Lesson Twenty Five: The Voyage Home

1. Focus and Review

• Journal Time based on yesterday's question of the day.
• Email Exercise
  
• Vocabulary Test
  

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 (Review Jeopardy)

• 5.02 Demonstrate increasing comprehension and ability to respond personally to texts by exploring the genre of the epic. (Review Jeopardy).

• 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 evaluate their understanding of the their work by working with review jeopardy, itis in this way students know what areas they are weak on and what they needto study for the exam. This lesson applied differentiated learning becausesome students will work on web 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, Student Review sheets, Basket ball hoop and nerf ball, and Classroom computer and sign up sheet.
  

3. Teacher Input

• Grammar Lesson on Diagramming and or Parts of Speech.
  

4. Guided Practice

• Discuss what we have learned about the epic as a group in Section II, and use literary terms and cite examples from the epic.  This will be done in a game format with our review sheets.  Divide the class in half, and allow one person to answer a review question at a time, going back and forth between teams.  If that team gets the answer right, the person with the right answer has an opportunity to shoot a nerf ball.  If they make it in then they get an extra point.  If students talk then they are automatically out of the round, and can use the time to study or do independent work assigned by the teacher.
  

5. Independent Practice

• Homework:  Due Tuesday, Students must memorize 12 lines of the epic poem and present them to the class.  This will be video taped and part of their student portfolio for the year.
  

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 thinking skills as we reviewed literary terms and genre specific ingredients of the epic for the Unit test.
• 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:  Judge what would be the best way to solve the problem of Odysseus' journey, if you were Odysseus leaving from Troy.  What would you have done differently?

  
  
     

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: