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Name: Carrie Mortson

Lesson Plan
Lesson Title: Book 21 of The Odyssey Grade: 9 Date: November 20th 2017

Subject: IB English Strand: Reading and Literature Studies Location: Churchill Time: (length in minutes): 75 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson will begin with my AT introducing an upcoming assignment and then the rest of the period will be spent
on Book 20 and 21 of The Odyssey and the rising action throughout the text, leading to the climax.
Students will be introduced to a plot graph and the terms associated with the plot of a story, such as climax, rising
action, etc. We will go through these terms and define them together. This plot graph will be drawn out on a large
sheet of craft paper, and the words already placed appropriately along the graph line. The teacher will write in the
definitions once they have been defined with the help of the students. Then in groups of 4-5 students will work to
create their own plot graphs on craft paper, using sticky notes to pick out the key moments (one per book) that
progress the plot. They are to put them in chronological order, not the order told in the book. Following this the entire
class will take up what order they thought things should be in and co-construct the timeline with the assistance of the
teacher, placing new sticky notes on the large master plot graph (adding any additionally info to the sticky notes that
the students suggest that the teacher did not already think of). The students will be given 11x17 blank sheets of paper
to then transcribe the notes from this lesson for their own studying.


 Cut 30 11x17 sheets in half-length ways and make my own time line as an example.
 Pin up plot graph.
 Split sticky notes into groups of 7 groups of 21 and 14 groups of 5.
Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)
Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of
strategies to construct meaning.

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.
Reading and Literature Studies
1.3 identify the important ideas and supporting details in both simple and complex texts
2.2 identify several different text features and explain how they help communicate meaning
Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

 About Book 20 and 21 of The Odyssey
 Learning about plot graphs and the key terms associated with a plot graph
 Summarize the key events creating the rising actions leading to the climax
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: Identify the elements of the plot in a story

I can: Identify the moments of rising action in The Odyssey
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
By walking around the classroom while students are creating their own plot graphs and listening to their thought process when putting the events in chronological
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Assessment Mode: Assessment Strategies: Assessment Tools:
Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Written Completion of group plot graph. Observation of completed plot graph.

Prior Learning: Prior to this lesson, students will have
* already read books 1-21 of The Odyssey
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)

-Inciting Factor: the beginning conflict in a plot line that begins the progression of the plot.
-Rising Action: the events that follow the initial conflict that lead up to the climax
-Complication: is the catalyst for the main conflict.
-Crisis: Often the final stage in a stories development. It often involves a choice; a choice between two equal, or nearly equal options.
-Climax: the big event that occurs because of all of the small conflicts prior to this point.
-Falling Action: wraps up the narrative, resolves any loose ends that still exist, and leads towards closure.
-Resolution: the conclusion of the story.
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
 Craft paper
 Markers
 Sticky notes
 11x17 paper
Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is (this matters for learning).

For making groups have cut outs of q-cards like puzzle pieces and have students find the pieces that fit together to
make their groups. These will be handed to the students as they walk into the class.
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: approximately 20 minutes (Indicate time breakdown of instructional
Students will create timelines with a partner.
Use strips (5.5x17) and have students in pairs create
time lines for book 20 and 21 where they pick out the
main 5 points. This will be the review of this book as
they were supposed to read this section independently.
They will be given 5 minutes for this. This will then be
taken up as a class to see how the students did.
Students will participate in defining the terms associated
I will work with the students to define the terms
with the plot graph.
associated with the plot graph and explain the reason
for the plot graph.
I will then explain the activity where they all create their
own small plot graphs with a limited 21 sticky notes. Be
sure to define that the inciting factor was leaving Troy.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Time: 20 minutes (Indicate time breakdown of instructional elements)
Students will be creating their own plot graphs using
Teacher will be rotating throughout the classroom to graph paper and sticky notes, plotting the chronological
see how students are progressing in regards to the order of events throughout the Odyssey, leading from
development of their own plot graphs. the inciting action to the climax throughout Book 1-21.
Make sure to clarify that the inciting force was leaving They will be doing this in groups of 4 or 5, and these
Troy before the students begin and mention how Zeus groups are formed based off the puzzle pieces they were
was the one who scattered all the various troops, so it is given at the beginning of the class.
a change in mood when he decides to now help
The story starts Media Res (mid action) much like The
Hunger Games.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 20 minutes (Indicate time breakdown of instructional elements) Students will suggest their
thoughts on which events
I will take up students’ thoughts regarding the location should be included and where along the plot line they fit
of events along the plot graph, according to Book 1-21. chronologically.
Once the master plot graph is completed the students
will transcribe a copy down onto an 11x17 page for their
own notes.
Extension Activities/Next Steps (where will this lesson lead to next)

This lesson may go into the next day depending upon the speed of the students.
This lesson is to make sure the students have a good working understanding of all the events that lead to the climax
which will occur in the next two books.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

1. Book 9: Leaving Troy, Odysseus and his crew encounter several trials: being chased out of the Cicone’s
stronghold, encountering the Lotus-eaters, then reaching the land of the cannibalistic cyclops and escape by
stabbing his eye.
2. Book 10: they get the bag of wind from King Aeolius. They meet King Antiphate who destroys the rest of
Odysseus’ squadron. They meet the nymph Circe who turns them into pigs, they stay a year.
3. Book 11: Go to the House of Death and encounter many individuals who are dead: Odysseus; mother, Elpenor,
and Tiresias (prophet)
4. Book 12: They travel past the sirens and between Scylla and Charybais; loses 6 men. Odysseus doesn’t eat the
cattle on Thrinacia, but his men do, sentencing them to death.
5. Book 1: Athene convinces Zeus to aid Odysseus
6. Book 2: Telemachus announces his plan to take a journey and promises to marry off his mother if he learns his
father is dead
7. Book 3: Telemachus questions Nestor
8. Book 4: Telemachus learns Odysseus is detained by Calypso from King Menelaus and Helen, while the suitors are
plotting to intercept and ambush Telemachus.
9. Book 5: Hermes tells Calypso that Zeus commands that Odysseus is let go. Poseidon creates a storm because he
is angry with Odysseus.
10. Book 6: Odysseus asks princess Nausicaa for help
11. Book 7: King Alcinous and the queen offer help to the disguised Odysseus
12. Book 8: Odysseus partakes in the games put on by King Alcinous
13. Book 13: Odysseus returns to Ithaca and hides his treasure
14. Book 14: Odysseus, disguised as a beggar, interacts with his swineherd, who is still loyal to Odysseus.
15. Book 15: Athene convinces Telemachus to return home
16. Book 16: Odysseus reveals his identity to his son and tells him to go home and hide all the weapons
17. Book 17: Odysseus (still disguised) returns home and witnesses his dog die and is continually insulted by the
18. Book 18: Odysseus wins a fight with a real beggar. Penelope lures the suitors into giving her gifts
19. Book 19: Odysseus (still disguised) speaks to his wide about Odysseus and learns about how she tricked the
suitors with the shroud. The old nurse recognizes him
20. Book 20: Preparations are made for the feast.
21. Book 21: Odysseus strings the bow and shoots through the axes.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013