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Texas A&M UniversityCommerce

Teacher: Megan Lambert

Daily Lesson Plan Form

Subject: English I

Grade Level: 9th

Mentor: Susann Roden

Date: 01/ 28/ 15
Commerce High School
Overall Goal of Lesson: Students will understand and apply satire and irony.

Instructional Objectives: Students will be able to identify examples of satire and irony, explain what these
terms mean, and analyze the controversy of using satire and irony in writing.
Texas Essential Knowledge & Skills (TEKS) &
ELPS:(typed out completely)

Key Vocabulary:
Humor, Satire, Irony

110.31 (b) 3: Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions
about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are
expected to analyze the effects of diction and imagery (e.g.,
controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry.
13 C: Writing/Writing Process. Students use elements of the
writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to[]
revise drafts to improve style, word choice, figurative
language, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre
have been addressed;

Higher Order Questions: Why do students believe satire is not found humorous by some people or
groups? What do you think about Facebook warning people that news articles are satirical? Do you agree
with this practice? Why or why not?
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)

Students will connect with background knowledge in the anticipatory set of the lesson, will read two
news articles for examples of satire, think critically on what satire means and
demonstrate this thinking to the teacher, will listen to a story about irony, and present
examples of it with their peers.
SPED Modifications/ELL Strategies
Anticipatory Activity for Lesson: Students will begin by
Students will be supported throughout the
completing a worksheet that assesses knowledge of
lesson with prompting, teacher/ peer
previously-learned concepts: hyperbole, simile, metaphor,
supports when needed, as well as bringing personification, etc.
the information back to the students and
what is real to them in their lives.
Time Allotted
5 min

Teacher Input/Lesson Activity: Teacher will pull up examples of humor, making sure that
students know that humor is used in both satire and irony.

Modeling: Teacher will pull up examples of humor, making sure that students know that
humor is used in both satire and irony.
5 min
10 min
5 min

Guided Practice: Teacher will pull up examples of The Onion news articles, asking
students to see what is different about the satirical articles as compared to contemporary
news articles that they are familiar with.
Independent Practice: Students will hear and read along to the short story, Story of an
Hour by Kate Chopin, highlighting examples of irony that they find in the story. Students
will discuss these examples at the conclusion of the story.
Lesson Closure: Students will share their examples of irony at the conclusion of the story,
discussing what was irony and what was not, and why.
Assessment Methods/Strategies: Students will be assessed with their prior knowledge in the
unit at the beginning of the lesson, throughout the lesson through student questioning, and
from the instances of irony they see at the conclusion of the lesson.