LESSON PLAN TEMPLATE

Name:

Becca Burney

Date:

Content/Grade:

9th Grade

Preparation to Teach

State Standard:

Lesson Objective:

Materials:

Explain the significance of Greek mythology to the everyday life of people in the
region and how Greek literature continues to permeate our literature and language
today, drawing from Greek mythology and epics, such as Homers Iliad and
Odyssey, and from Aesops Fables
SWBAT remember the roles and characteristics of the different Greek gods
SWBAT analyze the impact Greek mythology has on people

Nearpod
Jeopardy
Youtube
Class Handout
Online Greek Mythology Game & QR code

Notes:

Revised 8.13.13 (AG)

Instructional Sequence
Anticipatory Set:

minutes

Instructional Strategy and/or Student Activity

https://www.youtube.com/watch?v=eJCm8W5RZes
Review what was said in the video
Show a chart of the family tree of the Greek Gods
Show a t-chart of Greek/Roman names
http://www.dl.ket.org/latin/mythology/1deities/gods/olympia
ns/data/12olymgods.htm (handout for the students)
Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Rationale: (Class Learning

Preferences/Skill or Knowledge)

Visual- the video plays on the visual.

They are watching the video, and
learning the information that way first.
The chart also appeals to visual
learning.
Verbal- the review after the video is
verbal, with the teacher discussing and
answering qestions with the students
and allowing time for them to discuss
amongst themselves
Interpersonal- This is seen during the
discussion between the students and
teacher and the students with other
students
Technology:
Video

Formative Monitoring/Assessment

Rationale

Small group discussions to compare and contrast the

gods in a very basic manner

Verbal- Verbal occurs with the small

group discussions with the students
discussing the video content
Interpersonal-Discussing with
classmates and not by themselves
creates interpersonal learning

Watch for basic understanding, comprehension, and

retention of the gods, their powers, and their roman
counterparts
Simply to generate discussion about the topic, provide a
foundation of information, and begin immersion into the
lesson
Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

IEP

504

EL

GATE

Instructional Input:

minutes

Instructional Strategy and/or Student Activity

Rationale: (Class Learning

Preferences/Skill or Knowledge)

Lecture on the greek gods

-See attatchment

Verbal there is the verbal

intelligence due to the fact
that the teacher and speaking
information to the students for
them to take notes on

Identify Adaptations (Student Needs)

Visual- Visually, there is a

powerpoint with all the notes
they will need to copy down
provided for them to follow
along the lecture with
IEP

Revised 8.13.13 (AG)

504

EL

GATE

Technology:
Presentation Form (Powerpoint,
Prezi, Popplet, etc.)

Formative Monitoring/Assessment

Rationale

Verbal quiz on the names of the gods, the powers,

greek/roman names, etc.
Watch for comprehension, basic understand, solid retention
(can answer at least 50-75% of the questions with only slight
prompting)

Verbal- The verbal quiz is an

obvious use of the verbal
intelligence.
Logical Logical comes into
play while checking to see if the
students comprehend the
information.
Interpersonal the informal quiz
between the students and the
teacher create interaction among
other people

Identify Adaptations (Student Needs)

IEP

504

EL

Guided Practice:
Instructional Strategy and/or Student Activity

Nearpod Lesson
https://app.nearpod.com/library

Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

GATE

minutes
Rationale: (Class Learning
Preferences/Skill or Knowledge)

Kinesthetic- hands on and

personally following along on the
tablet or computer
Intrapersonal- They are following
along on their own and parts of it will
be independent reading,
understanding, etc.
Interpersonal- There are also parts
where they might do it with groups,
as a class, or be involved with a
partner
Visual- its all present to them on a
tablet or a computer

IEP

504

EL

GATE

Formative Monitoring/Assessment

Rationale

Watch for participation from all students and a thorough

understanding of the concept
Able to analyze the question and generate personal
answers from the information previously given in the
lecture

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Independent Practice:
Instructional Strategy and/or Student Activity

https://www.freekigames.com/greek-mythology-trivia
Computer/Tablet game for independent practice with QR
code for easier access to the game and to reduce distraction
from the website

Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

minutes
Rationale: (Class Learning
Preferences/Skill or Knowledge)

Intrapersonal- the students are

working on this game by
themselves, without the discussion
and help of their peers or teacher
Visual- the game is displayed on a
tablet or a computer
Logical- it is an online quiz game,
along with other trivia games, that
they must logically navigate through
Kinesthetic- they are actively doing
the work and learning in a hands-on
way

IEP

504

EL

GATE

Technology:
Online game

Formative Monitoring/Assessment

Rationale

Watch scores of the students in their online games

Make sure everyone is receiving passing marks, is
answering 75% and above of questions, and is able to
do so fairly quickly and without outside help

Visual- watching for how the

students are doing and scoring on
their games
Intrapersonal- everything is being
done independently

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Closure:
Instructional Strategy and/or Student Activity

Mythological Jeopardy Game (same as below)

Revised 8.13.13 (AG)

minutes
Rationale: (Class Learning
Preferences/Skill or Knowledge)

Same as the rationale that is stated

below

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Formative Monitoring/Assessment

Rationale

Mythological Jeopardy
-Put the students into teams. Everyone is required to answer
at least one question and grade is based off of answers
provided and participation given
jeopardylabs.com/play/greek-jeopardy148

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

Reflection

Success:

Revised 8.13.13 (AG)

Interpersonal they are

working in their teams to find
the right answers
Verbal- discussing with their
team
Visual- the Jeopardy game is
visually displayed on the
screen in the front of the
classroom
Logical- Students must
logically find the right answer
in order to receive the points to
win

Struggles:

Future Ideas:

Revised 8.13.13 (AG)