Goal-directed Instructional Design Plan – English/ Language Arts
Robert Fickbohm
1.
Identifying, differentiating, and creating the three different types of Irony
found in Literature.
2.
Students will be able to identify Irony in a written or performed piece and
distinguish which type it is (i.e. verbal, situational, or dramatic). Also, they will
be able to create examples of these themselves.
3.
An instructional objective – the objectives are based on the final outcome, activity or
test. These objectives will each be different for the four types of knowledge; performing
skills, recalling facts, identifying examples of concepts, and applying principles.
a.
Recall: students will be able to define situational, dramatic, and verbal Irony from
memory.
b.
Identifying Examples of Concepts: students will be able to identify these Literary
devices in literature and performed drama.
c.
Applying Principles: students create visual examples of the different types of
Irony through performance, short-story examples, or PowerPoint picture book.
4.
Essential content: Students need to be able to understand the figurative and literal
meanings of words, i.e. the denotative and connotative context of words. Students need
to be able to recognize and understand the significance of figurative language. Students
need to be able to interpret and evaluate the impact of subtleties and ambiguities of a
text.
5.
Evaluation: Students will be asked to identify the tree different types of Irony through
a closed, loaded reading. They will have to explain why it falls into the category
answered and its significance in the reading.
6.
Method: Present the literal definitions of verbal, dramatic, and situational irony. Explain
to students the different types through present day examples (hypothetical
conversation, popular TV show or movie). Model the finding in a prepared text, and then
have students practice locating the devices independently with guidance.
●
Motivation:
○
Meaningfulness – use Shakespeare’s Romeo and Juliet as a teacher directed
examples to engage them with prior knowledge (they should have studied it the
year before).
○
Pleasant consequences – Explain the nearly definite possibility that these Literary
Devices will appear on the High School Exit Exam, State testing, SAT, and the
ACT.
○
Novelty – Show movie clips (Teen Wolf would work perfectly) to illustrate the
different types of Irony.
●
Socialization – Allow students to work in small groups to create skits (live or recorded)
or a PowerPoint Storybook showing original real-life examples of Irony. Students will
need to work collaboratively writing scripts or a presentation. A venue such as Google
Docs would allow them to work together from different locations and have access to the
groups work remotely.
●
Audience –
●
○
Age= 10th grade mainstream Language Arts students.
○
Skill level= Grade appropriate reading level. Basic word-processing and computer
presentation knowledge.
○
Prerequisite knowledge= Basic word-processing and computer presentation
knowledge. Possible video camera operation.
Technology Needs – computer with word-processing and presentation capabilities,
video projector, DVD player, and possible a video camera.