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, meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) This lesson is designed for 9th grade students about midway through their freshman year. The Odyssey should be the second longer work of fiction the students would encounter. Based on how the school district that I sub for does things, the class would include both gifted and special needs students who have been deemed to be able to function in regular classrooms with extra support. These students typically receive modified assignments and quizzes, and have the support of an inclusion teacher even if he/she is not present in the class. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? Inclusion classes will have a special education teacher who will assist with monitoring and supervising the students. What is the long range goal(s) that is tied to this lesson? There are two ultimate goals. The first is to introduce the students to the basic functions of Microsoft excel. The second is to help the student see how collecting and analyzing data can help them describe and understand the characters in any work of fiction. What is the specific learning objective(s) for this lesson? The students will complete basic spreadsheets, pie graphs, and double bar charts in excel. The students will collect data to be used in the formation of their spreadsheets, pie graphs, and double charts. The students will discuss what this information has told them about their character. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? The students will have needed to read the first 5 books of The Odyssey in order to understand the story and analyze the characters. Preferably, the students should have at least some experience with recording information in Microsoft excel. The students should be familiar with the term characterization, and should have done various exercises that help them determine character traits in their preceding classes. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) The lesson will probably take place over multiple days. The students will receive the information they are to study the first day before they begin reading books 6,7, and 8. They will read the books in class and on their own over the next three days. The last day will be in the computer lab. Ideally this should only take one day, but it may end up taking 2. Overall the lesson should not last more than 5 days. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND what materials will be needed? The first 3 sessions should be presented in a regular classroom, with the text both on an interactive smartboard and in the student’s hands. The last two classes should be in a computer lab. The students will need: notebook paper, writing utensil, interactive smart board, individual copies of The Odyssey, a computer, and Microsoft excel. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson will be used to drive home one of the major themes in The Odyssey, and ancient greek literature: the relationship of God’s with humans. An understanding of this theme is cruicial to the comprehension of The Odyssey. Learning how to study a text and convert that
information into statistical data will be helpful in developing their skill of character analysis. In addition, this may be a skill that will be required of them in a post high school environment. How does this lesson relate to the PA Academic Standards? How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? Because all the lessons before and after this are centered around The Odyssey, it automatically relates. As the god’s play a huge role in what happens in the story, studying them will help gain an understanding for events that have already occurred and help to build a base of knowledge for events that will occur. How will you determine if students have met the lesson objective? (Think assessment) The students will be turning in a pie chart and bar graph that demonstrates their ability to use Microsoft Excel. This graph has a rubric that lists the requirements. Their level of completion of this assignment will show how successfully they have met the lesson’s objectives. The excel documents will demonstrate use of excel, and the personal notes will demonstrate research done on the characters. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups…) Lecture and whole group activities!
Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)
Lesson Objective(s) (Stated in observable and measurable terms) The students will complete an excel graph that meets the requirements of outlined rubric The students will provide statistical data used to develop excel graphs that meet requirements of outlines rubric. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students final notes and graphs will be graded against outlined rubric. Results of grade will determine the effectiveness of the lesson. Materials: Smartboard, with powerpoint of images Smartboard, with access to Excel Paper, pencil, copies of The Odyssey Student computer and access to excel Inclusion Techniques for Students with Special Needs: If the excel commands are too much for them, we can adjust expectations of rubric. Give them online resources of The Odyssey being read out loud. Students may even draw Excel and Pie charts if the computer proves to be to much for them. Enrichment Techniques: Additional design components of excel can be shown and implemented. Students may gather additional information on Telemachaus’s actions as either positive or negative. Another graph can be created.
Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): All students should be turning in individual work. The second half of this lesson will not be done if computer lab access is not available. Then, we will merely discuss what we learned. All students should have individual copies of The Odyssey and access to the story on the internet. Teacher discretion will be used during whole class discussion to ensure as many opinions and thoughts as possible.
Introduction/Motivational Activities/Anticipatory Set: Brief whole group discussion “What are some ways that society today views God or gods?” Does our society usually view events in our life to be the work of god/gods?” Show Images on smartboard: A storm, An “A” paper, an athlete. Do we credit god/gods or do we credit ourselves? Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) *Explain how notes will work. Students will record each action that any God takes. They will record it as positive or negative and explain why. They will also divide Athena’s actions into different categories and explain why they put them in that category * Next 3 days read parts 6,7,8 of Odyssey together in class. Highlight or discuss difficult points in the text. Students continue research god’s actions in these three books through independent research. *4th day: Take students to computer lab. Provide step-by-step instruction on how to create an excel spreadsheet, pie chart, graph chart Practice/Independent Practice/Assessment Activities Distribute rubric, and all students to complete their own spreadsheet, graph, and double bar chart based on research collected. Closure: *Closure: Whole class discussion! What is characterization? (the study of characters in a work) Why is it important to study characters in works of literature? (It helps us understand the story, it gives meaning to the story, it allows us to predict what will happen, it allows us to relate to what happens) What did your research tell you about the character of Poseidon (he is mostly negative in all his interactions, he prefers to show himself through great displays of power…we can infer he is prideful. His only positive action was a help to other gods, not humans). Zeus (he is more rational, humans have to impress him, is easily offended, interacts positively and negatively with both gods and humans) Athena (is compassionate, helpful, peacemaker, all positive actions, prefers to hide her interventions, admires nobleness, is strong in character, etc).
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