Objective: Students will consider the author's development of dramatic irony in the Introduction.
1) As a whole class, students create a short list of ideas that contribute to dramatic irony in the Introduction. Reviewing the list, students will discuss the ideas and their possible significance to upcoming events in the text.
2) In small groups, students will discuss any example of dramatic irony apparent in the Introduction, anticipating its significance to upcoming events. Sharing their ideas with the whole class, groups will contribute to a discussion on the possible effect of dramatic irony on the events of the text.
3) For discussion: What major information is introduced in the Introduction? What information does the reader have that other characters do not? How are these examples of dramatic irony revealed in the Introduction? Why might the author develop dramatic irony as early as the introduction? What can we anticipate because of...
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