Lesson Plan

I.     Title of Lesson: Trojan War

II.   Grade Level: 9th English

III.         Michigan Curriculum Framework:

ELA.HS.3.3 Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively.  Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

ELA.HS.5.2 Describe and discuss archetypal human experiences that appear in literature and other texts from around the world.


ELA.HS.5.5 Analyze and evaluate the authenticity of the portrayal of various societies and cultures in literature and other text.

IV. Lesson Objectives:
Students will take notes on the Trojan War to prepare them for The Odyssey.

Students will create their own monsters.

V.   Materials Needed:
 
Trojan War powerpoint
colored pencils
blank paper

VI. Anticipatory Set/Aim:

                  (To students) There are all kinds of monsters in The Odyssey and I want you to create your own monster before we see the monsters in the story.  There will be some similarities and some differences that we can look at as we read in the upcoming days.

                  (On Board)  Draw a monster.  Write a brief description of it—where it lives, what it eats, any special skills (kung fu, juggling geese).  Give it a name.  (Read directions to students and tell them it is inappropriate to name monsters after each other).
Pass out blank paper and make sure pencils are easily accessible.
15 minutes; 5 minutes to share (allow for the possibility that some won’t finish and give them until start of class tomorrow to turn them in—don’t tell them until it’s time to collect the drawings)

 

VII.       Instructional Input:

Trojan War powerpoint (on desktop)
      If technology fails there are packets called the Wooden Horse. Read with students (collect at end of class).

Make sure students understand Odysseus was on of Helen’s suitors (husband wannabe) before she married Menelaus.  It is because of an old promise that he goes to fight in he war.  He has a wife (Penelope) and baby boy (Telemachus)—he doesn’t want to leave them, but duty and fulfilling promises were important to the Greeks.


Emphasis how long Odysseus has been away from home.  10 years for Trojan War (events in Homer’s Illiad) and another 10 years to get home from there (Homer’s The Odyssey—we will read).

VIII.     An Opportunity to Practice:

                 Students will be taking notes.  Make sure to give them enough time to copy slides.

                 If they get chatty between slides it means they’re done and those that aren’t can copy from a friend later.

IX. Closure:

                  Last slide explores fact vs fiction of Homer’s tales

                  If time, ask students what facets of the tale they think are made up and which could be real.

X.   Domains:

Cognitive (Bloom’s Taxonomy)  information

Psychomotor (Kinestetic/Tactile) note taking

XI. Learning Modes:

             Auditory slides will be read and extra information given

             Visual      slides will be available for copying

             Kinestetic/Tactile note taking

 

XII.       Multiple Intelligences:

Linguistic

Spatial slide with map of Greece (shows how far Troy was from Ithaca)

Bodily-Kinestetic note taking

 

     XIII.       Differentiation:

 

Special Ed students:  extra time for copying (will make slides available to them during their study hall time)

Struggling learners: will be available to answer questions and go-over slides again during lunches and before/after school