Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Katie Mathews

Date

11/5/15

Subject/ Topic/ Theme

Mythology & Heroic Tales

Grade _______9/10_________

I. Objectives
How does this lesson connect to the unit plan?
This portion of the unit deals with Greek mythology and heroic talesone of the central aspects of Greek culture. The unit, Expanding Networks of Exchange and
Encounter, discusses how ideas, particularly in terms of religion, were traded alongside goods. As a result, Greek mythology can be seen in other cultures and
civilizations, so it is important for students to understand how trade was not just the exchange of goods, but the exchange of ideas too, thus connecting back to the unit
as a whole.
cognitiveR U Ap An E C*

Learners will be able to:

Each recall and list a variety of Greek gods, goddesses, and heroes
Explain how exchange and trade in the ancient world was of both goods and ideas, particularly religion and religious
tradition and literature.
Analyze a primary source, their assigned myth or heroic tale, and interpret itputting it into their own words in order
to perform it in front of the class

physical
development

socioemotional

R
U, An, E
U, An, C

Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-LITERACY.RH.9-10.2, CE
1.3.1
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will have learned about Ancient Greece in sixth grade in the GRPS system, however the unit
then was small and brief. As for the unit itself, students will have completed lessons about Greek eras,
the rise and fall of the Greek Empire, and a lesson about trade in Ancient Greece
Pre-assessment (for learning): The bell-ringer will assess students prerequisite knowledge relating to the
subject areaGreek mythology and heroic tales

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): As the lesson progresses and as students work on their myths/heroic tales, the teacher
will circulate the room, asking questions about the material that has been covered to assess students retention. If
students appear confused, he or she will go over the material again.
Formative (as learning): Throughout the lesson the teacher will ask students to explain what theyve learned to
ensure comprehension.
Summative (of learning): N/A

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

The power point for this lesson will

be posted online for students to
access so that they can either
follow along in-class with their
own computer, or so that they may
use it to study/refer back to in the
future

Students will be allowed to move

about the room while they work on
their play

Through class discussion during the

power point of notes, students will
be able to both ask and answer
questions

Students will act out their assigned

myth or heroic tale in front of the
classroom, which may include a
variety of physical interactions

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The myths for the drama
presentations will be available
online and in print for students to
select which format they prefer for
reading the texts
Students will be able to select the
roles and props that they feel most
comfortable with

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The props for the presentations

will allow students to express
themselves through different
mediums
The props will also help
students to visualize the myths
and better connect them with
the appropriate text. This
particularly helps visual
learners
Provide options for
comprehension- activate, apply &
highlight

The teacher can print off copies

of the in-class power point
notes for students to use as they
take notes (for those who do not
like using laptops, etc.)

Provide options for expression and

communication- increase medium
of expression

Students will be allowed to

select their role in preparing
their short play

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be allowed to use

and create props as they desire

By working in groups and

rehearsing their performance,
students will challenge one another
to contribute in order to do well on
the assignment, also allowing for
collaboration

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

The teacher will move around

the room during group work to
monitor progress and assess
whether or not the days goals
are being met

Students will each be

responsible for a role in the play
presentation and will have to
keep each other accountable for
their share

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

The teacher will need a power-point presentation consisting of the opening notes, a projector, and a
laptop. The teacher will also need to print off four copies of each myth (available on a variety of sites
online to download) for students to use and will need to provide props for the drama activitythese
could include white sheets for togas, a foil lightening bolt, a model ship, a stuffed snake to represent
the medusa, etc. Students will need a piece of paper and a pencil to take notes.

How will your classroom

be set up for this lesson?

Students will sit in clusters of 4 (made up of two tables put together). The projectors screen is on the
north wall of the classroom where notes, videos, and discussion topics will be projected. However,
once the students begin to work on the drama activity, they will be free to move about the room to
practice what they will perform.

III. The Plan

Time
5 min

Components
Motivation
(opening/
introduction/
engagement)

10min

20min

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Bell-ringer: have students write down as
Students will work individually to make a
many Greek gods, goddesses, and heroes
list of Greek gods, goddesses, and heroes.
as they can.
The teacher will then foster a discussion
Students will share what they wrote with
having students share what they wrote by
the rest of the class.
writing them on the board.

Development
(the largest
component or
main body of
the lesson)

The teacher will present a brief power

point of notes about Ancient Greek
mythology and heroism *see attached
Once the teacher has covered the material
in the power point, he/she will present the
days in-class activity
The teacher will assign each table group
one of the seven selected myths/heroic
tales

Students will take notes and ask questions

Students will listen

Students will gather in groups

1520min

2 min

Closure
(conclusion,
culmination,
wrap-up)

The teacher will pass out paper copies of

the myth/heroic tales and bring the props
out
The teacher will then give students 15
minutes to gather in their groups, assign
roles for the acting activity, and rehearse
before performing in front of the class
The teacher will circulate the room,
making sure that students are staying on
task and preparing for the activity
The teacher will watch as students
perform and grade them based on
participation

*If the class period ends before each

group has had the chance to go, the
teacher will inform students that the
remaining groups will perform at the
beginning of the next class period.
No other homework for the night

Students will find a spot in the room to

read through and rehearse their
myth/heroic tale assigning roles and
selecting the necessary props
Students will continue to work

Students will perform their myth/heroic

tale in front of the class

Students will gather their things and leave

once the bell has rung

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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