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Grade Level: ENG4U Time Frame: 75 minutes Curricular Expectations: Oral Communication (1.1, 1.2, 1.4, 1.6, 2.

1, 2.6), Reading and Literature Studies (1.1, 1.2, 1.3, 1.5, 2.1, 3.2, 4.2), Writing (1.4) Media Studies (1.2, 1.3) SWABAT: Students will be able to recognize different types of irony and be able to recognize it in visual and written situations. Knowledge and Understanding: Students will learn how to identify different types of irony. Communication: Students will participate in in-class discussions, group chapter discussions. Students will convey their understanding both verbally and in written form. Application: Students will work in partners to apply their understanding of irony in an Irony Detectives worksheet. Preparing for Class: Set up the site on irony: http://www.englishlanguageterminology.org/irony.htm Set up My Irony Project http://www.youtube.com/watch?v=KMK_X0R2IMU 30 copies of the Irony Detectives activity 10 copies of chapter 8 reading questions Materials for Class: pencils+erasers+sharpeners, projector+screen

Week 2: Day 2 Unit: Brave New World (Dystopian Novel Study)

Hook/Introduction: Show students My Irony Project video (4 mins, 55 sec) Lesson: 1. (5 minutes) Go through the types of irony on the site about irony. Have students make notes so that they remember the differences. Ask for any questions. 2. (10 minutes) Hand out to students the Irony Detectives activity and have students complete it with their elbow partners (pairs). 3. (5 minutes) Discuss activity and answers. Discuss responses to answers as a class. 4. (5 minutes) In the same partners, have students write three creative examples of each type of irony. 5. (10 minutes) Think pair share: Have students, individually, look through chapter 7 for the three types of irony and to write as many instances down as possible in a T-table (with page references). Have students discuss with their other elbow partner their findings and merge their results. Draw a T-table with three columns on the blackboard for the types and fill it in as a class with as many instances as possible. 6. (10 minutes) Ask for students who brought their chapter 7 questions to class to get out their homework for homework check and then for them to get into groups of 5-6 to go over their answers together and share their post-reading responses. Students who did not do their questions/pass homework check can keep working on their reading at their desk. 7. (3-5 minutes)Have students back at their seats and ask: What did you think of chapter 7? What questions do you still have? 8. Remind students of their quiz tomorrow. Tell them to study chapter questions and daily themes/activities. Hand out to students their chapter 8 reading questions and let them have the last portion of class to read. Have them consider how difference in culture is being shown in the novel and in this chapter. Remind them to bring their homework to next class for discussion groups.

Bridge: This lesson connects to the next lesson by having students consider differences in culture as they read their text.