Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Julia McKee

Date

11/22/16

Subject/ Topic/ Theme

The Odyssey

Grade 9th and 10th

I. Objectives
How does this lesson connect to the unit plan?
Students will begin their final project. They will understand the first two books of The Odyssey.
cognitiveR U Ap An E C*

Learners will be able to:

Apply their annotations of The Odyssey to song lyrics.

Identify two major themes from the text.

Identify three major events from the text.
Form song lyrics that apply their understanding of the text creatively in a more modern fashion.

R, U, Ap,
An, E, C
U, An
U, An
U, Ap,
AN, E, C

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s)
and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting,
and/or characters.
(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 epic poetry (what is an epic hero and epic).

Basic knowledge of Greek Myths (specifically the 12 we focused on in lesson 1).
Ability to apple annotations (highlight, underline, and add notes) a story.
Knowledge of the plot of the condensed first two books of The Odyssey.
Pre-assessment (for learning): Warm up activity will pre-assess students memories of the first two books of The
Odyssey and see to what degree a review may be necessary.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Students will make a brief outline that highlights the major themes and events in The
Odyssey. This should help them write their song.
Formative (as learning): Students will begin to write a song that will encapsulate the major themes and events in
the first two books of The Odyssey
Summative (of learning): N/A

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Reading the text is one option for
perception, but another is writing
the song lyrics.

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
Some students may be interested in
reading and others in discussing.
These students will be interested in
our discussion of the text. Other
students are more hands on, and
these students will be more
interested in writing the song lyrics
about the text. This is a more
modern approach to The Odyssey
that I think will keep students
engaged.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be able to express

and communicate in a
discussion based setting in the
beginning of class during warm
up, but they will also get to
communicate their
understanding by writing song
lyrics.
Provide options for comprehensionactivate, apply & highlight

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 self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will be able to

comprehend the text by reading
and annotating it, but also by
writing song lyrics about the
text.
PowerPoint slide for warm up
Hand back students graded annotations and answers to the questions (this should help them writ their
songs)
Directions worksheet about the song
Worksheet students must complete before working on song
Rubric
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
10
mins

Components
Motivation
(opening/
introduction/
engagement)

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
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.
10
mins

Development
(the largest
component or

Explain the song assignment. Give students

handout and rubric. Highlight the fact that the song
is meant to highlight major themes and events in

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 The Odyssey. This should set
the rest of the class up and get the conversation
going. The questions/prompts will be (give students
5 mins to write their answers):
1. What major events happened in book I and
II of The Odyssey?
2. What major themes are present in book I
and II?
3. So far, who is your favorite character and
why?
When the writing time is up, students then will
share their answers with the class. This will take 5
minutes.

Students are expected to listen to directions and ask

any questions they may have.

the first two books of The Odyssey. Explain that

they will only get today and the first half of class
tomorrow. During the second half of class, they
will preform/read their song. This is a group project
and each student is expected to contribute the same
amount.

40
mins

5
mins

main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

Before any groups begin writing song, they must

show the teacher their completed worksheet. The
worksheet will highlight major themes and event
and will provide an outline on the students songs.

Students must first show the teacher their

completed worksheet before they begin working on
the lyrics for their song.

Work in groups on song. The teacher should walk

around the room and make sure students are on the
right track.

Once the handout is completed, students should

spend the rest of the time working on their lyrics.

Teacher will collect every groups songs. The

teacher should check the songs and make sure no
changes need to be made. If changes need to be
made, the teacher is expected to vocalize that to the
group at the beginning of the next class.

Students must turn in their song, and be ready to

make changes, complete it, and perform it
tomorrow.

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.)

The Odyssey Song

Directions: Write a song about the first two books of The Odyssey. This song should highlight the major
themes and events that took place. The song can be whatever genre your group agrees on (for example, rap, pop,
rock, etc.). Songs must be appropriate. Groups will either sing or read their songs in class tomorrow. Songs
must have a chorus that addresses two major themes. Songs must have three verses that each addresses a
specific theme.

Song Outline
This part of the handout must be completed and approved by the teacher BEFORE group begins writing lyrics.

What are three major events that happened in the first two books of The Odyssey that your song will focus
on?

Identify two major themes that your song will focus on.

Approved: ____________

Category

Themes

Events

Presentation

Creativity

4
Song highlights at
least two major
themes from the text
and expands on
them in great detail.

3
Song highlights at
least two major
themes from the text
and begins to
expand on them.

2
Song highlights one
major theme form
the text and begins
to expand on it.

1
Song highlights one
theme from the text
and does not expand
on it.

Song identifies three

major events from
the text and
creatively
incorporates them
into the songs
lyrics.

Song identifies three

major events from
the text and begins
to creatively
incorporate them
into the songs
lyrics.

Song identifies two

or less major events
from the text and
creatively
incorporates them
into the songs
lyrics.

Song identifies two

or less major events
from the text and
begins to creatively
incorporate them
into the songs
lyrics.

Each group member

presents equally.
Students make eye
contact with
audience and voices
are clear and loud.

Group members do
not present equally.
Most students make
eye contact with
audience and have
voices that are clear
and loud.

Group members do
not present equally.
Some students make
eye contact with
audience and have
voices that are clear
and loud.

Group members do
not present equally.
No students make
eye contact with
audience and none
have voices that are
clear and loud.

Students song
portrays creativity
in terms of use of
lyrics, how they
incorporated themes
and events, and how
they presented.

Students song
portrays some
creativity in terms
of use of lyrics, how
they incorporated
themes and events,
and how they
presented.

Students song
portrays barely any
creativity in terms
of use of lyrics, how
they incorporated
themes and events,
and how they
presented.

Students song
portrays no
creativity in terms
of use of lyrics, how
they incorporated
themes and events,
and how they
presented.