Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 48589
The Past and the Future
The lesson introduces students to irony and how instances of irony in a piece of literature, "A Sound of Thunder" (1070L) by Ray Bradbury,
advances the plot. Students are exposed to examples of irony from other works of literature to assist them with this particular form of figurative
language. The summative assessment entails a written analysis of how the author incorporates instances of irony to further develop the plot.
Subject(s): English Language Arts
Grade Level(s): 9
Intended Audience: Educators
Instructional Time: 3 Hour(s)
Freely Available: Yes
Keywords: A Sound of Thunder, Ray Bradbury, science fiction, past, future, irony, time travel, plot development
through irony
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
What is IRONY_.pdf
Examples of IRONY.doc
Instances of IRONYStudent.doc
Instances of IRONYKEY.doc
Vocabulary Words.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will demonstrate an understanding of irony by identifying examples from a text and analyzing its role in the text.
Students will draft a coherent and cohesive analysis of how the author uses irony to enhance the plot, citing instances of irony from the text.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with the definitions of different types of irony.
Students should be familiar with drafting an analysis text.
Students should be able to participate in class discussions.
Students should be able to work with a partner or in small groups.
Students should understand that science fiction is narrative fiction about the future.
Students should be able to follow shifts in time within a text.
Guiding Questions: What are the guiding questions for this lesson?
What is irony?
How does the author's use of irony advance the plot?
What are some examples of irony found in this text? Explain how they are ironic.
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 3 The teacher will pose the question, "Can anyone tell me what the definition of irony is?" If students are unable to answer this question, perhaps the teacher can ask
students if they can give an example of irony. The teacher should write student responses on the board.
Next, the teacher will give students individual copies of a handout defining irony and the different kinds of irony.
The teacher will need to discuss the various definitions presented and why authors may choose to use irony in their writing.
The teacher will then share some examples of irony from other sources and discuss about how irony is used to help advance a plot, in addition to adding humor or
heightening suspense.
The teacher should then introduce the text to be used for this lesson, "A Sound of Thunder" by Ray Bradbury (1070L). To assist students' understanding of this text,
selected vocabulary words are provided with this lesson. (When reading the story aloud or silently, remind students to reference the definitions.)
Next, the teacher should pass out the instances of irony worksheet, in order for students to record instances of irony included in "A Sound of Thunder."
Next, the teacher will begin to read the text aloud (students should be provided with individual copies of the text) and provide students the first two examples of
irony included in "A Sound of Thunder." Ten examples of irony are included with this lesson and are attached.
The teacher should be sure to write the first two examples of irony on the board or an overhead projector in order for students to record this information.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
During this portion of the lesson, students should read the remainder of the story independently, highlighting and/or marking instances of irony on the text. If the
text is in a published literature series and cannot be marked on, providing students with post-it notes can be useful for this activity.
When students have finished reading the story, partner students to work together to discuss 3 more instances of irony included in the story.
The teacher should be circulating around the room, checking for students' understanding of the story, in addition for accuracy when identifying instances of irony.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
After students have identified 3 more instances of irony in "A Sound of Thunder" (1070L), direct students to identify the remainder of the examples of irony included
in the text. (Note: There may be more instances of irony that may occur in this text)
When students have completed this activity, partner students again, but this time with a different partner to share their answers.
The teacher should then review with the whole class, instances of irony supplied by students, which should then be recorded for all students to see.
Students will use their notes to complete the summative assessment. Teachers should review the rubric that will be used to assess students' writing before they
begin their work.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
At the end of the lesson, have students volunteer to read their essays aloud or conduct a class discussion on which instances of irony discovered in the text were the
most effective and why.
Summative Assessment
Students will draft an analysis essay in which they cite 2-3 instances of irony in the text and include how these instances of irony advance the plot of the story. Essays
can follow the format provided below.
Paragraph 1
Introduction
First instance of irony and its effect on the advancement of the plot AND a commentary
Paragraph 2
Second instance of irony and its effect on the advancement of the plot AND a commentary
Third instance of irony and its effect on the advancement of the plot AND a commentary
Paragraph 3
Conclusion
The attached instances of irony can be used to assess students' accuracy with identifying instances of irony in "A Sound of Thunder" (1070L).
Formative Assessment
The teacher will formatively assess students during the Teaching Phase of the lesson by posing questions such as "Can anyone either define or give me an example of
irony?" Throughout the lesson, the teacher will check for students' understanding of the text while being read aloud or silently. Additionally, the teacher will assess
students' level of understanding of irony by asking students to explain how the examples of irony are actually ironic. Finally, the teacher can clarify to assist students'
understanding of irony in the text by going over the 10 examples of irony found in "A Sound of Thunder" (1070L).
Feedback to Students
The teacher will provide feedback to students throughout the lesson, either by clarifying or affirming students' level of understanding with the provided examples of
irony, in addition to the specific instances of irony included in "A Sound of Thunder" (1070L). The teacher should also provide feedback to students when they are
drafting their analysis essays (in which students must identify 2-3 instances of irony) by conducting mini writing conferences and assisting students with the organization
of their essay and the analysis component of it.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: To accommodate for differentiation, students are already provided with selected vocabulary words taken from the text to include the definitions,
the definition of irony handout, and the examples of irony handout.
During the Guided and Independent practice portion of the lesson, the teacher can vary the amount of instances of irony to be identified.
For the summative assessment, the teacher can modify this assignment by either partnering students to draft the analysis essay, or providing students with an outline to
complete in lieu of constructing an analysis essay.
The teacher could also provide students with the key of instances of irony to assist them in drafting their analysis essay.
Finally, the text can be read aloud in its entirety and the teacher can pause where irony occurs in the text and have students list these instances and then analyze their
role in the text.
Extensions: Students could write an essay in which they describe a time period in the past in which they would like to visit. Students could also conduct web based
page 2 of 3 research on instances of irony in literature or the media. Students could present their findings in a poster format or a digital presentation.
For closure, the students will look at science fiction titles that have dealt with time travel: The Time Machine and Journey to the Center of the Earth. Videos (the Back to
the Future films for example) can be found on Youtube that support the stories and clips can be shared with the class, keeping in mind the question, "How does the
world change? How do the people change? The teacher should try to see if the students can boil it all down into one generalized statement of irony that seems universal
in the science fiction genre: Meddling in the past can really mess up the future.
Further Recommendations: Ray Bradbury uses irony and paradoxical situations as well as changing the settings from future to past and then back to a future
that has changed. These are complex structures for ninth grade students. The teacher will need to determine how students can best access "A Sound of Thunder"
(1070L) by either reading the story aloud or through silent sustained reading.
Additional Information/Instructions
By Author/Submitter
This lesson addresses subpart A for LAFS.910.L.3.5.
SOURCE AND ACCESS INFORMATION
Contributed by: Mickey Mickler
Name of Author/Source: Mickey Mickler
District/Organization of Contributor(s): St. Johns
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.L.3.5:
LAFS.910.RL.1.1:
LAFS.910.W.1.2:
LAFS.910.W.3.9:
Description
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,
or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source
material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later
author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
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