Candidate

Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

BACKGROUND

A. STUDENT DEMOGRAPHICS
1. Class
th
8 Grade

26 Total

ELA Subject

Topic :
Irony

2. Proficiency Level
?? EO

ELS
0 Emerging
0 Expanding
0 Bridging
0 RFEP

3. Special Needs
0 IEP

0 504

N/A GATE

4. Gender
12 Male

14 Female

5. Ethnicity
3 Hispanic/Latino
White
23 Black/African American
Asian
Filipino
Other

6. Key Modifications and Accommodations:

Based on the needs of your identified students (see A1-5), what do you need to consider when planning this lesson? Consider
the accommodations and modifications necessary based on the following factors:
Academic Behavioral Cultural Socioeconomic Religious Ethical - Other
It is important for me to include visual references/aids as well as multimedia to keep students engaged. I will also need
to provide culturally relevant material and explain examples that are culturally outside their scope (e.g. Alanis
Morissette and her 90s hit Ironic). For these reasons I have specifically chosen short video clips and images that
contain relevant materials and have also planned guided note taking techniques. There will also be opportunities to
engage interactively with white boards for a check for understanding

CONTEXT
B. LESSON VISION
Is this lesson linked to a larger unit of study. If so, how?
This is a stand-alone mini-lesson for Irony as a literary device meant to be taught and re-taught as needed within the larger
th
curriculum context of novel study in our 8 grade class. Students will later be asked to apply their knowledge of Irony to
their study of Things Fall Apart and The Color Purple.
What is the purpose of this lesson?
This lesson is meant to introduce the concept of Irony (Verbal, Situational and Dramatic) as a literary device. This is an
important concept when studying literature and writers intention.
Why is this content important for your students to learn, beyond the fact that it is meeting standards?
Recognizing and understanding literary devices such as irony allow students to develop critical thinking skills specifically in
regards to literature and authors purpose. An understanding of irony also allows students to comprehend and understand
the complexities of their own life while sometimes adding humor to challenges situations thereby giving them a coping
strategy.
Social Justice:
How will students connect this to other subjects, their lives, and/or the real world?
This lesson contains several real world examples of irony including billboard advertisements from the surrounding
neighborhood as well as examples of potential immediate life circumstances. This will allow students to view their
surroundings through a more critical lens in order to make smarter choices.

C. STANDARDS
Key Content Standard (List individual grade-specific standards. Be sure to include Common Core and Subject-specific
California standards when appropriate)
RL 8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision

RL8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g. created
through the use of dramatic irony) create such effects as suspense or humor.
ELD Content Standard by Proficiency Level


D. OBJECTIVES
Content Objective
Academic Language Objective (By proficiency level where
October 23, 2013 Page 1 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

SWBAT Define all three types of Irony (Verbal,
Situational, Dramatic)
SWBAT Identify all three types of Irony (Verbal,
Dramatic, Situational)
SWBAT give an example of all three types of Irony
SWBAT explain what makes something Ironic or not
SWBAT Apply knowledge of irony to a new text
(Fish by Elizabeth Bishop)

Modified Content Objective
Based on the modifications and accommodations in A6,
how will you modify the content objective for the identified
students?
Music and visual images will be the main teaching tool for
this lesson. Students will be provided with video clips of
songs that include lyrics that require critical thought in
order to decide if there is irony present. The images
provided will be of everyday looking circumstances in
order to activate schema when determining ironic real life
situations

applicable)

SWBAT write a definition for all three types of Irony

(Dramatic, Situational, Verbal)
SWBAT recognize all three types of Irony (Verbal, Dramatic,
Situational) with 80% accuracy when given examples
SWBAT explain Irony by providing examples
SWBAT answer questions about Irony found in a given text

Key Vocabulary

Irony
Dramatic Irony
Situational Irony
Verbal Irony

E. RESPECT, EDUCATE, ADVOCATE & LEAD (REAL) DISPOSITIONS with EMBEDDED TEACHER PERFORMANCE
EXPECTATIONS
Identify the REAL Dispositions with embedded Teacher Performance Expectations
Respect: All students will be held accountable to high expectations through the various student products (Cornell Notes),
Checks for Understanding (Interactive white boards), and the exit ticket in which they answer questions independently about
irony found in a given text.

Educate: This lesson provides my students with important secondary English content knowledge that they will need to apply to
the majority of texts for the rest of their secondary and post-secondary academic careers. In addition, this content knowledge
is directly applicable to their lives as they develop through their teenage years and begin to seek understanding in their lives
and the world at large.

Advocate: This lesson is part of a larger curriculum designed to provide my largely African-American population with a broad
understanding of the contributions African-American authors have made to the traditional American literary canon. This will
undoubtedly allow my students to feel a sense of belonging in all literary settings throughout their academic career.

Lead: I will be guiding my students through the learning process from Intro, to Direct Instruction, through Guided Practice. This
will allow them to then feel confident enough to apply the knowledge in their Independent Practice at the end.

F. EVIDENCE OF LEARNING

ASSESSMENT
DIFFERENTIATION

Identify the type of assessment will you use during the lesson
Formative
Summative

How do you know your students have mastered the

prerequisite knowledge?
This lesson does not need prerequisite knowledge. It is a
stand alone lesson in order to teach content that will be
applied to assigned text. Therefore, this lesson is the
prerequisite knowledge for future lessons.
What evidence do you have that students have mastered the

How will you differentiate

the assessment?

For the particular lesson
assessment will be
differentiated by adjusting
the number of check for
understanding questions to
be answered. In addition,
differentiation will be applied
to the exit ticket by removing

FEEDBACK
How will you share evidence
of learning with the
students?


Verbal teacher feedback will
be given during the check
for understanding section as
students use interactive
white boards (visual cues) to
write their responses to

October 23, 2013 Page 2 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

prerequisite knowledge?
n/a
How will you know the students have met the objective?
Students will complete Cornell Notes, participate in an
interactive check for understanding, and complete exit
ticket that will ask them to apply their knowledge to a given
text independently of instructor guidance.
What evidence will you accept to demonstrate mastery of the
objective?
I will accept both oral demonstration through an interactive
model with student held white boards. For this I will provide
students with visual examples of irony and students will
write down what kind of irony it is. For this I am looking for
90% mastery. I will also accept demonstration of mastery
through a written exit ticket for which students will answer
questions about a short text containing irony.
How will the data collected inform your instruction?
It will show me student thinking/confusion and if there is
need for clarification between the specific types of irony.

required annotations as well visual examples. I will also

as reducing the complexity of provide written feedback on
response required when
all exit tickets received.
answering text dependent
questions.

G. MATERIALS AND RESOURCES
What materials or resources will you need to conduct this lesson? Is technology needed to enhance this lesson? If so list how.

Computer, youtube/internet, Overhead projector. Timer, white boards and markers, handouts,
What Depth of Knowledge level/s is addressed in the lesson?
I.

Knowledge: list, identify, describe, define

II.

Comprehension: summarize, explain, rephrase

III.

Application: compare, classify, apply

IV.

Synthesis: elaborate

V.

Evaluation: support, justify

H. PLAN
LESSON INTRODUCTION ( 5 mins)
Pre-Requisite Knowledge: none
Background Knowledge: none
Hook
https://www.youtube.com/watch?v=Jne9t8sHpUc
This is a link to Alanis Morissettes 90s hit Ironic which will
be later clarified as a non-example

DIFFERENTIATION

FEEDBACK

How will you differentiate

the instruction?

How will you check for

understanding?

October 23, 2013 Page 3 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

LESSON BODY ( 10-20 mins)
Direct Instruction (10 mins)
Students will begin by writing down the definition of
Irony (Verbal, Situation, Dramatic) in Cornell Note form.
Students must also include one example of each that
are given in the following videos
Cornell Notes using the following three videos
https://www.youtube.com/watch?v=IiR-bnCHIYo (verbal
irony)
https://www.youtube.com/watch?v=tqg6RO8c_W0
(situational irony)
https://www.youtube.com/watch?v=RZFYuX84n1U
(dramatic irony)
Guided Practice ( 5 mins)
Students will be given their own white boards and
asked to label the examples given in the following
presentation
http://www.slideshare.net/guest08131855/irony-
activity

Independent Practice ( 10 mins)
Students will apply knowledge of irony to a short poem
by Elizabeth Bishop called The Fish Students will
answer questions about the irony within the poem.

How will you differentiate

the instruction?

Students will have access
to guided notes as well as
video clips to be played
again independently at
their own pace. In
addition, students will be
given a reduced amount
of questions to be
answered during the
check for understanding
portion. Annotations will
not be a requirement for
the exit ticket text and
responses to questions
will be reduced to one or
two sentences.

What higher order thinking skills are addressed in this lesson?
Literary analysis and critical thinking skills are both
addressed in this lesson through the evaluation of real-life
scenarios as well as lyric and short poem analysis.

LESSON CLOSING (5 mins)

Restate the objective
Ask students to express what they have learned
We will analyze the lyrics to the Alanis Morrisette song and
discuss why most of the lyrics are not, in fact, examples.
Students will then be asked how to write new alternate lyrics
that reflect a true understanding of Irony.

How will you differentiate

the instruction?

Instead of requiring students
to create alternate lyrics
students will be asked to
view this video example and
discuss orally what changes
have been made in order for
irony to exist in the song:
https://www.youtube.com/
watch?v=32LCwZFoKio

How will you check for

understanding?

During direct instruction
students will be expected to
create and fill in a graphic
organizer in their journal in
the form of Cornell Notes.

For guided practice teacher
will conduct oral quiz
opportunity in a classroom
discussion setting using
interactive white boards as a
show what you know
activity: teacher will show
real life ironic situation in
pictures and ask students to
write down on their white
board what type of irony it
represents in order to show
understanding.

For the independent practice
students will be asked to
read and interpret a short
poem (The Fish) and
answer a few questions
regarding irony. This will act
as their exit ticket.
How will you check for
understanding?

Through class discussion and
small group or partner work
students will write
alternative lyrics to the song
introduced at the beginning
of the lesson.

REFLECTION
I. GUIDING QUESTIONS

October 23, 2013 Page 4 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

Using the data collected for this lesson, how will you use the data to inform your future lessons?
How are you going to provide feedback for students?
Based on evidence of learning, what goals will you set with students?
Were your students engaged? How do you know?
Did you meet your lesson objective? How do you know?

October 23, 2013 Page 5 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

October 23, 2013 Page 6 of 7

Candidate Name: Corey Triplett Course Number:

Date of Lesson: 02/23/16

LMU LESSON PLAN TEMPLATE

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