This lesson plan aims to assess students' understanding of the first two books of The Odyssey. Students will work in groups to write and present a song summarizing the key events and themes. They will use online resources to aid their writing. The teacher will provide support and feedback during the group work time. Students will then present their songs to the class, and turn in their lyrics for evaluation. The teacher reflects that preparing rubrics helped clarify learning objectives for this lesson.
This lesson plan aims to assess students' understanding of the first two books of The Odyssey. Students will work in groups to write and present a song summarizing the key events and themes. They will use online resources to aid their writing. The teacher will provide support and feedback during the group work time. Students will then present their songs to the class, and turn in their lyrics for evaluation. The teacher reflects that preparing rubrics helped clarify learning objectives for this lesson.
This lesson plan aims to assess students' understanding of the first two books of The Odyssey. Students will work in groups to write and present a song summarizing the key events and themes. They will use online resources to aid their writing. The teacher will provide support and feedback during the group work time. Students will then present their songs to the class, and turn in their lyrics for evaluation. The teacher reflects that preparing rubrics helped clarify learning objectives for this lesson.
This lesson plan aims to assess students' understanding of the first two books of The Odyssey. Students will work in groups to write and present a song summarizing the key events and themes. They will use online resources to aid their writing. The teacher will provide support and feedback during the group work time. Students will then present their songs to the class, and turn in their lyrics for evaluation. The teacher reflects that preparing rubrics helped clarify learning objectives for this lesson.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Julia McKee
Date
11/22/16
Subject/ Topic/ Theme
The Odyssey
Grade 9th and 10th
I. Objectives How does this lesson connect to the unit plan? This unit plan works as the summative assessment of the students understanding of the first two books of The Odyssey. As they move on in The Odyssey, it is very important that they understand these first two books. cognitiveR U Ap An E C*
Learners will be able to:
physical development
socioemotional
Ap, C Ap, An, E,C
Present a song written about the first two books of The Odyssey. Work together as a group to create a written understanding of a text.
Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RL.9-10.4 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.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-LITERACY.W.9-10.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create
II. Before you start
Identify prerequisite knowledge and skills.
Basic knowledge of epic poetry (what is an epic hero and epic).
Basic knowledge of Greek Myths (specifically the 12 we focused on in lesson 1). Ability to apple annotations (highlight, underline, and add notes) a story. Knowledge of the plot of the condensed first two books of The Odyssey. Ability to present a text to a small group. Pre-assessment (for learning): N/A Formative (for learning): N/A
Outline assessment activities (applicable to this lesson)
Formative (as learning): Writing the song will work as a formative assessment because it will force students to understand the text and apply it. Summative (of learning): Presenting the song and assessment of the lyrics will work as students summative assessment.
What barriers might this
lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?
Provide Multiple Means of
Representation Provide options for perceptionmaking information perceptible
Provide options for language,
mathematical expressions, and symbols- clarify & connect language
Provide Multiple Means of Action
and Expression Provide options for physical actionincrease options for interaction Both working in a group with other students and presenting the song in front of the class work as different means of physical action. Provide options for expression and communication- increase medium of expression
Students will be able to
communicate with each other in a group setting but they will also be able to communicate with the whole class when they present their songs. 9-15-14
Provide Multiple Means of
Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats
Provide options for sustaining effort
and persistence- optimize challenge, collaboration, masteryoriented feedback
Writing the song and applying
themes from the text is one what to sustain effort. The computer game will also provide a more modern option for students.
Provide options for comprehensionactivate, apply & highlight
Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?
Provide options for executive
functions- coordinate short & long term goals, monitor progress, and modify strategies
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment & reflection
Computer cart Rubrics to grade during presentation and to grade lyrics once they are turned in.
Students will sit in assigned seats at their tables (4-6 students per table). How will your classroom be set up for this lesson? III. The Plan Time 5 mins
AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Teacher should encourage students to keep working Students should listen and begin working once they on their song lyrics. If any group needs specific are given their lyrics back. direction, now would be the time to address this.
Teacher should walk around and help students stay
on track. During this time, students will be given a computer. They will play a word game and utilize http://www.thesaurus.com/ as they finish their writing.
Students should take this time to finish their song
lyrics and get ready to present. If they have any questions, now would be the time to ask. They must look up words on http://www.thesaurus.com/ to make their lyrics more interesting.
Teacher will have students present their songs.
There will be about 5 groups that need to present and each group should take no longer than 5 minutes.
Groups will present their songs.
Teacher will collect the song lyrics.
Students will turn in their song lyrics.
Development (the largest component or main body of the lesson) 30 mins
5 mins
Closure (conclusion, culmination, wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) 9-15-14
I did not get the chance to actually teach this lesson, so I will be focusing on the process of preparing this lesson. For this lesson, I had to think about what I wanted my students to learn. First and foremost, I wanted them to understand the first and second book of The Odyssey, but I also wanted to push them to work on their creative skills and their presentation skills. I think this lessons touches each of those areas in a meaningful way. I also found that making a rubric actually helped me identify exactly what I am looking for from my students. It allowed me to be clearer with my directions. Before writing the rubric, I am not sure that I even knew exactly what I was looking for, so I think that helped make lesson 4 and 5 stronger (rubric is located at the bottom of lesson 4). I did run into to some challenges writing this lesson. I found that I was constantly working against the clock. I wanted to make sure my students had plenty of time to finish this assignment, but I also wanted to push them to work quickly. I have noticed that these students have a tendency to waste time and I really wanted to construct a lesson plan that did not allow them to waste any time. I think this would work because they need all the time they can get for this assignment and also because I think they would enjoy this assignment. I think their motivation levels would have been high.
