Introductory Lesson Plan 4/7/11 9:57 AM

Rebecca Chase
LAE 4335
Intro Lesson Plan
April 7, 2011

Introductory Lesson Plan

"Journey and Destination: Begin with the End in Mind"
Duration: Approx. 50 min.

Day: Monday, October 3, 2011

• Lesson Overview
Students will learn the fundamentals of the metaphor of life as a journey. We will "begin with the
end in mind" for our unit, and our life. The metaphor of the journey, our "Ithaca," will be
introduced, and poetic language will be scaffolded.

• (4 min)
– Bell-Ringer: Students respond to both questions in journals:
#1: If money were not an object, and you could go anywhere in the world, to what
place would you visit? Why?
#2: Have you ever been to a place before that has made you desire to return? When?

• (4 min)
– Students write down the new vocabulary including the definitions for the 5 Challenge Words
from The Odyssey, such as "hubris." [LA.910.1.6.1, LA.910.1.6.10, LA.910.1.7.1]

• (4 min)
– Brief discussion regarding the Bell-Ringer question/answers. Verbal introduction of
incorporation of Bell-Ringer theme to the rest of the class' agenda, and the rest of the unit agenda.
A question is raised pertaining to #2: Have you ever visited a place that you do NOT want to visit
again? The next poem is similar in content to both of those questions.

• (4 min)
– Read poem, "Ithaca" by Constantine P. Cavafy, aloud with a partner. The teacher reads it aloud
afterward. [LA.910.1.5.1]

"Ithaca" by Constantine P Cavafy

When you set out for Ithaka
ask that your way be long,
full of adventure, full of instruction.
The Laistrygonians and the Cyclops,
angry Poseidon - do not fear them:
such as these you will never find

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as long as your thought is lofty, as long as a rare

emotion touch your spirit and your body.
The Laistrygonians and the Cyclops,
angry Poseidon - you will not meet them
unless you carry them in your soul,
unless your soul raise them up before you.

Ask that your way be long.

At many a Summer dawn to enter
with what gratitude, what joy -
ports seen for the first time;
to stop at Phoenician trading centres,
and to buy good merchandise,
mother of pearl and coral, amber and ebony,
and sensuous perfumes of every kind,
sensuous perfumes as lavishly as you can;
to visit many Egyptian cities,
to gather stores of knowledge from the learned.

Have Ithaka always in your mind.

Your arrival there is what you are destined for.
But don't in the least hurry the journey.
Better it last for years,
so that when you reach the island you are old,
rich with all you have gained on the way,
not expecting Ithaka to give you wealth.
Ithaka gave you a splendid journey.
Without her you would not have set out.
She hasn't anything else to give you.

And if you find her poor, Ithaka hasn't deceived you.

So wise you have become, of such experience,
that already you'll have understood what these Ithakas mean.

• (10 min)
– What does this mean? After a couple guesses/responses, the teacher explains that the poet
reflects on his life and resolves that every single journey and stop or "port" is necessary to the
well-rounded person he has become, is still becoming. Teacher will also mention the referenced
names in the poem as literary figures and places to look forward to as we soon delve into The
Odyssey. [LA.910.1.7.2, LA.910.1.7.3, LA.910.1.6.2, LA.910.1.6.8, LA.910.1.7.1, LA.910.2.1.5, LA.
910.2.1.7, LA.910.2.1.8]

– In the form of a Popcorn Discussion, students and teachers will discuss our thoughts of meaning
for the poem. To facilitate a concise, organized class discussion, a squishy ball will be passed to
the student who is contributing. The discussion will be supported by a series of questions from the

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teacher such as: "What do you see for your journey? What do you want out of life, and how could
one successfully get there? How do you relate to the writer of the poem, "Ithaca? Are difficult
journeys necessary? Is this poem a metaphor? Support your reasoning." Students will raise
hands to contribute to one another's comments/questions.

• (10 min)
– Samuel Smiles poem from Sean Covey's book, The 7 Habits of Highly Effective Teens is
introduced via projector and read aloud by teacher:

Sow a thought, and you reap an act;

Sow an act, and you reap a habit;
Sow a habit, and you reap a character;
Sow a character, and you reap a destiny.

– What does this mean to you? I think that Cavafy and Smiles could have been friends. Cavafy
likes "journey-talk." Smiles, however, writes about how to create a happy and happy-habited
character on the journey; he's a "destination-talk" kind of guy.

– Paraphrase this poem into words that you can understand. This can be free verse and free of
rhyme and form, or of your chosen form. Be creative! [LA.910.1.7.1, LA.910.1.7.2, LA.910.1.7.6, LA.
910.1.7.7, LA.910.3.3.2, LA.910.3.3.3 ]

• (10 min)
– After students write their own poems, the teacher reveals hers via projector/reading aloud.
Explanation takes place after the reading.

– Ms. Chase's Example:

The morning alarm reminds me that I must awaken.

If I hit the snooze button now, my day will be shaken.
Tomorrow will arrive, and I won't be ready there
All because I'm too lethargic to say "goodbye" to my teddy bear.
I'll drag my heels then off to work, I speed.
Is this for just yesterday and today, or my whole life's destiny?

• (4 min)
– Homework assignments are announced; time to write in planner, answer asked questions
regarding the unit.

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Introductory Lesson Plan 4/7/11 9:57 AM

Introductory Lesson Plan Checklist

1. A unit topic that this introductory lesson addresses is "Begin with the End in Mind," which
is one of the 7 habits learned in Sean Covey's book. This theme is echoed throughout our
exploration into poetry by Constantine P. Cavafy and Samuel Smiles, introducing The Odyessey's
overall journey mantra, intertwined with the journey of our own.

2. The activity engages the students in considering key concepts that are central to successful
learning within the unit by the proposed common concerns and subjects that every student has dealt
with, this far in any academic career/adolescent life. The lesson bears a light-hearted atmosphere
when in discussion-mode, the ball is tossed to students, etc., though the content is deep in meaning.

3. The activity draws on prior knowledge to help students understand the unit's key concepts
and ideas by nodding to specific figurative language noted in the poetry, though it is not the central
idea for the discussion. The Bell-Ringer and discussion questions allow students to reflect on
places that they have visited, situations they have drawn experience.

4. The phases of the activity all intersect and intertwine, not rendering confusion, but creating
sophistication. I purposefully arranged this so that they would become used to me referencing
several different texts. The configurations of the classroom include classroom discussion as well
as "reading with a partner."

5. Though the maturing of our minds is typically a very serious concept and in a pensive,
evolutionary state, I believe this activity will generate genuine interest in the unit topic because it is
will be delivered in a non-intimidating, relevant presentation.

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