Eryn Fricks SIOP Lesson Plan

Lesson Topic: Introducing Irony

Content Area: English language Arts
Grade Level & Grouping: 9-12 ESL/ ELL V
Demographics of Students: Students with a lower proficiency level will receive different
instructions. They will also be paired with peers who show proficient proficiency levels for
group activities.
ELL Standards addressed:
Students who show “basic” to “low intermediate” will receive less work and more descriptive
instructions. Definition for writing for basic proficiency level is the student at this level has a
limited ability to write in English. The student applies sound/symbol relationships to spell words
in sentences and short phrases.
Students who show “high intermediate” to “proficient” will receive more and less descriptive
instructions. Definition for writing for the “high intermediate” level is the student at this level
has an ability to write in English. The student uses standard writing conventions to write multiple
detailed paragraphs in a variety of writing applications.
Definitions from the ELP Standards: (Listening & Speaking Domain, Reading Domain, Writing
Domain, Language Strand).
Approximate Duration: One 60-minute class period and one 30-minute class period
Content Objective: Students will be able to identify three types of irony.
Language Objective:
• Students will be able to read examples of the three types of irony.
• Students will be able write examples of the three types of irony.
• Students will be able to share their written examples of irony to their peers.
• Students will be able to listen their peers’ examples and explain them.
Key Vocabulary:
Irony, verbal, situational, dramatic
Sheltered English Strategies
Preparation Scaffolding Grouping Options
_X__ Links to _X__ Modeling _X__ Whole Class
Background _X__ Guided Practice __X__ Small Groups
Learning _X__ Comprehensible ___ Partners
_X__ Strategies Input ___ Independent
Integration of Application Assessment
Processes _X_ Opportunities to _X__ Individual
_X__ Reading apply new knowledge ____ Group
_X__ Writing _X__ Linked to _X__ Written
_X__ Speaking Objectives _X___ Oral
_X__ Listening _X__ Promote Engagement _X__ Positive feedback
__X__ Visual support
SIOP Components
Preparation
• I have prepared examples of all irony and will present it in the beginning.
• I have created worksheets for the students to complete. All located below.
• I have found short examples of irony on YouTube. That will give students another idea/definition of irony.
• I will post the objectives where the students can see them.
• I will establish groups with both lower and higher proficiency students. That will provide peer scaffolding.
Building Background
• I will start off class with asking if anyone had heard of the literacy device, irony. I will then show a video explain
irony (activity 1 below).
• Let the students brainstorm with fellow neighbors. That will prompt them to speak and listen.
• Once, everyone has had a chance to explain their idea.
• I will then ask if anyone has ever used irony and in what way.
• I will hand out a paper (activity 2 below) with the definition on it for the students to keep.
Comprehensible Input
• I will give clear and precise instructions.
• I will enunciate clearly so all students are able to understand me.
• I will allow the students to ask any questions if needed.
Effective Strategies
• I will present the students with efficient examples and definitions of the term irony.
• I will have both scenarios and videos to read/show of the example/definitions.
• I will use scaffolding and provide visual support.
• I will link the content they are learning directly to the objectives.
Interaction
• I will have students work in appropriate groups on identifying irony and write their own sentences with irony.
• I will ask one person from each group to present their creativity. And provide feedback.
• I would like the other groups to be thinking about which irony they are using and guess. I will allow a to
• Total wait time of 1 minute, until I allow the group to tell the class what type of irony they are using.
Practice/Application
• In small groups, I will have students read scenarios (activity 3 below) and have them play a guessing game on what
type of irony is being used that is where they will be identifying.
• I will walk around the room and assist as needed. Once, they have the scenarios completed. They will immediately
create their own situations and present them to the class.
• The rest of the class will have to guess which irony they are using
Lesson Delivery
• I will begin my lesson with getting all the preparation done beforehand.
• When the students arrive, I will grasp their attention by showing a quick video of someone explaining the types of irony.
• I will then ask if anyone has heard of the term irony and build their background.
• That will be the first 10 minutes of class.
• I will then explain the three types of irony and give examples of each.
• I will answer any questions the students have and make sure they understand by asking them “why” questions.
• That will last fifteen minutes.
• Then the students will be able to work in groups and identify the types of irony used in the scenarios. I will provide guided
practice scaffolding by walking the scenario through with them if needed.
• Once the scenarios are completed they will go into writing their own scenario. Where I will provide model scaffolding by
showing them steps to completing the assignment. They will share their pieces at the end of this section. The scenario needs to
be 3-5 sentences.
• That will last 25 minutes.
• I will wrap up class by reviewing the three types of irony.
• I will explain the homework piece. They will independently write their own scenario and they can pick the type of irony they
want to use. It needs to be 1-2 sentences for the lower level of proficiency and 3-5 for the higher proficiency students. I will
give them a handout of what needs to be in the scenario (example four/five below).
• They are required to turn it in and present the next day.
• The 60 minutes is up at the point.
• The next day students will present their scenarios and explain why they picked that type of irony.
• That will last 25 minutes.
• I will wrap up the irony lesson in the last five minutes. I will ask the students what they learned and how they could use that in
real life.
 • That will be the end of the irony lesson.
Review/Assessment
• The students will be encouraged to write a scenario depending on their proficiency level. The will
use one of the three types of irony and create a story.
• They will present their scenario in front of class the next day. Where I will assess and evaluate
them. They will receive the feedback the next day. If any practice is needed I will provide extra
tutoring time for it. They will be graded on a 3-point grading system.
• I will provide positive feedback. I will help my students improve their understanding of the three
types or irony.
• System:
3-points:
-Students show correct understanding of the type of irony they used.
- Students have the appropriate number of sentences.
-Their scenario is easy to read.
2-points
-Students show a little understanding of the type of irony they used.
-Students are missing a sentence or two
-Their story is difficult to read.
1-point
-No evidence of work
-Very hard to read.
-No understanding of what the type of irony they are using means.

Activities/Handouts:
Activity 1-
Show this video
https://www.youtube.com/watch?v=YgV4Bj8U0Mo

Activity 2-
Irony, what is it?
The use of irony in literature refers to playing around with words such that the meaning
implied by a sentence or word is different from the literal meaning. Often people can
write a sentence that sounds like they are happy when they really are not.
Example:
One could say “Oh! What good luck I have,” which sounds like they love the luck they
get. But the person really means they are unhappy. Another way to define the term is to
think the opposite.
The three types of irony: Situational, dramatic and verbal
Situational Irony:
An outcome that turns out to be very different from what was expected, the
difference between what is expected to happen and what does. The opposite of
what was expected to happen.
Example: A child runs away from someone pretending to throw a water balloon a
him or her, but he/she ends up falling into the pool. The child was trying to run
away because he/she didn’t want to get wet. But he ends up falling into the pool.
Dramatic Irony:
Irony that is heard in speeches or a situation of a drama and is understood
by the audience but not grasped by the characters in the movie. Irony that is only
meant for the audience to hear not the ones speaking it.
 Example: In a scary movie, the character is walking into the house but he does
not know. Only the ones watching the movie know.

Verbal Irony:
Irony in which a person says or writes one thing and means another.
Example: The one above about luck is a good example.

Activity three- Identifying Scenarios

Please Identify the correct type of irony with the following scenarios.

Scenario 1: Dramatic Irony

The audience sees a woman walk into a dark room. She seems scared. Quickly she turns
on a light and sits at her desk. She is now not as scared and starts to brush her hair.
Suddenly, the lights go off and she hears unpleasant noises. When the lights turn on there
is a man standing in her room.

Scenario 2: Situational Irony

A girl just got her done for the prom. As she is walking home it starts to rain. She puts a
rain coat over her head. In hopes of not getting it ruined. As she walks into her backyard
she trips on a cord and falls into the pool.

Scenario 3: Verbal Irony

A mother is standing in line with her three noisy children. She begins to get impatient and
the line is not moving. She eventually gets to the cashier counter. The cashier asks her if
she would mind waiting while he/she ran to the bathroom. The mother replied with, “Of
course not, why would I mind waiting?”

Activity 4- Basic/Low Intermediate writing practice

1. Choose one out of the three types of irony to make a scenario about.
2. Once you have decided please write out a few examples of what you might want to talk about.
3. Picked one topic.
4. Write a 1-2 sentence scenario that demonstrates the irony you picked.
5. You may write more if wanted.
6. You will be required to present this in class the next day.
7. Make sure it is clear and thoughtful.
8. Edit the scenario as much as possible for you to understand it. That will help your classmates
understand it too.
9. Please use the examples for the page I gave you as a guide.
10. Take your time on the assignment.
11. I will give you feedback the day after presentations.

Activity 5- High Intermediate/Proficient

1. For this assignment, you will choose one out of the three types of irony to make a scenario about.
2. Once you have picked your “irony” please write some topics down. Then pick the one that sounds
more interesting.
3. Then write a 3-5 sentence scenario. That demonstrates the irony you picked.
4. Please use the examples for the page I gave you as a guide.
5. Take your time and you will be encouraged to present in class the next day.
6. Take your time. I will give you feedback the following day.