Concordia University Chicago College of Education

Teacher Candidate: Andrew Wiggenhorn Subject: English Central Focus: (Content of the lesson) Intro to Greek Heroes Grade Level(s): 9/10th Grade Language Arts

Lesson Plan Design 2014 adapted for EDUC1070

Date: 4/22/14 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Mr. Wiggenhorn Time allotted: 50 min

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.
Common CORE pg 38: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. 1.) The students will be able to discuss the impact Greek hero literature has on modern writing and storytelling. 2.) The students will be able to complete a WebQuest on Greek heroes. 3.) The students will be able to write social media posts based on the stories of three Greek heroes.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) The teacher will ask the students to name as many Greek heroes as they know and what they did, if possible, to determine what the students already know about the topic. Formative: (Formal or Informal) The students will discuss in-class with the teacher about how Greek mythology influences popular literature and media (ie, The Hunger Games). The teacher will observe how they answer and guide the discussion. Reflective: (Formal or Informal) Summative: (Formal or Informal) Students will work as a group answer questions from a WebQuest and create a social media page(s) for the Greek heroes researched. The completed assignment will be submitted to the teacher for both individual and group grades.

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language.

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports.

Describe the Evidence that Students know and use

Academic Language appropriately:

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

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Greek hero, Jason, Argonaut, Odysseus, Iliad, Odyssey, Achilles, Achilles heel, WebQuest

Lesson Plan Design 2014 adapted for EDUC1070

The teacher will begin by introducing the Academic Language at the beginning of the lesson. Then the students will do individual research in the WebQuest on the Language. Finally, the students will work together to create social media posts that further reinforce the Academic Language.

The social media posts created by the students, the completed WebQuest questions, and the classroom discussions with the teacher will demonstrate the students understanding and use of the Academic Language.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) How many of you have seen the movie or read the book Percy Jackson, The Lightning Thief? What Greek hero is the character of Percy based on? What can you tell me about other Greek heroes youve heard or read about?

B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): Today, Im going to introduce you to the Greek heroes Jason, Odysseus, and Achilles. After that, you will work in groups to complete a WebQuest on these heroes. The WebQuest has both questions for you to answer individually and a final group project for you to do as a group that I think you guys will enjoy. C. Instructional Sequence: (include technology this is a technology class) 1. Begin with the Diagnostic Assessment stated in part A of the procedures. Gauge the students initial knowledge of the subject matt er. 2. Discuss how Greek legends influence todays writing. For example, Katniss Everdeen in the popular Hunger Games trilogy is based on the Greek goddess Artemis. Rick Riordan writes about Greek mythology explicitly in his Percy Jackson series. 3. Segue the conversation into an introduction of the Greek heroes. Explain that Jason travelled with a group of individuals known as the Argonauts, and they sought after the Golden Fleece. 4. Next, talk about how Odysseus and Achilles both come from the epics of Homer. Achilles is found in the Iliad, and he is famous for being invincible everywhere on his body except for on his heel. Odysseus is written of in the Odyssey, and he went on a great adventure when some of the gods continued to prevent him from returning home. 5. The students will now receive instruction on their WebQuest assignment. Tell the students that they will learn more about these heroes through guided individual research, like an internet scavenger hunt, and group collaboration on a small project. 6. The URL for the WebQuest is posted on the students Edmodo page. The students will get into groups of three, access the WebQuest through the provided URL, and follow the instructions provided there. 7. Each student will have a set of questions to complete, which should be turned in to Edmodo by the due date shown there. The groups will have to decide which student will have which part of the WebQuest to do. The groups have an additional two days after that due date to complete their final project and submit it to Edmodo. This due date is also posted on the Edmodo page. 8. The students will be given the rest of class to get into groups, decide on individual assignments, and begin work on the WebQuest. The teacher should walk around the room and make sure the students are staying on task in their groups. The teacher may answer any questions the students have regarding the WebQuest.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

9.

Lesson Plan Design 2014 adapted for EDUC1070

When there are five minutes left of class, give the students a five-minute warning and closure. Tell them that they should log out of their computer or iPad and get packed up to go. 10. If the students have additional questions on their WebQuest, they can ask me in class or email me at the email provided in their syllabus.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The teacher will keep the students engaged at the beginning by asking questions pertaining to their personal knowledge and interests. During the time for group work, the teacher will walk around the room and make sure the students stay on-task. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The students will work in groups of three to complete their WebQuest assignment. The students will be allowed to form their own groups unless certain students cannot be allowed to work together and as long as they stay engaged in their work.

F. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment include your summative assessment here) Remember, this is just an introduction the Greek heroes. Keep working on your WebQuests, and make sure you turn in your question sheets on time. You will be getting some more class time to work on yo ur WebQuest as a group. Have a good day, and Ill see you tomorrow.

Lesson Plan Details Instructional Materials: direct interaction with the students, short PPT introducing Greek heroes of the lesson

Use of Technology: PPT, Edmodo, iPads/computers, WebQuest

Safety in the Physical Environment: The teacher will monitor all students as they move about the room and organize groups to ensure that everyone remains safe in the classroom and as they leave.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.