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Name: Carrie Mortson

Lesson Plan
Lesson Title: Book 22 of The Odyssey Grade: 9 Date: November 21st – 22nd 2017

Subject: IB English Strand: Oral Communication and Reading and Literature Studies Location: Sir Winston 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)
During this lesson, students will listen to Book 22 of The Odyssey where they will be handed 4 different highlighter
colours and told to highlight in Yellow when they hear a section about the suitors, green for traitors, orange for
Odysseus, pink for imagery, and blue for similes. Once the reading has finished we will discuss the significance of
identifying the passages the students highlighted for each topic. This will be done using a chart. Students will form
groups; each group will discuss each section (colour) and write down their thoughts on sticky notes and add them to
the chart. The class will regroup and use the chart to discuss repeated topics and how these events effect the
understanding of the physical climax of the book (Book 22). The rest of the students will then have an opportunity to
add information to each chart. We will then discuss how these themes establish this book as the physical climax of the
story. How does this physical climax give the reader catharsis? How is the law of hospitality (Xenia) adhered to by
Penelope? How does Odysseus have a right to do what he does to the suitors and the disloyal maids based on the law
of hospitality? We will then add it to the plot graph created on Monday (master copy and their own copies).
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)
Listening to Communicate: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
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.
Oral Communication
1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions.
1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and
complex oral texts.
Reading and Literature Studies
1.3 identify the important ideas and supporting details in both simple and complex texts.
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 the physical climax of the text
 We will discuss the importance of catharsis and why book 22 is necessary.
 We will discuss Xenia (Law of Hospitality – every beggar is a guest from Zeus)
ASSESSMENT and EVALUATION
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 what makes this book the physical climax of the book.
I can: discuss the importance of catharsis in book 22.
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

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

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)

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


i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Oral Observations Students submissions to the chart and their


highlighting of key points.

Written Exit Cards Have students complete exit cards (sticky


notes) about what they think was the most
important point of catharsis in Book 22?
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*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)

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.
 Chart paper
 Video of reading of Book 22
 Markers
 Sticky notes
 Exit cards
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).

I will have the students form groups of four and move desks as needed.
Cross Curricular Links (especially important for gr 7/8 lesson plans. Don't agonize over this)

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: 35 minutes (Indicate time breakdown of instructional elements) Listen to reading of Book 22 and highlight key passages
Explain how students will be highlighting sections in that correlate with the 4 topics.
specific colours based on their topic/theme:
Red: Suitors (what is happening to them, how are they
reacting, etc.)
Green: Traitors (maids – what is happening to them?
Why?)
Orange: Odysseus (What is he doing?)
Pink: Imagery (what images are being invoked in this
Book)
Blue: Similes (what comparisons are being made? Why?)
Play reading of Book 22.
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
Time: 15 minutes (Indicate time breakdown of instructional elements) Have students form groups of 4 or 5 and these groups
will fill out sticky notes about the appointed themes and

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


Split class into 5 groups of 4 and 2 groups of 5. Have then place the sticky notes in the appropriate column of
them meet and discuss each topic. Using a large chart the chart.
have students write out sticky notes on the most
important sections they highlighted and then add their
sticky notes to the appropriate section of the chart.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 25 minutes (Indicate time breakdown of instructional elements) Students will add any additional information they see
Once students are done placing their sticky notes read necessary to the rest of the groups’ charts.
over the points they have made and ask the rest of the
class if they think anything should be added to these
points?
Discuss how these themes establish this book as the Answer discussion questions.
physical climax of the book?
-the climax is the biggest physical act so all the gore
responds to that
-it starts dealing with the conflicts (i.e. suitors and
maids)
-Odysseus returns to his rightful position as king in
Ithaca
-The amount of violence
How does this physical climax give the reader catharsis?
-The reader is supposed to be on the side of Odysseus,
so they want him to be vindicated
-The suitors have been taking advantage of the kindness
of Penelope
-They do not follow one of Zeus’ important laws, the
law of hospitality – as they are cruel to Odysseus
How is the law of hospitality (Xenia) adhered to by
Penelope?
-She provides food for Odysseus and a place for him to
sleep
-She is kind to him
- She is respectful to him and speaks with him, not
down to him
How does Odysseus have a right to do what he does to
the suitors and the disloyal maids based on the law of
hospitality?
-They were not kind to Odysseus
-The maid Melantho is harsh towards Odysseus and is
chastised by both Odysseus and Penelope – Penelope
even goes to say she will pay for her attitude.
How does the slaughter of all the suitors and disloyal
maids begin to return balance to the story?
- The burdens and trials Odysseus has faced up until this
point have placed him in a week space, and by having him
return to slaughter all those that have not been loyal to
him allows him to regain a level of his authority in the
community.
We will then complete exit sticky notes about the topics Complete Exit Cards.
we have discussed for the past two days regarding Book Add physical climax to plot graph.
22. They will write what they think was the most
important section in Book 22 that created a sense of
catharsis in themselves.

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


Followed by adding the physical climax in Book 22 to our
plot graphs created on Monday.
Extension Activities/Next Steps (where will this lesson lead to next)

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