1. Topic-
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2. Content-
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| Imagery, historical connection to a story, vocabulary |
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3. Goals: Aims/Outcomes-
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1. To assist students in identifying imagery in The Odyssey.
2. To assist students in creative writing of the their own imagery
using the bellringer as a connection.
3. To facilitate students working as a team, and allowing them to
delegate appointed roles to group members and work collaboratively. |
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4. Objectives-
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1. Students will identify imagery used in The Odyssey.
2. Students will interpret the imagery.
3. Students will understand the way a work of fiction reflects the
historical time period.
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5. Materials and Aids-
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Text book
Workbook
Chalk board |
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6. Procedures/Methods-
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A. Introduction-
Bellringer: Think of something gruesome - a scene from a horror
film, the time you skinned your knee to the bone, etc. - and come
up with as many gruesome words/phrases as you can to describe it.
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B. Development-
1. Play audio for "The Cyclops"
2. Stop at a couple points to check for understanding.
3. After the audio, ask students to identify the lines that contribute
to the grotesque imagery of the Cyclops killing Odysseus' men. P.
763, l. 277-296
4. Have students identify and interpret the lines where Odysseus kills
the Cyclops. P. 765, l. 368-397
5. For the historical influences, explain the quote "An epic is an
encyclopedia of the manners, customs, and values that bind a whole
civilization together." W.T.Jenkes
6. Groups will choose a modern book, film or other story that reflects
the elements of an epic as stated by the quote. Points to address
and find examples of in the book/film:
-our values
-our manners/traditions
-the way we handle adversity
-the way we relate to each other
-behavior we find appropriate/inappropriate
7. Point out unfamiliar words for students and offer explanations. |
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C. Practice-
1. Ask for student volunteers to read their bellringers with their
descriptive words (imagery)
2. Point out what could be different or what works with the volunteer
bell ringers
3. Historical influence segment...explain the quote and use an example
from The Odyssey when Odysseus arrived at King Alcinous' island. What
types of customs, traditions, values did that scene demonstrate as
being relative to that time period? Explain that they will do the
same with examples from their chosen stories/films. |
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D. Independent Practice-
1. Have students rewrite the bell ringer to incorporate more imagery/description
2. Collect bell ringers to review
3.Historical influence segment...students will get in to groups of
four. The group will appoint a facilitator, a recorder, and a presenter.
The fourth group member can choose to divide the responsibility of
recorder or presenter.
4. Students will work collaborative within their delegated roles to
determine a book/film.
5. Students will work collaboratively to find examples of each point
of consideration that supports the given quote.
6. Students will present their information to the whole class.
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E. Accommodations (Differentiated Instruction)-
One student, who is very shy, would not join the group. I allowed
her to work alone and turn in the assignment separately.
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F. Checking for understanding-
1. Presenting students' information to class will help check for
understanding.
2. Redirection will be given at this time, if necessary.
3. Students will also evaluate each group and turn in the evaluations.
4. For homework, students are to find another example from The Odyssey
that shows the relationship to the historical time period. One half
page identifying and explaining. |
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G. Closure-
| Students will share some of the evaluations and what they learned
from the presentations. |
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7. Evaluation-
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1. Review students' recordings and evaluations
2. Collect and review the homework assignment |
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8. Teacher Reflection-
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| The imagery segment of the lesson was actually from Friday when
I was absent. I did not anticipate being absent. I felt I had to play
"catch up" with the imagery portion so it was cut a bit short. I was
worried I wouldn't have enough time to finish the intended lesson
for the day, which was the reflection of the historical time period.
The presentation and evaluation portion of the lesson had to be carried
over into the next day. It still worked out, though. We were able
to continue the lesson without a very long transitional process. |
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