1. Start – Up - Discussion
9/7/17
With your triad, discuss the following image: Do you find this image funny? Why?

2. Start – Up - Writing
9/7/17
Now write about the image: Did you find the image funny? Why or why not? Do you think this image makes a point? What is it?

3. CCS Standards
RL 10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot and the theme.
L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. euphemism; oxymoron) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.
L Acquire and use accurately general academic and domain ‐specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

4. By the end of the unit, students will be able to:
Objectives
By the end of the unit, students will be able to:
Define and identify irony (including situational, dramatic, and verbal) and ambiguity.
Analyze how complex characters develop through the text and interact with other characters and advance the plot or develop the theme.
Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

5. Irony

6. The difference between:
What is Irony?
The difference between:
What we expect and what actually happens
Situational Irony
What we know and what a character knows
Dramatic Irony
What we say and what we mean
Verbal Irony

7. (Write down one example from the video clip.)
Three Types of Irony
1 - Situational Irony – When what happens in a situation is the opposite of what you expected to happen.
(Write down one example from the video clip.)
WATCH

8. Look at the following images:
Situational Irony
Look at the following images:
For each one, take a moment to discuss it with your group. Then write your answers to the questions on your paper.

9. How is this picture the opposite of what we would expect?
Example 1
How is this picture the opposite of what we would expect?

10. How is this picture the opposite of what we would expect?
Example 2
How is this picture the opposite of what we would expect?

11. How is this picture the opposite of what we would expect?
Example 3
How is this picture the opposite of what we would expect?

12. (Write down one example from the video clip.)
Three Types of Irony
2 - Dramatic Irony – When the audience seems to know more about an event, situation, or conversation than the characters do.
(Write down one example from the video clip.)
WATCH

13. Look at the following images:
Dramatic Irony
Look at the following images:
For each one, take a moment to discuss it with your group. Then write your answers to the questions on your paper.

14. What do we, the audience, know that
Example 1
What do we, the audience, know that
the character does not?

15. What do we, the audience, know that
Example 2
What do we, the audience, know that
the character does not?

16. What do we, the audience, know that
Example 3
What do we, the audience, know that
the character does not?

17. (Write down one example from the video clip.)
Three Types of Irony
3 – Verbal Irony – When the speaker says the opposite of what he means.
(Write down one example from the video clip.)
WATCH

18. Look at the following images:
Verbal Irony
Look at the following images:
For each one, take a moment to discuss it with your group. Then write your answers to the questions on your paper.

19. Despite what is said, what is actually meant?
Example 1
Despite what is said, what is actually meant?

20. Despite what is said, what is actually meant?
Example 2
Despite what is said, what is actually meant?

21. Despite what is said, what is actually meant?
Example 3
Despite what is said, what is actually meant?

22. Ambiguity When a situation or story offers us
a choice of more than one meaning
or interpretation.
Ambiguity keeps us guessing,
wondering, and reflecting.
Ambiguous stories linger in our minds
because they challenge our
imaginations.

23. Look at the following images:
Ambiguity
Look at the following images:
For each one, take a moment to discuss it with your group. Then write your answers to the questions on your paper.

24. Why would the message of this sign be
Example 1
Why would the message of this sign be
considered ambiguous?

25. Why would the message of this sign be
Example 2
Why would the message of this sign be
considered ambiguous?

26. Why would the message of this sign be
Example 3
Why would the message of this sign be
considered ambiguous?

27. Understanding Irony and Ambiguity Clos Notes/Worksheet DUE TOMORROW!
Homework
Understanding Irony and Ambiguity Clos Notes/Worksheet DUE TOMORROW!

28. Exit Ticket
9/7/17
Give me one example of each of the following that you have seen in TV, movies, or real life.
Situational Irony
Dramatic Irony
Verbal Irony
Ambiguity

29. Start – Up - Discussion
9/8/17
With your triad, discuss the following: Give an example of a time when you have seen or experienced irony IN REAL LIFE. What happened or what was said that was ironic? Was the irony situational, dramatic, or verbal?

30. Start – Up - Writing
9/8/17
Now write about what the partner TO YOUR RIGHT had to say: What was the example of a time when they saw or experienced irony IN REAL LIFE? What happened or what was said that was ironic? Was the irony situational, dramatic, or verbal?

31. CCS Standards
RL 10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot and the theme.
L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. euphemism; oxymoron) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.
L Acquire and use accurately general academic and domain ‐specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

32. By the end of the unit, students will be able to:
Objectives
By the end of the unit, students will be able to:
Define and identify irony (including situational, dramatic, and verbal) and ambiguity.
Analyze how complex characters develop through the text and interact with other characters and advance the plot or develop the theme.
Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

33. BE PREPARED TO DEFEND YOUR CHOICE!
Types of Irony
Quick Review
Everyone UP
When the images come up, decide if you think the example is SITUATIONAL, DRAMATIC, OR VERBAL irony.
Situational = sit down
Dramatic = pose
Verbal = blah blah blah
BE PREPARED TO DEFEND YOUR CHOICE!

34. Situational, Dramatic, or Verbal? Verbal
Irony
Situational, Dramatic, or Verbal? Verbal

35. Situational, Dramatic, or Verbal? Situational
Irony
Situational, Dramatic, or Verbal? Situational

36. Situational, Dramatic, or Verbal? Dramatic
Irony
Situational, Dramatic, or Verbal? Dramatic

37. Situational, Dramatic, or Verbal? Verbal
Irony
Situational, Dramatic, or Verbal? Verbal

38. Situational, Dramatic, or Verbal? Dramatic
Irony
Situational, Dramatic, or Verbal? Dramatic

39. Situational, Dramatic, or Verbal? Situational
Irony
Situational, Dramatic, or Verbal? Situational

40. Vocabulary
Complete BOTH sides of the Vocabulary Worksheet for the story “Lamb to the Slaughter.”

41. If You Finish…
Check Aeries and see if you are missing any assignments for this class!
If you are, GET THEM DONE!
Progress Reports go out Wednesday, but I will NOT accept any late work for those reports after MONDAY!
If you are not missing any work for me, quietly work on something for another class!

42. Homework
“Lamb to the Slaughter” Vocabulary Worksheet DUE MONDAY!!! BRING TEXTBOOKS MONDAY!!!

43. Exit Ticket
9/8/17
Think about a story you have read or TV show or movie you have watched that had an ambiguous ending. What was it? Why do you think the author chose to end it that way? How did you feel after reading/watching it?

44. Start – Up - Discussion
9/11/17
With your triad, discuss the following: Have you ever heard the phrase “Like a lamb to the slaughter”? What do you think it might mean? Knowing that the title of the story we will read today is “Lamb to the Slaughter,” what do you think it might be about?

45. Start – Up - Writing
9/11/17
Now write about it: Have you ever heard the phrase “Like a lamb to the slaughter”? What do you think it might mean? Knowing that the title of the story we will read today is “Lamb to the Slaughter,” what do you think it might be about?

46. CCS Standards
RL 10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot and the theme.
L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. euphemism; oxymoron) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.
L Acquire and use accurately general academic and domain ‐specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

47. By the end of the unit, students will be able to:
Objectives
By the end of the unit, students will be able to:
Define and identify irony (including situational, dramatic, and verbal) and ambiguity.
Analyze how complex characters develop through the text and interact with other characters and advance the plot or develop the theme.
Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

48. “Lamb to the Slaughter”
Written in 1953 by Roald Dahl
Known mostly for Charlie and the Chocolate Factory and The BFG
Originally rejected for publication
Has been adapted for television two separate times; once for Alfred Hitchcock Presents and once for the British show, Tales of the Unexpected.

49. “Lamb to the Slaughter”
Let’s Read!

50. “Lamb to the Slaughter” Cornell Notes
Homework
“Lamb to the Slaughter” Cornell Notes
*Just the front of the page*
BRING TEXTBOOKS AGAIN TOMORROW!!!

51. Exit Ticket
9/11/17
Why do you think Mary spent so much time talking to “Sam the grocer?” How could that end up being important? Where do we see dramatic irony in their conversation?

52. Start – Up - Discussion
9/12/17
With your triad, discuss the following: Make predictions as to what you think will happen in the rest of the story today. Will Mary get away with murder? Why or why not?

53. Start – Up - Writing
9/12/17
Now write about what the person to your LEFT had to say: What was their prediction as to what you think will happen in the rest of the story today. Did they think Mary will get away with murder? Why or why not? Did you agree or disagree with their prediction? Why?

54. CCS Standards
RL 10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot and the theme.
L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g. euphemism; oxymoron) in context and analyze their role in text.
b. Analyze nuances in the meaning of words with similar denotations.
L Acquire and use accurately general academic and domain ‐specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

55. By the end of the unit, students will be able to:
Objectives
By the end of the unit, students will be able to:
Define and identify irony (including situational, dramatic, and verbal) and ambiguity.
Analyze how complex characters develop through the text and interact with other characters and advance the plot or develop the theme.
Acquire and accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

56. “Lamb to the Slaughter”
Let’s Read!

57. “Lamb to the Slaughter” Cornell Notes are DUE TOMORROW!
Homework
“Lamb to the Slaughter” Cornell Notes are DUE TOMORROW!

58. Exit Ticket
9/12/17
Why do you think the story ends with Mary Maloney giggling? How can we see this ending as ambiguous?

59. NO START-UP TODAY! BECAUSE… YOU HAVE A…
9/13/17

60. QUIZ-WRITE

61. Homework
NO HOMEWORK

62. Exit Ticket
9/13/17
NO EXIT TICKET!