Dramatic Irony Lesson Plans

1. Yuckles
header Yuckles Round the Twist _ Level: Year 5 to Year 9 KLA outcomes: English Theme: Narrative Structure Description: Yuckles presents a conflict between conservation and development. This conflict is the basis for exploring audience positioning, time as a narrative device and dramatic irony. Resources: Video: Yuckles ep 10 vol 6 Round the Twist 2 ACTF See Education Catalogue for video purchasing details and order form. Lesson plan: Audience position This episode, like a number in the second series of Round the Twist, deals with the theme of conservation versus progress. It is useful fo...

2. Spaghetti Pig Out
header Spaghetti Pig Out Characters covered in spaghetti. Round the Twist _ Level: Year 3 to Year 9 KLA outcomes: English Theme: Narrative Structure; Humour and Satire Description: Students explore the nature of sub-plots in narrative and the writer's use of parody, irony and conflict as narrative devices. Students then write their own scenes using these techniques. Resources: Video: Spaghetti Pig Out ep 5 vol 1 Round the Twist 1 ACTF See Education Catalogue for video purchasing details and order form. Lesson plan: Narrative: plots and sub-plots This episode has a cleverly cr...

3. Irony
mtcorps Irony Search wiki: Home Edit page Log inAdd featuresHelp QuickStart Recent Activity SideBar Create a new page Create a classroom Create a syllabus Create a group project Use another template Share this It's easy - just select the desired access level, copy this link and send it via email, instant message, etc. Lin...

4. Kansas Poets / Lesson Plans -- Persona
...he first-person ("I") persona. ? Poem of Instruction Events through the words of the poem, demonstrate a higher level of thinking by providing "insight" to the personality of the poem's speaker the "I" who is featured in the poem. Classroom ? Sound & Sense Lesson Plans Workshops utilize the use of "irony." ? Storytelling KansasPoets.com Contact Us E-mail: Hint: Students need to understanding the meaning of "irony" and "persona." ? Indirection Site Developer Students need to understand what is meant by "the speaker" as pertaining to poetry. Suggest that the first person protagonist of the poem can be one's se...

5. Stone Cold
...wright of Stone Cold . Objectives: By the end of the session the students will: Written pieces of script in a style appropriate to the stimulus. (Creating) Have understood that the scripted word is mediated in performance through the actor s interpretation; (Performing) Reflected on how tension and irony is generated in the realisation of scripts. (Responding) Activities: 1. Warm-up game: Cross the circle to get to know names. Extend this into By invitation Only which demands that they must not cross until the person whose name they have called replies Yes . Point out how this game forces them to slow down,...

6. How Ironic!
...iversity of North Carolina at Chapel Hill School of Education, finds the most innovative and successful practices in K?12 education and makes them available to the teachers and students of North Carolina ? and the world. Lesson Plans How Ironic! This lesson will introduce students to the concept of irony. Verbal, situational, and dramatic irony will be defined, but the focus of the lesson is situational irony. This lesson can be used prior to teaching longer, more complex short stories that contain situational irony. This lesson is modified for an English Language Learner (ELL) who reads at the Intermediate...

7. Romeo and Juliet
...ds: Brief Summary of Unit: This unit is designed for use with 9th grade English classes. It will encompass approximately two to three weeks. The numerous lessons encompass acquiring, organizing and transforming information into useful products, compositions and plays. Many Language Arts and Theater/Dramatic Arts content standards are reached in this unit. Students will have introduction activities that lead into reading and understanding Shakespeare's language. They will continue on by reading the play, with many lessons or activities focusing on metaphors, soliloquies, sonnets, etc. A multiple choice final...

8. Analyzing Significant Events in
...yths, legends, short stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). o interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery. o understanding the importance of tone, mood, diction, and style. o explaining and interpreting archetypal characters, themes, settings. o explaining how point of view is developed and its effect on literary texts. o determining a character's traits from his/her acti...

9. Story Tellers and Poets
...yths, legends, short stories, novels), non-fiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy). o interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery. o understanding the importance of tone, mood, diction, and style. o explaining and interpreting archetypal characters, themes, settings. o explaining how point of view is developed and its effect on literary texts. o determining a character's traits from his/her acti...

10. Teaching voice
...ction. o building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures. o analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature. o analyzing the importance of tone and mood. o analyzing archetypal characters, themes, and settings in world literature. o making comparisons and connections between historical and contemporary issues. o un...