UMU Lesson Plan Template

Name: Jessica Sopkovich

Date: 8 February 2016
Grade Level: 4th Grade
Class Period: 2
Subject: Reading
Lesson # & Title: 1; Greek Mythology
Big Idea/Lesson Focus: Hercules
Essential Question: Can the students comprehend the story of Hercules and the information
that it entails?
Context for Learning:
4 students; Two boys and two girls, one boy and one girl are on IEPs for reading comprehension,
fluency, and writing.
Function of the Lesson (check all that apply):

X Introduce New Skill or Content

Review

Remediation/Reteaching

Practice

Content Standards: 4.RL.1

Learning Objectives:

Students will be able to comprehend the meaning of what an allusion is while

reading the first section of The Twelve Labors of Hercules as well as comprehending
the characters introduced and important vocab with 80% accuracy/participation.

Academic Language (or A.L. Demands, A.L. Objectives):

Mythology, Greek, Hercules, Myth, Allusion
Instructional Materials and Support:
The Twelve Labors of Hercules, myth chart, poster, vocab game?

Prior Knowledge:
The students have been reading different stories from Greek mythology and have went over
allusions and their meanings.
Assessments:

Pre-Assessment for the unit:

What is an allusion entry ticket
Assessment(s) during the lesson:
Describe Hercules on a poster
Assessment(s) at the end of the lesson:

Vocab game/review
Post-Assessment for the unit:
Character identification exit ticket

Strategies
Introduction:
Ask the students how many of them are familiar with the character Hercules whether it be
from a story or maybe the Disney Movie.

Presentation:
I will go over with the students the last myth that we will be reading for our Greek mythology
unit while asking about the other previous myths and their allusions/meanings.

Structured Practice:
We will read together the first section of Hercules, stopping frequently to talk about what is
happening/ important vocab seen.

Guided Practice:
The students will use a highlighter to highlight any important information they may come
across such as characters, vocab, allusion, etc.

Independent Practice:
Once this section is over, the students and I will play a little vocab/comprehension game to
see what they know/learned.

Closing:
Exit ticket, name two main characters in the story.

Differentiation, Individualized Instruction, and Assessment:

Students are pulled from their general education reading class for small group instruction
while being assisted with the reading in Greek mythology. The content is differentiated with
the students by having a slower paced instruction based on strengthening the students

needs in reading and reading comprehension. The students are given frequent breaks and
are allowed extended time for assignments. They also are permitted to have the teacher
read aloud questions on quizzes and tests to them. Some students are on a higher level than
say another student in the group. This student is closely observed by the teacher is given
verbal as well as visual prompts to stay on task. This groups specifically has 2 IEP students
as well as two general education students so they general education students can assist the
IEP students as well. The poster also helps with a visualization of the characters.

Research and Theory:

Banduras Observational Learning Theory states that behavior can be learned through
observation of others. The students in this small group feed off of each other and try their
best to help one another out. Some students have strengths where other possess needs and
vice versa. This is great interaction for the students and their peers in working together. The
students and I will be filling out a cause and effect poster board as well as them having their
own copies. This will help the students to work together when giving me examples of cause
and effect as well as them helping one another and bouncing ideas back and forth.