Literary Analysis 1

o. Henry: Foreshadow, Humor, and Irony

LEsson Breakdown

2- 50 minute In-Class Periods2- Online Work Days

Grade 9- College Prep English

“Twenty years is a long time, but not long enough to change a man's nose from a Roman to a pug” -After Twenty Years

Standards

Objectives

Assessment

APPLY

Understand

research Based methods

Instruction

Day 1 Initiating Activity

Day 1 Connect Prior Knowledge

Day 1 Active Reading

Bloom's Taxonomy

Technology

Flexibility

In Class Work

Day 3 Active Reading

Day 3 Connect Prior Knowledge

Day 3 Initiating Activity

Reinforce

Evaluate

Demonstrate

Lesson Context

Irony

• Year Plan: Literature for the Ages (Timeless Works)
• Curriculum Foundation: The Seven Basic Plots
• Unit: Comedy

Analyze Irony

Criteria for Lesson Success

Online Class

Vocabulary

Comprehension Game (Quiz)

Review/define from class interaction:

Ask: From your experience with story telling (reading, viewing, or playing), What is_____; Can you give an example of____

• Tone
• Mood
• foreshadow

Introduce Comedy:

O. Henry is known for humor through surprise endings and Irony. Tone/Mood doesn’t have to be entirely upbeat for an element of humor. A darker tone/mood with an ironically comedic ending is achieved through foreshadow leading to a plot twist.

Every classroom is unique! Success expectations will vary. Determined success could include the following:

The lesson will be successful if 80% of students demonstrate comprehension and vocabulary skills at 85% or better on assessments. The lesson will be successful if 90% of students engage in the discussion forum at 85% or better.

Set expectations for your class accordingly.

Each online component reflects online learning best practices. The Quizlet learning and gaming activities (vocabulary and irony) reinforce the in-class lessons, present information in a new and varied way, and meet Bloom’s “retrieve/remember” and “apply” levels. Researchers have identified numerous benefits to asynchronous discussions including “opportunities for constructing and negotiating meaning, promoting critical thinking, achieving higher levels of abstract cognitive processes, providingcareful formal and reflective responses, and being motivated to write well due to the presence of a real audience and purpose for communicating” (Rice, 2012, p.156). The forum created provides an opportunity for students to “evaluate” the writings and “create” commentary for an authentic audience, both higher order thinking skills on Bloom’s taxonomy. Finally, the online quizzes give students the flexibility to test when they are prepared; however, it is understood that there are factors to consider in this assessment of knowledge. In-class activities should apply the online learning concepts to serve as a system of checks-and-balances and monitoring student understanding. Larson and Lockee (2013) indicate that media in education is purposeful when used for learning with technology, learning from technology, learning about technology, and when using technology for productivity. Though learning about technology is not reflected in this lesson plan, students are demonstrating what they have learned about technology by utilizing the LMS resources as designed. Students are expected to learn from technology when viewing the online irony tutorial videos and using the Quizlet flashcards. Students learn with technology by participating in the discussion thread and Quizlet game activities. Technology is used for productivity as the LMS manages information, resources, and grades for the entire class.

Assessment of Students

Students will be assessed throughout the week in both formative and summative ways. Students will demonstrate active reading and annotation practices independently on the second short story after review and guidance on the first. Once complete, comprehension will be assessed using the Quiz on Moodle. Ability to define literary terms will be formatively assessed in initiating activity and summatively assessed independently using Quizlet. Student understanding of new, unfamiliar words will be assessed both on Quizlet and in the completion of a vocabulary worksheet in which they must apply new words to writing. Assessment of students’ ability to evaluate irony will be administered through the online discussion forum and scored using the attached discussion rubric.

Lesson Objectives

• Students will be able to define and provide examples of humor, foreshadow, and situational, verbal, and dramatic irony.

• Students will utilize active reading questioning and annotation to build comprehension and to identify literary techniques.

• Students will demonstrate understanding of unfamiliar words as used in O. Henry’s short stories.

• Students will evaluate the influence of O’Henry in today’s society.

Common Core Standards

• CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.