Reflection: Student Ownership Introducing and Identifying Irony - Section 2: Revisions and Corrections: Similes and Comics


Providing students with an opportunity for corrections allowed them to demonstrate understanding, and in turn, appreciate and own their work. As students revised, I was able to give direct, face-to-face feedback on their work, drawing out ideas for revisions and building on what they had. Take, for example, the simile, "It was as cold as Jack Frost and Queen Ella's wedding." If the reader is familiar with "Rise of the Guardians" and "Frozen," these allusions are obvious, but I asked the group to add detail, descriptive imagery, to it so someone who was not familiar with the films. These students struggled to add the detail, as the allusion was self-evident to them as well. I began by suggesting, "WHY is the wedding cold?", moving on to asking for specific "cold words" for the wedding, and to specify "it." After some back and forth, we were able to settle on "The people living here are as cold as the guests at Jack Frost and Queen Elsa's frigid wedding." Around the classroom, students were adding descriptive words to similes, revising their comics, and brainstorming ironic situations. 

  Make Up Work: Reasons and Results
  Student Ownership: Make Up Work: Reasons and Results
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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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