Lesson Plan 1 Gods/goddesses
Teacher(s): Swanson
Grade band:HS
Number of Students:
Subject: ELA
Setting:
Grade(s): HS
Unit: Greek Mythology
Standard:
(RRLTC) HS.10 By the end of grade 9-10, read and comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
(W) HS.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1-3 above.)
(W)HS.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content
Essence:
(RRLTC) HS.10 Reading comprehension
(W) HS.4 Produce writing pieces
(W) HS.2 Write informative pieces
Extensions:
(RRLTC) HS.10- Reading comprehension
No extensions available
(W) HS.4 Produce writing pieces
No extensions available (see standards 1-3)
(W) HS.2 Write informative pieces
E1: Develop a topic using facts, definitions, or examples, and include a concluding statement that supports
the information presented.
E2: Introduce and develop a topic providing facts, definitions, or examples.
E3: Introduce a topic and supply some facts
Lesson Objective: Students will attend to story and answer comprehension questions.
Students will produce a research report.
Least support
RRLTC) HS.10 Students will listen
to the story read aloud and follow
along with a copy of their own.
And verbally answer
comprehension questions
Moderate support
(RRLTC) HS.10 – students will listen
to the story and point to the
correct corresponding picture
when asked a comprehension
question or answer orally
Most support
RRLTC) HS.10 students will listen to
the story and when asked a literal
comprehension question will point
to the correct answer from an
array of 2.
(W) HS.4 students will use
computer to produce a short
report on a chosen god/goddess
(W) HS.4- students will use
pictures and words to produce a
fact sheet on a chosen god/
goddess
(W) HS.4- students will glue
pictures
about
a
chosen
god/goddess to create a fact
sheet.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
W) HS.2 see HS.4 .
W) HS.2 see HS 4
W) HS.2 see HS.4
Activities :
1) The class will look up the word myth and create
their own definition.
3) The teacher will then pass out a laminated pictures
of the god/goddesses and a picture that describes
them (i.e for Aphrodite- goddess of love, students will
match a picture of a large heart). Once the class has
gone over this and the pictures are all match students
will then be devided into two teams to play a quiz
game with the gods/goddesses
5) Students will present their fact sheet and the other
students will have to guess which god/ goddess is
being reported on.
2) Teacher will read an overview story of the Greek
gods and goddesses. Students will use picture
supports to help keep track of the different gods and
goddesses.
4) Students will pick their favorite god/ goddess and
create a fact sheet about the god/goddess to present
to the class. (adapt as necessary, some will use all
pictures, some will conduct research on the computer
and type out a fact sheet complete with pictures and
words, it depends on their level of functioning)
6. pre/ post quiz
Warm-up:
The teacher will put up a map of Greece, students will then look at a map of the world and locate Greece on a
map. Teacher will display pictures of Greece in ancient times and have students describe what they see and
what they think it was like to live then. The teacher will introduce vocab myth, ancient, fiction, reality, god and
goddess .
Key Vocabulary:
Myth
Ancient
Fiction
Reality
gods
goddesses
Greek
Materials:
Map of Greece
Laminated pictures of gods and goddesses
word bank of adjectives
Picture/word bank of adjectives
Copies of quiz for pre and post
Barriers:
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Level of reading materials
Fine motor: Writing and typing
Verbal presentation
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content and
materials be presented to the
students (the “what” of learning)?
Visual representation
manipulatives
Actions/ Expression
How are the students able to
interact with the materials and
demonstrate knowledge (the
“how” of learning)?
Group work
Engagement
What interests and engages
students in the learning process
(the “why” of learning)?
Reinforcements
Manipulating visuals to match and
display knowledge
Oral comprehension questions
Group work
Presentation in front of class
Use of competitive games
Use of multiple resources such as
computer
Teaching Strategies:
One on One Instruction
Hand over Hand
Direct instruction
Modeling
Assessments:
Response mode:
Report on god/goddess
Switches
Oral comprehension questions
Verbally
Group match game of gods and goddesses
Receptively
Pre/post quiz
Communication device
Possible accommodations to use with this lesson:
Enlarged print
Enlarged texts
Objects
Pictures
Picture symbols
Tactile representation
AAC device
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Closing Activity:
Students will share one thing they learned about someone elses god/ goddess that they reported on.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education