In "The Cask of Amontillado" Poe uses all three types. For example, the use of dramatic irony not only allows us to know more about what is going on than a character in this case, Fortunatowe also clearly understand that Fortunato is never going For example, the use of dramatic irony not only allows us to know more about what is going on than a character in this case, Fortunatowe also clearly understand that Fortunato is never going to enjoy the Amontillado because he is being lured to his death--a fate of which he is blissfully unaware.
Text complexity and the growth of comprehension Pacing 5 days The standards place equal emphasis on the sophistication of what students read and the skill with which they read.
Standard 10 defines a grade-by-grade staircase of increasing text complexity that rises from beginning reading to the college and career readiness level.
Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
CCSS, Introduction, 8 Note on range and content of student reading To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.
Such works offer profound insights into the human condition and serve as models for students own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.
CCSS, Introduction, 4 Research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.
The need to conduct research and to produce and consume media is embedded into every aspect of today s curriculum. In like fashion, research and media skills and understanding are embedded throughout the Standards rather than treated in a separate section.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters e. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone e.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9 10 standards to literature e.
Write routinely over extended time frames time for research, reflection, and revision and shorter time frames a single sitting or a day or two for a range of tasks, purposes, and audiences.
Initiate and participate effectively in a range of collaborative discussions one-on-one, in groups, and teacher-led with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Exploration in Literature and Composition, Grade 9 Page 2 of 11 3 b. Work with peers to set rules for collegial discussions and decision-making e.Irony is a literary device often associated with humorous writing.
Some readers may be happy when they understand what the irony is. "The Cask of Amontillado" by Edgar Allan Poe contains an abundance of irony.
However, "The Cask of Amontillado" isn't humorous because the . Ogoniland, culture, language and people are located in Rivers State of Nigeria on the coast of the Gulf of Guinea, east of the city of Port Harcourt.
Situational Irony In situational irony, an event occurs that directly contradicts the expectations of the characters, the reader, or the audience. Favorite Use of Irony Conclusion In "The Cask of Amontillado", Edgar Allan Poe develops deeper layers of meaning and engages the reader through the usage of dramatic, situational, and verbal irony.
Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online.
Easily share your publications and get them in front of Issuu’s. The Cask of Amontillado by Edgar Allan Poe is filled with irony, which makes it a great tool for teaching the different kinds of irony. This assignment asks students to identify which of three kinds of irony fit 19 different story elements or situations.
“The Cask of Amontillado” is loaded with situational, dramatic, and verbal irony. Examples of situational irony, when one thing is expected but the opposite happens, are numerous.