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Lesson #1 Grade: 9th Subject: Advanced English Language Arts 9/16/13 Ti e: !

" inutes Learning #bjectives:


Students will be able to identify irony and understand the difference between situational irony, dramatic irony, and verbal irony.

Antici$ator% Set:
Students will be asked to discuss what they know about irony in general. The teacher will then administer an informal assessment that asks them to write about the difference between situational irony, dramatic irony, and verbal irony. Students will understand that this assessment is not being given for a grade, but is instead being used for the teacher.

&nstructional 'aterials
SmartBoard Notebook paper Pens/pencils Internet

&nstructional Strategies
Activating prior knowledge Howard Gardners ultiple !ntelligences Theory ultimodality Share around "ersonal connections

Learning Tas(s:
1)* "+, inutes Three #uestions will be pro$ected onto the Smart%oard. &hat is situational irony' &hat is dramatic irony' &hat is verbal irony' Students will answer these three #uestions and then pass them in. -)* 1+- inutes After students take the informal assessment, they will then proceed to take out a sheet of paper for notes about irony. 3)* - inutes The notes will begin with the broad definition of irony. !rony is the e(pression of ones meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect. , 4.) 5-6 minutes Students will then be given the definition for situational irony. Situational irony is irony involving a situation in which actions have an effect that is opposite from what was intended, so that the outcome is contrary to what was expected. A three minute TED talk clip will then be played.

5.) 5-6 minutes ollowing situational irony, a definition for dramatic irony will be given. Dramatic irony is irony that is inherent in speeches or a situation of a drama and is understood by the audience but not grasped by the characters in the play. A three minute TED talk clip will then be played. 5.) 5-6 minutes After dramatic irony, a definition for verbal irony will be given. !erbal irony is irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning. ).* 1. inutes Students will be asked to take five minutes to write about something ironic they have e(perienced in their lives. Students will then take turns sharing their e(perience.

Acco

odations /or S$ecial Learners:

+otes will be read out loud if students have difficulty seeing the board ,losed captions are available for videos

&n/or al and 0or al Assess ent:


Students will be informally assessed in the beginning of class by being asked to write about the difference between situational irony, verbal irony, and dramatic irony to show me the e(tent of their prior knowledge.

Standards
CCSS.ELA-Literacy.RL.9-10.5 Analyze ho an author!s choices concernin" ho to structure a
te#t$ or%er e&ents ithin it 'e.".$ (arallel (lots)$ an% mani(ulate time 'e.".$ (acin"$ )lash*ac+s) create such e))ects as mystery$ tension$ or sur(rise.

Lesson #Grade: 9th

Subject: Advanced English Language Arts 9/16/13 Ti e: !" inutes Learning #bjectives:
Students will be able to identify irony in the short story -The Gift of the agi. by /Henry.

Antici$ator% Set:
A brief discussion about irony will be held about situation, dramatic, and verbal irony prior to reading -The Gift of the agi..

&nstructional 'aterials
Comprehension Questions Pens/pencils Textbooks

&nstructional Strategies
Activating prior knowledge ,lose reading /ral discourse

Learning Tas(s:
1)* "+, inutes A discussion will be held to activate prior knowledge about the different types of irony. agi. and will complete the discussion #uestions that

-)* -"+3. inutes Students will read -The Gift of the ! hand out to them.

3)* 1. inutes ,lass will come together to discuss the irony that was found in the story and the effect it had on them as readers. 0se the comprehension #uestions as a basis for the class discussion.

Acco

odations /or S$ecial Learners:


Extra time will be i!en to students durin discussion to "inish their comprehension #uestions$

&n/or al and 0or al Assess ent:


Students will be informally assessed through class discussion to see whether students are grasping the concept of irony and the effect it has on a story and its readers. They will be formally assessed with the answers they give on the discussion #uestions.

Standards
CCSS.ELA-Literacy.RL.9-10.5 Analyze ho an author!s choices concernin" ho to structure a
te#t$ or%er e&ents ithin it 'e.".$ (arallel (lots)$ an% mani(ulate time 'e.".$ (acin"$ )lash*ac+s) create such e))ects as mystery$ tension$ or sur(rise.

Lesson #3 Grade: 9th Subject: Advanced English Language Arts 9/16/13 Ti e: !" inutes Learning #bjectives:
Students will be able to demonstrate their understanding of irony through writing an essay.

Antici$ator% Set:
Students will be told that they have done well with irony the last two days and will now be demonstrating how much they learned about irony through writing a two to three paragraph essay.

&nstructional 'aterials
%ormal assessment Pens/Pencils Sustained Silent &eadin books

&nstructional Strategies
Analy1ing a comple( te(t 2ssay writing %looms Ta(onomy

Learning Tas(s:
3.* !" inutes Hand out assessments and give students the entire period to complete the assesment. 4.* !f students finish early, have them take out their Sustained Silent 5eading %ook or work on their homework that is due at the end of the week.

Acco odations /or S$ecial Learners: &n/or al and 0or al Assess ent:
This assessmen will act as a formal assessment for students to show they understand the concept of irony and the effect it has in -The Gift of the agi..

Standards
CCSS.ELA-Literacy.RL.9-10.5 Analyze ho an author!s choices concernin" ho to structure a
te#t$ or%er e&ents ithin it 'e.".$ (arallel (lots)$ an% mani(ulate time 'e.".$ (acin"$ )lash*ac+s) create such e))ects as mystery$ tension$ or sur(rise.