Irony Lesson Plan

Subject: English Language Arts

Topic: Literary Devices - Irony
Grade: 8th Grade
Standards: 8th Grade
Reading Literature
CCSS.ELA-Literacy.RL.8.4 Determine the meaning of
words and phrases as they are used in a text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to
other texts.
Language
CCSS.ELA-Literacy.L.8.5: Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.8.5a Interpret figures of
speech (e.g. verbal irony, puns) in context.
Summary: This lesson is about the different types of irony: verbal, situational,
and dramatic.
Objectives: Students will be able to
Define verbal, situational, and dramatic irony
Identify examples of verbal, situational, and dramatic irony
Create examples of verbal, situational, and dramatic irony
Time: One, forty-minute class period.
Materials:
Teacher
Irony PowerPoint Presentation
Computer
Projector connected to the computer
Students
Paper for notes
Writing utensil for notes
Access to a computer and the internet for homework
Access to a printer
Adaptations:
Special Needs Students
 Many visual examples are included in the lesson
All examples will be fully explained
They may be required to give fewer examples of irony
The final test may be modified as necessary
EL Students
Many visual examples are included in the lesson
All examples will be fully explained
They may be required to give fewer examples of irony
The final test may be modified as necessary
GATE Students
The lesson is about abstract ideas, so higher students
will be challenged as far as they want
The entire nature of the lesson involves high critical
thinking skills and provides the opportunity to think
outside of the box and be creative
They may be required to give more examples
Anticipatory Set: 5-7 minutes
Instructional Strategy and/or Student Rationale: (Class Learning
Activity Preferences/Skill or background
The teacher will show ironic pictures and knowledge)
have the students point out the difference The pictures are funny and will interest
between what is expected and what the students, hooking them into the
actually happens. lesson.

Using pictures helps students who are

visual learners.

Pictures can effectively show a concept

faster and more clearly than verbal or
written explanation.

Students will access prior knowledge of

items or situations in the pictures.

Students will begin to comprehend that

irony has to do with something being the
opposite of what it appears or what it
should be.
 Formative Monitoring/Assessment
Regarding the pictures, the teacher will
ask the students about the difference
between what is expected and what
actually happens.
Instructional Input: 10-15 minutes
Instructional Strategy (include Student
Activity)
Using a PowerPoint presentation, the teacher will
define verbal, situational, and dramatic irony and
provide examples using spoken explanation,
written notes, pictures, and videos.
Rationale
Students will use critical thinking to figure
out the differences between what is
expected and what actually happens.
Verbally asking the questions will give
the teacher a quick idea about whether or
not the students are catching on to the
idea of irony.
Informal verbal assessment allows for
classroom discussion where students are
able to express their ideas in a relaxed
setting.
Hearing the ideas of other students can
help students with their own ideas. It also
lets them see how others might have
different perspectives.
Rational: (Class Learning
Preference/Skills or
Background Knowledge)
Using a PowerPoint presentation
allows the students to see what
the teacher is talking about.
Written definitions let the
students who are visual learners
more easily comprehend the
information. It also facilitates in
the students writing down the
definitions and the examples.
Seeing pictures helps the
students better comprehend the
definitions and examples. It also

Formative Monitoring/Assessment
The teacher will ask the students for examples of
verbal, situational, and dramatic irony throughout
the lesson.
The students will take notes on the definitions of
verbal, situational, and dramatic irony.
engages the students because
the pictures are often funny.
Watching videos makes the
lesson more accessible to those
who are visual and auditory
learners.
Students will access prior
knowledge of items or situations
in the pictures and videos.
Rationale
Students will use critical thinking
to create or remember examples
of verbal, situational, and
dramatic irony.
Verbally asking the questions will
give the teacher a quick idea
about whether or not the
students understand the different
kinds of irony.
Informal verbal assessment
allows for classroom discussion
where students are able to
express their ideas in a relaxed
setting.
Hearing the ideas of other
students can help students with
their own ideas. It also lets them
see how others might have
different perspectives.
Taking notes helps the students
work through the concept again
 in addition to just hearing it.

Taking notes helps the

kinesthetic and visual learner
remember the concept better.

Taking note gives the students

something to review later for the
Literary Devices Test.
Guided Practice: 5 minutes
Instructional Strategy and/or Student Activity Rationale: (Class Learning
The teacher will show the same ironic pictures Preferences/Skills or
from the beginning of the lesson and have the Background Knowledge)
students identify the type of irony used (verbal, Using pictures helps students
situational, dramatic). who are visual learners.

The teacher will ask for examples (either original or Pictures can effectively show a
from literature/movies/etc.) of verbal, situational, concept faster and more clearly
and dramatic irony. This same type of activity will than verbal or written
be used for independent practice. explanation.

Students will access prior

knowledge of items or situations
in the pictures.

Students will access prior

knowledge from the lesson to
identify whether the picture
shows verbal, situational, or
dramatic irony.

Formative Monitoring/Assessment Rationale

Regarding the pictures, the teacher will ask the Verbally asking the questions
students which kind of irony is being displayed. will give the teacher a quick idea
about whether or not the
The teacher will ask for examples (either original or students are catching on to the
from literature/movies/TV shows/etc.) of verbal, idea of irony.
situational, and dramatic irony. This same type of
activity will be used for independent practice. Informal verbal assessment
allows for classroom discussion
where students are able to
express their ideas in a relaxed
setting.

Hearing the ideas of other

students can help students with
their own ideas. It also lets them
see how others might have
different perspectives.

Students will access prior

knowledge from the lesson to
identify whether the picture
shows verbal, situational, or
dramatic irony.
Independent Practice: 5-10 minutes
Instructional Strategy and/or Student Activity Rationale: (Class Learning
The students will give six examples of irony; two of Preferences/Skill or
verbal irony, two of situational irony, and two of Background Knowledge)
dramatic irony. Students must access prior
knowledge about the lesson to
All examples must identify which type of irony is identify types of irony (verbal,
being used and must explain why it is an example situational, dramatic).
of that type of irony. A full description of the scene
or dialogue is necessary if there is not visual Students must access prior
provided. knowledge of situations,
literature, movies, etc. to
At least three of the examples must be visual provide examples of verbal,
examples (pictures, video, drawings, etc). situational, and dramatic irony.

At least one of the three visual examples must be a Students must use critical
video clip. thinking skills to correctly
identify and give examples of
They may not use any of my examples. the different types of irony.

Formative Monitoring/Assessment
The six examples of irony will be collected.
There will be a summative assessment on literary
devices which will include questions about verbal,
situational, and dramatic irony.
Requiring pictures and video
will help the visual and
kinesthetic student be more
interested in the assignment.
Requiring a video makes the
assignment have more of an
element of fun and makes
learning more relevant and
applicable because students
are allowed to find something
from a movie, TV show, etc.
that they like.
Explaining the examples
requires the students to
thoroughly demonstrate their
comprehension of the
definitions.
Rationale
Students must access prior
knowledge about the lesson to
identify types of irony (verbal,
situational, dramatic).
Students must access prior
knowledge of situations,
literature, movies, etc. to
provide examples of verbal,
situational, and dramatic irony.
Students must use critical
thinking skills to correctly
identify and give examples of
the different types of irony.
Requiring pictures and video
 will help the visual and
kinesthetic student be more
interested in the assignment.

Requiring a video makes the

assignment have more of an
element of fun and makes
learning more relevant and
applicable because students
are allowed to find something
from a movie, TV show, etc.
that they like.

Explaining the examples

requires the students to
thoroughly demonstrate their
comprehension of the
definitions.

The test will measure the

Closure: 5 minutes
Instructional Strategy/Student Activity and
Grouping
The teacher will show the final video clip and ask
the students what type of irony is being displayed.
long-term acquisition of
knowledge about the topic of
verbal, situational, and dramatic
irony. It will determine if the
students can define, identify,
and correctly create and use
verbal, situational, and dramatic
irony.
Rationale: (Class Learning
Preferences/Skill or
Background Knowledge)
Using a video engages the
visual- and audio-style learners.
It also makes the topic of irony
more relevant because it uses a

Formative or Summative Monitoring
The teacher will ask the students what kind of
irony is in the video clip.
The teacher will ask what the purpose of verbal,
situational, and dramatic irony is.
movie that the students may be
familiar with.
Rationale
Verbally asking the questions will
give the teacher a quick idea
about whether or not the
students are understand the
concept of irony.
Informal verbal assessment
allows for classroom discussion
where students are able to
express their ideas in a relaxed
setting.
Hearing the ideas of other
students can help students with
their own ideas. It also lets them
see how others might have
different perspectives.
Students will access prior
knowledge from the lesson to
identify whether the video shows
verbal, situational, or dramatic
irony.
Students will use critical thinking
skills to determine and discuss
what the purpose of verbal,
situational, and dramatic irony is.
Because there is not necessarily
a right or wrong answer, this
question can foster a lot of good
outside-the-box thinking.