Reflection: Connection to Prior Knowledge Introducing and Identifying Irony - Section 3: Defining What's Ironic...and What's Not


While students should have studied irony prior to today, there are still a wide variety of what's remembered, as well as transfer students who were not exposed to our curriculum. While students worked on identifying examples, quite a few came up to ask for clarification, including if something was ironic (such as George shooting Lennie in "Of Mice and Men," or the clock counting down the party-goers lives in "The Masque of the Red Death"). In each case, I turned it around on the students, first asking what type of irony it was, and then asking why it was that form. If they could not answer, I asked them to consider a different example. Students were receptive to this look at irony, despite being frustrated I would not let them use popular culture. 

  Independent Work and Answering Questions
  Connection to Prior Knowledge: Independent Work and Answering Questions
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Introducing and Identifying Irony

Unit 11: Literacy: What's Your (Local) Color? Regionalism in the American Short Story
Lesson 1 of 8

Objective: SWBAT begin analyze Mark Twain's use of irony--distinguishing what is directly stated in a text from what is really meant--by defining and brainstorming examples of irony in other works.

Big Idea: Isn't it ironic? Or is it? We'll be defining and identifying irony in class today.

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