Unit Plan Lesson 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Julia McKee

Date 10/28/2016 Subject/ Topic/ Theme English/Mythology/Intro to The Odyssey
Grade 9th/10th
I. Objectives
How does this lesson connect to the unit plan?
This lesson will provide necessary information on Greek mythology and epic poetry and epic heroes. This background information is important for students to know
before they attempt to read book 1 of The Odyssey.
cognitiveR U Ap An E C*
Learners will be able to:
Define the terms epic hero and epic poetry
Match 12 Greek gods/goddesses to their description (see the last sheet for specific gods/goddesses)
physical
development
socioemotional
R, U
R, U
Ap, E, C
Answer written questions related to heroism.
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts,
and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.L.9-10.4
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.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Basic knowledge of what makes up a modern hero according to modern day movies and T.V. shows.
Ability to copy notes from slide show
Ability to annotate
Ability to listen and participate for 20 minutes of guided classroom discussion and lecture
Pre-assessment (for learning): Warm up activity will act as a pre-assessment. It will give me a good idea on where
my students stand on understanding mythology and epics.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): Students will fill out a terms sheet to the best of their knowledge. This will help the
teacher see exactly where the students need more help (which characters do they already know?).
Formative (as learning): We will go over terms sheet together as a class. Students will see which characters they
knew and which ones they did not. Also, the Greek mythology online quiz will work as a formative as learning.
Summative (of learning): Notes sheet will need to be turned in before each student leaves. This will go in
the grade book. This will as be beneficial as we move on in our unit.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
9-15-14
Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Explain the terms by speaking
orally. Students will hear and learn.
Also, they write down the
definitions to act as a visual aid.
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will ask students to write who
their favorite hero is and we will
discuss this as a class.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Students will be able to discuss
their personal thoughts after the
warm up. Students will engage with
each other in a healthy and
appropriate and respectable way.
They will be speaking to the whole
class, to their table, and
individually.
emotionally, etc., for your

students to do this lesson?
Provide options for comprehensionactivate, apply & highlight

Options for comprehension include:
note taking, terms work sheet,
actively listening, and discussion
with teacher and other classmates.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will be able to engage in
many different ways during this
class. They will engage with the
work sheet alone, with classmates
in small groups, and as one large
class. In addition to this, they will
also be able to engage one-on-one
with the teacher.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
They will answer the question

of what makes up a hero. This
will give them the opportunity
to self-assess their beliefs and
understandings.
Completed slide on powerpoint for warm up exercise

Notes on Epic Poetry
Terms sheet (1 for each student and extras)
Hand out adapted from
Rhinehalt, B. (n.d.). Unit Plan for The Odyssey 1 Homers Subject/Topic Area ... Retrieved
November 7, 2016, from https://images.template.net/wp-content/uploads/2015/11/05170737/OdysseyUnit-Plan-Lesson-PDF-Free-Download.pdf
Students will sit in their assigned seats. They sit in tables (about 4-6 students per table).
How will your classroom
be set up for this lesson?
III. The Plan
Time
Components
10
mins
Motivation
(opening/
introduction/
engagement)
9-15-14
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The teacher needs to prepare the slide before class
and then make sure the slide with the questions on
it is up and ready to go when the bell rings.
Students perform a warm up every day in class, so
they should know to get their folders out and begin
Class will begin with a warm up that assesses the

students current knowledge of mythology and epic
poetry. It will also give them the opportunity to
share their opinion on heroes and myths. This
should set the rest of the class up and get the
writing. The teacher should remind students that

they will get 5 minutes to write and make sure that
students stay on track.
Once the writing part is complete, the teacher will

ask the class for volunteers to share their answers.
A brief discussion should naturally happen. End the
discussion after 5 mins. Alternatively, if the
students do not appear to be talking, talk about
modern day heroes in film and then see if a
discussion follows. If not, move on to the next
activity.
5
mins
10
mins
Development
(the largest
component or
main body of
the lesson)
5
mins
20
mins
conversation going. The questions/prompts will be

(give students 5 mins to write their answers):
1. Tell me what you know about Greek
mythology.
2. In your opinion, what attributes make up a
hero?
3. Who is your favorite hero and why?
When the writing time is up, students then will
share their answers with the class. This will take 5
minutes.
Write out definition for 2 terms on overhead

camera:
1. Epic poetry: A long narrative poem
(sometimes written in a prose format) that
covers heroic deeds and events that are
significant to the culture of the poet.
2. Epic Hero: Character in an epic poem that
is noble and brave that is admired for his
great achievements and affected by grand
events.
Students will write these definitions on a piece of

paper. They will put their name on the paper. This
will be turned in at the end of class (stapled to their
terms sheet) for a grade.
Next, the teacher will hand out the terms sheet.

And explain the directions:
1. Fill out the terms sheet to the best of your
current knowledge in pencil.
2. Youll be given 5 minutes to complete the
sheet on your own and then 5 minutes to
discuss with your table.
3. We will then come back as a class group
and discuss the correct answers. Be
prepared to take notes.
Students will receive a terms sheet. They need to

have a pen ready and be prepared to take notes.
They will spend 10 minutes filling this out alone
and then 5 minutes discussing with a partner. Then
we will come back together as a class and go over
each character.
After this, students will pick up their assigned

laptop from the laptop cart and complete the online
interactive quiz about Greek mythology from
http://www.greek-gods.info/games/
Students should be working on this quiz

individually. They need to make it to level 5. Once
they get to level 5, they need to show the teacher.
Students will show the teacher once they get to

level 5. Students can then continue after level 5 for
fun.
5
mins
9-15-14
Closure
(conclusion,
culmination,
wrap-up)
First, ask the students if they have any questions

about epic poetry or Greek mythology. Check for
basic understanding of characters (review the
characters we just discussed on our terms sheet).
Ask questions about any idea/topic/character they

do not fully understand.
Notes and term sheet will be handed in before each

student leaves the classroom. They will receive a
grade for these sheets. This will serve as an exit
slip.
Each student needs to staple sheets together and

turn in before leaving the classroom.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Student engagement was high during this lesson. Students appeared to be quite interested in Greek mythology and they knew more
about Greek mythology than I expected. When we did the mythology IQ worksheet, students were engaged and participation level
was high. It was almost too high because I had to ask students multiple times to stop talking during the lesson. I think next time I
need to set a more authoritative tone. I noticed in the video my teacher shot of me during this lesson that students were having side
conversations and I need to address this better when I teach. I also noticed that the pitch of my voice sometimes sounds almost too
friendly. But, they truly did seem interested in Greek mythology and appeared to enjoy the lesson overall.
However, when I was teaching, it became clear that it was too short. During class, I lengthened my lesson by introducing a project
that Mrs. Gill is having the students work on before my next lesson. They are going to complete a childrens book about Greek
mythology. I adjusted this length issue in my lesson plan this by adding the digital unit. I think the online quiz will engage students
and they will also learn as they are on the computer. It would push the students who already know about Greek mythology to learn
even more and it would give the students who do not know much about Greek mythology the opportunity to get a base understanding
of it.
9-15-14
Your Mythology IQ
From the myths and fairy tales you have read, the stories you've heard and the cartoons you've watched you
have probably picked up a lot of information about Greek gods and goddesses. Several gods and goddesses
make an appearance in The Odyssey. Some of these didn't acquire the reputation you may know about until
people after Homer told stories about them. (For instance, Achilles didn't have his problematic heel in The
Odyssey.)
Match each of the names on the left with the description you think fits best.
____1. Zeus
A. god of war
____2. Amphitrite
B. supreme god of the Greeks
____3. Apollo
C. goddess of the sea
____4. Poseidon
D. god of archery, music, and poetry
____5. Ares
E. goddess of wisdom
____6. Aphrodite
F. lame god of metal-working
____7. Artemis
G. god of sea and earthquakes
____8. Herms
H. goddess of hunting
____9. Athena
I. goddess of love and beauty
____10. Hephaestus
J. messenger of the gods
____11. Helios
K. queen of the kingdom of the dead
____12. Persephone
L. sun god
9-15-14

Unit Plan Lesson 1

Uploaded by

Copyright:

Available Formats

Unit Plan Lesson 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit Plan Lesson 1

Uploaded by

Copyright:

Available Formats

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Julia McKee

Learners will be able to:

Define the terms epic hero and epic poetry

Answer written questions related to heroism.

II. Before you start

the grade book. This will as be beneficial as we move on in our unit.

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Provide options for expression and

emotionally, etc., for your

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

Provide options for sustaining effort

They will answer the question

Completed slide on powerpoint for warm up exercise

Describe teacher activities

Class will begin with a warm up that assesses the

writing. The teacher should remind students that

Once the writing part is complete, the teacher will

conversation going. The questions/prompts will be

Write out definition for 2 terms on overhead

Students will write these definitions on a piece of

Next, the teacher will hand out the terms sheet.

Students will receive a terms sheet. They need to

After this, students will pick up their assigned

Students should be working on this quiz

Students will show the teacher once they get to

First, ask the students if they have any questions

Ask questions about any idea/topic/character they

Notes and term sheet will be handed in before each

Each student needs to staple sheets together and

You might also like