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Documente Cultură
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
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
applicable)
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
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
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.
II.
III.
IV.
Synthesis: elaborate
V.
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
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.
REFLECTION
I.
GUIDING
QUESTIONS