Lesson Plan 3: Writing about Irony
Author: B.Wu, Murry Bergtraum High School, New York, NY
Grade Level: 9-12
Subject: English
Overview: The following lesson is designed to assist students in identifying and
understanding the concept and the use of irony in literature. Through the discussion of
the different types of irony, students can more effectively identify irony and its
important role it plays in the literature they read.
Objective: Following a brief discussion of irony, each student will display his/her
understanding of this literary concept by identify at least one example of each type of
irony and discuss the role each example of irony plays in Julius Caesar in the
essay.
Materials: Julius Caesar by Shakespeare
Activities and Procedures:
- Begin the class with a brief discussion and analysis of the following questions:
- "How is Caesar's behavior toward Descius and other conspirators in Act II, Scene
ii? What does the audience know that Caesar does not know?"
- "What is ironic about the outcome of the assassination, given the expressed goals
of the conspirators?"
- "In Antony's speech at Caesar's funeral, what kind of effect does it create through
Antony's remarks:'Say I love Brutus and I honor him', (the first of series of ironic
statements that disguise his true feelings) 'As here by Caesar, and by you cut off/ The
choice and master spirits of this age' (the reader may already guess that Antony's
description of the assassin is ironic).
- Use the discussion of the above questions to introduce irony to students.
- What is an irony?
The term irony refers to a discrepancy, or disagreement, of some sort. The discrepancy
can between what someone says and what he or she really means (verbal irony). The
discrepancy can be between a situation that one would logically anticipate or that would
seem appropriate and the situation that actually develops (situational irony). The
discrepancy can be between the facts known to a character and the facts known to us, the
readers or audience (dramatic irony).
- Identify one example of each type of the irony in Julius Caesar by answering the
following questions:
- Verbal irony: what does the character say that is the opposite of what is really meant?(
use the direct quotations from the play which could be used as evidence for your
generalizations when you begin to write the essay)
- Situational irony: What happens that we would not expect or that seems inappropriate in
this situation? In particular, does the ending introduce a twist or surprise of any
kind?(use direct quotes to answer the question)
- Dramatic irony: what knowledge do we have that the character does not?(use direct
quotations in answering the question)
- What are some common uses and benefits of irony in literature?
When you are asked to write about irony in a work of literature, you are often
answering an essay question, such as, "In what ways does the author use irony in this
selection?" or "How does the irony support the theme of the selection?"
Determine how the examples of irony support or highlights the theme
(see handout) of the selection.
- The structure of the essay
- Begin the introductory paragraph with a thesis statement that addresses the main points
of the essay question, for example, "With verbal, situational, and dramatic irony, Julius
Caesar by Shakespeare presents
(use a few sentences to state the theme of the
play). Fill out the rest of the introductory paragraph by giving details related to
the thesis statement.
- Development: In each of the following paragraphs, identify and supply examples of the
kind or kinds of irony used in the play. You might dedicate one paragraph to each of the
kinds of irony.
- In another paragraph show how the author's use of irony helps you recognize the theme of
the play or support the theme.
- In the concluding paragraph, restate in other words the thesis statement from the
introduction of the essay. You may also offer an opinion on the effectiveness of the irony
in the play.
Assessment: the final essay on the topic
The follow-up activities: use the learned techniques in analyzing a short story by Mark
Twain.
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