The College of
WILLIAM & MARY
English Education Program
Lesson Plan Template
Designer: Megan Stolp
Date: 11/21/14
Title/Topic: The Odyssey
Description of students (grade level, etc.)
English 9 Honors
Essential
Questions:
Objectives:
What are the major events in the Odyssey? Where does Odysseus travel?
What challenges does Odysseus face? Who/what does Odysseus meet? How
do they affect his journey home?
The students will, by the end of class, work in small groups together and display
appropriate and positive collaborative skills as observed and recorded by the
teacher. The students will, furthermore, work together in order to answer content
questions during the Jeopardy game to display their knowledge of the text as
well as to help peers who might not. The students will produce collaborative
scenes depicting important episodes from The Odyssey by the end of class to be
performed in a clear and understandable way. The teacher will informally assess
the progress and equal/appropriate collaboration among each group to ensure all
students are participating and contributing to the creation of the skit by rotating
through each of the groups while they prepare. The students will also complete a
timeline handout chronicling the events of each skit to be kept over the weekend
in order to study for the upcoming test. The teacher will check the completion of
each student’s handout before the students leave as part of their participation
grade.
Standards of
Learning:
9.1 e, i, k, l
9.3 e
9.4 a, b, c, d, e, i,
Materials
Needed:
Me: projector, computer, copies of timeline handout, Jeopardy PowerPoint
presentation, The Odyssey
Students: writing utensil to complete handout, The Odyssey
Review lesson for The Odyssey (students are taking a unit test).
Context:
Instructional
Strategies and
Timing
Opening/Hook to
engage learners
and activate
prior knowledge
1. (5 minutes total) “Do Now” (four Rebus
puzzles)
2. (40 minutes total) Skits
a. Students remain at their desk pods (seven
groups)
b. Each group will be given 2-3 important plot
lines/ challenges Odysseus encounters in
chronological order (use timeline handout)
c. groups are given 15 minutes to prepare a
Differentiation/
Adaptations:
Process:
Both activities are things that all
students should be able to participate
in without any need to change
content, process, or product.
The College of
WILLIAM & MARY
English Education Program
dramatic retelling/skit of their assigned
Middle Activities
episodes
d. Each group presents to the rest of the class
Closing activity
and students fill out timeline handout and
(to summarize,
make notes for each skit (~20 minutes)
Ticket to Leave,
3. (30 minutes total) Jeopardy
a. Students will be split up into four groups (6etc.)
7 per group)
b. Review of how to play “Jeopardy” practice
questions
c. Play Jeopardy!
4. (10 minutes total) Debrief. Provide time for
students to ask questions about the test. Make
sure handout is completed and accurate.
5. Homework: Study for test!
Formative and
Summative
Assessments:
If there were high achieving students:
I think it would be interesting for the
students to be involved in the process
of creating the Jeopardy game, so I
could have them make (in a class
prior to this or for homework)
questions and answers for specific
categories in the game. I could use
what they make in the lesson (they
feel more autonomous and are forced
to pick out the important information
they would need to study)
If there were struggling students:
I would probably keep Jeopardy the
same, but scaffold the skit portion
more. I would probably provide a
template handout to each group that
would require them to list important
characters, locations of scenes,
important terms, etc. so that they
would have more of a basic structure
to create their skits.
Summative: both the Jeopardy review game and the skits are summative
assessments to measure students’ content knowledge of The Odyssey.
Formative: This might be harder to do while playing Jeopardy, but during
the skit preparation I can go around to each group to check their progress
and make sure everyone is involved. During and in between presentations, I
can make sure everyone has filled in their timeline handout and then clarify
any plot points that might have been covered in the previous skit by
something simple like, “thumbs up if you’re ready to move on” or “hands up
if you have any questions.”
Reflection &
Recommendation
for Future Use
For the skits, maybe in the future I might make or bring in items students
can use as props or costumes. For some groups, they will have multiple
characters to deal with/ act out so it might be worth it to make (very
simple) puppets or something they can use to help tell their part of the
story.