Reducing my 15-minute lesson plan on the literary element of situational irony resulted in swiftly (but not thoroughly!) considering various abbreviated versions. I skipped introductory comments and went for a “hook” -- writing what/if statements on the board. Students would select an outcome they most likely expected, instead of one they least likely expected. In order to reinforce the unexpected what/if relationship, I incorporated a YouTube clip of the Alanis Morisette song Ironic; this time I asked them to express what they thought would most likely happen, whereas the song expressed the ironic outcome. This reinforcement was unnecessary in a six-minute allotment.
For this brief amount of time, one exercise would have been enough – either the board exercise or the YouTube exercise. The remainder of the lesson would have been more impactful had I broken the class into groups who could have done a Think-Pair-Share with miscellaneous situations, creating both most expected and least expected outcomes. Students were prepared to move forward and such an activity would have better flexed their critical thinking muscles. Another point I could have improved upon was the handout I presented regarding irony: for a six-minute lesson plan, a handout regarding only situational irony would have sufficed and provided greater clarity.
Reflecting on my attempt to teach the ability to identify situational irony in six minutes, I believe I firmly established that situational irony is the difference between an expected outcome and what actually happens or is about to happen to a character. The YouTube clip added variety to the lesson, incorporated technology and appealing to both visual and auditory learners. Yet, if I were to teach this lesson again in another six-minute increment, I would definitely allow for students to develop some of their own moments of situational irony in small group format.
For this brief amount of time, one exercise would have been enough – either the board exercise or the YouTube exercise. The remainder of the lesson would have been more impactful had I broken the class into groups who could have done a Think-Pair-Share with miscellaneous situations, creating both most expected and least expected outcomes. Students were prepared to move forward and such an activity would have better flexed their critical thinking muscles. Another point I could have improved upon was the handout I presented regarding irony: for a six-minute lesson plan, a handout regarding only situational irony would have sufficed and provided greater clarity.
Reflecting on my attempt to teach the ability to identify situational irony in six minutes, I believe I firmly established that situational irony is the difference between an expected outcome and what actually happens or is about to happen to a character. The YouTube clip added variety to the lesson, incorporated technology and appealing to both visual and auditory learners. Yet, if I were to teach this lesson again in another six-minute increment, I would definitely allow for students to develop some of their own moments of situational irony in small group format.