Concordia University Nebraska Education Department Lesson Plan Scaffold
Name: Miriam Wolf Grade Level: Secondary
Topic/Central Focus Subject: English Language Arts
A description of the important understandings
and core concepts you want students to gain in Time Frame: List the length of the lesson
the lesson.
2 50-minute class periods. One will be to
An introduction into Greek mythology to actually work on the presentation and the
enhance student understanding of the novel other will be to present their knowledge to
Percy Jackson and the Lightning Thief the class
Standard(s) to be met in the lesson:
Quote the standard – number and text
LA 7.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character
development, setting, plot, conflict, point of view, theme).
LA 7.1.6.l Build background knowledge and activate prior knowledge to clarify text, deepen
understanding, and make text-to-self, text-to-text, and text-to-world connections while reading
complex text.
Learning Objective: Assessment Tool(s) and Procedures:
(Will include a strong verb) (Will be a noun with explanation)
Include an observable student action with a Method, tool, or grading system used to
measurable outcome. assess student learning of the objective.
TSWBAT: Identify key characters from Greek
mythology, how they interacted with and
influenced each other, relationships between
them, and key information about their powers
and symbols/
Research-Based Best Practice used in lesson and why it is appropriate/useful
Name and describe an instructional strategy you have learned in class and why it is
appropriate for this lesson
Reciprocal learning- there are so many characters in Greek mythology that I could easily
spend an entire semester on them. By using reciprocal teaching, the students have to take
responsibility for some of their own learning and for teaching their peers. It has also been
proven that teaching someone is one of the most effective ways to learn, so it ensures that
the students will have good background knowledge on at least one character if they are
unable to identify others.
Student Engagement used throughout the lesson
Give a description of how you get students actively involved in this lesson.
(student/teacher, student/student, student/small groups, student/materials,
student/technology, etc.)
The students will present their findings to the class, either through a presentation or through
Concordia University Nebraska Education Department Lesson Plan Scaffold
a character interview. The class will be divided into groups of 2 with one group of 3 and they
will choose a character to present on. They will be responsible for teaching the class about
that character, but I will step in as necessary. The students will also be required to take notes
about the presentations given in class, which will count towards their presentation grade
(completion)
Key Vocabulary:
List the key vocabulary of the discipline needed to be successful in this lesson. Include
vocabulary that will be introduced in the lesson and also prior knowledge vocabulary
necessary to understand concepts.
Pantheon Apollo Dionysus
Symbols Ares Chiron
Zeus Athena Hercules
Poseidon Hephaestus Achilles
Hades Demeter Jason
Hera Persephone Polytheism
Artemis Hermes Monotheism
Materials: Technology:
List instructional materials needed by student List technological tools used in the lesson as
and/or teacher is appropriate or meaningful for the lesson
iPad (not required)
Internet access or books for research purposes iPad for either filming or presenting
Projector purposes
iPad can also be used for research
purposes, but using print resources is also
an option
Faith/Values Integration:
Include strategies for faith and values integration as is appropriate or meaningful for the
lesson (not required)
Begin class with prayer
Explain the differences between monotheism and polytheism
Briefly discuss the differences between Christianity and Greek mythology
Assets (Knowledge of Students: personal, cultural, community)
Define the prior knowledge and experiences students bring to the lesson.
Will primarily be completed when lesson is actually taught in a field experience or ST setting.
The students get to work in groups/pairs
The students get to use technology or print resources to their comfort level
The students have the choice of a presentation or interview
I have knowledge about the topic and can fill in any and all missing pieces
Concordia University Nebraska Education Department Lesson Plan Scaffold
Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
Consider the prompts above and circle areas of differentiation in the lesson. Define or
explain.
Product differentiation- the students can choose between a presentation or an interview with
their character
Interest- The students can choose their own mythological character based on their own
interest. Students who are interested in acting, scriptwriting, or videography have the
opportunity to use those skill or interests. Students who are more interested in public
speaking or graphic design may prefer to give the live presentation.
Student groups- the students will work in pairs, with one group of three. I will monitor
student progress and offer help as needed. Because the students can use the internet to
complete their research, students who struggle with reading can find video or audio
resources.
Procedure with time allotments:
A) Hook/Engage/Pre-Assess Students
Intentionally prepare students for the lesson.
[Link]
“Least known Greek gods” video
Questions: What does the word “pantheon” mean?
What does the prefix “poly” mean
What does the prefix “mono” mean?
Do you believe in a polytheistic or monotheistic religion?
All Christianity is a monotheistic religion
B) Communicate the purpose of the lesson to students (objective/assessment)
Clearly state the purpose of the lesson in student language
This lesson is to introduce students to the main members of the Greek pantheon and
to provide understanding of the Greek pantheon for future lessons
C) Instructional Sequence:
Thoroughly define the instructional steps. Use bullets or numbers to list each step.
Hook
Explain project/pass out instruction sheet (located below)
Give students time to work while answering questions and providing feedback
and ideas
(Day 2)
Watch the videos/presentations
Provide any information about important characters that the students did not
select as all of the characters from the list appear in the novel at least once
D) Closure:
Writing prompt: If you could have the powers of any character we learned
about, which one would you choose and why?
Concordia University Nebraska Education Department Lesson Plan Scaffold
Analyzing Teaching (Reflection):
Complete after the lesson is taught.
Give evidence that the lesson was successful for students meeting the learning
objective(s).
If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.
Concordia University Nebraska Education Department Lesson Plan Scaffold
Greek Mythology Character Assignment
Zeus Apollo Persephone Charon
Poseidon Ares Hermes Achilles
Hades Athena Dionysus Jason
Hera Hephaestus Chiron Medusa
Artemis Demeter Hercules Kronos
Greek mythology is full of characters! However, we do not have the time to study every single
one of them. I have selected a few key characters from Greek mythology and put them in the list
above for you to choose from. You may pick one of these characters, or you can talk to me about
a different character from Greek mythology if you have one in mind that is not on this list.
Directions: Find a partner and choose a character from this list to do this assignment over. Once
a character has been selected, no one else can use that character, so make sure you have
backups! After you have chosen your character, you and your partner will decide on a
presentation or video interview with the character. You will either show your video or give your
presentation next class period, so use your time wisely! Whether you choose to do the interview
or the presentation, your assignment must include
What the person was (god, human, monster, etc.)
What they were known for (warrior, god of…, hero trainer, etc.)
What the character was called in both Greek and Roman mythology
What stories the character appeared in (the Iliad, the Odyssey, etc.)
Any known family members that the character had
If or how the character died
Concordia University Nebraska Education Department Lesson Plan Scaffold
5 facts that you found interesting about the character
At least 3 pictures
o One picture should be of the character
o One picture should be of a symbol associated with the character (Zeus’s lightning
bolt, Hera’s peacock, etc.)
o One of your choice
Any sources that you used
o For internet resources, put the link in the presentation
o For book resources, put the title of the book and the author in the presentation
Presentation Directions
Create a presentation for the class about your character. You must have some sort of visual to go
with your presentation (PowerPoint, Slides, Prezi… your choice!). Make sure you do not simply
read information straight off the slides! Both partners should spend an equal amount of time
speaking- it should not be one person saying everything and the other person reading the sources.
Interview Directions
One member of the group will be the character and the other person will be the reporter. You
will record yourselves doing an interview where the person who is playing the character will
give answers as the character. Costumes are not required. You are still required to have
pictures in your video. Make sure both members of the group are visible during the video. Also
make sure you are speaking loud enough to be picked up by the microphone!
You will be using these to teach the class, so make sure you have all the information!
Concordia University Nebraska Education Department Lesson Plan Scaffold