Lesson Twenty Six: The Voyage Home

1. Focus and Review

• Students come in sharpen their pencils and sit quietly at their seat until the bell because they know we are testing today and need to start the test as soon as the bell rings.
• When everyone is seated I hand out answer booklets, and the exam.  I write on the board the time the exam will take, The starting time, and the ending time.
  
 

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. (Exam)
• organize ideas and details effectively (Exam)

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

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

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

• 5.02 Produce media in various formats such as multimedia.  This is demonstrated through students final draft turned in today

 
• This lesson is an evaluative lesson because I am testing students on the knowledge they have gained in this unit.  This tests allows students who excel in different areas to have an opportunity to shine because it is multiple choice, hands on, and essay.  When complete I feel I will have a greater understanding of my students ability to show mastery.

• Materials that are needed for this lesson fall into two categories. Students need to bring 2 Number two Pencils and answer sheet.  I need 30 Exams,  Chess, and checker games.  Students need to bring completed web sites.
  
   

3. Teacher Input

• Teacher circulates room as students are testing so that any questions can be answered quietly with out disturbing the other students.
  

4. Independent Practice

• Students follow directions on the test and they complete the test quietly and efficiently
• Students work on their journals while others are testing to maintain the quiet atmosphere, so all children have the right to the same testing environment.
  

5.  Guided Practice

• When all tests are in, children are allowed to play checkers and chess together.  Those who need help are given help by peers and teacher.
• Some students may choose to have guidance or assistance in the memorization of their 12 lines due tomorrow.  These students are allowed to work on what they need to work on.
  

6. Closure

• Go over objectives of the day. 
• Today we have evaluated what we have learned in this unit.
• Today we have strengthened our test taking skills by completing an exam.
• Today we have showed respect to our fellow students by working quietly while they are testing.
• Today we have allowed for transition through using chess and checkers as games strengthening our higher order thinking skills.
• Today we prepared for the next unit by looking at the question that will be the beginning of our Romeo and Juliet unit.

• Informal Question and Answer time with Students

• Question of the Day and your journal question for tomorrow is:

• Recall- Who was William Shakespeare, and what did he write? This will be an intro question for our next unit starting on Wednesday

  
  
     

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: