Tuesday, December 2, 2014:
2nd and 4th Period:
Lesson Aim:
To read and analyze an epic. To use literary terms.
Student Learning Objective:
9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary.
9.4: The student will read, comprehend, and analyze a variety of literary texts including
narratives, narrative nonfiction, poetry, and drama.
Review:
Review the parts of The Odyssey that were previously read: “Sailing From Troy,” “LotusEaters,” and “The Cyclops”
Lesson Content:
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Bellringer
Review The Odyssey
Read The Odyssey
Finish a worksheet, answer questions 5-7 on page 1069
Activities:
1. Bellringer: How does Odysseus use his intelligence in The Cyclops adventure? This is to
stay in their binders. It will be kept there because Mrs. Counts collects them about once a
month and takes a grade on them. She will be taking them up in a few weeks. (5 mins)
2. Review the first three sections of The Odyssey: “Sailing from Troy,” “Lotus-Eaters,” and
“The Cyclops.” Odysseus is telling his story to Alcinous. He has been in the Trojan War
for ten years and has been trying to make his way back home since the war ended. He is
telling Alcinous about his adventures after the war. He tells about how he and his men
helped to win the Trojan War, and after the war was over, they went to the Land of the
Lotus-Eaters. There, some of the men wanted to stay and eat the lotus all day, but
Odysseus would not allow that. He took all of his men with him and tied the ones that
had wanted to stay to the mast. The last place that we read that Odysseus went was to the
Land of the Cyclopes. Four of Odysseus’s men were eaten by the Cyclops Polyphemus.
However, Odysseus was smart and tricked the Cyclops. He told the giant that his name
was ‘Nohbdy,’ and Odysseus’s crew was able to escape from the island. (5 mins)
3. Read The Odyssey. The students can take turns reading aloud if they wish. (Rest of class)
4. Students need to finish a worksheet on “The Cyclops” that they had started yesterday.
They were working in groups to complete this worksheet and need to get back in their
groups to finish it. (20 mins)
5. After reading, the students will answer questions 5-7 on page 1069 in the Prentice Hall
Literature book. These questions refer only to “The Land of the Dead” reading passage
for today. (20 mins)
Materials Needed:
Prentice Hall Literature book
Check for Understanding:
Worksheet on “The Cyclops,” questions on “The Land of the Dead”
Conclusion:
Reflection:
3rd and 5th Period:
Lesson Aim:
To analyze poetry.
Student Learning Objective:
SOL 9.2: The student will produce, analyze, and evaluate auditory, visual, and written
media messages.
SOL 9.3: The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.
SOL 9.4: The student will read, comprehend, and analyze a variety of literary texts,
including narratives, narrative nonfiction, poetry, and drama.
9.6: The student will develop narrative, expository, and persuasive writings for a variety
of audiences and purposes.
Review:
Review a biopoem and a diamante poem. Review poetry terms.
Lesson Content:
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Bellringer
Biopoem and diamante poem
Poems: The Eagle, ‘Hope’ is a thing with Feathers, Dream Deferred, Dreams,
Summer, Analysis of Baseball.
Activities:
1. Bellringer: What are the three main types of poetry? List examples if there are any.
(Answer on page 609. There are 4 examples: 2 for one type of poetry, 2 for another type).
This is to stay in their binders. It will be kept there because Mrs. Counts collects them
about once a month and takes a grade on them. She will be taking them up in a few
weeks. (5 mins)
2. Students will finish writing their biopoems and diamante poems. They will also finish the
worksheets on the poems The Eagle, ‘Hope’ is a thing with Feathers, Dream Deferred,
Dreams, Summer, and Analysis of Baseball. All of these papers will be collected at the
end of class, and graded. (Rest of class)
Materials Needed:
Biopoems, Diamante poems, worksheets
Check for Understanding:
Biopoems, Diamante poems, worksheets.
Conclusion:
Student will use poetry to understand how imagery and figurative language works. They
will write their own poems: one about themselves, and one contrasting two things.
Reflection: