KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: October 1st, 2018 School: Madison Central High School

Grade / Age: 10th grade, 15-16 years old Subject & Topic: English 10, Reading Literature

# of Students: ______21________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Understanding Irony

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the computer lab or chromebooks are made accessible for the whole
classroom. While there are no students with special needs accommodations, each student is leveled as low-
performing. Out of 21 sophomores, 11 girls and 10 boys, every student is at around a eighth or ninth grade
reading level. To accommodate this, students are arranged by achievement level in groups of 3 and work
frequently with those in their group. Other accommodations are extended time to work, all instructions are
written and said allowed, and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.

a. Previous lesson’s learning targets / objectives:

b. Current lesson’s learning targets / objectives:

CCSS.ELA-Literacy.W.9-10.5: Analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time create such effects as mystery, tension, or surprise.

Students will:
 Identify and define the three types of irony (situational, verbal, and dramatic)
 Understand an author’s use of irony by citing evidence and examples of each type

c. Next lesson’s learning targets / objectives:

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.
 The lesson will begin the students’ work in their short story unit. To pre-assess them, I will have them do a
think-group-share about what they know about irony. Students will start by answering what they know about
irony on an index card for two minutes. They will then turn to their partners and discuss their responses for
two minutes to get a unified answer. During this time, I will move around the room to hear the conversations
and gage the students’ responses. If I see that students need more time to get a unified answer, I will add
time as needed. When the groups have a unified answer, each will take a turn explaining their table’s
discussion. Based off their responses, I will know how much I will need to scaffold and explain during the
lesson.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

 Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
 Scaffolding with targeted questions while students are working
 The students’ ability to fill out the “What is Irony?” organizer with examples of each type of irony
o A checklist will be used to assess (did or didn’t they give a correct example of each type of irony)
Post-assessment:
 Give each table 9 index cards with a type of irony on it. They will turn their index card from the beginning
over and number 1-9, writing down which type of irony they believe is on the card and why. They will turn
this in to me at the end.

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
 Projector for showing the videos.
 Computer for controlling the videos.
 Videos:
o Situational irony: https://youtu.be/tqg6RO8c_W0
o Verbal irony: https://youtu.be/IiR-bnCHIYo
o Dramatic irony: https://youtu.be/RZFYuX84n1U
 “What is Irony?” organizer
 Index cards (for students)
 Irony Index cards
Link for “What is Irony” organizer:
https://docs.google.com/document/d/1349QmTd3rq0EAokgBc4BHe1Ibkck7Y8C_voyCMQG3nc/edit?usp=sharing
Lesson ideas come from: http://www.readwritethink.org/classroom-resources/lesson-plans/understanding-irony-
31142.html?tab=1#tabs
5. Lesson Procedures (1E)
Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
 Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
 identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
 I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
  I will get the students started on their pre-assessment as Mrs.  Auditory/Visual: When I’m
Snow takes attendance. going over the material and
 I will need to have the objectives and instruction written on videos
the board before the students come in the door.  Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
will be able to identify and explain the three types of irony. throughout the lesson to
collaborate and
3.) Relevance: The relevance of the topic is that the students are communicate.
about to begin reading “Lamb of the Slaughter,” a short story filled  Intrapersonal: students also
with irony. They will need to understand the different types before have time to think at their
reading the story. own pace and collect their
thoughts.
4.) Practice/Feedback:
 Preassessment:
o If students seem to have a foundational
understanding of irony, then I will go on to the first
video about situational irony.
o If students aren’t understanding the concept of irony,
I explain it to them before starting the video:
 Definition: the use of words to express
something other than and especially the
opposite of the literal meaning
 This literary device is used to create suspense
in a story and keep the reader interested.
 Activity:
o Before beginning the activity I will let the students
know that we will be discussing their answers at the
end and that they need to be prepared to share.
o I will play each video twice. During the first viewing,
students will have pencils down and just be watching.
During the second viewing, students will fill out the
parts of their organizer that go with the videos.
o They will have a few minutes after each video to
finish their thoughts and discuss with their partners.
During this time, I will go around to check on student
progress and understanding, as well as give feedback.
I will also remind students that they will share their
answers to the class. Some example questions I
would ask students are:
 What is important about situational irony?
 How does this example demonstrate verbal
irony?
 What is important about the audience when
dealing with dramatic irony?
o When finished with the videos, I will use a number
generator that selects a number between one and
four. After the number is chosen, the student sitting
at the desk marked with the number will stand up
and give their definition/example to the class.
Students will have had many reminders during this
lesson as well as ingrained knowledge of the
procedure as it would be used in the classroom daily.
 Post assessment/Exit Slip:
o As the students are explaining their
definition/example, I will place the 9 irony index
cards on each of their tables.
o Students will flip their initial index cards over and
work on the identifying the 9 examples of irony.
 Review of Objectives:
o I will bring the lesson to a close by telling the students
that knowing irony is very important in understanding
“The Lamb of the Slaughter,” our next reading.
 Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Did the students seem engaged in the lesson? (asking questions, making connections, focused on task and not
distracted)

How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)