Sierra Nevada College Lesson Plan

Teacher: Anjanette Lee

Lead Teacher: NA

Grade/Subject: English 11

District: CCSD

Lesson Content:The Role of Irony in Climax

School: Moapa Valley High School

SNC Supervisor: Michael Wiatt

Time Allotted: 80 minutes

Materials, including technology:

Smart board

Monty Python Clip

Graphic Organizer

Pen/Pencil

Projector

Springboard books

3 Circle Venn diagram

Writing Paper

Standard(s), including literacy for all content areas and/or SMP

RL.11.1: 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
RL.11.2: 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; provides an objective summary of the text.
RL.11.6: Analyze a case in which grasping a point of view requires distinguishing what is directly
stated in a text from what is really meant (eg., satire, sarcasm, irony, or understatement).
Additional standards Addressed:
RL.11.10, W.11.2a, W.11.2b, W.11.2d, W.11.4, W. 11.5, W.11.9a, W.11.10, L.11.6
How will learning be assessed at the end of the unit/learning cycle (summative):
The learning will be evaluated at the end of the unit. Students will be given a test on Unit Two: The
Power of Persuasion.
Objective(s): High cognitive demand for diverse
learners

Cognitive Level (DOK or Blooms)

1.Examine how choice delineates character and

moves the conflict toward the climax

DOK level 2 (Skill/Concept)

Define, examine

2. Explain how dramatic, verbal, and situational

irony are essential to the thematic truth of the play

DOK level 3 (Strategic Thinking)

Cite with analysis, infer, determine,
analyze

Connections to past learning or experience, building background

Have you ever been watching a movie and something happened that you did not expect? Have
you ever willed a character to react a certain way because you know the potential outcome? Have
you ever used a sarcastic tone when talking to your peers?
Essential Vocabulary: terms, definitions, how they will be presented and practiced
Term

Definition

Dramatic Irony

occurs when the audience knows more about circumstances or

events in a story than the characters within it.

Verbal Irony

occurs when a speaker or narrator says one thing while meaning the
opposite

Situational Irony

occurs when an event contradicts the expectations of the characters

or the reader

Strategy for teaching new vocabulary:

The students will receive a 3 Circle Venn Diagram sheet. In each circle the students will write one
vocabulary word and its definition. Where 2 circles overlap the students will write what the 2 types
of Irony have in common. The innermost section is where the students will write what all 3 types of
Irony have in common. On the sides of the circles, the students can put the stages of the literary
terms.
Sequence and Scope of Instruction (include instructional strategies, question, opportunities for
meaning making through discourse and other engagement strategies, formative assessments,
opportunities for metacognition, grouping, differentiation and transitions),
Content (summary)

Instructional strategy

time

DOL Warm-up: Two sentences are projected

onto the smartboard. They have multiple errors
in spelling, grammar, and/or structure. Each
table is assigned a day when they are in charge
of going to the board and fixing the errors.
(While the class is doing this, the teacher takes
roll and hands back graded assignments). The
teacher then evaluates the changes and the

Independent Practice

5-10 min

Whole group discussion

class discusses why the changes were or were

not necessary.

State Objective: This is written on the board and

they are required to copy it onto their daily warmup page. Tell why they should learn this.

Connect to past learning/experience: Ask

students about their experience with irony. See
questions above.

2
Teacher introduces

Introduce key vocabulary: Pass out 3 circle venn

diagram sheet. In each circle the students will
write one vocabulary word and its definition.
Where 2 circles overlap the students will write
what the 2 types of Irony have in common. The
Partner/whole group discussion
innermost section is where the students will write
what all 3 types of Irony have in common. On
the sides of the circles, the students can put the
stages of the literary terms.

10-15
Hook: Show Monty Python clip: the witch trial
from Search for the Holy Grail.

Direct Instruction and group

instruction

Question students: Types of evidence used?

Any confession? Identify irony.

Table Group: Students reread the courtroom

scene in Act III where Proctor admits to affair
and Elizabeth lies, pgs 876-877.
Compete graphic organizer in Springboard 2.13.
Return to whole group for discussion.

Collect Venn diagram for

formative assessment at end of
class

Find examples of each type of irony in Act III.

Task/Homework: Writing Prompt: Explain the

role of irony in the acts of Millers play you have
read to this point. Consider how this device
contributes to characterization, creates a
response in the reader, and conveys a social
message.
Students will write a one paragraph essay that
answers this prompt. It should include a strong
thesis, cite quotations followed by
commentary/analysis, and contain varied
syntactic structure. Due by next class period.

Attention grabber: Teacher lead

whole group discussion

Small Group discussion and

task.

10-15

15

10

Return to whole group for

formative assessment.
Teacher checks graphic
organizer for completion.
10
Meaning making and
metacognition.

Closure: specific activity to review content

Writing Prompt: Explain the role of irony in the acts of Millers play you have read to this point.
Consider how this device contributes to characterization, creates a response in the reader, and
conveys a social message.
Students will write a one paragraph essay that answers this prompt. It should include a strong
thesis, cite quotations followed by commentary/analysis, and contain varied syntactic structure.