- This unit was designed for English I students studying The Odyssey by Homer. These Ninth Grade Language Arts students will investigate Odysseus' journey as he travels the islands surrounding his home. This is a lesson about the journey of life, and will incorporate technology as students journey to publish a class web page which personalizes their exploration of this epic poem. The estimated time for this unit is six weeks, since most schools are on a semester program for ninth grade english.
- I believe this will be an exciting way for students to connect the ancient world to the global world.
All lessons based on goals and objectives provided by the North Carolina Standard Course of Study.
- The learner will show mastery of literary terms through writing prompts and oral presentations through the studying of The Odyssey by Homer.
- The learner will explore the Literary Genre the Epic poem through the studying of The Odyssey by Homer.
- The learner will develop reading and comprehension skills through the studying of The Odyssey by Homer.
- The learner will demonstrate computer literacy goals through the creation of a class web page on The Odyssey by Homer.
English Language Arts Curriculum
Unit Objective Number One
The learner will show mastery of literary terms through writing prompts and oral presentations through the studying of The Odyssey by Homer. 1.01 Narrate personal experiences that offer an audience:
- The Learner will write so that scenes and incidents are located effectively in time and place, and vivid impression of settings and a sense of engagement in the events that are occurring can be seen in the writing.
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.
- The learner will show an awareness of how personal and cultural influences affect the response.
English Language Arts Curriculum
Unit Objective Number Two |
The Learner will explore the literary genre the epic poem through the studying of the Odyssey by Homer. |
| 5.01 Read and analyze various literary works by: |
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| 5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres. |
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English Language Arts Curriculum
Unit Objective Number Three |
The learner will develop reading and comprehension skills through the studying of The Odyssey by Homer. |
| 2.01 Demonstrate the ability to read and listen to explanatory texts by: |
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| 2.02 Explain commonly used terms and concepts that: |
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| 2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by: |
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Information Skills Curriculum
Unit Objective Number 4
The learner will demonstrate computer literacy goals through the creation of a class web page on The Odyssey by Homer. 5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically, through various formats (print, graphical, audio, video, multimedia, web based).
- The learner will interact with the technology in many ways by reading, listening, and viewing a variety of web sites as well as watching video and listening to audio sources.
5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web based) appropriate to audience and purpose.
- The learner will produce one page linked to the class web page on The Odyssey by Homer.
5.05 Credit sources in all print, non print, and electronic products.
- All student pages must include a bibliography section citing sources.
5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects.
- All students will abide by fair use and copyright guidelines on their projects.
| Introduce the Journey Home Lesson Plan | Time Frame One (1) Day |
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| Purpose of this Lesson | This lesson is attempting to generate interest from students concerning the unit we are beginning today called the Voyage Home. Students prior knowledge will be tapped as I endeavor to grasp what students already know and where they need to get by the end of the unit. Students will learn important terms, participate in a questionnaire and will practice in order to enhance their learning experience. The main focus of this lesson is to begin the process of Recall, Comparison and Inference. |
| Computer Competencies |
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| Questions of the Day |
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This lesson includes: |
This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
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| Lesson Plan 2 | Time Frame One (1) Day |
| Materials | Student journals, Rubric for web site, Computer lab 30 students, Handout with Link addresses, 30 Lunch Bags. |
| Resources on Class Computer | Unit Plan Database: Odysseus Journey.mdb
Unit Plan Spreadsheet: Compare a web site to the Text.xls |
| Web sites for the day | Copyright Law and Fair Use Web Site: http://www.dpi.state.nc.us/copyright1.html
Introduction to the Odyssey Web Site: http://www.mythweb.com/odyssey/background_s.html |
| Purpose of Lesson | Today students will begin the process of being a web designer by participating in the Look phase of this project. Students will learn copyright and fair use guidelines. Students will explore a non print source on the web. Finally students will create a timeline on the Odyssey that can be used to guide our reading of the Odyssey in the book. |
| Computer Competencies | 5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various formats (web based)
5.06 Apply fair use copyright guidelines (Copyright Law, P.L. 94-553) in all projects. |
| Higher Order Thinking Question | Analysis: What indicators on a web site help us to know it has valid information verses opinion or made up facts? |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 3 | Time Frame One (1) Day | |
| Materials | Student Journals, Textbook Elements of Literature, Overhead, Overhead pens, Clean overhead sheets, Student notebooks, White paper, Colored pencils, Markers and Classroom computer with sign up sheet. | |
| Resource on Classroom Computer
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| Purpose of this Lesson | Today students will read and learn background information on the epic. Students will build their note taking skills, and use a creative way to explore characterization. Differentiated learning will take place because three students will work independently for thirty minutes a piece on their web project on the class computer. | |
| Computer Competencies | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Comparison: Compare Greek life to modern life? What is similar and different between the two? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 4 | Time Frame One (1) Day | |
| Materials | Student Journals, Textbook Elements of Literature, Overhead, Overhead pens, Clean overhead sheets, Venn Diagram Overhead, Student notebooks, Paper, Pencils, A place to go outside. Also we need the classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will have read and gained understanding of the first part of the epic poem, The Odyssey by Homer. Students will have strengthened comparison skills using a Venn Diagram. Students will have explored personification through writing. Differentiated learning takes place because three students will be working on the computer independently during the lesson. | |
| Computer Competencies | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Inference: Would you choose home over the company of a God or Goddess? Why or Why not? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 5 | Time Frame One (1) Day | |
| Materials | Student journals, Vocabulary Test and Answer Key, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students will have been evaluated on vocabulary knowledge. Students will have read and processed the section of the Odyssey called the Lotus Eaters and the Cyclops. Students will have strengthened their knowledge of sentence structure and parts of speech. Students will gain visual knowledge based on making the map of Odysseus' journey. Differentiated learning takes place because three students will be working on computer independently during the lesson. | |
| Computer Competencies | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Evaluation: Examine Odysseus' choices. Is he or his crew responsible for their ultimate destruction. Use evidence to support your viewpoint? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 6 | Time Frame One (1) Day | |
| Materials | Student journals, New Vocabulary List, Large sheet of white paper for KWL chart, Markers and pencils, Textbook Elements of Literature, Overhead, Overhead markers, clean overhead sheets, Grammar worksheets and overhead, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students have been exposed to our new vocabulary words. Today students have explored what they know and what they are going to learn this week. Today students have strengthened their knowledge of sentence structure and parts of speech. Today students have gained comprehension on the reading of the Odyssey. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competencies | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Recall: What islands has Odysseus visited so far? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 7 | Time Frame One (1) Day | |
| Materials | Student journals, Computer lab 30 students, Netscape Communicator, Netscape Navigator, Handout with Link addresses, Instruction sheet on how to create a link, Email Exercise instruction sheet, Paper, Pencils, sticky notes, Poster board for SUP's. | |
| Resources on Classroom Computer |
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| Web sites of the Day for children | http://search.britannica.com/frm_redir.jsp?query=the+odyssey&redir
http://members.nbci.com/bladesmaster/myths/odyssey.html http://www.cc.emory.edu/CARLOS/ODYSSEY/GREECE/dailywear.html http://library.thinkquest.org/10805/greece.html http://www.cnn.com/TRAVEL/DESTINATIONS/9705/seven.wonders/ |
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| Web sites for the teacher that explain how to do exercises above. | http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch2/ch2frames.html
http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch1/Posterinternet.html
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| Purpose of this Lesson | Students will explore ideas about the Odyssey through the look process by exploring links above. Students will come up with a theme for their web page. Students will be able to edit and create a Netscape document. Student will be able to create their own links and capture links of interest to them onto their page. Students will create a story board for their web page or an initial design of their page using their web rubric. Students will learn how to be question ambassadors. | |
| Computer Competencies | 1.08 Select and use independently both within and
outside of school, a variety of resources and formats in this case web
based.
2.03 Recognize the diversity of ideas and thoughts by exploring a variety of resources in this case web based. 4.01 Identify information needs and formulate questions about those needs. 4.05 Gather information from the most effective resources. 5.02 Produce Media in various formats. |
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| Higher Order Thinking Question | Analysis: What are the components that go into a good web page? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 8 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Overheads of cultural pictures, student notebooks, poster board, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students at the end of this lesson will be able to make cultural connections from what they have read so far. Students will gain comprehension and reading skills as they read part of the epic, The Odyssey by Homer. Students will be able to make visual connections as they make a story map of the sequence of events. Students will gain skills in working in groups as they work collaboratively to make a poster of the sequence of events. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competency | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Comparison: Compare the rituals of Greek life with the rituals found in our own lives? How are they similar and how are they different? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 9 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Overheads of cultural pictures, student notebooks, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Web site used in Planning | http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch1/Posterinternet.html | |
| Purpose of Lesson | Students will have practiced email skills by updating our Question board with their in class e-mail. Students will have updated their notes with literary terms and important aspects of the epic. Students will have built on their reading comprehension skills of The Odyssey by Homer. Students will show mastery of the material as they list main events on the board. Students will work in groups or individually to build their analysis skills as they break down cause and effect of the essay. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. |
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| Higher Order Thinking Question | Inference: Predict what the ending of the Odyssey would have looked like if the men had not eaten the cattle that belonged to the sun God? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 10 | Time Frame One (1) Day | |
| Materials | Student journals, Vocabulary Test and Answer Key, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, a place to go outside, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of Lesson | Today students will have been evaluated on vocabulary knowledge. Students will have been evaluated on the first section of the Odyssey in a Section I Quiz. Students will have strengthened their knowledge of sentence structure and parts of speech. Students will gain writing ability as they work to write similes, metaphors, and analogies. Integration will be expected over the weekend as they use what they learned in section one to create a model, portrait, drawing or photograph. Differentiated learning takes place because three students will be working on computer independently during this lesson. | |
| Computer Competency | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. | |
| Higher Order Thinking Question | Evaluation: Look over your answers on your quiz. Now that you see your errors and choices, think about why you made those choices. | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 11 | Time Frame One (1) Day | |
| Materials | Student journals, New Vocabulary List, Large sheet of white paper for KWL chart, Markers and pencils, Textbook Elements of Literature, Overhead, Overhead markers, clean overhead sheets, Grammar worksheets and overhead, SUP board, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students have worked on refining their questions asking skills and updated their SUP board. Today students have been exposed to our new vocabulary words. Today students have explored what they know and what they are going to learn this week. Today students have strengthened their knowledge of sentence structure and parts of speech. Today students have gained comprehension from the reading of the Odyssey. Today students strengthened their knowledge of literary devices. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. |
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| Higher Order Thinking Question | Recall: Who are the main characters in this section, and what do they do in this section? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 12 | Time Frame One (1) Day | |
| Materials | Student journals, Computer lab 30 students, Netscape Communicator, Netscape Navigator, Handout with Link addresses, Word, Directions for Outlining exercise, Web site Rubric, Paper, Pencils, sticky notes. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will explore ideas about the Odyssey through the look process by exploring links above. Students will practice brainstorming as they learn to use an Outliner in word. Students will learn to edit a Netscape document. Student will be able to cut and paste from word outliner to composer. Students will have created the shell for their web page using their web rubric. | |
| Computer Competencies | 5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various formats (print, graphical,
audio, video, multimedia, and web based).
5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web based) appropriate to audience and purpose. 5.05 Credit sources in all print, non print, and electronic products. 5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects. |
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| Higher Order Thinking Question | Analysis: What is the function of Telemachus' emotions
towards his father in the epic poem?
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| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 13 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Overheads of Visual for literary devices, student notebooks, Venn Diagram on an Overhead, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will have practiced email skills by updating our Question board with their in class e-mail. Students at the end of this lesson will be able to make connections about literary devices and key elements from what they have read so far. Students will gain comprehension and reading skills as they read part of the epic, The Odyssey by Homer. Students will be able to make visual connections as they make a Venn Diagram comparing poems. Students will integrate the literary term epithet as they complete their homework. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those need
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in lesson. |
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| Higher Order Thinking Question | Comparison- Compare and Contrast the section on The beggar and the faithful dog and the poem Penelope to Odysseus? How are these poems the same and how are they different? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 14 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Overheads of of images, student notebooks, and Classroom computer and sign up sheet | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will have updated their notes with literary terms and important aspects of the epic. Students will have built on their reading comprehension skills of The Odyssey by Homer. Students will show mastery of the material as they find imagery used in the epic poem. Students will develop writing skills as they apply imagery to their own short story. Today students used differentiated learning by having some students work independently on their web sites. | |
| Computer Competency | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. | |
| Higher Order Thinking Question | Inference- Do you feel that Odysseus reaction is justified in the way he treats the suitors? Why or Why not? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 15 | Time Frame One (1) Day | |
| Materials | Student journals, Vocabulary Test and Answer Key, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, a place to go outside, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students will have been evaluated on vocabulary knowledge. Students will have strengthened their knowledge of sentence structure and parts of speech. Students will gain higher order thinking skills as they compare Odysseus to other heroes of literature. Integration will be expected as students spend the remaining time working on their web site on paper. Differentiated learning takes place because three students will be working on computer independently during this lesson. | |
| Computer Competency | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Questions | Evaluation: Evaluate whether or not you would have supported Odysseus or the suitors in the final battle? Why or Why not? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 16 | Time Frame One (1) Day | |
| Materials | Student journals, New Vocabulary List, Large sheet of white paper for KWL chart, Markers and pencils, Textbook Elements of Literature, Overhead, Overhead markers, clean overhead sheets, Grammar worksheets and overhead, SUP board, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students have been exposed to our new vocabulary words. Today students have explored what they know and what they are going to learn this week. Today students have strengthened their knowledge of sentence structure and parts of speech. Today students have gained comprehension from the reading of the Odyssey. Today students strengthened their knowledge of literary devices. Today students used differentiated learning by having some students work independently on their web site. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those need
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Question | Recall: Who is the god that Odysseus prays to in the final battle, "Death at the Palace," and Why? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 17 | Time Frame One (1) Day | |
| Materials | Student journals, Computer lab 30 students, Netscape Communicator, Netscape Navigator, Handout with Link addresses, Word, Directions for Adding Images to Web page, Directions for using a scanner and Digital camera, Web site Rubric, Paper, Pencils, sticky notes. | |
| Resources on Classroom Computer |
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| Purpose of Lesson | Today students will enhance their journaling skills. They will enhance their knowledge of computers through the use of a scanner, digital camera, clip art, and pasting those images into their web site. They will gain mastery in editing netscape and using word as they continue to build their web page. They will complete the basic construction phase and have a rough draft of their web page when this is finished. They will enhance higher order thinking skills as they look at the question of the day. | |
| Computer Competencies | 5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various formats (print, graphical,
audio, video, multimedia, and web based).
5.02 Produce media in various formats (print, graphical, audio, video, multimedia, web based) appropriate to audience and purpose. 5.05 Credit sources in all print, non print, and electronic products. 5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects. |
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| Higher Order Thinking Question | Analysis: What is the order of steps that you
took in order to make the rough draft of your web site?
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| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 18 | Time Frame One (1) Day | |
| Materials | Student journals, SUP board, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, student notebooks, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will have practiced email skills by updating our Question board with their in class e-mail. Today students will present their research on The Odyssey to a group in the class, that group will use a rubric to evaluate the quality of the work that student has done. This strengthens their ability to evaluate one another as well as giving the student an opportunity to get feed back from class mates. Then students will have turned in their web site print out, this gives me an opportunity to connect with students and help them complete their project successfully. At the end of the period, I am going to give students time to absorb the information they have been given and quietly make notes to themselves with ideas on how to improve their web site. | |
| Computer Competencies | Competency Goal 4 The learner will explore and use
research process to meet information needs.
4.09 Produce and present findings in various formats (print, and web based) 4.10 Evaluate the product. |
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| Question of the Day | Comparison: Compare what you have learned about the Odyssey to what you originally knew? How is your knowledge the same and how is it different. | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 19 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Overheads of writing prompt, Overhead of square teaching tool, student notebooks, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students will increase their journaling skills. Students will build on their reading and comprehension skills. Students will learn to analyze a writing prompt. Students will learn to write a rough draft to a writing prompt. | |
| Computer Competency | 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. | |
| Higher Order Thinking Question | Inference: Predict what the result would be if Penelope was a modern woman whose husband returned after twenty years? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 20 | Time Frame One (1) Day | |
| Materials | Student journals, Vocabulary Test and Answer Key, SUP board, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, Students need to bring rough drafts, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students will have been evaluated on vocabulary knowledge. Students will have strengthened their knowledge of sentence structure and parts of speech. Students will gain writing skills as they address a writing prompt. Students will gain understanding of literary devices and the literary genre through the teacher's update. Differentiated learning takes place because three students will be working on computer independently during this lesson. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Question | Evaluation: What do you feel Homer's point of view was in the epic? Why? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 21 | Time Frame One (1) Day | |
| Materials | Student journals, New Vocabulary List, Large sheet of white paper for KWL chart, Markers and pencils, Textbook Elements of Literature, Overhead, Overhead markers, clean overhead sheets, Grammar worksheets and overhead, SUP board, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students have worked on refining their questions asking skills and updated their SUP board. Today students have been exposed to our new vocabulary words. Today students have explored what they know and what they are going to learn this week. Today students have strengthened their knowledge of sentence structure and parts of speech. Today students have gained comprehension from the reading of the Odyssey. Today students strengthened their knowledge of their writing as they do peer editing. Today students used differentiated learning by having some students work independently on their web site. | |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Questions | Recall: Name as many islands as you can remember, and put them in the correct order that Odysseus visited them? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 22 | Time Frame One (1) Day | |
| Materials | Student journals, Computer lab 30 students, Netscape Communicator, Netscape Navigator, Handout with Link addresses, Word, Directions for Outlining essay, Web site Rubric, Paper, Pencils, sticky notes. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Students will add a revised essay to their web site. They will have gained editing skills, as they learn to use the spell checker and the grammar check in Word. They will have gained organizational skills as they type their paper into word into the outline form and then cut and paste in to Netscape web document. | |
| Computer Competencies | 5.02 Produce media in various formats (print, graphical,
audio, video, multimedia, web based) appropriate to audience and purpose.
5.05 Credit sources in all print, non print, and electronic products. 5.06 Apply fair use copyright guidelines (Copyright Law, P. L. 94-553) in all projects. |
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| Higher Order Thinking Question | Analysis: What is the function of the outliner in Word? | |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 23 | Time Frame One (1) Day | |
| Materials | Student journals, SUP board, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, student notebooks, Overhead of Venn Diagram, Movie the Odyssey, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this lesson. | Students will have practiced email skills by updating our Question board with their in class e-mail. Today students will finalize and wrap up notes on the Odyssey that will end the chapter on the Odyssey. Today students will view a film on the Odyssey, and take notes on a review sheet as they watch. Today students will strengthen their comparison skills as they compare the movie to the book. At the end of the period, I am going to give students time to work on their memorization project, where they will begin to learn twelve lines of the Odyssey. | |
| Computer Competencies | 5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various formats (print, graphical,
audio, video, multimedia, web based).
4.01 Identify information needs and formulate questions about those needs. 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Question | Comparison: Compare the movie and the book version of the Odyssey? In what ways was the two versions the same and in what ways were they different? | |
| Advanced Competency |
This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 24 | Time Frame One (1) Day | |
| Materials | Student journals, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, student notebooks, Overhead of Venn Diagram, Movie the Odyssey, and Classroom computer and sign up sheet. | |
| Resources on Classroom Computer |
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| Purpose of this Lesson | Today students will finalize and wrap up notes on the Odyssey
that will end the chapter on the Odyssey. Today students will view
a film on the Odyssey, and take notes on a review sheet as they watch.
Today students will strengthen their comparison skills as they compare
the movie to the book. At the end of the period, I am going to give
students time to work on their memorization project, where they will begin
to learn twelve lines of the Odyssey.
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| Computer Competencies | 5.01 Respond to reading, listening, viewing experiences
orally, artistically, dramatically, through various formats (print, graphical,
audio, video, multimedia, web based).
4.01 Identify information needs and formulate questions about those needs. 5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
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| Higher Order Thinking Question | Inference: Conclude what the result would have been for Odysseus had Calypso decided to disobey the gods and keep him with her for eternity as a god. | |
| Advanced Competencies | This Link shows how my Lesson Plans
are integrated into advanced teacher competencies.
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| Lesson Plan 25 | Time Frame One (1) Day |
| Materials | Student journals, Vocabulary Test and Answer Key, SUP board, Overhead, Overhead pens, Clean overhead sheets, White paper, Markers and pencils, Textbook Elements of Literature, Grammar worksheets and overhead, Basketball hoop, Student study guides, and Classroom computer and sign up sheet. |
| Purpose of this Lesson | Students will have practiced email skills by updating our Question board with their in class e-mail. Today students will have been evaluated on vocabulary knowledge. Students will have strengthened their knowledge of sentence structure and parts of speech. Students will gain writing skills as they address a writing prompt. Students will gain understanding of literary devices and the literary genre through the teacher's review of the unit. Differentiated learning takes place because three students will be working on computer independently during this lesson. |
| Computer Competencies | 4.01 Identify information needs and formulate questions
about those needs.
5.02 Produce media in various formats such as multimedia. Three students will work on the computer web project while class participates in the lesson. |
| Question of the Day | 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 |
| Advanced Competencies | This Link shows how my Lesson Plans
are integrated into advanced teacher competencies.
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| Lesson Plan 26 | Time Frame One (1) Day |
| Materials | 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. |
| Purpose of this Lesson | Students demonstrate their mastery over the epic poem as a genre and their understanding of literary terms as they take their six weeks exam. Students support the diverse needs of others by journaling quietly while others finish their tests. When all tests are in students play chess and checkers to strengthen their reasoning abilities. Students continue to practice for public speaking by reading a 12 lines of poetry. |
| Computer Competencies | 5.02 Produce media in various formats such as multimedia. This is demonstrated through students final draft turned in today. |
| Higher Order thinking Question | Recall: Who was William Shakespeare, and what did
he write?
This will be an intro question for our next unit starting on Wednesday. |
| Advanced Competencies | This Link shows how my Lesson Plans are integrated into advanced teacher competencies. |
| Lesson Plan 27 | Time Frame One (1) Day | |
| Materials | Video camera, student journals, graded exams, students, who have memorized their poems, Video tape to record on, permission slips from parents, 30 minutes of computer lab time, printer and copier in media center. | |
| Purpose of this lesson | Students demonstrate mastery in the area of public speaking. Students understand the areas they have mastered on the unit the Odyssey, and what areas they are weak on. Students produce personalized invitation to a publishing party we have to celebrate the students creations on Thursday night. | |
| Computer Competencies | 3.3 Select and use technological tools for class assignments, projects and presentations. | |
| Higher Order Thinking Question | Analysis: What components go into creating a successful project? | |
| Advanced Competencies |
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| Chinese Speaking international Consultant: |
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Curriculum Resources |
| Book Sets for BK-12students |
This link takes you to available resources on Shelves |
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| Reading Center | Author: Bosma, Bette Copyright: 1992
MsgID: 732, Number of Copies: 1 PUBLISHER: Columbia Univ Press SUBJECT: READING LANGUAGE ARTS LIT TYPE: PROFESSIONAL RESOURCES TITLE: Fairy Tales, Fables, Legend, and Myths S/NPUR/REQ Author: Nelson, Pat Copyright: 1993
Author: TAYLOR, MILDRED Copyright: 1976
Author: RICHTER, CONRAD Copyright:
Author: MCSWIGAN, MARIE Copyright: 1942
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| Online public libraries | List of Historical Fiction Books and Writers found on Boulder
Colorado Library
CHAPTER BOOKS
Bill, Alfred H.The Ring of Danger.
Burkert, Nancy Ekholm.Valentine and Orson.
Chester, Deborah.Sign of the Owl
Cushman, Karen.Catherine, called Birdy.
Cushman, Karen.The Midwife's Apprentice.
deAngeli, Marguerite.The Door in the Wall.
Doyle, Debra and James D. MacDonald.Knight's Wyrd.
Ellis, Anne Leo.The Dragon of Middlethorpe.
Fenwick, Elizabeth.Cockleberry Castle.
Gentle, Mary.Hawk in Silver.
Furlong, Monica.Robin's Country.
Kelly, Eric Philbrook.The Trumpeter of Krakow.
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| BK-12Libraries | Title: The Greeks/ Pamela Odijk
Author: Odijk, Pamela, 1942 Series: The Ancient World Series: Odijk, Pamela, 1942- Ancient World. Published: Enlgewood Cliffs, N.J. : Silver Burdett Press, 1989 Description: 47 p.: col. ill.; 29 cm. Notes: Includes index, Wilson's children, School library journal, Booklist, Discusses the civilization of ancient Greece. Grade level: 5.9 Interest level: 5-8 Library ID#: 938Odi Title: The diary of a young girl; translated from the Dutch by
B.M. Mooyaart-Doubleday, with an introduction by Eleanor Roosevelt.
Title: The deerslayer, or, The first war-path/James Fenimore Cooper;
historical introduction and explanatory notes by James Franklin Beard;
text established by Lance Schachterle, Kent Ljungquist, and James Kilby.
Title: The goddess/Miranda Seymour
This list was found on:
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Curriculum Library at Hunter
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Search
Tool: http://www.ceap.wcu.edu/houghton/learner/Look/
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Another Example from the Curriculum Library
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Author Lasky, Kathryn Title The librarian who measured the earth / Kathryn Lasky ; illustrated by Kevin Hawkes Publisher Boston : Joy Street Books, c1994 Edition
WCU CMC CHILDREN'S QB36.E73 L37 1994
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| Video Resources | Television, Cable, Video Tape, Video Disc, and Online Digital Video | |||||||||||||||||||||||||||||||||||
| Cable in the Classroom | http://www.ciconline.org/
This is an excellent resource for curriculum centered television. If you are a Cable in the Classroom member you have copyright clearances of one year or longer. Cable in the classroom programs may be taped by anyone, at home or at school, with or without a request. There are no limits on frequency of their use, and they may be saved for the length of clearance. Fair Use allows taping for educational purposes, as long as the tapes are shown only once within ten days of taping and are erased after 45 days. |
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| Odyssey channel | http://www.odysseychannel.com
1 year of rights for cable in the classroom users. Others have restricted access. The Legend of Sleepy Hollow Shown: May 26, 2000 Grades: 6-12 Curriculum for Language Arts: Demonstrates competence in speaking and listening as tools for learning. How it fits: It provides a wealth of information on the 1800's. It is a good example of how literary works reflect the culture and time period. Video clip available on computer: http://www.odysseychannel.com/sleepyhollow/index.html |
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| Discovery channel | http://www.discovery.com/
1 year of rights for cable in the classroom users. Others have restricted access. The Red Badge of Courage Shown: April 17, 2001 Grades: 9-12 Curriculum for Language Arts: Investigate and report on ways in which a writer has been influenced by historical events. Critique characters' motives. Pose alternative interpretations to literary and nonliterary texts. Distinguish between primary and secondary source material. How it fits: This video has interviews with war veterans and this is contrasted to the views of Henry Flemming the main character of the book. It gives students and opportunity to evaluate and make their own decisions. Video for purchase: Price $99.00
Video for purchase: price 39.95
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| A&E Classroom | http://www.aande.com/class/
2 years of rights for cable in the classroom users. Others have fair use guidelines. Pride and Prejudice Shown on the following dates April 13, 2001 April 16, 2001 April 17, 2001 April 18, 2001 April 19, 2001 April 20, 2001 A&E Classroom is an hour long, commercial free, copy-right cleared programming block that airs Monday through Friday in the U.S. from 7-8 am ET&PT/6-7 am CT. Lesson Plan is available to go with this video: http://www.aande.com/class/admin/study_guide/archives/aetv_guide.0506.html This program gives you insight into the 19th century woman, and the struggles and problems being faced during that time. |
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| History channel | http://www.historychannel.com
Video for Purchase: price $19.95 Treasure! The Ancient Gold of Troy Length of Video: 50 minutes This video provides background information visually through archival pictures, and it provides experts who are interviewed and explore the mysteries of this treasure that was lost twice. Item Number: AAE-13065 Video for Purchase: price $24.95
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| Yahoo | http://shopping.yahoo.com/video/
Used search term: The Odyssey Video for Purchase: $7.39-12.98 The Odyssey Available on all formats This is a small screen adaptation of The Odyssey by Homer, that the critics have given 5 stars. I have personally seen the video and liked it. The only issue parents may have is one scene where Odysseus is bathing and Calypso shows a little bit of skin. Otherwise, I found it to be an excellent movie. This video can be found on: http://shopping.yahoo.com/shop? UPC Number: 707729753032 |
Web Resources |
| Web sites from "Encyclopedia Britannica" Search Engine |
| Comprehensive resource on the Odyssey |
| http://search.britannica.com/frm_redir.jsp?query=the+odyssey&redir=http://www.velocity.net/ |
| http://www.dc.peachnet.edu/~shale/humanities/literature/world_literature/homer.html |
| A resource which describes the Genre of the Odyssey |
| http://encarta.msn.com/find/Concise.asp?ti=0048C000 |
| http://www.britannica.com/bcom/eb/article/8/0,5716,119368+4+110448,00.html?query |
| A professor responds to questions on the Odyssey |
| http://www.pbs.org/newshour/forum/march97/odyssey_3-13.html |
| Pictures of ancient text |
| http://odyssey.lib.duke.edu/papyrus/records/59.html |
| http://odyssey.lib.duke.edu/papyrus/records/60.html |
| Examples of other Epic Poems |
| http://www.tom.womack.net/epic/index.html |
| Web sites from "Hotbot" Search Engine |
| Interactive site for children |
| http://www.cc.emory.edu/CARLOS/ODYSSEY/GREECE/dailywear.html |
| Game that can be played with the Odyssey |
| http://www.users.globalnet.co.uk/~loxias/odchoice.html |
Cheap Software; Commercial Software |
| Free ware | Name of Program: Black Beauty by Anne Sewell
No Cost Description From the developer: "This 'biography of a horse,' long a favorite of young readers everywhere, did much to promote the cause of humane treatment of animals in the 19th Century England." Web page address: http://download.cnet.com/downloads/0-10047-100-5124594.html |
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| Commercial Software | Name of Program: Language of Literature
Cost: See California Department of Education Price Lists and Order Form. Company: MCDougal, Littell & Co. Contact information:
Description: This program includes Laser Links, Writing Coach, and Electronic Library "Laser Links: are videodisc virtual museums with connections to literature and writing selections containing stills, interviews, and video documentaries. |
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| Commercial Software | Name of Program: Reading for Critical Thinking
Cost: One Computer 69.95; Lab of 5 $169.95 Company: Gamco Educational Software Contact Information: Siboney Learning Group 325 N. Kirkwood Rd., Suite 200 St. Louis, MO 63122 888 726-8100 Sales: 800 351-1404 Web Address http://www.gamco.com Description: Level B is designed for grades 7-9. This is a program that contains 80 reading passages on topics ranging from history, nature, culture, science, and unusual facts. |
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| Commercial Software | Program Name: Essential Language Series
Cost: (One computer) $159.95 ( Lab of 5) 404.95 Company: Gamco Educational Software Contact Information: Siboney Learning Group 325 N. Kirkwood Rd., Suite 200 St. Louis, MO 63122 888 726-8100 Sales: 800 351-1404 Web Address http://www.gamco.com Description: There are three programs Skill Builders, Essential Grammar and Essential Punctuation. This is a standardized test format, and this assists in students achieving grammar skills. |
| Internal Technology Resources | These are resources I have made for this unit on the Voyage Home. |
Unit Plan Topic Database |
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Unit Plan Comparison Spreadsheet |
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Classroom Design |
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| Equipment Needed for Unit Plan | Location of Equipment for reservation |
| VCR | Can check one out of Media Center or bring one from Home |
| Overhead Projector | One is located in the classroom |
| Television | One is located in the Classroom |
| Computer Lab 30 Computers (School has Ibm formatted) | Sign up sheet is located in the Library |
| Classroom Computer (School has Ibm formatted) | One is located in Classroom |
| Printer Laser Jet or Ink jet | One is Located in classroom |
| Video Camera | Can check one out of Media Center or bring one from home |
| Digital Camera | Bring one from home |
| Scanner | Bring one from home |
| Projector for Power point presentation | Can check one out of Media Center |
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Value of Unit |
I feel the greatest indicator of value is determined by
the students enjoyment and comprehension of the Unit. If students
gained mastery of the epic poem, The Odyssey, then there has been
great value in that because it is a very complicated piece of literature.
On the technical standpoint this unit is valuable because students are creating something, and when they create they have gained ownership. By having a project completed and published, there is permanence for the students. They now have something in there portfolio for their high school career, as well as have the admiration of staff and parents for completing a difficult assignment. |
Unit Use |
I feel because this is a core unit to the English I class that this sets up a blue print to be built on and transformed as each year teaches me more and more about teaching. I really enjoyed the unit, and feel I have made great progress in its design since the last time I taught the Odyssey. I have broken away from worksheets and book work, and feel I have created a more interactive hands on experience for my students. |
Mastery of Objectives |
Each week Mastery will be determined in several ways.
The formal assessments in this unit are the Final Product, Vocabulary Tests,
Quiz on Section One, and Exam on the unit. These assessments will
be looking at various thinking skills so that I can feel that the students
have gained the information as well as higher understanding regarding this
unit. Informal assessment will be happening every Monday as we build
our new KWL chart. By constantly revisiting what they know and what
they want to learn and what we are learning for a given week, I am building
on a foundation which will eventually create a comprehensive understanding
of the epic we are covering. Other informal assessments can be made
during group work, by reviewing homework, discussion, and journal entries,
and what their questions are on the SUP board. These can all be monitors
that I can use to determine what my students have mastered. Grading Chart for Odyssey Unit |
Improvement |
I feel that improvement will come from doing. As I do each of the lessons, I will be reflecting in my journal to make notes on what does work and what does not work. I feel these notes will be the foundation for changes that I will make next year when I revisit this lesson and attempt to teach it again. |
Technology Integration |
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| Time Allotted for Unit Plan | This unit will take 27 days to complete. This is 27 classes or 90 minute periods. |
| Pacing Guides | Different pacing guides allow for different amounts of time to be allotted to working on specific units. I feel it would be beneficial to students to spend the total time on the Odyssey, but it is possible that activities will have to be pared down to fifteen days in order to meet pacing requirements. This can be done by eliminating some of the more student centered activities or making them homework. I feel strongly that the Odyssey contains some of the richest material English I students encounter, and therefore deserves the extra 2 weeks and 2 days of coverage. |
