Kamerzel,+Elizabeth

=Lesson Plan=

Overview :
Using at least 5 words from the provided vocabulary list, students will compose a short (2 paragraph) formal letter as either Penelope writing to Odysseus or vice versa and post it in the comments of their instructor’s blog.

**Objectives/Goals:**


 * Demonstrate the ability to use AP-level vocabulary correctly.
 * Re-create the tone, mood and general style of the character’s voices successfully.
 * Construct a formal letter using the 5-sentence paragraph format.

Materials :

 * Computer and Internet Access
 * //The Odyssey// Vocabulary List [[file:vocabulary list.pdf]]
 * The Odyssey Text

**Activities and Procedures:**

Students are given the URL to my blog, the vocabulary list, and are assigned a day to make their own blog comment.

The following instructions are given to the students and explained in detail:

1. Go to Miss Kamerzel’s blog post for this assignment. Read it to see an example of what you are expected to do. (Note: This post will be the initiating message of the assignment. I’m pretending to be Penelope writing to Odysseus.) 2. Student posting on Day 1: you are expected to respond to my message as if you were Odysseus. Remember, your comment should be two paragraphs minimum, include at least 5 of the AP vocab words, and be written in the voice of the character keeping as close to Homer’s style as possible. The more you sound like Odysseus, the higher you’ll score! Keep in mind that your writing will also be graded according to the 6+1 Traits Rubric. (Note: The characters should be speaking directly to each other. Imagine that this blog is a magical way for our husband and wife to communicate with each other across the Aegean as he travels. Where Odysseus is/what he is doing when he begins this message is up to you. You may keep his actions within the plot of the original story or you may make up new adventures/places.) 3. Students posting on Day 2: you are expected to respond to the message of the Day 1 Student as if you were Penelope. Follow the same requirements. 4. Student posting on Day 3: you are expected to respond to the message of the Day 2 student as if you were Odysseus. Follow the same requirements. 5. All subsequent students: follow the commenting pattern- if the previous person who commented was Odysseus, you should be writing as Penelope. If the previous person who commented was Penelope, you should be Odysseus. Follow the same requirements. 6. Once you’ve commented, sit back and watch the drama unfold!
 * GRADING RUBRIC**

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Writer uses only three words from the vocab list. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. Writer uses two or fewer words from the vocab list. ||
 * **Trait:** || 4 || 3 || 2 || 1 ||
 * **Content** || Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. || Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. || Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. || Supporting details and information are typically unclear or not related to the topic. ||
 * **Sentence Fluency** || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * **Conventions** || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * **Voice** || The writer seems to be writing from knowledge or experience of the character. The author has taken the ideas from the novel and made them "his own." || The writer seems to be drawing on knowledge or experience of the character, but there is some lack of ownership of the topic. || The writer relates some of the character’s own knowledge or experience, but it is not fully convincing and adds little to the discussion of the topic. || The writer has not tried to transform the information in any way that relates to the character. ||
 * **Word Choice** || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, including five or more words from the vocab list, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, including four words from the vocab list, but occasionally the words are used inaccurately or seem overdone. ||
 * **Presentation and Organization** || The entry is at least two paragraphs (both 3-5 sentences), follows the same format as the teacher’s blog post and is posted on time. || The entry is at least two paragraphs, follows the same format as the teacher’s blog post, but is posted late. || The entry is less than two paragraphs, only somewhat follows the same format as the teacher’s blog post, and is posted late. || The entry is far too short, does not follow the same format as the teacher’s blog post and/or is late. ||