TEACHER:
WEEK OF:
UPPER DARBY HIGH SCHOOL LESSON PLAN
DEPARTMENT:
English
CLASS/SUBJECT:
9th
Keough/Rafferty
May 20-May 24
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Today’s Objective:
Today’s Objective:
Today’s Objective:
Today’s Objective:
Today’s Objective:
TLW:
-Connect Essential Question to
themes found in the Odyssey
-Identify and understand new
vocabulary
-Read and analyze epic poetry,
specifically “The Land of the
Dead”
-Utilize multimedia, specifically
the laptops and
Pearsonsuccessnet.com
-Create an accurate timeline
based on the events in The
Odyssey
-Make a prediction based off of
the title of a story and previous
information and knowledge
Teaching Activities/Classwork:
-Students will be provided with a
picture of Odysseus and asked to
complete a “body biography” of
him thus far.
-Students will be provided with
vocabulary for the Part 1 of the
Odyssey. Students will be given
time to interact with the
vocabulary on Pearson’s website.
For Monday, students should
have an original sentence
accurately depicting the meaning
of each vocabulary word.
-Students will make a prediction
on the selection of the Odyssey
called “The Land of the Dead.”
Students will be asked to come
up with a plausible story that
may makes sense based off of the
information and knowledge so
far. Students will check their
TLW:
MAP Testing
TLW:
MAP Testing
TLW:
-Write for a particular audience
(thank you notes; journal;
bellringer)
-Recall specific information
regarding The Odyssey
-Answer with complete accuracy,
critical thinking questions
-Talk to the text
-Make connections between
Greek culture and values and
“American culture”
Teaching Activities/Classwork:
MAP Testing
Teaching Activities/Classwork:
MAP Testing
Teaching Activities/Classwork:
-Students will be provided with a
“letter” sheet, asking them to
consider the following prompt:
heroes usually do not think they
have done anything special…
write a thank-you note to
someone you think is a hero,
describing why his or her act
was heroic and why you are
grateful to that person.
-Students who took good Cornell
Notes from previous day’s
PowerPoint presentation will
benefit from an open note quiz
on greek gods/goddesses and
The Odyssey quiz.
-Review critical thinking
questions from the “Lotus
Eaters” as a class.
-Have students consider the
Odyssey poster hanging in the
TLW:
-Read/analyze epic narrative
poetry and answer critical
thinking questions
-Talk to the text using post-it
notes
-Identify and define new
vocabulary
-Create a chronological timeline
of events through the
development of multiple 25word summaries and
illustrations of conflict in
literature
-Make connections between
literature and culture.
Teaching Activities/Classwork:
-Students will be provided with a
sheet of paper and the following
prompt: Consider the following
situation: You are stuck working
a grueling twelve hour shift at
your job on Thanksgiving day.
You were so busy assisting last
minute shoppers, you did not
have an opportunity to eat!
You’re famished! You rush home
to share Thanksgiving dinner
with friends and family. When
you arrive home, delectable
foods grace the table – mashed
potatoes, turkey, stuffing! As you
reach to grab a plate, you are told
you may not touch the food. You
waited all day to eat! When no
one is looking, you take a look at
the table flooded with food. Do
you sneak a bite?
room. Have students predict
Odysseus’s encounter with the
Cyclops in one paragraph.
-Read “The Cyclops” from The
Odyssey, lines 109-120. Have
students talk to the text, pointing
out some of the “warnings of
conflict” in the passage. Based off
of Odysseus’s criticism of the
Cyclops, what kind of society do
you think the Greeks valued?
How does this relate to United
States of America values?
-Students will read in pairs “The
Cyclops”
Homework:
Final Draft of Research Paper
due Thursday
Homework:
Final Draft of Research Paper
due Thursday
PLEASE NOTE: Plans are subject to change and revision.
Homework:
Final Draft of Research Paper
due Thursday
prediction at the end of the
reading and note the
characteristics predicted
correctly and the information
that was different than the
prediction.
-Students will read “The Land of
the Dead” in groups of four,
answering the “While Reading”
questions on
Pearsonsuccessnet.com
-Students will create a timeline
beginning with the fall of Troy up
to this story. Students will be
required to complete the
timeline as we move through the
Odyssey.
Homework:
- Teacher will monitor students
and ask five to share their
responses. Teacher will connect
the decision of indulging in food
when explicitly told not to and
the next section in The Odyssey,
The Cattle of the Sun God.
-Teacher will play the audio of
The Cattle of the Sun God to the
class. Students will talk to the
text using post-it notes. More
specifically, students will write a
one sentence summary at the
conclusion of each stanza.
Additionally, students will
generate a list of all unfamiliar
vocabulary words.
- Afterwards, students will
transform into their tribes
(cooperative learning groups),
and create a rap song
summarizing the section of the
story.
-Tribes will then battle for Keys
to Success/Raffbucks, based off
of song creativity and originality
and also for accuracy and detail
included from the story itself.
-Students will then complete an
Odyssey timeline started in the
previous class. Students
summarize each section of the
story by creating a 25-word
summary of each section and
illustrating Odysseus’s main
conflict in the section. These
timelines will be hung around
the room.
Homework: