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?
This unit plan works as the summative assessment of the students understanding of the first two books of The Odyssey. As they move on in The Odyssey, it is very
important that they understand these first two books.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap, C
Ap, An,
E,C

Present a song written about the first two books of The Odyssey.
Work together as a group to create a written understanding of a text.

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.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.
Ability to present a text to a small group.
Pre-assessment (for learning): N/A
Formative (for learning): N/A

Outline assessment
activities
(applicable to this lesson)

Formative (as learning): Writing the song will work as a formative assessment because it will force students to
understand the text and apply it.
Summative (of learning): Presenting the song and assessment of the lyrics will work as students summative
assessment.

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

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Both working in a group with other
students and presenting the song in
front of the class work as different
means of physical action.
Provide options for expression and
communication- increase medium
of expression

Students will be able to

communicate with each other in
a group setting but they will
also be able to communicate
with the whole class when they
present their songs.
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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Writing the song and applying

themes from the text is one what
to sustain effort. The computer
game will also provide a more
modern option for students.

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

Computer cart
Rubrics to grade during presentation and to grade lyrics once they are turned in.

Students will sit in assigned seats at their tables (4-6 students per table).
How will your classroom
be set up for this lesson?
III. The Plan
Time
5
mins

Components
Motivation
(opening/
introduction/
engagement)

20
mins

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher should encourage students to keep working Students should listen and begin working once they
on their song lyrics. If any group needs specific
are given their lyrics back.
direction, now would be the time to address this.

Teacher should walk around and help students stay

on track. During this time, students will be given a
computer. They will play a word game and utilize
http://www.thesaurus.com/ as they finish their
writing.

Students should take this time to finish their song

lyrics and get ready to present. If they have any
questions, now would be the time to ask. They must
look up words on http://www.thesaurus.com/ to
make their lyrics more interesting.

Teacher will have students present their songs.

There will be about 5 groups that need to present
and each group should take no longer than 5
minutes.

Groups will present their songs.

Teacher will collect the song lyrics.

Students will turn in their song lyrics.

Development
(the largest
component or
main body of
the lesson)
30
mins

5
mins

Closure
(conclusion,
culmination,
wrap-up)

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.)
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I did not get the chance to actually teach this lesson, so I will be focusing on the process of preparing this lesson. For this lesson, I
had to think about what I wanted my students to learn. First and foremost, I wanted them to understand the first and second book of
The Odyssey, but I also wanted to push them to work on their creative skills and their presentation skills. I think this lessons touches
each of those areas in a meaningful way. I also found that making a rubric actually helped me identify exactly what I am looking for
from my students. It allowed me to be clearer with my directions. Before writing the rubric, I am not sure that I even knew exactly
what I was looking for, so I think that helped make lesson 4 and 5 stronger (rubric is located at the bottom of lesson 4).
I did run into to some challenges writing this lesson. I found that I was constantly working against the clock. I wanted to make sure
my students had plenty of time to finish this assignment, but I also wanted to push them to work quickly. I have noticed that these
students have a tendency to waste time and I really wanted to construct a lesson plan that did not allow them to waste any time. I
think this would work because they need all the time they can get for this assignment and also because I think they would enjoy this
assignment. I think their motivation levels would have been high.

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