Using Verbal Irony In The Classroom

This lesson began with a hook to explain to students why understanding verbal, situational and dramatic irony would make them more engaging and funnier. I explained verbal irony first since it is the branch they are most familiar with. I then used table talk when I asked students to practice using verbal irony while telling how excited they were to get out of bed and come to school. I used equity squares to call on students randomly to ensure that all students were given attention and knew that participation was expected. Students were asked to show comprehension using hand signals so teaching accommodations and modifications could be implemented immediately. I created a lesson that required students to work cooperatively to sort various images into the correct type of irony category. Visual cues including gesticulations, facial

Having already said their example within their small table group gave students the confidence to then share the example with the rest of the class. I ask Lana to show an example and when Hannah does not know what made her statement ironic, I roll my eyes to show her what Lana did (3:00). I then repeat the answer to further validate Hannah’s correct answer. I ask Julissa, in glasses, to explain why Alexa’s example was ironic, but she is unable to do this (4:45). I ask Alexa to repeat her example and then give all the groups a short time to come up with the answer. I sit with Julissa’s group and use gesticulations to show elaboration until she understands the concept. I then give her the words to use and tell her that I will be calling on her again to show her that she will be responsible for the answer. She is now confident since she knows now that her answer will be