TPACK Template Brian Stoner

Subject English

Grade Level Ninth

Learning Subject: Language Arts

Objective Grade(s): 9
Standard: 9.3.b) Use context, structure, and connotations to
determine meanings of words and phrases.
Subject: Language Arts
Grade(s): 9
Standard: 9.3.f) Extend general and specialized vocabulary
through speaking, reading, and writing.
Subject: Language Arts
Grade(s): 9
Standard: 9.4.a) Identify author's main idea and purpose.
Subject: Language Arts
Grade(s): 9
Standard: 9.4.b) Summarize text relating supporting details.
Subject: Language Arts
Grade(s): 9
Standard: 9.4.e) Explain the relationships between and among
elements of literature: characters, plot, setting, tone, point of view,
and theme.
Subject: Language Arts
Grade(s): 9
Standard: 9.4.m) Use reading strategies to monitor
comprehension throughout the reading process.
Subject: Language Arts
Grade(s): 9
Standard: 9.8.g) Cite sources of information using a standard
method of documentation such as that of the Modern Language
Content

Association (MLA) or the American Psychological Association

(APA).
 Online
Activity PREPARATION
Before this lesson, have students read two different epics: The
Odyssey, and Running Out of Summer or another work from
the Contemporary Epic Booklist.

Class will be taught synchronously and is designed to be taught

in 3 sessions.

SESSION ONE
1. Display the definition of epic poem.

2. Work through the characteristics of the definition by discussing

how it connects to the features of The Odyssey.

3. Ask students to discuss whether Running Out of Summer is an

epic.

4. Encourage specific comparisons between the definition and the

characteristics of Running Out of Summer.

5. Explain that students will compare one character from The

Odyssey with one from Running Out of Summer, based on their
understanding of the characters and epics.

6. Have students use The Hero's Journey interactive to begin

comparing the two texts. They should create a printout of the
hero's journey of the main character of both works for use in the
next session. Because they may choose to focus on a character
other than the hero, however, be sure to remind them to include
specific references to other characters' involvement in the texts.

SESSION TWO
1. Have students brainstorm similar characters from the two texts,
and list their responses on the board. If students have difficulty,
suggest a character from one text and ask them if there is a similar
character in the other text.

2. Ask students to choose the characters that they will focus on for
this activity, referring to the class list for choices.

3. Provide students access to the ReadWriteThink Interactive Venn

Pedagogy

Diagram tool.

4. Demonstrate how to use the tool.

5. Ask students to compare the two selected characters using
the Interactive Venn Diagram.

SESSION THREE
1. Review students comparisons, asking them to share any
unexpected similarities or differences that they discovered as they
worked.

2. Explain that students will now place the characters they have
chosen in hypothetical contemporary situations.

3. Introduce the following hypothetical situation as a model for the

class orally:
You are the producer for a Survivor television program starring
both Odysseus and Nick from Running Out of Summer. Its your
job to choose a setting that would provide challenges for both
characters. Support your choice of setting with examples from the
texts.
4. Invite the class to offer suggestions for possible settings.
Encourage students to provide details from the texts that back up
their suggestions.

5. Share a model response to the situation, focusing on a shipwreck

as the setting. Write the following response on the board:
The best setting for a Survivor series for both Odysseus and Nick
would be a shipwreck. Odysseus survives a shipwreck, as Homer
states: Zeus let fly/ a bolt against the ship, a direct hit. . . . All
that night I drifted (12. 340-46). In a similar way, Nick survives
the rapids of Badger Creek. As he and Maria ride the rapids,
Their knuckles and fingers were white as they clung to the
ropes (Morgan 245).

6. Ask students to identify how the model response provides support

from the text.

7. Invite students to share additional support for the setting, as

appropriate.

8. Referring to your class grammar text or MLA Formatting and

Style Guide, discuss the use of parenthetical MLA documentation
of quotations. Point to the examples in the Model Situation to
demonstrate the technique.
 9. Email out the Writing Situations handout and the Writing
Situations Rubric and then review the expectations for students
work.

10. Invite students to share one hypothetical situation of their choice

with the class.

11. Allow class members the opportunity for verbal responses to the
shared situations.

Technology Heros Journey

Techno

http://www.readwritethink.org/files/resources/interactives/herosjourney/
logy