Because I used SmartArt in MS Word, and Blogger is incapable of displaying such images, if you click on the "Concept Map" link below, I have included a link to my digital dropbox where you may find the Word file for download. Downloading it is the only way I've found to display the image properly, although all related text from the Concept Map and accompanying Lesson Plan are typed out below.
Concept Map
The Pantheon of Gods, Goddesses, and their Children in The Odyssey
The Ancient Greeks were very much like we are today, and they invented many of the aspects of civilization that we take for granted: philosophy, democracy, drama, science, mathematics, engineering, and much, much more all trace their roots back to Ancient Greece over 2400 years ago.
However, one way the Greeks were very different was in their religion. In Ancient Greece, their religion, mythology, culture, and literature were very closely linked. To understand The Odyssey, we must understand the relationships between the gods, as well as the way the Greeks viewed religion and their Gods. The chart above is a simplified version to help you understand The Odyssey. It only lists characters specifically from the poem. For a more complete list, I recommend Google or a book on Greek Mythology from the library.
Lesson Plan
The Odyssey in Cultural Context
Name: Jeremy Arnold
Date: 10/10/10
Lesson Title: The Odyssey in Cultural Context
Grade/Level: 9th
TN State Learning Accomplishments:
CLE 3001.4.2: Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3001.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3001.6.1 Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
CLE 3001.6.3 Read, interpret, and analyze graphics that support informational and technical texts.
CLE 3001.7.1 Evaluate the aural, visual, and written images and other special effects used in television, radio, film, and the Internet for their ability to inform, persuade, and entertain.
CLE 3001.8.1 Demonstrate knowledge of significant works of world literature.
CLE 3001.8.4 Analyze works of literature for what is suggested about the historical period in which they were written.
3001.4.2 Take and organize notes on information relevant to the topic and identify areas for research.
3001.4.3 Consider both implicit and explicit information relevant to the topic.
3001.4.4 Use relevant data to support the research topic
3001.4.5 Reference relevant primary, secondary, and tertiary sources, demonstrating a systematic search by including resources that are written by authorities in the topic area and written for an informed audience in the field.
3001.4.6 Evaluate resources for their credibility, reliability, strengths, and limitations, using criteria appropriate to the discipline.
3001.4.8 Summarize, paraphrase, and report research information supporting or refuging the thesis, as appropriate.
3001.4.15 Appropriately quote, paraphrase, or summarize text, ideas, or other information taken from print or electronic sources.
3001.6.1 Identify the main ideas in informational and technical texts.
3001.6.2 Identify and distinguish the essential and non-essential details that support the main idea of informational texts.
3001.6.3 Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.
3001.6.4 Draw appropriate inferences and conclusions in informational and technical texts.
3001.6.5. Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.
3001.6.6. Summarize, paraphrase, and critique information in texts (informational, technical, and literary).
3001.6.8 Synthesize information across multiple informational and technical texts and sources.
3001.7.2 Analyze and apply visual and verbal presentations of the same subject matter that agree or conflict in matters of culture, audience, and medium.
3001.7.7 Use visual images, text, graphics, music, and/or sound effects that relate to and support clear, explicit messages.
3001.8.7 Identify how setting and changes in setting can affect the literary elements (e.g. plot, character, theme, tone) in texts.
3001.8.19 Identify and analyze biblical, classical, cultural, historical, and literary allusions.
SPI 3001.4.2 Differentiate between primary and secondary sources.
SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research.
SPI 3001.4.4 Evaluate the validity of Web pages as sources of information.
SPI 3001.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages.
SPI 3001.6.2 Use the graphics of informational and technical passages to answer questions.
SPI 3001.6.5 Synthesize information across two or more informational or technical texts.
SPI 3001.7.1 Draw an inference from a non-print medium.
SPI 3001.8.5 Determine the significance/meaning of a symbol in poetry or prose.
SPI 3001.8.8 Determine the impact of setting on literary elements (i.e., plot, character, theme, tone).
SPI 3001.8.13 Locate words or phrases in a passage that provide historical or cultural clues.
SPI 3001.8.14 Identify classical, historical, and literary allusions in context.
NETS-S Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
1.) Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
NETS-T Performance Indicators:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
TN State Computer Technology Learning Accomplishments:
COMPUTER LITERACY
Standard 1.0
Students will understand basic operations and concepts of technology.
Standard 2.0
Students will understand the importance of social, ethical, and human issues associated
with technology.
Standard 3.0
Students will use technology productivity tools.
Standard 4.0
Students will use technology communications tools.
Standard 5.0
Students will select and use appropriate technology research tools.
Standard 6.0
Students will utilize technology problem-solving and decision-making tools.
Essential Question: What is the desired/expected outcome for the students after completing this lesson?
They will have a greater understanding of The Odyssey’s cultural and historical background, find differences, and also be able to relate aspects of the poem to modern society. In addition to the content area specific goals, students will gain experience using technology for research, collaboration, integration of their lesson, and for filling out the digital concept map.
Concept Map Integration Plan: Describe the type of concept map (brainstorming, organization, student assessment, etc.) to be used and the intended outcome.
The concept map I’ve chosen is fairly basic, but it will help students to understand one of the most confusing parts of The Odyssey to readers unfamiliar with Ancient Greek culture and religion. That is, the relationships between the Gods, Goddesses, and other divine beings in the poem, who each one is, and what each one does.
Brief description of the Instruction Plan: Describe the lesson briefly; describe the instruction planned and the outcome desired for the students.
Goals:
1.) Explore Ancient Greece as the beginnings of modern Western Civilization and Literature
2.) Understand the function of The Odyssey in Greek Culture
3.) Gain a foundational knowledge of classical allusions.
4.) Gain a foundation for interpreting The Odyssey in the context of its time and modern day.
Objectives:
1.) Students will list basic differences and similarities between Ancient Greek and Contemporary societies.
2.) Students will describe the basics of Ancient Greek religion/mythology.
3.) Students will use computers, software, and the internet to complete in-class assignments.
4.) Students will fill out an electronic concept map relating the gods and supernatural beings of The Odyssey relative to one another.
5.) Students will evaluate a video clip for historical accuracy.
6.) Students will collaborate to research a given topic.
7.) Students will present and discuss their research findings to the entire class.
8.) Students will make predictions about their future reading of The Odyssey based on the context we’ve gone over in class.
Set:
Teacher will begin class with a guided discussion to ask students to name literary works, films, songs, television shows, or social customs they’ve had trouble understanding because they lacked the prior knowledge necessary for comprehension.
Instructional Procedures:
1.) Pretest during morning announcements 10-15 min.
2.) Group discussion 5 min.
3.) Direct Instruction w/PowerPoint presentation incorporating video clips 10 min.
4.) Group web activity to research key concepts 25-30 min.
5.) Review Concepts as Class and fill out study guide/concept maps electronically 25 min.
6.) Closure 10 min.
Questions for Higher-Order Thinking:
1.) Imagine you lived in Ancient Greece at the time of the poem. What would your life be like?
2.) If you were writing a book or creating a work of art, how might you be influenced by your time and culture in ways that an Ancient Greek would not have been?
3.) Is there something in our society today that fulfills the same role that The Odyssey did in its time?
4.) Knowing what we know now about The Odyssey, what do you expect to find as we read the poem that may be interesting or challenging for you?
Closure:
Instructor will summarize what we have gone over in class, ask for any questions, and dismiss class with Hot Questions to keep in mind as they do the night’s reading assignment.
Additional Technology Integration to be Used: Do not limit yourself to only one concept map or mapping technique; describe all being used to make the most of what technology has to offer your instructional techniques.
In addition to the concept map, students will also be using computers and the internet as part of groups to research specific assignments. If possible, the groups themselves, the assignments, and the collaboration between the groups will be done online via the form of an integrated class message board and chat program, similar to D2L/Wimba. The students will be researching their questions online through the resources of their choice (we will have reviewed evaluating quality web sources earlier), but they will be graded on the accuracy and quality of the resources they’ve chosen.
Description of the ‘relative advantage’ of all technology being used in this lesson: Describe how technology is more helpful than time consuming; why use technology in the ways in which you have planned?
The main reason is because students need to know this stuff when they get into college and the business world. It’s a fundamental life skill.
Another benefit is that it makes things more interesting for them to take a different approach.
The use of groups where the communication is done entirely online may also help cut down on wasted time during the group, but this is not certain.
Having students take their notes digitally and post it for future classes will also allow the material to be there for all to see when it comes time to review for tests, and it will also save wasted paper and time, since students can copy and paste instead of writing out their key information by hand.
