Section 5 - Lesson Plans

Lesson Plans in Chronological Order
Teacher: Samuel Deitz

School: FCHS
Class: 9th English FC
Date: 9/30/16
SSR and The Odyssey Pre-Test
Lesson Target(s)/Objectives, Success Criteria, and Standards
1. LT: Develop my reading comprehension and habits
SC: Read silently for 10 minutes
Standard: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
2. LT: Summarize and respond (with opinion/reaction) to what I read
SC: Completing both parts of my Reading Log (summary: 3-4 sentences AND response: 34 sentences)
ST: W.9-10.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3. LT: Demonstrate my understanding of characters and locations from The Odyssey
SC: Answered all questions on the People and Places of The Odyssey pre-test to the best
of my ability.
ST: RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work
of literature from outside the United States, drawing on a wide reading of world literature.
4. LT: Reflect on my performance with the weeks Learning Target
SC: Completed all fields on our Friday LT/SC reflection
ST: W.0-10.1 - Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Text(s) (if applicable)

Book of Choice This is the book that students bring to class for Sustained Silent Reading. If
they do not bring their own book, I will have many back-up choices to provide them with.
The Odyssey This is the main text of the unit that I will be introducing briefly during this
lesson. Though students will not directly engage with this text during the period, I will address it
and let them know that well be examining and beginning the graphic novel during the next
class period.
Materials
-Outside Reading Book
-Google Classroom
-Laptops
-Pre-Test
-Writing Utencil
Activating/ Building Background Knowledge
How will the lesson be introduced? What are the opportunities to link to prior knowledge or build necessary background? What
explicit language instruction is needed to prepare students for the lesson task? What student talk routines are included?
Students know that we do Sustained Silent Reading at the beginning of every Friday. This is a great
way to hook and engage students, especially because they get to choose the novel. Because most
students are continuing to read a novel, their prior knowledge of the novel is activated the moment they
begin reading. This on-going reading is used to help achieve a goal we have set for each student, which
is to read 300 pages of outside reading material by the end of the semester.
Later in the lesson, I will be activating students prior knowledge by asking them to take a Pre-test on
people and places of The Odyssey. I will be sure to mention Greek mythology to them to remind them
of where or when they may have encountered The Odyssey. Many schools study some form of Greek
mythology in middle school and the Pre-test will be a great way for me to find out just how much they
know. I will also ask at the end of class if anyone has encountered The Odyssey. This will be a verbal
exercise and a way for me to hear some of the voices and experiences that students can offer.
Learning the Material

How will students be engaged in learning the key material for this lesson? How will they be supported in comprehending any
reading? What additional explicit language instruction is needed? What student talk routines are included?
(10-12 Minutes) Sustained Silent Reading: Students will be asked to read silently for the beginning of
class. All teachers in the room will model the act of silent reading by participating.
My role: I will be sure to make sure students are on task and not distracting others.
(1 Minute) Transition: Students will get their laptops out and go to Google.com/classroom.
My role: I will aid students in getting to the site if there are any technical or physical issues.
(9-10 Minutes) Reading Log: Students will write a 3-4 sentence summary about what they just read
during SSR. They will also write a 3-4 sentence response in the same entry.
My role: Walk around the room and ensure that students are on task and that they are doing all they
can to hit the success criteria during their writing time.
(1 Minute) Transition: Students will put away their laptops and get out a writing utensil.
My role: Make sure students are promptly closing their laptops and getting out the needed materials.
(6-7 Minutes) Pre-Test: All students will take a Pre-test matching quiz on some of the main
characters and places from The Odyssey.
My role: Re-enforce that the pre-test is to be done quietly and independently. When students are done
I will collect their papers and instruct them to go to Google Classroom.
(1 Minutes) Transition: Students will get their laptops open to Google.com/classroom.
My role: Collect the rest of the pre-tests and instruct students to go to Google Classroom.
(8-10 Minutes) Students will complete a self-assessment regarding their completion of the weekly
learning targets. Students will know theyve been successful when theyve responded to the success
criteria for each learning target in the response section of the Google Form.
My role: Navigate the room and ensure that students are on task. Ill also help to answer any questions
that students might have. Ill also begin to hand out sticky notes during this part of class, so that
students can be prepared for the next part of the lesson.
Closing the Lesson (Lesson task)

How will students independently complete the lesson task? How will student reflect on their progress toward the lesson goal?
(3-5 Minutes) Students will be asked to write down on a sticky note (Ticket Out the Door) to explain
one connection they have with The Odyssey or Greek mythology. Ill also verbally ask students to share
their experiences.
My role: Write the question on the board that students will respond to for their Ticket Out the Door.
Engage with students vocally, asking them to share any of their thoughts on The Odyssey.
(3 Minutes: if time) KLYD TV will be played. This may be played while students complete their Ticket
Out the Door.
My role: I will do my best to keep the classroom quiet as KLYD TV plays, if there is in fact time for it.
Reflection
One of the things that went really well was having a brief open-class discussion towards the end of the
class period about the connections that students have with Greek mythology. Hearing students make
connections to Pirates of the Caribbean and Percy Jackson was great, because it touched on the
prevalence of Greek mythology in the modern era. If I were to change anything about this lesson, it
would have been to make extra time towards the end of class for the discussion about Greek
mythology in the todays world.

School: FCHS
Date: 10/3/16
The Odyssey and Pop. Culture
1. LT: Express my thoughts in writing
SC: Written for 5-6 minutes on the prompt after formatting journal #6 with the date
Standard: W.9-10.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

2. LT: Preview weeks Learning Targets and Performance Tasks
SC: Completed LT/PT Preview Google Form (all parts, honestly)
ST: L.9-10.6: Acquire and use accurately general academic and domain-specific words and
phrases. Demonstrate independence in gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
3. LT: Engage and draw on connections from personal experience
SC: Watched all the videos and respond to them vocally when called on
ST: SL.9-10.2: Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally.
4. LT: Express my ideas and thoughts vocally
SC: Share discoveries found when looking through The Odyssey graphic novel
ST: SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions
with diverse partners on topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.

The Odyssey This is the main text of the unit. I will hand the graphic novels out to the class
and they will have time to examine them. The next lesson we will begin reading this text.
Popular clips from texts being shown - 300, Pirates of the Caribbean, Clash of the Titans,
Troy, The Little Mermaid, Percy Jackson, The Hunger Games, Hercules
Materials
-Google Classroom
-Laptops
-Video Clips from Clipper
-Yellow Sticky Notes
-Writing Utencil
-Class set of The Odyssey graphic novel
I will introduce this lesson with a journal prompt that asks students to call on their prior experiences
with mythology. This will allow us to see how much students know about mythology and how their
prior experiences can help to bridge them with The Odyssey. If students havent had much experience
with Greek mythology, then that is also acceptable and shows us that much ground needs to be covered.
There will be many opportunities for students to respond to Greek mythology videos during the lesson.
This will allow them to make connections by expressing themselves verbally. Students will also have
the time to share ideas with a partner, and then share collaborative ideas with the entire class towards
the end of the lesson. Asking students to talk aloud will build on the routine Share Out exercise that
we do weekly.
5-6 Minutes: Journal Students will respond to a prompt given to them at the beginning of class. They
are expected to write in their Google Classroom journal folder that they have been writing in all
semester. They are expected to write for the entire time offered to them. If they finish writing about the
prompt, they may write about anything else.
My Role: During this time, I will be walking around the classroom, making sure that students are on
task and completing the assignment correctly.
1 Minute: Transition I will instruct students to go to our Google Classroom homepage and navigate
them to the Learning Target Pre-Assessment form.
My Role: I will assist with any questions or technical difficulties.
3-4 Minutes: Learning Target Pre-Assessment Students complete a similarly structured form at the
beginning of every week. This form is meant to help us (teachers) track what they know before
presenting the lessons we have planned for the week. This gives students an opportunity to earn
participation credit for coming to class, as well as indicate to us what they may need support with
during the week.
My Role: Ill review the form very briefly. During this time Ill be assisting students who have any
technical difficulties and Ill be making sure students are on task by pacing around the room.
1 Minute: Transition I will instruct students to put their laptops away for the day.
My Role: I will ensure students clear their desks so that class proceeds promptly.
2-3 Minutes: I will review the idea from the previous lesson that mythological terms (characters,
names, and settings) have been relevant for centuries and they are still highly incorporated into popular
culture today. This will help to hook them and connect with themes of the graphic novel before we even
read it.
My Role: I will engage with the class and spark their memories from the previous lesson. I will also
answer any questions or curiosities students have during this introduction.
30-25 Minutes: Cropper This series of videos will be a way for students to see some examples of
modern takes on mythology. Here is a link to a list of videos I will be showing:

http://ytcropper.com/user/sd4odp.
These videos come from a wide range of popular culture, such as Pirates of the Caribbean, 300, God
of War, The Little Mermaid, and a few more. De-brief what we watch in between videos. Are there any
other relevant examples that students can think of? Why did we watch these videos? What connections
can be made?
My Role: I will point out things during the video. I will also do my best to make sure students are paying
close attention to the video and not being disruptive. I will also ask questions to students and help them
understand that mythology is still relevant in todays world and that they should be thinking about how
the things we are watching can connect to The Odyssey.

2-3 Minutes: Ticket Out the Door Students will complete a ticket out the door on a yellow sticky note.
They will write down one connection they made to the videos shown in class or one connection they
have to Greek mythology that we did not discuss.
My Role: To write the question on the board. To distribute and collect the yellow sticky notes. To ask
students to share what they wrote.
3-5 Minutes (If Time): KLYD TV
My Role: Make sure students are quietly watching the clip on the main screen.
Reflection
I think that this was an engaging lesson that hooked many students and sold them on the idea that
books can be enjoyable and entertaining. For this type of class, it is especially important to create
connections for students so they have something they can relate to. I took time to find a variety of clips
for this lesson and I think every student could connect with at least one of the videos. If I could change
something, I think it would be to preview some of the clips a little bit more. While I did preview the
setting and scenario for many of them, I think I could have expanded even more. Overall, this lesson was
incredibly effective.

School: FCHS
Date: 10/4/16
Google Notes and The Odyssey

1. LT: Express my thoughts verbally
SC: Shared a response to our weekly question
Standard: SL.9-10.1: Initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
2. LT: Understand information about people and places from The Odyssey
SC: Taken detailed notes on people and places in The Odyssey
ST: RL.9-10.3: Analyze how and why individuals, events, and ideas develop over the
course of a text.
3. LT: Comprehend a visual text/develop their understanding of the plot of a graphic novel
SC: Listened to and followed along with a reading of The Odyssey
ST: RL.9-10.9: Analyze how an author draws on and transforms source material in a
specific work.
4. LT: Understand and use an electronic note-taking system for characters and places in The
Odyssey
SC: Participated in a class discussion of the reading
ST: W.9-10.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link to
other information and to display information flexibly and dynamically

The Odyssey This is the main text of the unit.
Materials
-
Laptops, Google Classroom (working internet)

Set of Odyssey graphic novels
Inclusion and Differentiation

I will be sure to be respectful of all student ideas and opinions. We have a few learners that
are slower, especially in the reading and writing stages. I will work with them independently if
need be to keep them up with the rest of the class.
Assessments
-Share Out
-Google Notes on The Odyssey

We use google classroom for a lot in our class, including weekly routines that students are used to.
Because we will be introducing a new google doc, it is something that they will be comfortable with
because it is on google, though they will have to learn what is new about the doc. This pulls on their
prior experience and attempts to build new information for them.

5 Minutes: Share Out Each and every student will verbally share out an answer to a simple question
posted on the board. This helps to include every student in the classroom and to ensure that every
voice is being heard.
My role: To facilitate the question and to make sure that students are being respectful of one another
when they are answering and listening to others.
5-7 Minutes: Think-Pair-Share: Students will each receive a copy of The Odyssey. They will be asked
to look through it independently, then share their findings with a partner, then we will share as a class.
This gives them an opportunity to explore the book before jumping right into it.
My role: To distribute books and to make sure that students are on task the entire time.
4-6 Minutes: Introduce the notes that each student will be taking during our reading of The Odyssey.
Students will be given a list of characters and places on their notes and it will be their job at the end of
the period to add notes about each into their google doc at the end of every reading session.
My role: I will be talking about how the google notes will work for the entirety of the unit and how
students will be successful.
24-28 Minutes: I will read the graphic novel aloud to the class on the first day. They will practice their
listening skills and I will constantly pause to write notes on the white board that may come in handy for
them later on in the lesson.
My role: To read aloud. To answer any questions that students might have about the novel, and to field
connections that students may encounter during our reading.

6-8 Minutes: Note-taking Students will be given the last part of class to update their google notes on
what we read for the first time. I will be there to assist students as they will have questions about how
specifically they should take notes. Well use the book as a reference when answering textual
questions.
My role: To navigate the classroom and ensure that students are on task. I will also be there to clarify
any questions students might have.
Reflection
One thing that I think went well was the Think-Pair-Share activity. It allowed students to spend
some time on their own exploring the graphic novel and then they had the opportunity to share with a
partner. This was great because it allowed students to collaborate on what they found. We came back
together as a class and many students shared their views on things they found interesting in the graphic
novel. Students commented on the unique artwork and some of the more captivating pictures (such as
Scylla the sea monster and Polyphemus the cyclops). While this went well, I do wish that I could have
front-loaded and warned students about the partial nudity in the book more. I mentioned something, but
students still thought it was funny to make comments about some of the images in the graphic novel that
distracted the class. All in all, I think more front-loading next time would be good.

School: FCHS
Date: 10/5, 10/6 (Block Day)
Reading Comprehension and The Odyssey
1. LT: Demonstrate my reading comprehension
SC: Scored at least 75% or better on NewsELA article quiz
Standard: RL.9-10.1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
2. LT: Demonstrate my understanding of parts of speech: prep. and conj.
SC: Answered each question to the best of my ability on my NoRedInk pre-test
ST: RI.9-10.4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone.
3. LT: Comprehend a visual text/understand of the plot of a graphic novel
SC: Listened to and followed along with a reading of The Odyssey
specific work.

Materials
-
Set of Odyssey graphic novels.

Laptops, NewsELA, Google Classroom, No Red Ink, Peardeck

I will be sure to be respectful of all student ideas and opinions. We have students that learn at
different rates. I will do my best to give special attention to students who struggle in the reading
and writing stages. I will work with them independently, if need be, to keep them on pace with
the rest of the class.
Assessments
-
News ELA
Grammar Parts of Speech Pre-Test (NoRedInk)
Peardeck
Odyssey Digital Note-taking

We will be using two procedural activities that we do on a weekly basis. One is NewsELA, which has
students read an article and then asks them to identify the meaning of the article by posing different
types of questions. We also will use No Red Ink for a pre-test, which tests and teaches students
different parts of grammar.

10-15 Minutes: News ELA Students will each read an article at a different reading level, pending on
where they currently rank. This ensures there is differentiation between all of our students. We will
record their scores once they are finished working.
My role: To explain how to get to the website and to assign each student to their specific reading level
for the day. I will also make sure students are on task. When students are finished I will walk around
and record their scores.
12-15 Minutes: Grammar Parts of Speech Pre-Test (NoRedInk) After students finish with News ELA,
I will re-direct them to No Red Ink, a website that helps students learn different parts of speech. They
will each work independently on a pre-test.
My role: I will make sure students are at the correct website and that they are working on the pre-test
independently. I will also enforce the idea that when students are done that they should use the time to
work on make-up work or to read their outside reading book.
30 Minutes: Ill read The Odyssey aloud to the class. I will constantly stop to ensure that students are
understanding the text, as it can be a bit complicated.
My role: Read aloud with a diverse voice and narration for characters in the book. I will do my best to
make sure students are in the correct place in the novel and they are interacting with the book.
5 Minutes: Take notes on what we just read for 30 minutes.
My role: To help answer questions about characters and places in the book, so that students can fill in
details in their Digital Note-Taking document.
5-7 Minutes: Peardeck Students will get to the Peardeck website and they will be prompted to
answer some basic feedback questions about their experience with The Odyssey after two days.
My role: To pose questions over a digital platform to students.

15-18 Minutes: Students will read silently and independently and they will record their digital notes in
their Google Doc.
My role: I will navigate the room and help to answer any questions that students have about the
content of the book. If students finish early they should make sure all notes that could possibly be filled
in are complete.
2-3 Minutes: Peardeck Final question: What is one significant event that happened during the time
you silently read today?
My role: To pose this question over Peardeck. I will review the answers students give and I will treat
this activity as a digital Ticket Out the Door assessment.
Reflection
This was the first day of reading The Odyssey. I read aloud to the students and then they recorded
their understanding via Pear Deck and their Digital Notes. I thought the actual recording of what they
read was effective, because it helped students reinforce what they had just read. This is especially
important on the first day of reading, because what we read establishes the main characters and setting of
the story. It is imperative that they understand this information. One thing I could work on is animating
my voice more when reading the dialogue of different characters. This is something that I aim to do for
every text we come across, because I believe an animated and exciting narration can hook students and
help them to remember more of the story.

School: FCHS
Date: 10/7/16
Success Criteria Self-Reflection and The Odyssey

SC: Read silently for 10-15 minutes
Standard: RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
2. LT: Summarize and respond (with opinion/reaction) to what I read
SC: Completing both parts of my Reading Log (summary: 3-4 sentences AND response:
3-4 sentences)
ST: W.9-10.4 Produce clear and coherent writing in which the development,
3. LT: Reflect on my performance with the weeks Learning Target
4. LT: Comprehend a visual text and understand the plot of a graphic novel
SC: Read graphic novel actively and updated notes
specific work.

Materials
-The Odyssey This is the main text of the unit. I will hand the graphic novels out to the class
and they will have time to examine them. The next lesson we will begin reading this text.
-Laptops (Internet), Google Classroom
-Book of choice students will continue reading their book of choice; if they do not have a
book, then I will provide one for them.
Differentiation and Inclusion

Assessments
-Friday Success Criteria Reflection
-Reading Log
-Digital Note-Taking Evaluation

Students know that we do Sustained Silent Reading at the beginning of every Friday. This is a great
way to hook and engage students, especially because they get to choose the novel. Because most
students are continuing to read a novel, their prior knowledge of the novel is activated the moment they
begin reading. This on-going reading is used to help achieve a goal we have set for each student, which
is to read 300 pages of outside reading material by the end of the semester.
We will also pick up with The Odyssey where we left the previous day. I will do a review of what we
read by engaging with the text and students. Once we all feel like we understand the novel, then we
will read on.

8-9 Minutes: Sustained Silent Reading: Students will be asked to read silently for the beginning of
1 Minute: Transition: Students will get their laptops out and go to Google.com/classroom.
My role: I will aid students in getting to the site if there are any technical or physical issues.
8-9 Minutes: Reading Log: Students will write a 3-4 sentence summary about what they just read
during SSR. They will also write a 3-4 sentence response in the same entry.
My role: Walk around the room and ensure that students are on task and that they are doing all they
can to hit the success criteria during their writing time.
1 Minutes: Transition: Students will get their laptops open to Google.com/classroom.
My role: Collect the rest of the pre-tests and instruct students to go to Google Classroom.
7-8 Minutes: Students will complete a self-assessment regarding their completion of the weekly
that students might have. Ill also begin to hand out sticky notes during this part of class, so that
students can be prepared for the next part of the lesson.
10 Minutes: Ill read The Odyssey aloud to the class. I will constantly stop to ensure that students are
understanding the text, as it can be complicated.

make sure students are in the correct place in the novel and they are interacting with the book. I will
also use the Cold Call technique to call on students. I will attempt to call on different students every
time so that all of the voices in the room can be heard.

5 Minutes: Take notes on what we just read for 10 minutes. Tighten up the notes that they have been
taking all week, because they will be graded after this week.
My role: To help answer questions about characters and places in the book, so that students can fill in
details in their Digital Note-Taking document.
Reflection
We did many of our class procedures during this lesson, including Sustained Silent Reading, Reading
Log, and our Learning Target/Success Criteria. Students are accustomed to these procedures, which
explains why they went so smoothly. Reading The Odyssey also went very well. Students responded to
all of the verbal comprehension checks as we were reading and overall, the lesson went as planned. I
dont know that I would change that much from this lesson. Perhaps, there could have been more time
for student interaction with one another, as Fridays tend to be more independent work.

School: FCHS
Date: 10.10
New Journal and The Odyssey

Standard: W.9-10.3: Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
3. LT: Comprehend visual text
SC: Actively listened to and read our graphic novel, The Odyssey
specific work.
4. LT: Understand plot, characters, and setting of a graphic novel
SC: Added details on characters and places in our electronic notes
ST: RL.9-10.3: Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Materials
-

Laptops, Google Classroom, Peardeck

Assessments
-
Peardeck
Odyssey Digital Note-taking
I will introduce this lesson with a journal prompt that asks students to call on their prior experiences:
Think about a time you couldnt wait to get home? Where were you and why did you want to get
home? This journal prompt should hopefully connect personal feelings to that of the character
Odysseus, who had been away from home for nearly twenty years.
I will also spend time briefly reviewing The Odyssey before we begin reading.

1 Minute: Transition I will instruct students to go to our Google Classroom homepage and navigate
them to the Learning Target Pre-Assessment form.
My Role: I will assist with any questions or technical difficulties.
during the week.
15-20 Minutes: Ill read The Odyssey aloud to the class. I will constantly stop to ensure that students
are understanding the text, as it can be a bit complicated.
make sure students are in the correct place in the novel and they are interacting with the book.
10-12 Minutes: Introduce a new system of note-taking. This version is more organized and will allow
students to have a cleaner version of their notes. Students will transfer their existing notes and then
they will add additional notes from the day.
My role: I will explain that students need to convert their old notes to the new form. To help answer
questions about characters and places in the book, so that students can fill in details in their Digital
Note-Taking document.

How
will students
independently
Teacher:
Samuel
Deitzcomplete the lesson task? How will student reflect on their progress toward the lesson goal?
School: FCHS
th Minutes: Peardeck Students will get to the Peardeck website and they will be prompted
(If
time) 93-4
Class:
English FC
to
answer
some
Date: 10/11/16basic feedback questions about their experience with The Odyssey after two days.
My role: To pose questions over a Odysseuss
digital platform to
students.Begins
Journey
Reflection

For this
Monday, we
diddiverse
our weekly
journaling
and ourtexts,
Learning
I thenideas
read to
discussions
with
partners
on topics,
and Target/Pre-Assessment.
issues, building on others
and
the class and then they read independently. There was one major change I made from the previous
lesson. When checking the notes of students, I realized that many of the notes seemed very scattered
and unorganized. I took time to create a new Note-taking system for students, which presents the list of
2. LT: Comprehend
text
characters
and places invisual
order of
which they are addressed in the book. That way, students are not
SC:
Actively
listened
to
and
read ourand
graphic
The to
Odyssey
having a difficult time finding the characters
placesnovel,
they need
update in their notes. This was
Analyze
how
angrading
author over
draws
and transforms
source
material
inaagood
one ST:
of theRL.9-10.9:
observations
I noticed
while
theon
weekend.
I made sure
to give
students
chunk
of allotted
time to convert their old notes to the new organizer and to help any of them that were
specific
work.
struggling.

4. LT: Understand and use an electronic note-taking system for characters and places in The
Odyssey
SC: Participated in a class discussion of the reading
ST: W.9-10.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link to
other information and to display information flexibly and dynamically
Materials
-


Assessments
-
Peardeck
Odyssey Digital Note-Taking

I will spend five minutes reviewing the novel from the previous day, so that students understand what
we read in the class the previous day. This will allow them all to be fully prepared and feeling ready to
read independently.

4-5 Minutes: Review what we read the day before verbally with the class.
My role: I will prompt students to help me recall what we read the day before. This covers nearly three
chapters. This helps students to recall the information they learned. Depending on how well they
reciprocate their knowledge, it gives me an understanding of where we are at as a class.
25-30 Minutes: Students will read independently and quietly at their desks. Students who finish early
will also have the opportunity to update their notes and make up any missing assignments.
My role: I will ensure that students are on task and working diligently. I will navigate the room and
answer any questions that students might have about the new content they are reading.

5 Minutes: Allow students to add to their digital notes.
My role: Help students to update their notes.

4-5 Minutes: Peardeck ask students questions about the text and about their overall responses to
The Odyssey thus far. This will help me to see where we are as a class and if I need to make
adjustments going forward.
My role: Use the smartboard and Peardeck to pose questions to students. Read and respond to some
of the responses as they appear.
Reflection
This day began with one of our procedures called Share Out. I personally dont lead this procedure; it
is led by Miss Stillwell, a special needs teacher that co-teaches alongside Mr. OConnor. The questions

1. LT: Demonstrate my reading proficiency/comprehension
1. LT: Reflect on my performance on Quarter #1 Learning Targets
SC: Scored at least 75% or better on NewsELA article quiz
SC: Completed all fields on our Quarter #1 LT/SC reflection
Standard: W.9-10.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective selection,
Lesson
organization,
Target(s)/Objectives,
and analysis ofSuccess
content Criteria, and Standards
1. SC:
LT: Actively
Expresslistened
my thoughts
to andverbally
read our graphic novel, The Odyssey
SC:
Shared
a
response
to
our
weekly
ST: RL.9-10.9: Analyze how an
authorquestion
draws on and transforms source material in a
Standard:
SL.9-10.1: Initiate and participate effectively in a range of collaborative
specific work.
ST: W.9-10.4: Produce clear and coherent writing in which the development, organization,
their plot,
own clearly
and persuasively.
3. expressing
LT: Understand
characters,
and setting of a graphic novel
2. ST:
LT: Comprehend
visual text
RL.9-10.3: Analyze
how and why individuals, events, and ideas develop and interact
SC:
Actively
listened
to
and
over the course of a text. read our graphic novel, The Odyssey
ST: L.9-10.6: Acquire and use accurately general academic and domain-specific words
and phrases. Demonstrate independence in gather vocabulary knowledge when
work.
4. specific
LT: Demonstrate
my ability to write a well-developed and well-organized paragraph
considering a word or phrase important to comprehension or expression.
SC: Written an organized and developed practice paragraph that follows our paragraph
3. notes/handout
LT: Understandperfectly
plot, characters, and setting of a graphic novel
SC:
Added details
on characters
and places
ourneeded
electronic
notes
ST: W.9-10.5:
Develop
and strengthen
writinginas
by planning,
revising, editing,
ST:
RL.9-10.3:
Analyze
how
and
why
individuals,
events,
and
ideas
develop
and interact
rewriting, or trying a new approach.
specific work.
5. LT: Reflect on my performance with the weeks Learning Targets
4. SC:
LT: Demonstrate
ability
a well-developed
and well-organized paragraph
Completed allmy
fields
on to
ourwrite
Friday
LT/SC reflection
5. SC:
LT: Understand
plot,
characters,
and
setting
of a graphic
novelthatoffollows
Written
and
organized
and developed
practice
our paragraph
ST:
W.0-10.1
- Write
arguments
to
support
claims
inparagraph
an analysis
substantive
topics or
SC:
Added
details
on
characters
and
places
in
our
electronic
notes
notes/handout
perfectly
texts, using valid
reasoning and relevant and sufficient evidence.
ST:
Analyze and
howstrengthen
and why individuals,
events, and
ideas develop
andediting,
interact
ST: RL.9-10.3:
W.9-10.5: Develop
writing as needed
by planning,
revising,
over
the
course
of
a
text.
rewriting, or trying a new approach.
that
we

Text(s)
Materials
(if applicable)
Materials
- Set of Odyssey graphic novels.
Materials
- Laptops, Google Classroom, Peardeck, Youtube
- Set of Odyssey graphic novels
-- Laptops,
Googlegraphic
Classroom
Set of Odyssey
novels.
- Laptops, Google Classroom, Peardeck, Youtube
- Comprehension
Quiz
Inclusion
and Differentiation
Closing
Lesson (Lesson
task) ideas and opinions. We have students that learn at
Inclusion
and
Differentiation
I will be
sure
tothe
be respectful
of all student
Howrates.
will students
thespecial
lesson task?
How will to
student
reflect on
their struggle
progress toward
the reading
lesson goal?
different
I willindependently
do my bestcomplete
to give
attention
students
who
in the
and
writing
stages.
I
will
work
with
them
independently,
if
need
be,
to
keep
them
on
pace
with
I will be sure to be respectful of all student ideas and opinions. We have students that learn
at
the
rest
of
the
class.
15-20
Minutes:
Students
will
convert
their
pre-writing
paragraph
into
an
actual
paragraph.
They
will
different
rates.
I
will
do
my
best
to
give
special
attention
to
students
who
struggle
in
the
reading
need to
have all
of the
parts
mentioned
above, including
the concluding
sentence.
Students
will work
and writing
stages.
I will
work
with
them independently,
if need
be, to keep
them on
pace with
How
will students
independently complete the lesson task? How will student reflect on their progress toward the lesson goal?
onofthis
the
rest
theindependently.
class.
Assessments
My role: I will walk around the classroom and assist students as they build their paragraphs. I will
Assessments
- learning
Odyssey
Digital
Note-Taking
targets.
Students
know theyve been successful when theyve responded to the success
make
sure
students
are onwill
task.
for each
learningTarget
target Success
in the response
section
of the Google Form.
- criteria
Quarterly
Learning
Criteria
Reflection
-- MyPractice
paragraph
role:
Navigate
the
room
and
ensure
that
students
are
on task. Ill also help to answer any questions
Odyssey
Digital
Note-Taking
If time:
Students
may
update their Odyssey Digital Notes. Additionally, we may do a Think-Pair-Share
students
might
have.
-- that
LT/SC
Preview
Weekly
Pre-Writing
Learning
Practice
Target
Paragraph
Success
Criteria
Reflection
activity
where
students
trade
laptops and
highlight
the parts of each others paragraphs that they can
- identify
Practice
Paragraph
paragraph
Writing
as topic sentence, transition, evidence, explanation, and concluding sentence.

School: FCHS
Date: 10/20-10/21 (Thur. Fri.) Block Day
Comprehension Quiz and Reading The Odyssey
organization, and analysis of content.
2. LT: Demonstrate my reading proficiency/comprehension of nonfiction text
SC: Scored at least 75% on NewsELA article quiz
ST: RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
specific work.
4. LT: Demonstrate my comprehension of a visual text
SC: Done my absolute best on my reading quiz (answered every question)
ST: RL.9-10.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.

Materials
-

Comprehension Quiz (hardcopy)

Assessments
-

Reading Comprehension Quiz
Peardeck
News ELA
SC/LT Self-Reflection

We will be doing our weekly learning target/success criteria reflection. Which asks students to reflect
and write on all of the activities we have done during the week. This helps them to recall the hard work
they put into class, and also gives them an opportunity to realize if they need to make any work up.
We will also be reading The Odyssey. I will review what we have read with them thus far to ensure
everyone is understanding the novel.

20-25 Minutes: The Odyssey - I will review what we read the previous day and then students will read
the next four chapters in The Odyssey independently. Students will be expected to update their Digital
Notes once they are finished reading.
My role: To work with students to recall what we all read the day before. To navigate the classroom and
assist students in updating their notes.
5 Minutes: Review the chapters that students just read verbally with the class to ensure everyone is on
the same page.
My role: To prompt students and check for their understanding of the time they read independently.

7-10 Minutes: Students will put away everything, except for a writing utensil and they will each take a
reading quiz.
My role: To distribute the quizzes and make sure that students are taking the quiz quietly.
that students might have.
3-5 Minutes (If Time): Students will go to Peardeck.com/join. They will respond to a series of
questions to close out class.
My role: I will vocally ask questions to the class and review the answers that appear on the board.
Reflection
Everything went smoothly as far as our procedures and reading The Odyssey. We did take a quiz to
test for comprehension regarding The Odyssey. I was pleasantly surprised at just how well students
did. Most of them scored anywhere in between the C to A range. Overall, it was a really good lesson.

School: FCHS
Date: 10/24 (Monday)
Journal and The Odyssey
specific work.
SC: Responded to all Peardeck questions honestly and thoughtfully

Materials
-

Laptops, Google Classroom, Peardeck, Youtube
Comprehension Quiz

Assessments
-

Journal
Peardeck

Additionally, if time, I will prompt students with questions about The Odyssey on Peardeck. They know
this website and the questions will activate their understanding of our reading.
during the week.
25-30 Minutes: Ill read one chapter of The Odyssey aloud to the class. I will constantly stop to ensure
that students are understanding the text, as it can be a bit complicated. Students will then read the next
two following chapters independently and update their Digital Notes.
make sure students are in the correct place in the novel and they are interacting with the book. I will
navigate the room and answer any questions students may have while reading independently.
5 Minutes: Review the chapters we read in class.
My role: To check for comprehension and to guide students through a quick review of the three
chapters.

5-10 Minutes: Peardeck End the class by asking students questions over Peardeck. Every student
will be expected to answer the questions.
My role: To provide the questions and to read and respond aloud to the answers that students provide.
Reflection
Similar to other lessons constructed similarly to this one within the unit, all of our procedures went
smoothly and the reading of The Odyssey was very engaging. One thing that has become an issue over
the past week or so is trying to catch students up with reading, because they have missed class. Most of
the students that fall behind are missing class unexcused. This means we dont know that they are going
to be gone the day they miss and so we cannot assign them work. This puts them in a place when they
show up that they are even more behind, because they are lost in class. At this point Ill continue to
encourage students to come to ELO on Thursday mornings so I can assist them in making up their work.

School: FCHS
Date: 10/25 (Tuesday)
Share Out and The Odyssey
specific work.
SC: Responded to all Peardeck questions honestly and thoughtfully

Materials
-

Laptops, Google Classroom, Peardeck, The Odyssey (film 1999)


Assessments
-

Peardeck
Share Out

I will spend five minutes reviewing the novel from the previous day, so that students understand what
we read in the class the previous day. This will allow them all to be fully prepared and feeling ready to
read independently.
We will also use Peardeck, a regular tool that we use to ensure all voices are being heard.
Additionally, we will show a clip from the 1999 film adaption of The Odyssey. We have already
watched one clip from this film.

5-7 Minutes: Review what we read the day before (through Chapter 19) verbally with the class.
My role: I will prompt students to help me recall what we read the day before. This covers nearly three
chapters. This helps students to recall the information they learned. Depending on how well they
reciprocate their knowledge, it gives me an understanding of where we are at as a class.
15-20 Minutes: I will read one chapter aloud. Then, students will read independently and quietly at
their desks. Students who finish early will also have the opportunity to update their notes and make up
any missing assignments.
My role: I will ensure that students are on task and working diligently. I will navigate the room and
answer any questions that students might have about the new content they are reading.
6-9 Minutes: Show the clip of Scylla and Charybdis from the 1999 film of The Odyssey
My role: To make sure the film is started and stopped in the correct spots. To make sure students are

5-7 Minutes: Review the chapter that students read independently using Peardeck. Do your best
drawing of Scylla or Charybdis. Compare the novel to the film.
My role: Students will respond to questions that I ask aloud. I will review their answers verbally and
provide feedback.
3-5 Minutes (If Time): Give students an opportunity to check their grades. What are you missing? How
can you make it up?
My role: Assist and aid students with their missing assignments.
focused on the film and are being respectful.
Reflection
For this day I decided to add in some extra material to compliment our reading of The Odyssey. We
watched a clip from the film version that showed Charybdis and Scylla (the two main sea-monsters from
the graphic novel). I think this gave students another great visual comparison to the graphic novel. I also
gave the last bit of class for students to catch up on work, which I think was a smart decision considering
many of them fell a bit behind when we started writing paragraphs in class.

School: FCHS
Date: 10/26-27 (Block Day)
Death at the Palace and Contrasting Paragraph Writing
1. LT: Demonstrate my paragraph-writing proficiency
SC: Written a well-developed and organized paragraph that shows differences between
two versions of the Death at the Palace scene
ST: RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
specific work.
SC: Done my absolute best on my reading quiz (answered every question)

Materials
-

Comprehension Quiz (hardcopy)
1997 DVD of The Odyssey

Assessments
-

Peardeck
News ELA
Paragraph Writing
We will be watching a clip from the 1997 film adaption of The Odyssey. We have already viewed
portions of this film, so returning to the film should be familiar.
We will use NewsELA, which is a weekly procedure, therefore students should be comfortable with it.

10-15 Minutes: The Odyssey - I will review what we read the previous day and then we will read Book
22 as a class.
My role: To work with students to recall what we all read the day before. To read aloud, to point out
features of the book, and to check for understanding of the content.
10-15 Minutes: Watch Death at the Palace clip from the 1997 film adaption of The Odyssey.
My role: To ensure that all other materials are put away and that students are watching and reading
the film quietly.
5-7 Minutes: Review transitional words and pre-writing document. This will be of assistance to
students as they attempt to write their paragraph for their final assessment of the day.
My role: To point out some of the transitional words and phrases we have come up with.
3-5 Minutes: De-brief the film and some of its differences from the graphic novel.
My role: To ask what differences students noticed between the two texts.
20-25 Minutes: Students will write a paragraph that contrasts the two texts (the film and the graphic
novel). This will be a great writing exercise for them so that they may continue to improve their analysis
and writing skills.
My role: I will announce the instructions and show students to where their document is on Google
Classroom. Then I will help them as they write their paragraphs to make sure they are understanding
what a contrasting paragraph should look like.
Reflection
During this lesson we used another clip from the film to compare to the graphic novel. The viewing of
this clip was deliberately used so that students to pick out the differences between the graphic novel and
the film version. After viewing the clip I asked students to write down three differences they noticed on
sticky note, then each student shared out at least one difference they saw. This was all a set up towards
having students writing a paragraph contrasting the two different texts, and overall, I would say students
embraced this paragraph writing assignment the most. Perhaps it was because it was the third one they
were doing so it had become more comfortable, or they may have enjoyed the way we approached the
paragraph.

School: FCHS
Date: 10/28 (Friday)
Finishing The Odyssey
2. LT: Summarize and respond in writing to what I read
SC: Completed both parts of my reading log--3-4 sentences for each part
specific work.


Materials
-
Outside Reading Book

Laptops, Google Classroom
Class set of The Odyssey

Assessments
-
Odyssey Digital Notes

Reading Log
LT/SC Self-Reflection


Additionally, we will be doing our weekly sustained silent reading to begin class. After reading,
students will write in their Reading Log, which they do on a weekly basis.

8-9 Minutes: Students will respond to their Sustained Silent Reading by recording a summary and
response in their Reading Log. Students are to write 3-4 sentences on the summary and 3-4 sentences
on the response portion.
My role: I will navigate the room and make sure that students are on-task and formatting their journals
in the correct way (labeled with the date, summary, and response).
15-20 Minutes: The Odyssey - I will very briefly review what we read the previous day and then I will
read the final two chapters aloud to students. Students will be expected to update their Digital Notes
once we are finished reading.
My role: To work with students to recall what we all read the day before. To check for understanding as
we read. To navigate the classroom and assist students in updating their notes.

Extra Time: Give students the extra time in class to update their Digital Notes and to check and makeup any missing assignments that they might have.
My role: To help individual students in recovering their grades by guiding them to the assignments
theyve missed. To assist students in recalling information from The Odyssey.
Reflection
This was a procedural Friday that went very smoothly. Everything went according to plan and there is not
much structurally that I would change. If there was one thing, it would be to include some entertaining
video for students to view in between two assignments during class. The students have worked hard
reading The Odyssey and I think it would be uplifting to watch something entertaining (even if it is only
for a couple of minutes) on the last day of the school week.

School: FCHS
Date: 10/31/16 (Monday)
Odyssey Test and Journaling
1. LT: Demonstrate my understanding of setting and characters in a narrative text
SC: Answered all questions on my Odyssey test to the best of my ability
Standard: RL.9-10.10: Read and comprehend literature, including stories, dramas, and
poems.
SC: Written for 12 minutes on the prompts after formatting journal #11 with the date
4. LT: Understand Unit Assessment #2
SC: Read, understood, and asked questions about Unit Assessment 2: Graphic Personal
Narrative
ST: L.9-10.3: Apply knowledge of language to understand how language functions in
different contexts.

Materials
-
Personal Graphic Narrative Assignment Sheet

Class set of The Odyssey
People and Places of The Odyssey Test (hard copy)

Assessments
-
Set of 3 Journal Entries

LT/SC Pre-Assessment
The Odyssey People and Places Test
The Odyssey Digital Notes

Students will write in their online journal based on the writing prompt given to them. They participate
in this activity every single week. This week their journal will be more extensive and will relate to a
summative assessment for the entire unit.
Students will complete a learning target/success criteria pre-assessment for the week. They do this on a
weekly basis.
9-10 Minutes: Students will be given this time to study their People and Places of The Odyssey
Notes on Google Classroom. At the end of this time they will turn in their notes for grading.
My Role: To explain how students can turn in their digital notes on Google Classroom and to also help
clarify any people or places that students may not know so that they understand the correct information
going into the unit test.
12-15 Minutes: Students will take their unit test on the People and Places of The Odyssey.
My Role: To navigate the room and ensure that all students are focusing on their own work. I will also
make sure that the class is quiet during the test. When students are finished Ill collect their tests and
assign them to advance to their weekly LT/SC preview for the week.
during the week.

15-18 Minutes: Journal Students will respond to a series of three nearly identical prompts given to
them. They will be given about four minutes to write on each of them. They should be writing for the
entire time.
4-5 Minutes: Go over the summative assessment for the unit. Students will create a graphic personal
narrative that chronicles some period in their lives.
My Role: I will go over the assignment sheet and ensure that every student understands what we will
be doing this week.
Reflection
Students took one of their unit summative assessments during this period in the form of a large
matching exam. It appears that scores were sporadic. The students we expected to do well did well,
and the students that are typically off-task did below average. Students had the entire weekend to
study for the test, so it is a bit discouraging to see so many of them walk into class and claim Oh, I
didnt study for that, and then laugh. I know that I was very clear in the previous period about the test
being important and worth a lot of points. If I could go back in time I would try and come up with more
in-class time to prepare students for the exam. After the exam, students generally did a good job on the
three journals they were assigned.

School: FCHS
Date: 11/1/16
Expanded Ideas and Pre-Writing Guide
2. LT: Develop story details
SC: Written down as many details as I can about the story I selected
ST: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
3. LT: Plan details, images, and text for creating a graphic/visual text
SC: Developed and recorded details about the text (narration, dialogue, and thoughts) and
images for my graphic personal narrative
ST: W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience

Materials
-
Google Doc Assignment

Hard copies of the Pre-Writing Guide

Assessments
-
Google Doc Assignment

Expanded Journal
Share Out

We will do a weekly procedure called Share Out to start the day. All students know this procedure.
We use the
it to Lesson
make sure(Lesson
every voice
Closing
task)in the classroom is heard.
10-15 Minutes: Students will work on their pre-writing guide. This will be an opportunity for students to
sketch out images with important details from their story, as well as teach students to properly
sequence their story (this works as a timeline of sorts).
My role: I will explain the pre-writing guide and glide around the room to help students sequence their
Reflection
narratives.
Many students took advantage of having nearly the entire class period to progress their personal graphic
narrative.
I would say a handful of students got to the pre-writing guide, while a small amount of students
struggled
in
writing aexplicit
journal
that was
at least
250 words.
I did my
to support
those struggling
reading? What additional
language
instruction
is needed?
What student
talk best
routines
are included?
students. One of the main issues for these students is it seems that they have ideas, but they dont know
how to convert them into writing. If I had time, I think I would take a full day to explain and have a
conversation
students
abouttowhy
it is so
important
to paragraphs.
posted on thewith
board.
This helps
include
every
studenttoinadd
the details
classroom
and to ensure that every
Teacher:
Samuel
Deitz
when they are
answering
and listening to others.
School: FCHS
25-30
Students
Class:Minutes:
9th English
FC will first choose one of the three journals they wrote on from the previous day.
This will serve as the basis for their personal graphic narrative project. They will then expand that
Date:
(Wednesday
Thursday)
journal 11/2-3
using many
details. The and
minimum
requirement for word count is 250.
My role: To give instructions and to walk around the classroom assisting students in adding details to
Pre-Writing Guide and Planning
their journals.

2. LT: Create an original graphic/visual personal narrative, utilizing text, image, and panels
SC: Completed most of my graphic personal narrative, including creative, professional
images, text, and panels
ST: W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
3. LT: Read and respond to a survey regarding personal experiences in school
SC: Have filled out the survey to the best of my ability and have answered all questions
ST: W.9-10.1: Write arguments to support claims in an analysis of substantive topics or
Materials
-

Oversized paper
Markers and rulers
Classroom set of The Odyssey graphic novel

Assessments
- Journal (250 words)
- Pre-Writing Guide
- Final Draft of Personal Graphic Narrative

Students will engage with a non-fiction text and respond to questions from News ELA. We use News
ELA every week so students should be familiar with this procedure.
Additionally, we will continue to finish our elongated journal entries, as well as proceed into the preplanning of the personal graphic narratives. This is something that has been previewed for them and
they will work on through the rest of the week.
10-15 Minutes: Students will continue to write on one of the three journals they wrote on from the
previous day. This will serve as the basis for their personal graphic narrative project. They will then
expand that journal using many details. The minimum requirement for word count is 250.
My role: To re-iterate the instructions and to walk around the classroom assisting students in adding
details to their journals.
sequence their story (this works as a timeline of sorts). When students finish their pre-writing guide
they will have an opportunity to move on to their final draft.
My role: I will explain the pre-writing guide and glide around the room to help students sequence their
narratives. Additionally, if students feel that they are finished, I will help to provide them with the
materials they need to get started with on their final draft.

10-15 Minutes: Students will fill out a survey regarding two of the teachers they have in school. They
will complete this online. This is a required survey by the school and we have been asked to carve out
the last 10-15 minutes of this class period to allow students to give feedback.
My role: I will help guide students to the survey and ensure that they are on task and filling out the
survey in detail with the time that is given to them.
Reflection
This was another class period dedicated to helping individual students as they progress towards the final
draft of their graphic personal narrative. Many students, like the day before, took advantage of the in-class
time given. A lot of students have begun to work on their final product, though some students are still
stuck on the first portion of the assignment (journaling at least 250 words). This summative assessment,
similar to the unit exam, has been a great way to show the different levels of learners and students that we
have in our classes.

School: FCHS
Date: 11/4/16
Final Draft of Personal Graphic Narrative
2. LT: Create an original graphic/visual personal narrative, utilizing text, image, and panels
SC: Completed most of my graphic personal narrative, including creative, professional
images, text, and panels
ST: W.9-10.3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.

Materials
-

Oversized paper
Markers and rulers
Classroom set of The Odyssey graphic novel
Outside reading novels

Assessments
-
Pre-writing guide
Personal Graphic Narrative Final Draft
LT/SC Self-Reflection

Students will continue to work on their pre-writing guides and their final drafts of the personal graphic
narrative assignment. They have been working towards these two assessments all week and should be
familiar with them.
Students will also engage with two weekly procedures. The first is our sustained silent reading. The
second is the learning target/success criteria self-reflection. We do these every week, so students should
know what to expect as far as the structure goes.

sequence their story (this works as a timeline of sorts). When students finish their pre-writing guide
they will have an opportunity to move on to their final draft. This is most likely the last day of in-class
work time for students, so if they do not finish their final draft in this period of time then it will be
homework and it will be due on Monday.
My role: I will distribute the pre-writing guide to students who have not reached that portion of the
assignment yet. I will also glide around the room to help students sequence their narratives.
Additionally, if students feel that they are finished, I will help to provide them with the materials they
need to get started with on their final draft, as well as help students organize and style their final draft.
Reflection
This was the final day of my four-week unit. I did my best to encourage students to work hard with their
in-class work time. Their final products are due on Monday, and although some students have already
finished, I dont believe many of the students will finish the work over the weekend. Part of me wishes
that I could go back and give more time to work on the graphic personal narrative to students, but at the
same time, many of them did not take advantage of class time throughout the week. All in all, I think that
the unit was a success. Many of the students even claimed that The Odyssey was the best book they had
ever read. Our goal is to increase literacy and to create life-long readers. Hopefully, throughout this unit, I
was able to reach some students and they were able to come away with many different types of skills.

Section 5 - Lesson Plans

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Section 5 - Lesson Plans

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Lesson Plans in Chronological Order

Teacher: Samuel Deitz

Text(s) (if applicable)

Learning the Material

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz

organization, and style are appropriate to task, purpose, and audience.

Text(s) (if applicable)

modern takes on mythology. Here is a link to a list of videos I will be showing:

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz

Lesson Target(s)/Objectives, Success Criteria, and Standards

Text(s) (if applicable)

Laptops, Google Classroom (working internet)

Inclusion and Differentiation

Activating/ Building Background Knowledge

Learning the Material

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz

Text(s) (if applicable)

Set of Odyssey graphic novels.

Inclusion and Differentiation

Activating/ Building Background Knowledge

Learning the Material

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz

Lesson Target(s)/Objectives, Success Criteria, and Standards

Text(s) (if applicable)

Differentiation and Inclusion

-Digital Note-Taking Evaluation

Activating/ Building Background Knowledge

Learning the Material

understanding the text, as it can be complicated.

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz

Lesson Target(s)/Objectives, Success Criteria, and Standards

Set of Odyssey graphic novels.

Inclusion and Differentiation

Activating/ Building Background Knowledge

Learning the Material

Closing the Lesson (Lesson task)

SC: Shared a response to our weekly question

3. LT: Understand plot, characters, and setting of a graphic novel

Text(s) (if applicable)

Set of Odyssey graphic novels.

Inclusion and Differentiation

Activating/ Building Background Knowledge

Learning the Material

Closing the Lesson (Lesson task)

5 Minutes: Allow students to add to their digital notes.

My role: Help students to update their notes.

Lesson Target(s)/Objectives, Success Criteria, and Standards

Text(s) (if applicable)

Teacher: Samuel Deitz

Text(s) (if applicable)

Set of Odyssey graphic novels.

Inclusion and Differentiation

Odyssey Digital Note-Taking

Activating/ Building Background Knowledge

Learning the Material

Closing the Lesson (Lesson task)

Teacher: Samuel Deitz