Lesson Plan

Context:
Course name Honors English 9 (6th period)
Grade level 9th
Length of lesson 90 minutes
Description of setting, students, and curriculum and any other important contextual
characteristics
This is my 6th period honors class that meets every other day for approximately 90
minutes. There are 27 students in the class, none of which have been identified as having special
needs. These are generally high achieving, highly motivated students who are taking multiple
honors-level courses.
We are currently working on reading through The Odyssey and on written literary
analysis skills. So far, students have recently submitted four literary analysis paragraphs on the
first 4 books of The Odyssey where we provided a structure for them to follow. We read half of
Book VI in class out loud together, and they finished it for homework.
Students have also been working on subject-verb agreement through the website
noredink.com. This website provides grammar lessons and practice. This is their third experience
with the website, and they have been completing a session at the beginning of each class.

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
-Students will know the different purposes of summary and analysis.
-Students will understand that analysis is a critical thinking skill that goes beyond summary.
-Students will know the main characters in The Odyssey

Affective (feel/value) and/or Non-Cognitive:

-Students will value working together with their peers to reach an understanding.

Performance (do):
-Students will be able to differentiate between summary and analysis.
-Students will be able to use textual evidence to back up a thesis.

SOLs: [List with numbers portrayed in the SOL document]

9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.
d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent
and factual content.

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative
nonfiction, poetry, and drama.
b) Summarize text relating supporting details
d) Use literary terms in describing and analyzing selections
g) Analyze the cultural or social function of a literary text.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Methods of Assessment:

Diagnostic Formative Summative

Chunk Writing Analysis
Passages Students wrote
one paragraph each for
Books I-IV of The Odyssey.
They followed a structure we
provided (Thesis + context +
quote + explanation) for the
assignment. After a peer-
review session, they
submitted all four
paragraphs. I will be using
the data I collected from this
to inform my lesson.
Summary vs. Analysis
TPS Students will engage in
a think-pair-share where they
will consider the differences
between summary and
analysis. This will show me
what they already know
about the subject.
Books V-VI Chunk Writing Literary Analysis Essay
Students will write a literary
Students will respond to a analysis essay on The Odyssey
prompt that asks them to at the end of the unit. They will
consider the cultural be assessed on their
implications of The Odyssey. proficiency with using quotes
Most importantly, this as evidence to back up their
assignment will allow me to thesis statement, the clarity of
assess whether students their explanations, and their
understood and are able to understanding of various
apply the concepts of literary devices.
summary vs. analysis.
Grammar Quiz Students
will have a quiz on
subject/verb agreement next
week on what they learned on
noredink.com

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Students are arranged in five rows/six columns in the room.

1. [3 mins.] Bridge/Hook/Opening to lesson:

Good afternoon, class! Lets take a look at the agenda today. Were starting with
noredink.com, then well review Book VI of The Odyssey. After that, well talk about
using quotes in our writing, write a little bit, and well use the remaining time to get
started on Book VII.

2. [15 mins.] Noredink.com Grammar Practice

At this time, please log in to noredink.com and complete the grammar practice
that is assigned for today. Remember to start with the Lessons tab, take notes if youd
like, and then move on to Practice. You have 15 minutes to complete the exercises.

If you finish early, Id like for you to open up the chunk writing analysis passages
you wrote for Books I-IV. Take a look at my comments, and pay special attention to how
you used the quotes in your writing.

As students are completing this practice, I will take attendance.

Once the time to complete this exercise wraps up, I will tell students:
Find a good place to stop in the next 30 seconds, please. If youre not finished, please
complete the rest for homework.

3. [20 min] Review Book VI Character directory

In order to review what students read for homework, students will work on filling out a
worksheet of important characters that they started in a previous class (Appendix A).

Lets do some review of Book V and VI.

Please get out your Whos Who? Character Directory. For the next 10 minutes, work in
groups of 3-4 to write down any new important characters that you see in Books V and
VI. Be ready to share with the class! Begin.

After students finish, I will go around the room to have students share what they wrote with the
whole class. Possible characters they may mention include:
-Hermes
-Kalypso
-Odysseus
-Ino (Nereid)
-Poseidon
-Phaiakians
-Alkinoos
-Nausikaa (and maids)
-Nausikaas mother

4. [25 min] Lesson on summary vs. analysis

I will explain to students the purpose of the lesson we are about to have on differentiating
between summary and analysis.

For our chunk writing analysis paragraphs, remember how we structured it

Thesis, Context, Quote, and Explanation?
As I was looking through your chunk writing analysis paragraphs, one thing that I
saw a lot was this tendency to take a quote and summarize what it said instead of
analyzing it to explain how it supports your thesis. So I thought it might be helpful to do a
quick review on the difference between summary and analysis in writing about literature.

Think-Pair-Share (15 min)

Please take out a piece of paper and a pencil. On that piece of paper, Id like you to draw
a T-chart, and put summary on one side and analysis on the other.

I will draw an example of the T-chart on the board, and students will follow suit.

On your own, think about what it means to summarize a quote or a passage from
literature on the left. On the right, write down what it means to analyze literature. Think
about things like, what do you do when you summarize? What do you do when you
analyze literature? What do you include in a summary/analysis? What is the goal or
purpose of each of these?
You will share what you wrote with a partner. You have 2 minutes. Begin.
As students write, I will walk around to check their understanding. After 2 minutes, I will direct
students to share their answer with an elbow partner.

Find a good stopping point in the next 10 seconds, please.

All right, now turn to an elbow partner and share what you wrote on your paper. If
theres something on their paper that you dont have and would like to add, do that as
well. You have 2 minutes.

After a couple of minutes, I will ask students to share what they wrote and I will write down
their answers on the board. Possible answers include:
Summary Analysis
sequence of events connects quote to thesis
description of setting, explains
characters, plot, etc. examines
tells what happens critical thinking
details about who, what, when, breaks down information,
where, how characters, setting to better
understand the whole.
significance of an event
Goes beyond the surface level -

After students share, I will go over the purpose behind summary/analysis that I will write on the
board. Students will write it down in their notes.

The purpose of a summary is to provide an accurate, condensed description. Summary

answers the question, what happened?
The purpose of a literary analysis is to examine different elements of literature to better
understand it as a whole. Analysis answers the questions, so what? Why is it important?
Please make sure to write this down in your notes.

Print ad example (5 min)

Lets use print ads to practice summary vs. analysis together.

I will put up an example on the board (appendix B) and give students a moment to look at it.

If we were to summarize whats happening on this print ad, wed just describe whats going on
in the picture. Take a moment to look at it.
What do you see?

Possible answers include:

-words written in crayon
-a box of cigarettes
-crayons rolled into cigarettes

Now, lets analyze the ad. So what? What do these details tell us about the message as a whole?

Possible answers include:

 -anti-smoking ad
-crayons play on emotions imply danger to children
-smoking affects childrens futures

If there is enough time, I may do one more ad with the students.

5. [20 min] Prompt + analysis passage on Books V and VI

Next, students will work on responding to a writing prompt. They will use the Three Ss to check
their writing to make sure they do more than just summarize the quote.

At this time, lets shift over to practice what we learned about summary/analysis in our writing.
Please open up your laptops and get to Google Classroom. On GC, youll see an assignment
called Books V-VI Chunk Writing. Open that up and Ill explain what were doing.

I will give students a minute to open to the right page. The document will be pulled up on the
projector. I will read through the directions, explaining the Three Ss to the students, and then
they will have 20 minutes to work on the prompt.

Appendix C

6. [2 mins] Closure:
Over the weekend, please read Book VII. You also have a set of practices on noredink.com on
Or/nor and collective nouns to work on over the weekend. There will be a quiz on subject-verb
agreement on Wednesday. Finally, please finish anything you didnt get to in class today.

Differentiated Instruction to accommodate one or more of my profiled students:

There are a few students who have really excelled at writing analysis passages. For these
students, to challenge them further, I will give them the option to use more than one quote to
complete the prompt for the formative assessment. Those that choose to do so, I will provide
more one-on-one coaching for smoothly incorporating these quotes

Materials Needed (list):

-Whos Who? Character Analysis (students already have copies of this)
-laptop
-print ads
-Google Classroom

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)

Appendix A Print Ads

Appendix B Whos Who? Character List
Appendix C Writing prompt for Books V-VI
Appendix A
Appendix B
Appendix C

Prompt:
In Books V-VI, what does Homer imply about the role of women in society?

Step 1 - Write down your thesis below:

Step 2 - SSS - Select, Summarize, Significance (so what?)

Step 1 - Select a quote to back up your thesis:

Step 2 - Summarize the quote in your own words. There are 2 reasons for this step -
first, to make sure you understand the context of the quote. Second, to check your work once
youre done writing the whole paragraph to make sure you arent simply summarizing.

Step 3 - Determine the significance of the quote as it relates to your thesis. This is the
analysis portion - it can serve as part of your explanation in your chunk writing below.

Step 3 - Putting it all together.

Using the chunk writing format (thesis + context + quote + explanation), put together your
response to the prompt below:

Step 4 - Check your work

1. Highlight your thesis in your response above.
2. Underline the quote you chose in your response above.
3. Read the explanation part of your response. Look back at the SSS steps to
check if your explanation is more like a summary of the quote, or a proper
analysis.