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Holly Brewer

July 3, 2008
EDC 528
Dr. Kern

Vocabulary/Comprehension Lesson Plan

Grade/Content Grade 10/English language arts


Area
Lesson Title Making Connections: The Fall of Icarus

GLEs/GSEs R-6-2.1 Students identify the meaning of unfamiliar


vocabulary by ... Using strategies to unlock meaning (e.g.,
knowledge of word structure, including prefixes/suffixes and
base words; or context clues; or other resources, such as
dictionaries, glossaries, thesauruses; or prior knowledge)
(State)

R-6-13 Uses comprehension strategies (flexibly and as


needed) before, during, and after reading literary and
informational text. (Local) EXAMPLES of reading
comprehension strategies might include: using prior
knowledge; sampling a page for readability; summarizing;
predicting and making text based inferences; determining
importance; generating literal, clarifying, and inferential
questions; constructing sensory images (e.g., making pictures
in ones mind); making connections (text to self, text to text,
and text to world); taking notes; locating, using, and analyzing
text features (e.g. transition words, subheadings,
bold/italicized print, parts of the book); or using text structure
clues (e.g. chronological, cause/effect, compare/contrast,
proposition and support, description, classification,
logical/sequential) (Local)

Context of the Students are in the middle of a unit on Greek Mythology.


Lesson They have already identified Greek gods and goddesses and
have read and discussed the creation myths. They have just
recently read and discussed the myth of Theseus and the
minotaur, which, chronologically, leads into the story of Icarus
and Daedalus. This lesson will span two days one day will
be dedicated to vocabulary, reading and viewing the video.
The following day will consist of an in-class writing, listening
to lyrics and completing the lyric organizer.

Opportunities to This classroom is situated in a relatively urban school district.


Of the twenty five students, six of them have IEPs for reading

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Learn difficulties and/or attention issues. For these students, and all
other students, the one hour and fifteen minute class block
will be divided into four short activities. Photocopies of the
myth and lyrics, as well as links to the youtube video will be
available for classroom, resource and home use. Dictionaries
will also be available as needed.

This lesson includes opportunities for students to learn in all


three modalities. Students with visual strengths will benefit
from the youtube video and the graphic organizers. Students
will auditory strengths will also benefit from the youtube
video, as well as the opening read-aloud and listening to the
song Carry on Wayward Son. Students with kinesthetic
strengths will benefit from the hands-on lyric exercise as well
as the use of graphic organizers.

Materials:
Martin, Richard P. Myths of the Ancient Greeks. New York:
Penguin Books Ltd, 2003.

Kansas. Carry on Wayward Son, 1976.

Handouts photocopy of Icarus myth, Janet Allens


Contextual Redefinition graphic organizer, Kansas lyrics,
Venn Diagram graphic organizer

Greek mythology binders


Scissors
Glue

Technology:
Students will watch a cartoon version of the myth of Daedalus
and Icarus from:
http://www.youtube.com/watch?v=le8BzGMsGtU.
Afterwards, they will listen to the song Carry on Wayward
Son by Kansas.

Objectives The student will learn to utilize context clues to understand


new vocabulary terms, specifically in the myth of Icarus and
Daedalus.

The student will make connections between the myth of Icarus


and Daedalus and the lyrics to Carry on Wayward Son.

Opening:

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Today, we are going to move forward into Greek mythology
Instructional and read about Daedalus, a Greek engineer, and his son
Icarus. But, before we meet the two of them, lets recap
Procedures
yesterdays myth about Theseus and the minotaur.
Students are asked to open their Greek mythology binders,
which include all myths and graphic organizers discussed to
date. Quickly, the teacher asks volunteers to share a part of
yesterdays myth with the rest of the class in order to prepare
for todays lesson.
In todays lesson, we are going to read about Daedalus and
Icarus. Then, we are going to make connections to modern
day popular culture by viewing a youtube cartoon and by
listening to a rock song.
Engagement:

DAY 1
Before we begin reading the myth of Daedalus and Icarus,
lets take a look at the vocabulary in the text.
Pass out a copy of Janet Allens Contextual Redefinition
with words from the myth.
Take a look at this graphic organizer.
Read instructions aloud.
Work with a group to make predictions for definitions of each
of the following words. The words included here are found in
the myth of Daedalus and Icarus. Remember that some words
which look familiar will probably have new meanings in this
context. Anyone have questions as to what Im asking you to
do here? Please pair up with the person next to you and take
a few minutes to fill out this sheet.
Students work together to complete graphic organizer.
Afterwards, teacher breaks up groups and quickly goes over
the organizer as a class.
Ok, time to find out what happens to the minotaur.
Teacher passes out copies of the myth then begins a read
aloud, reading the first paragraph then asking for volunteers to
read the following paragraphs.
Now, lets take a look at a cartoon version of the story. While
you are watching, jot down similarities and differences
between the text version and the cartoon version on a scrap
piece of paper.
Begin youtube video.
Were out of time for today, but, for homework, think about
the similarities and differences between the text and the video.
We will begin class tomorrow with an in-class writing.

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DAY 2
So, what did you think of yesterdays video? Were there a lot
of similarities? Did you like the cartoon? Did you think it
was an accurate representation? Why or why not? Using
your notes, take a few minutes to discuss these questions in
the writers section of your binder.
Teacher, before class begun, had already written the questions
on the board so students can see the questions while they are
writing.
Anyone want to share their answers?
Teacher gives students the opportunity to share their writing
assignments and opens a short discussion.
Now, we are going to continue to work with making
connections. This time, we are going to turn to music.
Teacher passes out lyrics handout.
Kansas, a famous 1970s rock band, sang this song Carry on
Wayward Son. Please listen to the song and, as you did
yesterday with the cartoon, jot down some similarities and
differences between the text and the lyrics.
Teacher plays song for class then, when song is over, passes
out Venn Diagram graphic organizer.
Now, weve worked with Venn Diagrams in the past, right?
Anyone want to share with us exactly how this works?
Asks for a volunteer to share directions. If no one volunteers,
teacher explains.
Here is your assignment: Take the lyrics I gave you for
Carry on Wayward Son and cut them up into phrases. For
example, I would cut out the lyrics Once I rose above the
noise and confusion and I was soaring ever higher, but I
flew too high. You should cut these and at least four others
out. Then, think back to your text and come up with six
phrases that describe the text. Then, write them on a piece of
scrap paper. For instance, I would write Daedalus created
wings with wax and Icarus flew too high to the sun. You
may use these, then come up with four more of your own.
Then, when you have your lyrics cut out and your text phrases
done, you can begin to complete your Venn Diagram. Label
the left circle Lyrics and the right circle Text. Take your
six lyric phrases and your six text phrases and complete the
graphic organizer. When you are finished, share your
diagram with your neighbor and discuss your decisions.
Give students about fifteen to twenty minutes to complete
organizers and discuss with neighbor.

Closure:

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Now that youve completed your diagrams and discussed with
a neighbor, lets come together whole class to discuss the
activity. Did you make a lot of connections between the text
and the lyrics? Did you feel that knowing the myth before
hearing the song was beneficial to the understanding of the
song? Why or why not?

For tomorrow, I would like you to find another popular


culture connection to the myth of Daedalus and Icarus. You
may look online, either here at school or at the local library,
to find music, art, or film that references the myth we read
yesterday.

Your assignment is to bring in a copy of the pop culture


connection you found. You may bring in lyrics, a movie
synopsis from IMDB.com or a printed copy of the artwork.
Be prepared to discuss the connection between the two in an
in-class writing tomorrow.

Assessment 1. Collect Contextual Redefinition vocabulary graphic


organizer, informally assessing their abilities to use
context clues.
2. Collect in-class writing and assess as one of many in-
class writing exercises on Greek Mythology.
3. Collect lyric Venn Diagram for participation points
after discussing the connections as a whole class
activity.

Homework: Ask students to go online to find another popular


culture connection (music, art, film etc.) to the story of
Daedalus and Icarus. Ask students to bring in their examples
(lyrics, movie synopses, artwork, etc.) to share with the class.

Reflections Student Work Sample 1 Approaching Proficiency:


(no work submitted
to date)
Student Work Sample 2 Proficient:

Student Work Sample 3 Exceeds Proficiency:

Lesson Implementation:

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Carry On Wayward Son
(Kerry Livgren)

CHORUS:
Carry on my wayward son
For there'll be peace when you are done
Lay your weary head to rest
Now don't you cry no more

Once I rose above the noise and confusion


Just to get a glimpse beyond the illusion
I was soaring ever higher, but I flew too high
Though my eyes could see I still was a blind man
Though my mind could think I still was a madman
I hear the voices when I'm dreamin'
I can hear them say

CHORUS

Masquerading as a man with a reason


My charade is the event of the season
And if I claim to be a wise man, it surely means that I don't know
On a stormy sea of moving emotion
Tossed about, I'm like a ship on the ocean
I set a course for winds of fortune, but I hear the voices say

CHORUS

Carry on, you will always remember


Carry on, nothing equals the splendor
Now your life's no longer empty
Surely heaven waits for you

CHORUS

*www.elyrics.net*

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