Review (20-25 mins.)
--"Irony Check Charts" sheet explained via a Monsters, Inc. example for each type of irony
Many of the monsters are afraid of kids:
https://www.youtube.com/watch?v=iTj0uh6XGrM
Roz tells Mike she is "sure [he has] filed [his] paperwork correctly":
https://www.youtube.com/watch?v=dJWm0TWH7d0
Sully thinks Boo died:
https://www.youtube.com/watch?v=zDwiybWUwKM
Transition (1-2 mins.)
--Please access your copy of the "Purposeful Viewing of Gnomeo
& Juliet" document.
--Reminder: The following are our focal points with Gnomeo
& Juliet, which we will finish viewing during the next part of today's
class block:
- opening
up a window into Shakespeare's The Tragedy of Romeo and Juliet
- working
toward mastery of a Reading Literature standard that we have not yet
addressed
- continuing
to "stay fresh" with regard to some of the work that we have
been completing this school year (e.g., reviewing and applying theme, APPLYING
IRONY, etc.)
Pre-reading/Film Analysis Activity (cont.) --
Purposeful Viewing of Gnomeo & Juliet (10-ish mins.)
--jot down notes on your "Purposeful Viewing of Gnomeo &
Juliet" document for discussion, FOCUSING ESPECIALLY ON
#7 (IRONY)
Review -- The Three Types of Irony (10-15 mins.)
--pair/share potential examples of irony present in Gnomeo & Juliet OR other
examples from real life, movies, etc.
--whole-class share-out (just the example, not the
explanation)
--quietly and independently, run an "irony check" on a
potential example of your choice
--pair/share
--whole-class share-out
Transition (1-2 mins.)
--Please pick up a copy of the "Irony Quiz" from the front table (in-person) or access your copy of the "Irony Quiz" document in the "Classwork" tab (in-person/digital).
Assessment -- Irony Quiz (remainder of class)
--complete the assessment quietly and independently--good luck!
--When you finish taking the quiz, ...
- submit your work by placing it in the black basket or clicking the "Turn in" button
- engage in free reading.
Closure -- "Today, I learned/understood/realized..." "Ball
Toss" (time permitting)
--brainstorm sentence-starter conclusions quietly and independently
--whole-class share-out via "ball toss"
