Lesson+Plans+6-10

LESSON: “The Old Man and the Sea” Lesson 6
 * Lesson Length**: 50 minutes


 * COMMON CORE STANDARDS**: RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

1. Students will be able to analyze the actions of honor in book three through the creation of a visuals poster representation or through an acted scene. 2. Students will be able to identify three traits of honor that are being conveyed in book three.
 * INSTRUCTIONAL OBJECTIVES**:


 * MATERIALS NEEDED**: 30 copies of the poem The Iliad, five large papers, crayons, markers


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Short Lecture, Brainstorming

I. Introduction (10)
 * LESSON OUTLINE**:

A. http://www.youtube.com/watch?v=eS9kqq6PNnQ watch this clip from the movie Troy.

B. As a class brainstorm what values of honor are broken in this scene. Write down all of the possible answers given by the students. Require an explanation of each major point. Identify who is being honorable and dishonorable. (Hector and Menalaus know the values of honor and Paris shows cowardice, symbolism of groveling at feet)

II. Body (35 minutes) A. Students will be broken up into groups of five students by counting off. The group will be charged the task to create a visual representation of three of the traits of honor that are projected in book three. They may choose to create a visual using the poster paper and producing a detailed drawing or may act out a scene.

Option 1. Students will be given poster paper, crayons, markers, and all other available supplies to create a visual representation depicting values of honor. They will be given freedom to draw what they like as long as it directly relates to to what they have read from the book. Three qoutes must be used from the text to be the main basis of their argument and their visual. They will also need to make a brief statement explaining how these values might pertain to their everyday life. Students will present and describe their visual at the end of class.

Option 2. Students will act out a scene from the book no more than two minutes long. Students will need to use three quotes that signify the importance and values of honor. This group will then write a half a page write up explaining how the values that they showed in their skit may apply to their own lives. This will be shared with the class and then collected by the teacher.

B. Class will present their presentations and others will take notes documenting the analysis of honor.


 * FORMATIVE ASSESSMENT**: Students should mention the cowering of Paris from the fight. Students should mention the actions and statements from Hector and Menalaus because they are projecting the values while Paris is the foil.


 * HOMEWORK**: Read up to book 6.

LESSON: “The Old Man and the Sea” Lesson 7
 * Lesson Length**: 50 minutes

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful
 * COMMON CORE STANDARDS**: RL 11-12. 4


 * INSTRUCTIONAL OBJECTIVES**:

1. Students will be able to closely analyze the tactics of Book 8 and point out two major actions of Hector that are dishonorable.

2. Students will be able to connect two actions of Hector to examples students have seen in their own lives.


 * MATERIALS NEEDED**: 30 copies of the poem The Iliad, Response Papers


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Class reading

I. Introduction (10)
 * LESSON OUTLINE**:

A. Pass out the response papers. Question is " what are you finding out about the values in //The Iliad// when you compare them to //Old Man and the Sea//?" B. Respond to the question as a class then turn in the responses.

II. Body (35 minutes)

A. Class will going in a circular pattern in taking turns reading the text. Students will read three paragraphs then pass it on to the next person. We will begin with Book 8 and the teacher will take turns reading with the students as well.

B. When the class reaches the scene of Hector going to attack the Achean Camp, the class will take close notes to see what will unfold.

C. Points of Discussion: What is the battle tactics of the Trojans at this point? How has this varied from anything the audience has seen? What actions and statements does Hector make in this scene? What is the result of the scene?

D. I want to generate a class wide discussion as to the effects of the Trojans attacking the Achean camp which leads Hector to dishonorable acts. This is a significant part in the poem because it is the beginning to the downfall of Hector and the rise of Achilles. Honor values begin to shift and the above questions will bring this fact out.

E. Students will write for five minutes about a hero that has acted out of character in their own lives. This could be any major figure but make sure there are parallels to Hector.


 * FORMATIVE ASSESSMENT**: Collect the writings at the end of class to show that students are reflecting on the information.


 * HOMEWORK**: Read Book 10 and eleven.

LESSON: “The Old Man and the Sea” Lesson 8
 * Lesson Length**: 50 minutes

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful
 * COMMON CORE STANDARDS**: RL 11-12. 4


 * INSTRUCTIONAL OBJECTIVES**:

1. Students will identify the downfall of Hector by describing three actions that were dishonorable.

2. Students will identify what values of honor have emerged out of the actions of Achilles.


 * MATERIALS NEEDED**: 30 copies of the poem The Iliad, Response Papers, 30 pieces of blank paper


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Class reading

I. Introduction (10)
 * LESSON OUTLINE**:

A. Pass out the response papers. Question is " What values of honor have been projected by the characters in the Iliad and which ones do you agree most with ?" B. Respond to the question as a class then turn in the responses.

II. Body (35 minutes)

A. Pass out the pieces of blank paper to the students. The students will have the paper lay in a landscape setting and they will write the name of Hector and Achilles on the left side of the paper.

B. Students will work silently for ten minutes on a visual representation of the rise and fall of each of these characters. Using a Scatter plot type setup, vertical points will represent high levels of honor and lower points will represent dishonor.

C. Students are to trace the moments of honor in these two characters from the poem while using textual evidence or page numbers to show the changes.

D. Once students have a good start on this they will be allowed to talk with students around them and add to their scatter plot showing the changes in honor over time.

E. The class will reconvene with ten minutes left in the class period, to come to a consensus as a class to the overall progression of these two heroes. (Hector should be highly honorable in the beginning and then fall, Achilles should be dishonorable in the beginning and move upward to being honorable)


 * FORMATIVE ASSESSMENT**: Students should present the downfall of Hector and the rise of Achilles. Ensure that the textual evidence is accurate ask some students to explain further if needed.


 * HOMEWORK**: Read book 24.

LESSON: “The Old Man and the Sea” Lesson 9
 * Lesson Length**: 50 minutes


 * COMMON CORE STANDARDS**: RL 11-12. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


 * INSTRUCTIONAL OBJECTIVES**:

1. Students will be able to identify the influences and changes to their beliefs about honor.

2. Students will be able to analyze and describe the values of honor displayed in //Old Man and the Sea// and in //the Iliad.//


 * MATERIALS NEEDED**: 30 copies of the poem //The Iliad//, 30 copies of the //The Old Man and the Sea, poster paper, makers, crayons//


 * TECHNOLOGY NEEDED**: Computer, Smart Board


 * LESSON TYPE**: Class reading


 * LESSON OUTLINE**:

II. Body (35 minutes)

A. When entering the classroom, students will be given a number, one through six and then will sit in the specific assigned area that coordinates to their number.

B. Students will end up in six groups of students and will be assigned a certain task at each station. Students will spend 7 minutes at each station and then upon that time ending will move onto the next station.

Station 1. The group will draw the physical appearance of Santiago or the appearance of the his possessions. Be ready to explain at least three aspects of your drawing that represent the values of honor that Santiago has displayed throughout the novel.

Station 2. Write a brief description of the changes that have taken effect on Santiago throughout the novel. Suggest aspects that he explained at the beginning and how they have changed when at the end.

Station 3. Group will draw the physical appearance of Achilles and of his possessions. Students will need to explain the significance of this drawing and how it represents the aspects of honor in the poem and specifically pertaining to Achilles.

Station 4.Group will draw the physical appearance of Hector and of his possessions. Students will need to explain the significance of this drawing and how it represents the aspects of honor in the poem and specifically pertaining to Hector.

Station 5. Students will create a write up that explains and clarifies the differences and similarities of honor that Hector and Achilles have displayed in the poem.

Station 6. Students will describe their own interpretations of the values of honor and show the differences between the novel and the poem.

B. Starting from station one moving to six, students will volunteer their feelings and what they have created for each station.


 * FORMATIVE ASSESSMENT**: Symbols of clothing and appearance should relate the to attributes of the characters from the stories. Proximity needs to be ensured so all students are engaged and participating.


 * HOMEWORK**: Review notes and prepare for assessment.

LESSON: “The Old Man and the Sea” Lesson 9
 * Lesson Length**: 50 minutes


 * COMMON CORE STANDARDS**: RL 11-12. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


 * INSTRUCTIONAL OBJECTIVES**:

1. Students will describe, compare, and contrast three aspects of honor from the novel and the poem and write about this in a thoughtful and concise essay.


 * MATERIALS NEEDED**: 120 pieces of lined paper


 * TECHNOLOGY NEEDED**:


 * LESSON TYPE**: In class writing


 * LESSON OUTLINE**:

A. The essay question will be written on the blackboard and students will immediately begin writing about this in class. " Write an essay describing the values of honor in The Old Man and the Sea and The Iliad and describe the transformation these values have taken and how the characters develop."

B. Students are writing an in class essay because we are practicing for the AP English exam which essays are to be taken in 45 minutes time periods. This is the class that I would like to someday have so that is why the test is in this format.


 * FORMATIVE ASSESSMENT**:


 * HOMEWORK**: