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Odyssey d3
Odyssey d3
Lesson Topic: Using evidence to make inferences about Ancient Western culture and the
character of Odysseus in The Odyssey.
Course and Grade level: English Language Arts Grade 9. One 63 Minute Class.
Class Description:
Essential Question: How can we identify with Odysseus in order to gain insight into our
own feelings and goals?
Expected Outcomes: Students will be able to cite textual evidence and use it to make
inferences. Students will be be able to compare and contrast two different artistic mediums.
Students will be able to use literature in order to gain a deeper understanding about life.
RIPTS:
1.1 know their discipline/content areas and understand how knowledge in their discipline/content
area is created, organized, linked to other disciplines, and applied beyond the school setting
3.1 understand how students use their prior knowledge to construct knowledge, acquire skills,
develop habits of mind, and acquire positive dispositions toward learning
3.2 design instruction that meets the current cognitive, social and personal needs of their students
3.3 create age-appropriate lessons and activities that meet the variety of developmental levels of
students within a class
8.1 use a variety of communication strategies (e.g., listening, restating ideas, questioning,
offering, counter examples) to engage students in learning
8.2 use a variety of modes of communication (e.g., verbal, visual, kinesthetic) to promote student
learning
8.3 use technological advances in communication, including electronic means of collecting and
sharing information, to enrich discourse in the classroom and the school
8.4 emphasize oral and written communication through the instructional use of discussion,
listening and responding to the ideas of others and group interaction
9.7 use information from their assessment of students to reflect on their own teaching, to modify
their instruction and to help establish professional development goals
Materials: 1The Odyssey video guided lesson created using zaption.com by Tucker Duclos;
Robert Fitzgeralds translation of The Odyssey, by Homer; The Cyclops Graphic Organizer;
The Cyclops Video-guided lesson handout; The Odyssey D3 Keynote (PowerPoint)
presentation; The Odyssey Journal Entry homework handout; Study Guide handout.
Objectives:
1. Students will be able to recognize strong/weak textual evidence. (DOK 1)
2. Students will be able to make inferences using cited evidence from a text (DOK 2).
3. Students will be able to compare and critique two artistic mediums (DOK 3).
1Konchalovsky,
Andrei, dir. "The Odyssey." The Odyssey. NBC. New York City, New York, 18 May 1997. Television.
Provision for Individual and Cultural Differences: This lesson uses an 8 minute
video clip from an award winning television adaptation of Homers The Odyssey in conjunction
with teacher-guided questioning and a special handout in order to appeal to visual learners,
guide students through the lesson in an interesting way, and to sustain the lesson with questions
pertaining to higher-order thinking. I have edited the video clip using zaption.com so that rather
than have students simply watch the video, it will pause and prompt with questions that reference
our textbooks (These same questions are found on the student video-guided lesson handout).
Prior to this lesson, students had to read The Cyclops chapter in The Odyssey and complete a
graphic organizer that served to help them more clearly understand the events of the chapter.
This same homework assignment will provide additional support during todays lesson. It will
also be collected for a homework grade. Much consideration has been taken in the desk
arrangement for this unit, which is in an amphitheater arrangement to promote student discussion
and heighten teacher with-it-ness.Lastly, this lesson includes multiple levels of variety in the
form of Keynote slides, video prompts, individual work, teacher-questioning, ThinkPair
Shares, class discussion, and a graphic organizer.
Time:
4min
5min
7min
Activity
Lesson Introduction.
Note: When explaining todays lesson, it is
important to model for students how the
handout will function along with the video.
Students will be reminded of this again
when the video aspect of the lesson begins.
10min
Rationale
Time:
Activity
Rationale
24 min
8min
5min