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Becca Warfel

Mini Lesson: Satire and Close Reading of Lyrics


1. Time Needed 10 minutes
2. Materials Needed Computer, audio speakers, and projector. Each student will need notebook
paper and a writing utensil.
3. Learning Objectives The students will examine I Didnt Raise My Boy to Be a Soldier and I
Didnt Raise My Dog to Be a Sausage for satirical elements.
4. Assessment The students will write responses to prompts and will compose a one-page essay
about the songs.
5. Procedures
a. Tell students that we will be covering satire today using song lyrics.
b. Define satire.
c. Give background information about songs
a. I Didnt Raise My Boy to Be a Soldier was written in 1915 to warn against
American involvement in WW1. It was published as a Tin Pan Alley piece,
meaning it was a piece of popular music that was performed by a vocalist and a
pianist. In the early 1900s, this was one of the primary ways to hear popular music.
Someone in your family played piano and someone would sing so the family could
hear the music. This song became amazingly popular in this way.
b. I Didnt Raise My Dog to Be a Sausage was also written in 1915. This song played
off of the ideas in I Didnt Raise My Boy to Be a Soldier
d. Show YouTube video of I Didnt Raise My Boy to Be a Soldier
a. https://www.youtube.com/watch?v=dQwEqhtGcW0
e. Show Sausage slide 1, give students a moment to read.
f. Ask students to write their responses on a sheet of notebook paper.
a. 1: Do you think this is satire? Why?
2: Do you think this agrees with I Didnt Raise My Boy to Be a Soldier? Do you
think it disagrees or criticizes? Why?
g. Show Sausage slide 2, give students a moment to read.
h. Ask students to write their responses on the same sheet of notebook paper.
a. 1: Do you think this is satire? Why?
2: Do you think this agrees with I Didnt Raise My Boy to Be a Soldier? Do you
think it disagrees or criticizes? Why?
i. Ask some students to share their thoughts out loud.
6. Closure Have students write a 1 page essay about what they answered for the previous
questions and why using evidence from both songs. Then continue with the main lesson.

Anchor Standard Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.

- Students must read the lyrics of both songs closely to understand the points the songs are
making. They must use textual evidence in their written responses and their short essays.
Process Standard Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.

- Students must compare both songs and make claims about what the songs mean. They must
use strong textual evidence to support their points of view.