Unit Plan Lesson 3

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

Date
11/20/16
Subject/ Topic/ Theme
The Odyssey
Grade: 9th and 10th
I. Objectives
How does this lesson connect to the unit plan?
Students will begin reading the first two books of The Odyssey. This is the backbone of this entire unit plan and is what their final project will be based on.
cognitiveR U Ap An E C*
Learners will be able to:
Read and annotate book I and book II (condensed versions) of The Odyssey.
Write answers to questions about book I and book II.
Engage in meaningful discussion about The Odyssey.
physical
development
socioemotional
U, An
R,U, Ap,
E
Ap, An, E
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
(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 read and annotate (highlight, underline, and add notes) a story.
Pre-assessment (for learning): Warm up exercise will pre-assess students understanding of The Odyssey.
Formative (for learning): Discussion before reading will help students understand the general direction of the
text.
Outline assessment
activities
(applicable to this lesson)
Formative (as learning): As students read the first two condensed versions of The Odyssey, they will annotate the
text by highlighting, underlining, and writing.
Summative (of learning): Students will write out answers to the questions at the end of both books and turn these
in for a grade.
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
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
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

communicate orally during
class reading time. They will be
able to answer the questions and
think things through verbally.
Also, students will be able to
communicate by writing. If they
choose not to verbally
participate, they will still be
able to communicate by writing.
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom

be set up for this lesson?
Provide options for comprehensionactivate, apply & highlight
Students will be able to

comprehend by reading,
writing, and discussion. If they
are having trouble understand
the story simply by reading,
there will also be a discussion
time when their questions will
be answered.
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
The warm up activity provides

and option for self-regulation
expectations. They will be able
to see where they stand on The
Odyssey and how much more
they need to learn. Also, the
questions at the end of each
reading will help student selfregulate. They will help them
see if they understand the story
or if they need more help.
Completed slide for warm up activity

Condensed versions of book I and II printed out for each student (plus extras) (I will put pictures of
these at the end of this lesson plan).
As usual. Students sit in tables and have assigned seats. Tables are set up in a circular pattern to
facilitate good conversation and flow.
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 The Odyssey. It will
also give them the opportunity to share their
opinion on what makes up a good story. 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.
25
mins
Development
(the largest
component or
main body of
the lesson)
20
mins
conversation going. The questions/prompts will be

(give students 5 mins to write their answers):
1. Tell me what you know about The
Odyssey.
2. Based on what we have learned so far,
what do you think The Odyssey is going
to be like?
3. In your opinion, what makes up a good
story?
When the writing time is up, students then will
share their answers with the class. This will take 5
minutes.
Prepare students for their reading by reading the

first book out loud and having student annotate the
text while you are reading.
Students should be actively listening and

annotating the text as the teacher reads
After the reading, the teacher will lead a discussion

on the questions below the reading. The teacher
will go through each question with the class and
the students will be expected to write the answers
down. The teacher should be clear that students
need to write the answer on a separate piece of
paper and the questions will be handed in and the
end of class for a grade.
Students should actively engage in conversation

about the text and raise their hand to give their best
educated guess to the questions below the read.
They must answer the questions on a separate piece
of paper that they will hand in at the end of the
period.
Next, the teacher will explain that students will

know read and annotate the second book on their
own and answer the questions on the same piece of
paper that is expected to be turned in at the end of
class. Students are to do this alone.
Students will read the second book on their own

and answer the questions at the end of their reading
on the same separate piece of paper. There should
be no talking, as this is an individual activity.
The teacher should walk around the room to make

sure students are staying on track and to answer
any questions students may have.
5
mins
Closure
(conclusion,
culmination,
wrap-up)
During the last few minutes of class, the teacher

will let the students know that they need to turn in
the answers to the questions and their annotations
stapled together.
Students will take the last five minutes of class to

staple together their answers and annotations. They
will turn this in for a grade.
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.)
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Julia McKee

Subject/ Topic/ Theme

Grade: 9th and 10th

Learners will be able to:

Engage in meaningful discussion about The Odyssey.

II. Before you start

Basic knowledge of epic poetry (what is an epic hero and epic).

What barriers might this

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Provide options for expression and

Provide options for sustaining effort

Students will be able to

How will your classroom

Provide options for comprehensionactivate, apply & highlight

Students will be able to

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

The warm up activity provides

Completed slide for warm up activity

III. The Plan

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

Prepare students for their reading by reading the

Students should be actively listening and

After the reading, the teacher will lead a discussion

Students should actively engage in conversation

Next, the teacher will explain that students will

Students will read the second book on their own

The teacher should walk around the room to make

During the last few minutes of class, the teacher

Students will take the last five minutes of class to

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