Compare and Contrast Lesson Plan

Dannielle Sumter
September 30, 2015
Honors English/ Grade 9
Compare and Contrast The Sirens and Sirens Song
Objective: The students will compare and contrast the literacy elements
used in the poems The Sirens from The Odyssey by Homer and Sirens
Song by Margaret Atwood to determine authors tone and purpose.
Common Core Standard: (9-10. RL.2), (9-10. RL.4)
Key Ideas and Details #2
Determine a theme or central idea of a text and analyze in detail its
development.
Reading Standards for Literature 9-10: Craft and Structure #4
Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it
sets a formal or informal tone).
Anticipatory Set:
Students will have a quick review of the previous days poem, Sirens Song.
Ask:
1. What is the main idea of Sirens Song?
2. How does Sirens Song differ from The Sirens in the Odyssey?
3. What point of view is Sirens Song written from?
Segue: Today we will be comparing and contrasting Homers and Atwoods
poems.
Signal: High Five
Information:
Students will create a graphic organizer in their composition notebook to
prepare them for a timed writing. The graphic organizer will be in the form of

a double sided T-Chart (one side of comparing and one side for contrasting)
with multiple rows for Tone, Point of View, and Diction. Students must pull at
least two to three pieces of evidence from each poem to fill in the boxes. In
addition, students must make sure their evidence is cited properly. Students
will be given 3 minutes per section (i.e. Tone 3 minutes, Point of View 3
minutes, and Diction 3 minutes) to complete the chart on their own. The
teacher will stop the students after each section. Once a section is complete,
the students will share with their groups (see group activity, All Write Round
Robin). The teacher will walk around the classroom to discuss ideas with
students.
All Write Round Robin:
Students will partner up with their table groups to discuss what pieces of
evidence they have selected for their T-charts. If group members have a
different piece of textual evidence, students must add that to their T-chart.
Students will have 2 minutes to share with their groups after each section.
Ask:
1. How are you going to partner up?
2. How long do you have to complete this activity?
3. Can you please summarize the activity?
The teacher will check for understanding and answer any remaining
questions about the activity.
Independent Extended Practice:
Timed Writing/ Routine Writing - Malee Johnson
Closure:
At their table groups, students will have 2 minutes to decide on their best
piece of evidence to share with the class. The student sitting at the letter B
will share their groups idea. There should be no repeat pieces of evidence.
Students should add any new pieces of evidence they hear to their
worksheet.
Materials and Resources:

Graphic Organizer/ Composition Notebook

The Odyssey Packet (page 190)
Sirens Song poem
Sticky Notes (if needed)

Assessment:
1. Although each piece is written from the first person point of view, how
are the ideas and feelings conveyed different?
2. Why is the sirens song presented with ardor in Homers poem but
boring in Atwoods?
3. There is a shift in each poem where the victim begins to fall prey to the
sirens song. Where in each poem is this shift and what does it mean?
4. In The Sirens, words such as, lovely, ardor, and appealing are used.
Similarly, in Sirens Song picturesque and mythical are used. What do
these words convey to the reader?
5. Why do you think Atwood decided to write from the point of view of a
Siren?
6. In The Sirens do the sirens win? What line suggests they do or do
not?
7. In Sirens Song does the siren win? What line suggests she does or
does not?