Lesson Fifteen: The Voyage Home

1. Focus and Review

• Journal Time based on yesterday's question of the day.
• Discussion of journals in class.
• Vocabulary Test and Quiz Section One
  

2. Objectives

• Standard Course of Study Goal English I:

• 1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience: 
  
  • The learner will show a personal reaction to the text with a sense of how that comes from careful consideration of the text. (Journals)

• 2.02 Explain commonly used terms and concepts that:
• classify the terms and identify distinguishing characteristics. (Vocabulary)
• organize ideas and details effectively (Testing)

• 5.02 Demonstrate increasing comprehension and ability to respond personally to texts by exploring the genre of the epic. (Comparison work with this and other works of literature).

• 6.01 Demonstrate an understanding of conventional written and spoken language (Grammar Lesson )
  

 
• Standard Course of Study Computer Competency Goal for 9th Grade students:

• 4.01  Identify information needs and formulate questions about those needs. (Email exercise)
  

• 5.02  Produce media in various formats such as multimedia.  (Three students can work on computer web project while class participates in lesson.)

• 5.06  Apply fair use copyright guidelines (Copyright Law, P.L. 94-553) in all projects.
  
   
• This lesson is an evaluative lesson because I am testing studentsvocabulary comprehension.  This lesson can also be evaluative becausein the SUP exercise students question writing process is being refined.  Students can enhance their abilities to use grammar.  Students can evaluatetheir understanding of the their work by using comparison to explore Odysseus'need for disguises, and how that is used in other works of literature. Thislesson applied differentiated learning because some students will work onweb site while others are working on the lesson.

• Materials being used are Student journals, Vocabulary Test and Answer Key, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, Overhead for comparison work, and Classroom computer and sign up sheet.
  

3. Teacher Input

• Grammar Lesson on Diagramming and or Parts of Speech.
  

4. Guided Practice

• Group work- compare Odysseus' reasons to disguise himself with other works of Literature.
  

5. Independent Practice

• Project time- time given to class to work independently on their projects.
  

6. Closure

• Go over objectives of the day. 
• Today we have evaluated our knowledge of vocabulary terms.
• Today we have strengthened our question writing skills.
• Today we have strengthened our knowledge of sentence structure and parts of speech.
• Today we have strengthened our higher order thinking skills as we compared Odysseus' reason to disguise himself with other works of Literature
• Today we have learned to work independently on our projects.      
• Today we used differentiated learning by having some students work independently on their web sites.

• Informal Question and Answer time with Students

• Question of the Day and your journal question for tomorrow is:
• Evaluation:  Evaluate whether or not you would have supported Odysseus or the suitors in the final battle?  Why or Why not?
  
     

Bibliography:   I am using this textbook in my unit plan.  Since I used the teachers edition when creating this unit, some ideas seen in this unit may have been influenced by what I read in the teachers edition.

Ideas for email exercise came from: