Direct instruction

Teacher(s): Carley Rutzen Subject: Irony

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

 11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas or events interact/develop over the course of the text
Objectives (Explicit): Use Bloom’s verbiage and “formula”

 The student will be able to recognize the three classifications of irony within the novel Frankenstein.
 The student will illustrate the contribution of irony in relation to the overall theme of the novel.
Evidence of Mastery (Measurable): An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)

 At the end of the unit, we will have a paper where they can choose a topic from Frankenstein unit with
one topic being “Use and the effectiveness of Irony in Frankenstein”. If they choose this paper, they will
be graded on their explanation of irony and the three different types, their examples from the novel with a
minimum of one per type, and their argument about the effectiveness of Mary Shelley’s Irony in
Frankenstein
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives – action verbs such as
write, list, highlight, etc.)

 The students will have read the novel Frankenstein.

Key vocabulary: Materials/Technology Resources to be Used:
Frankenstein by Mary Shelley, Copy paper for chart,
Irony, Situational, Dramatic, Verbal notebook for notes

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ “hook” the students

The teacher plans on getting into the different types of irony. They begin by reviewing the general concept of
irony by giving a couple of basic examples. The students will then work with partners and collaborate on one
example of irony from pop culture as well as one example from their own lives. The students will share their
examples with the class.

Teacher Will: Explain the difference between Student Will: Take notes and ask questions when they
Situational, Dramatic and Verbal Irony through the use of have them.
a PowerPoint.
Instructional Input

Formative Assessment: Their answers to the

understanding questions to gauge the student’s levels of
understanding.

Differential Strategy: I will provide a printed copy of the

PowerPoint for students who have physical disabilities
and are unable to take their own notes (How and Who we
teach). This allows them to have the notes with them and
not worry about struggling to take notes.
 Questions:

What are the three types of irony? This question will help gauge the background knowledge they already have on
irony.

What do you think the difference is between the three types of irony? This question will be asked before the
teacher explains the differences to have them brainstorm about the possible differences.

Teacher Will: Ask for examples of irony from Student Will: Give examples of irony within
Frankenstein and collaborate with students on which type Frankenstein and brainstorm about which type of irony
of irony it represents. the example represents.

Formative Assessment: Students will be asked to think of

examples Irony within Frankenstein and to share those
with the class. This will be assessed on accuracy and if
they can explain why it is irony and which type of irony
it is. This will be to gauge the students understanding
mid-lesson so the teacher can make changes accordingly.
Guided Practice

Differential Strategy: Students who prefer to work alone

can do so instead of working in groups (Who we teach).
This will allow them to be productive in a way that they
prefer.

Questions:

What are some examples of irony within Frankenstein? This question will help them with the activity at the end
and helps them apply what they’re learning with what they’ve read.

Do you feel that the irony in in Frankenstein is effective? Why or why not? This is opinion-based and could start a
good conversation on the effectiveness of irony.

Teacher Will: demonstrate how to create the chart for the Student Will: complete the chart with an example of
in-class activity and be available for questions related to irony from Frankenstein, which classification of irony
activity. it is, why they believe it’s that classification and how it
contributes to the overall meaning of the novel.
Formative Assessment: Chart student makes with peers:
will be 10 points, 5 for completion, 3 points for giving
appropriate examples from the novel for each type of
Independent Practice

Irony and 2 points for being creative with their personal

connections.

Differential Strategy: For students who cannot write or

draw, they can verbally explain their examples and
reasoning to me during class. The 5 points for completion
will be counted as long as they make an effort to talk to
me(Who we teach). Some students may have an IEP for
modified assignments and they will only have to identify
the examples for the novel and what type of Irony the
example portrays (What and Who we teach). By cutting
the work down, they won’t feel overwhelmed and the
 portion they still complete will show a general
understanding of the concept covered in class.

Questions:

Why do authors use irony? This question helps with the activity and will hopefully have the students thinking
deeper about irony and its use.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

At the end of this lesson, the students should show an in-depth understanding of Irony and be able to identify and appreciate
Irony within their own lives as well as in media and entertainment.