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EDUC 359
Fall 2017
For this irony lesson, my language objectives included students being able to; read the
text provided by the teacher and identify the types of irony, identify the type of irony after
listening to a partner read a story, and write examples of the different types of irony. The content
objectives included students being able to; identify dramatic, situational, and verbal irony and
create their own examples of irony. I believe that my team of teachers successfully achieved our
goal of teaching these objectives because after formatively assessing the student with an in class
worksheet activity they had a strong understanding of dramatic, situational, and verbal irony and
how they are used. Additionally, after reviewing the students exit slip which asked the student to
create their own examples of dramatic, situational, and verbal irony, the evidence was clear that
introducing them to three new vocabulary terms; dramatic, situational, and verbal irony. First we
gave the student an overview of the lesson and explained what they would be learning and what
they were expected to understand. We then used Glogster to introduce new vocabulary terms,
their meaning, and examples. Once students had an understanding of the terms, the students
worked with a partner to complete a worksheet in which they differentiated between the three
different types of irony. Lastly, the students worked on an exit slip in which they completed their
own examples of dramatic, situational, and verbal irony. These activities required the student to
multiple learning styles. However, the beginning of the lesson was a little challenging for the
student. As the teacher, not knowing what the student had studied in school prior to giving this
lesson made planning difficult. My team and I used high school level novels to explain the three
different forms of irony. Unfortunately, the student had not yet read those stories. The students
lack of background knowledge in these stories probably made following along to the
In this lesson there were no issues with communication because our student spoke the
same language. If while presenting this lesson, a student spoke a language other than English my
team and I would; speak slower, use more hand gestures and facial expressions, and spend more
time reviewing images and graphic organizers. We could also ask the student to repeat the
Overall I believe that this lesson was a success. The student learned three new vocabulary
terms and how they can be used in telling a story. This lesson has helped me to understand the
SIOP process and how important vocabulary is to English language learners students (ELLs). I
feel that after teaching this lesson I am better prepared for student teaching and more aware of