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Belmont Lesson Plan Template__ENGLISH METHODS (HOGAN

)

BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document

ENGLISH LANGUAGE ARTS LESSON PLAN
English Language Arts Integration Plan:
Lesson Title: Odysseus’s Kills the suitors
Part of what unit? The Odyssey
TN State Standards: Same as Common Core Standards
Common Core (CCSS) Standards:
CCSS RL2: Determine a theme or central idea of a text and analyze in detail 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.
CCSS RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
CCSS RL6: Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
CCSS L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9-10 reading and content, choosing flexibly from a range of strategies
NCTE Standards:
Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
Language Objectives (SIOP): Students will be able to verbally discuss the reasons behind Odysseus’s
slaughter of the suitors. This verbal discussion will focus on academic language. The students will have
to use academic language to give their reasoning for why Odysseus killed the suitors.
Check all that apply for this lesson: Instruction in…
Reading

Writing

Speaking/Language/Listening

NonPrint

Critical
Thinking

Language
(SIOP)

X

X

X

X

X

x

INSTRUCTIONAL OBJECTIVES:

I.O. #1 Given: The student has read through book 22 of the Odyssey and understood the theme of hospitality
TLWBAT: use interpretive comprehension to explain the motivation behind Odysseus’s killing of the
suitors
By; participating in an out loud discussion in which they use textual evidence to support their claims
At (performance level): An 80% mastery rate.
I.O. #2 Given: The student has read through book 22 of the Odyssey, completed their Greek webquest, and
understood the theme of hospitality in Greek culture and the Odyssey
TLWBAT: Use applied comprehension to apply their knowledge of Greek culture to identify why
Odysseus’s treatment by the suitors has been egregious.
By; Answering questions in their kidblog
At (performance level): an 80% mastery rate.
I.O.#3 Given: The student understands the idea of women and vengeance in the Odyssey
TLWBAT: use applied comprehension to pick evidence from the text and argue if Odysseus;s response to
the killing of the women was fair
By; having an out loud discussion and answering a question on their kidblog
At (performance level): an 80% mastery rate.
TASK ANALYSIS:
Prerequisite Knowledge and
Prior Knowledge
Students will have prior knowledge
on books 1-22 of the Odyssey. This
knowledge will include knowledge
of the themes of hospitality, women,
revenge, leadership, birds drug
usage and selflessness vs selfishness.
They will also have background
poetry knowledge that enhanced
their knowledge of the story and its
themes. This poetry knowledge will
come from the poems Ithaka, The
Lotos-Eaters, and Siren Song.
Students will have their notes on
heroes, villains, and archetypes.
They will know the characteristics of
each different type of hero, villain,
and archetype. Students will have
knowledge from the ancient Greece
webquest. This webquest includes
important information about the
customs and beliefs of ancient
Greece. It explains why hospitality
was important, why burial was
important, why women were not
equal, and what the ideal Greek was
like. Students will have also seen
most of the film “Clash of the gods.”
This film will enhance their learning
by reinforcing the plot of the story
and whether or not parts of the story
might be true.

Desired Knowledge/
Essential Learning
Students will understand the story of
Odysseus through book 22 of the
Odyssey. This knowledge will
include the furthering of their
understanding of the themes of
revenge, leadership, birds, women,
and hospitality in the text. Students
will be able to take what they know
and identify many of the main
themes that occur throughout the
text. After identifying these themes
students will be able to apply and
compare them to modern day.

Enrichment/Extended Knowledge
Students learning will be enriched
and extended through furthering
reading of the text. The students will
be asked to finish the text for
homework. This will allow them to
attempt to identify how the themes
in the text are being used in the final
two books of the text. This will
enhance their learning because it will
teach them to identify these things
on their own and give them
confidence in reading difficult texts
and being able to pick out important
pieces.

LESSON PLAN:
Accommodations/
Differentiation

PRE-PLANNING
Assessment (based on objectives)
Formative
The students will be assessed formally
throughout the lesson with out loud
question and answer. These
questions will be scaffolded for the
students. A list of these questions will
be put in the lesson design part of this
plan.

Assessment accommodations:
Accommodations will be given
The summative assessment will cometo the students who finish
in the exam, which will be given in early. Students who finish
one week.
early will be asked to read the
text silently. Students who
forget their texts will be
allowed to borrow one off of
the bookshelf.
Summative

The students will also be assessed
formally through the answers the give
to the questions on their kidblog.
Assessment differentiation:
Differentiation will come in
the form of a read aloud and
silent reading. I will read
some sections of the text
while students will be asked
to read some on their own.
Differentiation will also occur
in the scaffolding of
questions. Basic plot
questions will be asked for
students who struggle to
connect to a higher level of
thinking. Higher level
thinking questions will be
asked for the students who
need these questions to help
their learning. These
scaffolded questions will
occur constantly throughout
the out loud read aloud.

Materials: There are not many materials needed for this lesson. I will need
PowerPoint for the I can statements. I will also need my copy of the text and
tabs to mark where I want to read. The students will need the computers in
the room and their kidblogs to answer questions. They will also need their
copies of the text.

Integration of Technology
Teacher Use: I will use technology through PowerPoint. I will put the
agenda and I can statements on the PowerPoint for the students to see.

Adaptive Technology: None
used

Student Use: Students will use technology to answer questions about the
text. They will use their computers and kidblogs to do this. They will not
be allowed to use sparknotes or any other book summary sight, but they
can use past kidblog quizzes and notes.

LESSON DESIGN

Time

Accommodatio
ns/
Differentiation

Anticipatory Set (1-3 Focusing )—Attention Signal
Attention Signal

I will get the students attention by greeting them
at the door and asking them to log into their
kidblogs as they come into the class. Once the
bell rings I will once again ask them to log onto
their kidblogs and answer the reading check
questions.

Anticipatory Set

When the students are done with their quizzes I
will ask them to publish them and then turn off
their monitors. Next I will ask them how their
family would treat a stranger who came into their
home. This question will also be written on the
board for them to see. This will get their minds
thinking and I can then use this to ask them if they
think Odysseus was treated fairly.

Access/Review : After answering this question the students will then be
asked to tell me where we left off in the reading. This will get the ball rolling
on the lesson and allow me to remind them of important points that we
covered so far. Review will have already also come with their kidblog
reading checks.
Prior Knowledge: Students will have prior knowledge on books 1-22 of the
Odyssey. This knowledge will include knowledge of the themes of
hospitality, women, revenge, leadership, birds drug usage and selflessness
vs selfishness. They will also have background poetry knowledge that
enhanced their knowledge of the story and its themes. This poetry
knowledge will come from the poems Ithaka, The Lotos-Eaters, and Siren
Song. Students will have their notes on heroes, villains, and archetypes.
They will know the characteristics of each different type of hero, villain, and
archetype. Students will have knowledge from the ancient Greece
webquest. This webquest includes important information about the customs
and beliefs of ancient Greece. It explains why hospitality was important,
why burial was important, why women were not equal, and what the ideal
Greek was like. Students will have also seen most of the film “Clash of the
gods.” This film will enhance their learning by reinforcing the plot of the
story and whether or not parts of the story might be true.

15
minutes

N/A for this
section of the
lesson.

10
minutes

I will begin
scaffolding
questions during
the review. I will
ask basic
understanding
question such as,
“What happened
to Odysseus last
time we read?” I
will also ask
deeper thinking
questions. An
example of this
would be, “Why
is it important
that Odysseus is
disguised as a
beggar?” “Why
would he not
want to let
everyone know
that he has
finally made it
home?”

Time
Topic presentation: The topic will be presented to the students through the
anticipatory set. The lesson will begin with me asking the students to open their
books to book 21 of the Odyssey. We will begin our read aloud and discussion.
(What will the students be told?)
Modeling: I will model the proper form of discussion for the students. How I ask
questions and answer questions will provide them with a guide on the correct way
to do it. I will also model for the students how to read and analyze a text to gain
understanding and meaning from a text.
Guided Practice (Monitoring Learning): The guided practice will occur when the
students read sections of the text on their own and then discuss with a partner.
This will get them used to performing the task of reading a text closely.
Checking for Understanding: (Formative): I will be checking for understanding
constantly throughout the lesson. Students will be assessed through out loud
question and answer constantly. Here is a list of some of the questions that will be
asked.

Who brings Odysseus home to Ithaca?

Why does he not immediately reveal himself to his people?

How does he test Emmaus? Why does he perform this test?

What does Odysseus actions when he gets home reveal about his
character?

Who comes to Emmaus’s hut where Odysseus is staying?

Why does Odysseus not immediately reveal himself to his son?

When Odysseus’s appearance is changed from a beggar to a god like man,
how does Telemachus react?

Why does Telemachus react in this way?

How long has it been since Odysseus has seen his son?

What plan do Telemachus and Odysseus hatch?

Why must they create a plan?

Why are Odysseus and Telemachus compared to eagles?

What does this comparison foreshadow?

Are Odysseus and Telemachus similar?

Why does Odysseus tell Telemachus not to tell his mother that Odysseus is
home? What does this tell us about Odysseus view of women?

Do you think Odysseus plan will work?

There will also be two formative assessments. Students will have their bellringer
and an assessment at the end of class
Independent Practice: The only homework the students will have for this class is to
finish reading the Odyssey.
Closure: The lesson will close with me revisiting the anticipatory question. I will
ask the students if their opinions have changed about their answers.
Feedback and Evaluation: I will be checking to see if the objectives are met by
looking at the students answers on their kidblog and by listening to their out loud

60
minutes

Accommodatio
ns/
Differentiation
UDL
Recognition:
This lesson will
use read aloud
and pair and
share.

UDL Strategy:
This lesson will
use collaboration,
multiple means
of demonstration,
and multiple
means of
engagement.

UDL: Affective
Networks:
Students will
apply Odysseus’s
treatment as a
guest to modern
day.

Modifications:
Students who
finish early will
be asked to read
their texts
silently.