goodnerbtobedetermined

=Situational Irony= 2. Show the film clip from //The Wizard of Oz// where Dorothy discovers she has always had the ability to go home. Discuss how this is a good example of this type of irony. 3*. Have students work in groups to develop lists of examples from life, movies, and literature. 4*. Share with the whole group or have students do a gallery walk to look at the ideas other groups have generated.
 * Title: ||< Situational Irony Introductory Lesson ||
 * Subject: ||< English Language Arts ||
 * Grade: ||< 6th Grade ||
 * Purpose: || Introduce concept of situational irony and identify examples. ||
 * Time Frame: ||< 1-2 class periods ||
 * Summary: ||< Students are given a definition of situational irony and two examples. Students then make collections of examples from various sources that illustrate situational irony. Whole group then evaluates the examples and chooses two or three to use as examples for other classes. ||
 * Tasks: ||< 1. Define situational irony as an outcome that turns out to be very different from what was expected. (Example: the movie //The Sixth Sense)//

In **step 3**, have students collect examples of situational irony from movie clips, text, and images from online sources.
 * Technology Integration:

Have students collect these examples in a digital basket. Google Docs--students can video, images, and text in a common Google Doc Wiki--students can easily embed video, images, and text in wiki page.

Ask students to review their collections and choose 3-5 examples to share from their group collections that they think are the most helpful in showing others the concept.

Students should also include their rationales for the examples (This is an example of situational irony because...).

In **step 4**, have students share their best 3-5 with the class. In small groups or individually, students then view the other groups' "exemplars" and rationales to comment on their appropriateness and effectiveness for the purpose (to demonstrate the concept to other).

If they think an example is very good, they can add this example to their own collection. Students can also critique whether or not an example fits the definition, or provide support/defense for the example via comments. (If each group will show its collection with the whole group on an ActivBoard, students could use ActivVotes to select the best examples.)

In **step 5**, have students decide which are the best two or three examples (and rationales) from the entire class period to share with another class during the introduction of the lesson (to replace or extend the Wizard of Oz example). An easy way to compile these examples across class periods and classes is Glogster or Posterous || Students can create short movies, images, or cartoon strips online and include a rationale for their example. These examples can be used in the creation of other collections. ||
 * Objectives: || TLW demonstrate an understanding of situational irony by working in groups and independently to identify examples found in life, movies, and literature. ||
 * Assessment: ||< Assess small group exemplars from step 4 (students will be able to revise their collections with input from the teacher and other students).
 * Resources: ||< * Internet-capable devices. ||
 * Examples: ||< * Links to teacher or student examples. ||

Discussion:
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