Begin the discussion for the day by asking students how they can tell if a person is being ironic or sarcastic when they are talking. After discussion tell the students that today we will be studying irony, how to recognize it and the integral part it plays in literature
2 Direct Instruction
have the students join the session for the nearpod lesson on irony from my library. Teach through the nearpod lesson
My classroom is 1:1 iPads so they will all be following along on their own ipads.
Students will join the session on nearpod using the code to join the session. Each student has their own iPad, they will all need to joing and complete the exercises as we progress through the lesson.
3 Guided Instruction
As a class have all students turn to Act IV of the Crucible. Have the list of students who will be reading parts for the Act listed on the board. Students and teachers will read and discuss the act, focusing on the irony presented in the last act of the play. Teacher will ask releveant questions and assess verbally whether or not students are focusing on and able to interpret the irony present within this act.
Students will read and follow along with Act IV of the play the Crucible. They will discuss with the teacher and each other the relevance of the irony presented during this act of the play.
4 Independent Practice
Hand out the worksheet packet that accompanies this act of the play. The worksheet packets assesses comprehension of reading with a selection quiz. It also has 25 questions dealing with the irony presented in Act IV of the Crucible.
Students will complete the worksheet packet individually and turn into the turn in box for grading.
5 Wrap Up
Ask students if they have any questions and walk around the room to answer personal questions and provide assistance as needed.
Key Standards Supported
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.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
(Not applicable to literature)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.