SIOP Lesson PLAN FOR Introducing Sarcasism AND IronySIOP PDF

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SIOP LESSON PLAN FOR INTRODUCING SARCASISM AND IRONY

Topic: Introducing sarcasm and Irony (Language Arts) Grade Level: 10TH GRADE Length of Lesson: 50 minutes over 2 to 4 days Standards California standards of learning; 10th grade. The students will Interpretation of figures of speech in context. Theme Without a proper knowledge of figurative language and its characteristics, readers may not be in a position to understand the meaning and also the context of a text or a conversation (Darabse, 2017). The need for proper understanding of figurative language devices and its effects can therefore not be underestimated. Strong readers and also intelligent thinkers form a habbit of recognizing statements in a text or a conversation which are not intended to be understood literally. Lesson Topic Introducing sarcasm and Irony (Language Arts) Content Objectives 

Students will be able to define sarcasm

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Students will be able to define irony

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Students will be able to identify instances of sarcasm in a story

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Students will be able to identify instances of irony in a text

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Students will be able to identify three types of irony.

Language Objectives 

Students will be able to read the text provided by the teacher and identify instances of satire.

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Students will be in a position to read the text that the teacher will provide them with and recognize other types of irony.

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Students will be in a position to write down examples of the different types of irony

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Students will be able to make use suitable literary language to explain different types of irony to a partner

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Students will be capable of identifying the various types of irony after having listened to a partner read a story

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Students will be in a position to assess situation for irony

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Students will be an a position to create ironic situations of their own

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Students will be able to evaluate situation for satire.

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Students will be able to create satiric situation on their own

Learning Strategies: Key Concepts and Vocabulary Irony, dramatic, verbal, situational, satire Supplementary Materials Copies of power points on irony, irony situation cards, Copies of “The Cask of Amontillado” by Edgar Allan Poe (or other story) Copies of Verbal Irony sheets.

Irony power point copies Motivation Display to the students the slide of a cartoon which involves man trapped on a small island which only has coconuts. At a stone throw distance in the water, next to the man on the isle, is a crate labeled “Coconuts.” Inquire from the students to think and say what is going on in the picture. Group the students and have them analyze converse on what makes the cartoon funny. Preparation 

Post all the objectives in a place which is accessible to all the students.

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Make a PowerPoint presentation on the three types of irony.

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Develop the irony situation cards for the students.

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Identify and establish pairs of lower and higher proficiency students in the for the purpose of group work

Presentation Start off the class by defining the three types of verbal irony: , overstatement, understatement and sarcasm . For example; 

Use sarcasm lightly. If the weather outside is crummy, then say, "Wow, what beautiful and bright weather outside!”. Overstate something about them. "you are so many in this class today, though!".

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Afterwards use understatement, "We've got a tiny country somewhere called the United States of America…" Have statements which are written on a T-chart. On the right side,

have it written as, “What I meant” and on the left side, have it written write “What I said.” Complete the T-chart together with students, after completing the table, the three types of sarcasm will be labeled: understatement, overstatement, and sarcasm. Take time to explain to students that knowledge in figures of speech linguistic devices is a very important part of understanding the meaning of a text or a conversation (Tavoosy et at, 2019). Clarify to the students that failure to interpret figures of speech correctly, for example, can keep the reader from identifying the appropriate tone or even from perceiving the right plot elements (Pagola, 2019). It is therefore essential to take time when reading. In cases where what you have read does not make much sense, it is always good to go read the text all over again while asking yourself if what is written is meant to be taken literally or not. Inform the students that today we are going to look at “The Cask of Amontillado" by Edgar Allan Poe. Point out to the students that "The main theme of this story is with reference to one man's vengeance against another for some reasons that are unclear. During the course of our reading, we’ll concentrate on the verbal irony from the storyteller." Deal out the stories and Verbal Irony cards. Inform the students that during the course of their reading, they will be paying attention to any examples of verbal irony that they come across. After they are done with recording the examples, they will meditate on them. Read the story in their respective groups, pausing each time necessary in order to insert examples of verbal irony to the handouts where necessary. Initiate a student discussion on the irony and also what they think Fortunato is missing out on. Have the students give the consequences of furtunato’s failures to understand a language that Is figurative. Closing: thrash out the supremacy of verbal irony. Overstatement can be unkind and Sarcasm can be piercing. Inquire how the statement has been used in the text you read together. Dare the students to come up with ways in which verbal irony can be a positive force in literature.

Practice and Application 

In their respective groups, students go through situation cards and talk about which type of irony is portrayed. Encourage the students to use sentence stems to clarify their thinking. Students will argue with each categorization by the use of sentence stems. When the students have agreed on the clarification of irony, have them put down their responses on the worksheet provided for to each group.

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Have every group sharing their irony type for each situation card with other groups and tell the class why they chose that type of irony for the specific card.

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Have each and every student select a card and thereafter explain in form of writing how those cards demonstrate a specific form of irony. Also encourage them to share about a particular time in their lives when they went through that type of irony.

Review and Assessment Review how the students have performed in the matching activities and gather student’s writing from the application activity. Extension 

Tell students to find examples of irony external to the classroom.

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Have students fill in a graphic organizer for the form of irony recognized in a reading.

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Tell the students to write a literary analysis relating the irony in a story.

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Administer a test in which students work independently to label examples of irony and write their own example of a particular form of irony.

References Al-Darabse, A. M. F. (2017). Teaching and assessment strategies. In Студент и наука (гуманитарный цикл)-2017 (pp. 535-538).

Ortega-Bueno, R., Rangel, F., Hernández Farıas, D., Rosso, P., Montes-y-Gómez, M., & Medina Pagola, J. E. (2019, September). Overview of the task on irony detection in Spanish variants. In Proceedings of the Iberian languages evaluation forum (IberLEF 2019), co-located with 34th conference of the Spanish Society for natural language processing (SEPLN 2019). CEUR-WS. org (Vol. 2421, pp. 229-256). Tavoosy, Y., & Jelveh, R. (2019). Language teaching strategies and techniques used to support students learning in a language other than their mother tongue. International Journal of Learning and Teaching, 11(2), 77-88. Zhang, S., Zhang, X., Chan, J., & Rosso, P. (2019). Irony detection via sentiment-based transfer learning. Information Processing & Management, 56(5), 1633-1644....