that.

Small Group Discussion
In your laugh/smile/grin/chuckle groups, ... what are your thoughts?
 * Did you get any new insights or ideas?
 * What do you agree with? Disagree with? Why?
 * Each person in the group can share one (pick a doozy) story from their life that illustrates one of the points made in this reading or that is a counter example. (A group member can choose to pass.)

Whole Group Closure

 * Read what [|the National Education Association has to say about humor in the classroom].
 * What other research can you find on the topic of humor in the classroom?
 * On your own or with a partner, think about: as a teacher, what might your humor philosophy be? (It may differ from your personal humor philosophy.)
 * Soon, you will be asked to capture your thoughts on humor in the classroom. Feel free to make notes now while the ideas are fresh in your mind. The three parts are:
 * //**Research Reflection**//...What did each of the sources have to say about humor in the classroom? What did you learn/what do you want to be able to refer back to when you are in the classroom?
 * //**Proactive Resolution**//...What are your plans for your classroom related to humor in the classroom that will capitalize on its power while keeping it from becoming a distraction or harmful influence.
 * //**Reactive Resolution**//..."The best-laid plans of mice and men often go awry." [|1] A good proactive plan will prevent a lot of issues in your class, but things can still "go awry." Given a scenario of humor not going well, how do you hope you will react?

credits for icons

[|1] [|Robert Burns, 1789. "To a Mouse,..." (roughly translated from Scottish to English)]