Name: Carrie Mortson

Lesson Plan
Lesson Title: Book 23 of The Odyssey Grade: 9 Date: November 23rd 2017

Subject: IB English Strand: Oral Communication and Reading and Literature Studies Location: Sir Winston Churchill Time:
(length in minutes): 75

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson will focus on the emotional climax in The Odyssey, between Odysseus and his wife Penelope. The lesson
will start by creating a t-chart of all the things that still need to happen to conclude the story. This list will be created
with the assistance of the students’ suggestions. The students will write down this t-chart on a piece of paper with one
side having what we wrote on the board and the other side covering where it occurs in the book. Then we will listen
to the book and students will pick out these points as we listen. We will then take them up as a class and discuss their
significance further. Students can then independently read the summary of book 24. How does this wrap up the end of
the book? We will then add this to the plot graph.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)
Listening to Communicate: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of
strategies to construct meaning.
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.
Oral Communication
1.2 identify and use several different active listening strategies when participating in a variety of classroom interactions.
1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and
complex oral texts.
Reading and Literature Studies
1.3 identify the important ideas and supporting details in both simple and complex texts.
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)

Today we will learn…

 About the emotional climax
 About the conclusion of The Odyssey
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: summarize why this book can be described as the emotional climax of the play.
I can: summarize the conclusion of the text.
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Written T-Chart I will observe what kind of information they

have written on their T-Chart. Watch for
engagement.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Read books 1-22 of The Odyssey
*Completed their plot graph up to this point
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
 Chalk

Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is (this matters for learning).
They will remain in their desks for this lesson.
Cross Curricular Links (especially important for gr 7/8 lesson plans. Don't agonize over this)

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: 10-15 minutes (Indicate time breakdown of instructional elements) Students will co-create the t-chart and record it in their
Co-create the t-chart about what still needs to be notes.
covered in Book 23, i.e. Penelope still needs a husband;
Ithaca still needs a king; the families of the dead suitors
need to be dealt with; etc.
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
Time: 40 minutes (Indicate time breakdown of instructional elements) Listen to reading of Book 23 and fill in chart.
Listen to reading of Book 23.
Take up students answers for what they put in their Answer what we found for the t-chart.
chart.
Students will then read the summary of Book 24. Students will independently read the summary of Book
24.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 15-20 minutes (Indicate time breakdown of instructional elements) Answer discussion questions.
Discuss with students how this last book wrapped up
the loose ends?
What conflicts are resolved?
Extension Activities/Next Steps (where will this lesson lead to next)

Tomorrow will be review.

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:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013