THURSDAY, APRIL 3rd, 2014

Name:
Ms. Rattray
Time:
4th
Subject/Topic: Honors/
The Odyssey
Date:
4/3/2014

Objective
CCSS:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Objective (SWBAT):
Utilize discussion questions to examine key points in The Odyssey
Compare the text through different mediums
Define societal expectations
Analyze societal expectations for men and women in the text and modern day song
Assessment / Exit Ticket: Discussion Sheets/ Exit Ticket
Vocabulary/Key Concepts/Word Wall: Societal Expectations
Materials / Technology:
ELMO Projector
Lesson PPT
Circe Discussion Questions
If I Were a Boy Discussion Questions/ If I Were a Boy Song
The Land of the Dead Homework Sheet
Modifications / Accommodations:
Homework: ReadandannotateBook11.Answerthereadingguidequestions.

Do Now Societal Expectations (3-5 minutes):

Silent, short, pen to paper, complete w/out teacher direction, preview or review

What does societal expectations mean?
societal expectations include what the world expect us to be.

Opening to Societal Expectations (3-5 minutes)

In their colored block groups, students will share their responses from their Do Nows. Students will
have 1 minute in their groups to share what they wrote. Afterwards, the teacher will conduct a small
class discussion centered around the definition of societal expectations.

**Transition: Students will have 1 minute to take out their homework from the previous night.
Students should take out their homework assignment, Circes Discussion Questions, and their
Odyssey books at a voice level 0.

Opening to Circe Discussion Questions (3-5 minutes)

The Hook, Preview Objective, Connection to Prior Knowledge.
Have students share their definitions and examples from their do now.
On the back of the students Circes Discussion Sheets, the teacher will have the students write a
4-sentence summary about what they read in Book 10. Students will have 3 minutes to write their
summaries with their books.

Circe Discussion Questions Activity
Teacher will . . .

Student will . . . CFU
The Expectation
Students are organized in colored block groups
of 3-4 students. Each student was responsible
for answering one question from the Circes
Discussion Questions Sheet.
The teacher will give the students the
opportunity to discuss their responses in their
groups.
The teacher will provide 4 minutes of
discussion time for each question on the
question sheet. The teacher will encourage
students to utilize the text to support their
answers.
After each 4 minutes have allotted, the
teacher will conduct a small share out about
what shared in the small groups using
cold-call, volunteers, and pop-corn strategy.
Plan B: If students are unprepared for the
discussion, the teacher will sign their Cougar
Conduct Card. Students will still be expected
to participate in the discussion activity.

Working in Groups
Students are expected talk
with their peers about the
key points in Book 10
Students will use their books
for textual evidence
Students will listen, ask
questions, and write down
key ideas from the discussion.
Students are expected to
work at a level 1 and in their
groups.
When small group work time
has allotted, students will
share out their ideas from
their discussions.





How are you
working in
your groups?

What are you
using to help
support your
claims?

At what level
are we
working at?

**Transition: Students will have turn their discussion sheets over to the backside. Students will have 10
seconds at a voice level 0 to complete this task.

Opening for Everybody Writes? (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.
Students are going to use their definitions of societal expectations from their Do Nows to identify
societal expectations for men and women in society. Students will have 2 minutes to come up with as
many societal expectations for men and women in todays world as possible.

EverybodyWrites
Teacher will . . .

Student will . . . CFU
The teacher will give students 2 minutes to list
as many examples of societal expectations of
men and women in todays world.
The purpose to activate students knowledge
about the stereotypes of men and women and
how society plays into those categorizations.
The teacher will utilize group talk. Students will
have the opportunity to share with their
groups about the societal expectations they
listed.
The teacher will conduct a small class discussion
about the stereotypes using a variety of
strategies: volunteers and cold-calling. On the
ELMO, the teacher will write down some of the
students ideas.

Students will be expected to
write for 2 minutes about the
societal expectations for men
and women.
After the 2 minutes, students
will have 1 minute to share
their list with their groups.
Afterwards, students who
are not speaking are
expected to listen to the
thoughts and ideas of their
peers at a voice level 0.



At what level
are working?

What are we
writing
down?

Why is it
important to
work at a
level zero?

**Transition: The teacher will have the students talk about whether the societal expectations they listed
for men and women exist in The Odyssey. As students are discussing the question, the teacher will pass
out the If I Were a Boy Activity. Afterwards, the teacher will have the students share their responses.
Once the students share out, the teacher will have the students label their If I Were a Boy Activity
sheet with the proper heading and page number.

IfIWereaBoyActivity
Teacher will . . . Student will . . . CFU
Listen, Read, and Annotate
The teacher will have the students listen to the
song. The teacher will tell the students to pay
attention to the way Beyonce is singing
(Whats her emotion?)

Afterwards, the teacher will have the students
utilize group talk. Students are going to share
their ideas about the emotion of the singer.
The teacher will use cold call and volunteers to
elicit a classroom share out about the emotion
of the singer.
Next, students are going to reread the lyrics
and annotate for at least 5 societal
expectations for men.
Afterwards, the teacher will have the students
Individual and Group Work
While the song is playing, the
students will read the lyrics.
The students will listen at a
voice level 0.

In groups, students will be
expected to share their
thoughts about the emotion of
the singer.
Students will be expected to
share out their responses
discussed in their small group
conversations.
Individually and silently,
students are going to reread
the text and look for allusions
to stereotypical manly
What are we
doing as the
song is
playing?

utilize group talk. Students will share their

societal expectations annotations with their
group members.
The teacher will use cold call and volunteers to
elicit a classroom share out about the emotion
of the singer.
The teacher will have students repeat the
same process for annotating for connections to
The Odyssey.


behaviors.
In groups, students will share
their societal annotations.
Students should add their
groupmates thoughts to their
annotations
Students will be expected to
share out their responses
discussed in their small group
conversations.
Discussion Questions
Students are organized in colored block groups
of 3-4 students. Each student will be
responsible for answering each question from
the If I Were a Boy Discussion Questions
Sheet.
The teacher will give the students the
opportunity to discuss their responses in their
groups.
The teacher will provide 4 minutes of
discussion time for each question on the
question sheet. The teacher will encourage
students to utilize the text to support their
answers.
After each 4 minutes have allotted, the
teacher will conduct a small share out about
what shared in the small groups using
cold-call, volunteers, and pop-corn strategy.
Working in Groups
Students are expected talk
with their peers about the
key points in Book 10 and the
song.
Students will use both their
books and the song for
textual evidence
Students will listen, ask
questions, and write down
key ideas from the discussion.
Students are expected to
work at a level 1 and in their
groups.
When small group work time
has allotted, students will
share out their ideas from
their discussions

**Transition: The teacher will collect the students discussion sheets. Then students will complete
their exit slips.

EXIT TICKET: Based on our discussions, is Odysseus a bad person for
following the codes of society?

HOMEWORK: Read and annotate Book 11. Answer the reading guide questions.