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Lesson Plan
Lesson Title: Book 21 of The Odyssey Grade: 9 Date: November 20th 2017
Subject: IB English Strand: Reading and Literature Studies Location: 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)
This lesson will begin with my AT introducing an upcoming assignment and then the rest of the period will be spent
on Book 20 and 21 of The Odyssey and the rising action throughout the text, leading to the climax.
Students will be introduced to a plot graph and the terms associated with the plot of a story, such as climax, rising
action, etc. We will go through these terms and define them together. This plot graph will be drawn out on a large
sheet of craft paper, and the words already placed appropriately along the graph line. The teacher will write in the
definitions once they have been defined with the help of the students. Then in groups of 4-5 students will work to
create their own plot graphs on craft paper, using sticky notes to pick out the key moments (one per book) that
progress the plot. They are to put them in chronological order, not the order told in the book. Following this the entire
class will take up what order they thought things should be in and co-construct the timeline with the assistance of the
teacher, placing new sticky notes on the large master plot graph (adding any additionally info to the sticky notes that
the students suggest that the teacher did not already think of). The students will be given 11x17 blank sheets of paper
to then transcribe the notes from this lesson for their own studying.
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.
Reading and Literature Studies
1.3 identify the important ideas and supporting details in both simple and complex texts
2.2 identify several different text features and explain how they help communicate meaning
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)
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
For making groups have cut outs of q-cards like puzzle pieces and have students find the pieces that fit together to
make their groups. These will be handed to the students as they walk into the class.
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: approximately 20 minutes (Indicate time breakdown of instructional
elements)
Students will create timelines with a partner.
Use strips (5.5x17) and have students in pairs create
time lines for book 20 and 21 where they pick out the
main 5 points. This will be the review of this book as
they were supposed to read this section independently.
They will be given 5 minutes for this. This will then be
taken up as a class to see how the students did.
Students will participate in defining the terms associated
I will work with the students to define the terms
with the plot graph.
associated with the plot graph and explain the reason
for the plot graph.
I will then explain the activity where they all create their
own small plot graphs with a limited 21 sticky notes. Be
sure to define that the inciting factor was leaving Troy.
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
This lesson may go into the next day depending upon the speed of the students.
This lesson is to make sure the students have a good working understanding of all the events that lead to the climax
which will occur in the next two books.
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: