Part 1: Identification of Learning Problem

Target Audience The target audience is 6th grade struggling English Language Arts (ELA) students at Harlem Middle School in Columbia County, Georgia. These students range in age from 11 to 12 years old. They have diagnosed reading deficits and lack the same reading comprehension skills and background knowledge gained from reading as other students in their ELA classes. These students have modifications to their curriculum so that they receive remediation and small group instruction as needed. Problem Identification Sixth grade students in Columbia County public schools read Rick Riordan's novel The Lightning Thief. This novel is the first in a series based on Greek mythology. Regular education students and especially gifted students have much stronger reading comprehension skills and able to learn the Greek gods, goddesses, myths, and legends which the novel is based on easily. Many of these students already have a working knowledge of mythology, have seen movies based on the novel, or have read the novel on their own. Struggling readers, however, often avoid reading; when even decoding words is a problem for them, they cannot then make the more advanced connections to the allusions in the novel. The novel becomes a huge challenge instead of an enjoyable and educational experience. For example, each chapter in The Lightning Thief is based on a specific Greek myth, so when Percy, the protagonist, faces the "fury" of his substitute teacher, struggling readers do not have the prior knowledge of the Furies in mythology to make the connection. They need preteaching activities, which would include a basic knowledge of the major Greek gods, goddesses, and mythological creatures that will be seen in the novel. They need scaffolding and guided notes to draw comparisons from the novel to the mythology as the author intended. With this assistance, the owner of the statues of the Garden Gnome Emporium suddenly is not just some woman in a turban and sunglasses but Medusa the Gorgon. With added instruction and support in achievement period, these students can accomplish success with the novel, understand the allusions, and begin enjoying reading instead of dreading it. Goals Students will identify the basic names and characteristics of the major Olympian gods and goddesses (Zeus, Hera, Poseidon, etc.) Students will recognize the allusions to Greek myths in the novel The Lightning Thief. Students will work daily in achievement period with guided instruction. Students will increase reading comprehension skills through guided notes, summarizing skills, scaffolding, and extension activities.

Part II: Learner Analysis

Introduction The target audience is a small group of five sixth graders who will be taught reading remediation and enrichment during daily Achievement Period (AP). The materials, activities, and lessons will be tied to Rick Riordan's novel The Lightning Thief. This group consists of struggling readers who have been identified through their Individualized Education Plan (IEP), CriterionReferenced Competency Test (CRCT), and Response to Intervention (RTI) levels. The students' RTI levels are provided by the school's assistant principal who conducts regular meetings to monitor their progress. IEP information is provided by the special education teacher who also provides classroom accommodations. CRCT test results are found in permanent records and on the Statewide Longitudinal Data System (SLDS), which is a part of the school's online grading system Infinite Campus. SLDS also provides information such as ethnicity and if a child's family is economically disadvantaged. In this group 80% are boys, and 20% are girls. 100% are White/non-Hispanic; 80% are economically disadvantaged, and 100% are students with disabilities. In addition to using testing scores and records, the regular education teacher and the special education teacher used observations and learning surveys to gain knowledge about their students. Entry Skills and Prior Knowledge Use of Word documents (open, typing, save) Use of basic internet search engines such as Google or Galileo Use of graphic organizers such as Venn diagrams Knowledge of basic fiction plot elements (character, setting, theme, conflict) Knowledge of summarizing and note-taking skills

Attitudes Toward Content and Academic Motivation All of the students in this group have positive attitudes toward learning. They enjoy rewards from teachers such as praise, free treats from the school store, and computer time for educational games. They all are motivated and receive support from not only their teachers but also their families. 100% of the group said they wished they had stronger reading skills, and all have started to check out fiction and informational texts from the school Media Center. Even though they are all below grade level in reading, they are trying to improve. Information for this section was taken from the students' learning styles surveys and from informal observations. Educational Ability Levels

One hundred percent of the group is labeled as students with disabilities. According to their specific Individualized Education Plan (IEP), they receive co-taught classes, extended test-taking time, tests read aloud, small group settings for testing, guided notes, or rewards. The students in this group are not on grade level for reading skills and are placed in small group for Achievement Period to provide extra assistance. Most will also receive progress monitoring from their special education teacher with programs such as AIMS web to track fluency and reading comprehension throughout the school year. General Learning Preferences The students in this group enjoy "hands on" activities. They do well with computer projects and graphic organizers to display their information. One hundred percent of the group also prefers artistic and creative opportunities to show their work. These students also prefer small group settings so that the teacher can read the material aloud or so that they can use headphones on the computer to listen to instruction. The students learning styles surveys were reviewed for this information. Attitude Toward Teachers and School One hundred percent of the students in this group enjoy school and "love" their teachers, administrators, coaches, and media specialist. The students are in sixth grade, so the majority of their socialization is done at school. They participate in school clubs, sports, and functions such as dances or movie nights. The students are polite, often giving their teachers a hug and saying things like, "Have a great weekend" or "I missed you while you were absent." The only negative comment made when students were questioned about their opinions of school was the early 7:30 A.M. start time. Group Characteristics (including social characteristics and relevant cultural information) Members of this group attend a Title 1 school where over 50% of the population receives free or reduced lunch. The area is also rural. Students who need school supplies or weekend meals are helped by the school and community service groups. One hundred percent of the group speak English and are 11 to 12 years old. The students and their families have a strong sense of community and see the school as the heart of their town.

Part III: Task Analysis After reviewing the goals of my instructional plan, I used both a topical and a procedural analysis to meet the learning needs of my students. Some of my goals, such as students recognizing the names and characteristics of the major Olympian gods and goddesses, are topical since they require students to know facts, concepts, or principals about Greek mythology. For example, a fact they need to know is that Zeus is the god of the sky in Greek myth. This information then becomes a key part to students understanding Rick Riordan's novel The Lightning Thief. Once the basic, topical information is in place, students can begin work on the necessary steps to have measurable success with the novel. Struggling readers accomplish success through procedural steps such as recognizing allusions in the novel, completing summarizing activities, and using guided notes and scaffolding to complete the book and participate in differentiated projects to extend cross-curricular knowledge. Students must be taught correct classroom procedures and guidelines to follow when doing these various activities. For example, what are the necessary literary elements needed to summarize a chapter correctly? My work with students the last seventeen years and with The Lightning Thief the last three years has taught me that readers, especially struggling readers, identify with the novel's main character Percy Jackson. Percy is a teen with his own set of issues, including ADHD and dyslexia. This average teen goes from struggling in school to being a demigod who helps to save the world. Students are hooked by Riordan's storytelling. The novel is a perfect backdrop for an instructional plan that turns struggling readers into bookworms.

Task Analysis Outline 1. Knowledge and Identification of major Greek gods, goddesses, heroes, and monsters in the novel (connect Greek history and culture to build background knowledge) 1.1 Gods 1.1.1. Zeus -- sky, lightning bolt 1.1.2. Poseidon -- sea, trident 1.1.3. Hades -- underworld, helm of darkness 1.1.4. Ares -- war 1.1.5. Dionysus -- wine, tiger 1.1.6. Hephaestus -- blacksmith 1.2 Goddesses

1.2.1. Hera -- queen, peacock 1.2.2. Demeter -- mother earth, hearth 1.2.3. Aphrodite -- love, dove 1.2.4. Athena -- wisdom, owl 1.2.5. Artemis -- the hunt, the moon 1.3 Hero 1.3.1. Perseus 1.4. Monsters/Creatures 1.4.1. Medusa -- Gorgon 1.4.2. Hellhound 1.4.3. Centaur -- half man, half horse 1.4.4. Satyr -- half man, half goat 1.4.5. Furies 1.4.6. Fates 1.4.7. Minotaur -- half man, half bull 2. Allusion 2.1. Define allusion from Webster's or other online dictionary 2.2. Identify Greek allusions in each chapter (example Mrs. Dodds = Fury) 2.3. Compare and contrast Greek characters attributes to modern allusions each chapter 3. Guided Reading 3.1. Read sections of chapters aloud to improve pronunciation, fluency, and tone 3.2. Use Graphic Organizers 3.2.1. Create and complete Venn diagram comparing Percy (main character) to classic hero 3.2.2. Complete graphic organizers of gods/goddesses and their roles in the novel

3.3. Write a summary of chapters 3.3.1. Who? Characters people, animals, creatures 3.3.2. What? Plot sequence of events 3.3.3. When? Where? Setting place and time 3.3.4. Why? How? conflict, theme 4. Utilize knowledge of novel to create activities based on the novel (extension) 4.1. Various projects (some examples listed) 4.1.1. Create a skit from the novel 4.1.2. Study contributions to science and medicine made by ancient Greeks 4.1.3. Create a graphic novel or cartoon 4.1.4. Read other novels by same author

Subject Matter Expert (SME) I will be serving as the Subject Matter Expert for my instructional plan which is based on struggling readers and their work with Rick Riordan's novel The Lightning Thief. My educational background includes graduating summa cum laude with a bachelor's degree in English from Georgia College & State University in Milledgeville, GA. I also received a minor in French and a secondary teaching certificate from GC&SU. Currently I am working on my master's degree in Instruction Technology with media specialist certification from Georgia Southern University. My teaching background includes seventeen years teaching English courses in sixth through twelfth grades in both private and public schools. I have also worked with gifted groups, co-taught special education classes, and have added a Reading Endorsement and a middle school history certificate to my teaching certificate. This year is my first as a media specialist. I am qualified to serve as SME because I have worked with struggling readers, special education students, sixth graders, and the novel used in this instructional plan. The target audience of this study is a group of struggling sixth graders. After teaching the novel to a wide range of students, I am well versed in current curriculum and best practices to help struggling readers reach success with this instructional plan.

Struggling Readers Guide to Success with The Lightning Thief

#1. Knowledge and identification of major Greek characters and BaB myth Allusion Gods Identify
Goddesse s

Define

Hero Monsters C/C

Zeus

Creatures Hera Perseus Hellhound Demeter Medusa

Poseidon

Hades Aphrodite

Centaur

Satyr Ares

Athena

Fury

Dionysus Fate Artemis Hephaestus Minotaur

Pronounce, fluency, tone

Venn, Frayer
Use graphic organizers

Read aloud

#2. Guided Reading

Literary elements

Summarize

Science, medicine, author study

#3. Cross-Curricular Extension

Graphic novel, skit

Read, Enjoy, Grow!

Part IV: Instructional Objectives

Terminal Objective 1: To recognize the use of major Greek gods, goddesses, and characters frequently referenced in literature, movies, and pop culture Enabling Objectives: 1A. To identify the major Olympian characters (Zeus and Hera for example) (cognitive) 1B. To list the characters attributes, symbols, and physical descriptions (cognitive) 1C. To locate examples of Greek characters used in modern culture (cognitive)

Terminal Objective 2: To identify the use of an allusion in literature Enabling Objectives: 2A. Define allusion (cognitive) 2B. Compare and contrast Greek characters with modern equivalents in literature or film (cognitive) 2C. Create an allusion using Greek characters (cognitive)

Terminal Objective 3: To demonstrate reading skills independently Enabling Objectives: 3A. Read The Lightning Thief to improve comprehension skills (cognitive and psychomotor) 3B. Discuss the novel with other students to improve comprehension skills (cognitive and psychomotor) 3C. Compare and contrast information in the novel using a Venn diagram (cognitive) 3D. Analyze materials using various graphic organizers such as the Frayer Model (cognitive) 3E. Write a summary of chapters to reinforce understanding of materials read (psychomotor)

Terminal Objective 4: To design activities which not only reinforce what is read but also create life-long learners Enabling Objectives: 4A. Create written forms such as skits or role playing (psychomotor) 4B. Construct artistic forms such as graphic novels (psychomotor) 4C. Examine Greek culture and its contributions to modern society by viewing at least two online sources (cognitive) 4D. Read extensively on own for knowledge and pleasure (at least one other novel) (affective)

Classification of Instructional Objectives

Performance Content
Fact Concept Principles Procedures Interpersonal Attitude Recall
1A, 2A

Application 1, 2, 2B, 3C, 3D 1C, 2C, 4D 3, 3E, 4, 4A 3B

1B 3A, 4C

Relationship between Instructional Objectives and Standards

Instructional Goal Common Core Georgia Performance Standards / American Association of School Librarians Standards CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text CC.6.R.L.1 Key Ideas and Details: Cite

1A

1B

1C 2

textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 4.4.4. Interpret new information based on cultural and social context CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 4.4.4. Interpret new information based on cultural and social context CC.6.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text CC.6.R.L.1 Key Ideas and Details: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 4.4.4. Interpret new information based on cultural and social context

2A

2B

2C

3A

3B

CC.6.W.3.b Text types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters CC.6.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed CC.6.R.L.5 Craft and Structure: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot CC.6.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring

3C

3D

3E

4A

4B

4C

4D

to evidence on the topic, text, or issue CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments CC.6.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments 4.1.3. Respond to literature and creative expressions of ideas in various formats and genres CC.6.W.3.b Text types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters CC.6.SL.2 Comprehension and Collaboration: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations CC.6.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed

Part V: Design of Assessment

Instructional Strategies Lesson 1: Students will view various websites and use online resources to locate and present information.

Goals Students will identify the basic names and characteristics of the major Olympian gods and goddesses.

Objectives Terminal Objective 1: To recognize the use of major Greek gods, goddesses, and characters frequently referenced in literature, movies, and pop culture Enabling Objectives: 1A. To identify the major Olympian characters (Zeus and Hera for example) 1B. To list the characters attributes, symbols, and physical descriptions 1C. To locate examples of Greek characters used in popular culture

UDL Students are given choices in use of technology tools to provide multiple means of representation and expression.

Assessments

Presentations (web 2.0 such as prezi) include character description, symbols, myth, and representation in modern culture (aligned with objectives 1,1A,1B,1C)

Lesson 2: Students will use various online tools to define, analyze, and create allusions.

Students will recognize the allusions to Greek myths used in literature, movies, and popular culture

Terminal Objective 2: To identify the use of an allusion in literature Enabling Objectives: 2A. Define

Students are given choices in use of technology tools to provide multiple means of representation and expression.

Original myth writing assignment to create something (ex. how the sunflower got its name) plus illustrate the

allusion 2B. Compare and contrast Greek characters with modern equivalents in literature or film 2C. To create own allusion using Greek characters Lesson 3: Students will read the novel The Lightning Thief while also interacting with the novel (movie clips, discussion posts, summaries). Students will work daily with guided reading instruction. Terminal Objective 3: To demonstrate reading skills independently Enabling Objectives: 3A. Read The Lightning Thief to improve comprehension skills 3B. Discuss the novel with other students to improve comprehension skills 3C. Compare and contrast information in the novel using a Venn Diagram 3D. Analyze materials using various graphic organizers such as the Frayer Model 3E. Write a summary of chapters to reinforce understanding of Students are given multiple means of engagement (print, audio, online).

myth using online tools (aligned with objective 2C)

Read The Lightning Thief and post summaries (who, when, where, why) after every two chapters on class wiki (aligned to objectives 3, 3A, 3B, 3E)

materials read Lesson 4: Students will participate in cross-curricular extension projects to increase knowledge and understanding of the novel while also developing a love of reading. Students will increase reading comprehension skills through guided notes, summarizing skills, scaffolding, and extension activities. Terminal Objective 4: To extend knowledge by designing activities which not only reinforce what is read but also create life-long learners Enabling Objectives: 4A. Create written forms such as skits or role playing 4B. Construct artistic forms such as collages or graphic novels 4C. Examine Greek culture and its contributions to modern society 4D. Read extensively on own for knowledge and pleasure Students are given multiple means of expression and engagement (technology, art, print). An extension activity to create artwork, do research on Greek contributions to modern society, or write a skit (aligned with objectives 4, A, 4B, 4C)

List of Assessments:
Each of the assessments for this unit is performance based. The assessments are not simply multiple choice or memorization of material, but instead they rely on application of the knowledge learned.

Assessment #1. Greek God, Goddess, or Character (aligned with Objectives 1, 1A, 1B, 1C): Each student is assigned a different Greek character to research. The final product may be a power point presentation or use of a web 2.0 tool such as prezi. The presentation must include the character's description, symbols, myth, and representation in modern literature, art, or culture. Students must also include bibliographies with their presentation. Differentiation: Presentations (web 2.0 such as prezi): Students are given the opportunity to use a number of free web 2.0 tools to provide multiple means of representation and expression. Students can present their findings in a manner that suits their learning styles as they explore various web 2.0 tools. Auditory learners may add sound clips while visual learners may rely heavily on images in a power point presentation. An example of a prezi for the goddess Demeter is included with this section ( http://prezi.com/bqorrsa4fmx/?utm_campaign=share&utm_medium=copy).

Checklist for Learners for Assessment #1: Needed Items 1. Title includes character's name 2. Physical description of character 3. Symbols for character 4. Myth that involves the character 5. Example of the character in modern culture 6. Visual 7. Bibliography 8. Use of technological tool 9. Grammatically correct 10. Info posted to class wiki Possible Points 1 3 2 2 2 1 1 1 1 1 Points Earned

Assessment #2. Myth Writing Assignment (aligned with Objective 2C): Each learner will create an original myth explaining the creation of something (example, how the sunflower got its name). The learner will then create an illustration to explain his or her myth. Learners may use various online tools or scan original art. Differentiation: Myth writing assignment: Students are given choices in use of technology tools (prezi, toondoo, power point) to provide multiple means of representation and expression. More advanced students may use tools such as Blabberize to create animated versions of their myth while more traditional writers may use Word documents with scanned photos of their original drawings. An example of the comic strip created for "How the Sunflower Got its Name" is included with this section. The comic was created using www.toondoo.com (separate attachment).

Checklist for Learners for Assessment #2: Needed Items 1. Create an original myth 2. Include Greek characters 3. Include at least one allusion 4. Use technological tools to create artwork 5. Post info on class wiki Possible Points 3 2 2 2 1 Points Earned

Assessment #3. Summaries and Discussion Posts (aligned with Objectives 3, 3A, 3B, 3E): Each learner will write summaries of the novel as he or she reads it. These summaries along with discussion questions will be posted on a class wiki that will be created using PBWorks. Differentiation: Discussion posts including summaries (who, when, where, why) after every two chapters on class wiki: Students are given multiple means of engagement (print, audio, online). As students read The Lightning Thief, they will create summaries based on their own learning preferences (outlines, graphic organizers, short paragraphs) as well as interact with other students through discussion posts and responses.

An example of a summary and a sample discussion question are included below: Chapter 1 - 2 Summary Example: The main character of The Lightning Thief is Percy Jackson. He is a troubled teen who has trouble in school because of his ADHD and dyslexia. After changing school again, he finally makes a good friend named Grover. While Percy, Grover, and their class are on a field trip to an art museum, Percy is attacked by a substitute teacher, Mrs. Dodds. What Percy soon realizes is that the ancient Greek myths that his teacher Mr. Brunner tells him about are real and that Mrs. Dodds is a Fury who is sent to find Zeus's lightning bolt. Percy discovers that he is actual a demigod or "half blood." Chapter 1 Discussion Post Example: Percy has a hard time fitting in at school since he is the new kid. What can other students in his class do to make him feel more accepted? How would you feel in his situation?

Checklist for Assessment #3: Items Needed 1. Post summaries on class wiki after reading every two chapters of the novel 2. Include who/when/where/why in each summary 3. Answer online discussion questions in complete sentences 4. Discussion answers require evidence from the reading text Possible Points 2 Points Earned

Assessment #4. Extension Project: Each learner will complete one extension project. Research projects connecting Greek gods, goddesses, and characters to modern culture is the basic project. Some students may decide to create a collage or artwork online to exhibit Greek myth's use in modern culture. Differentiation: Students are given multiple means of expression and engagement (technology, art, print). Advanced students may choose to work with online photography or art tools while more traditional students may choose to do a research power point.

An example of a prezi with examples of Greek characters in modern times is included.

http://prezi.com/virlfxydddqe/?utm_campaign=share&utm_medium=copy

Checklist for Assessment #4: Items Needed 1. Connect Greek mythology to project 2. If creating a collage, use toondoo 3. If creating a skit, the story must be original 4. If doing research, use at least two sources 5. Include bibliography if doing research Possible Points 2 2 2 2 1 Points Earned

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence Sequence 1 Description Objective 1: To recognize the use of major Greek gods, goddesses, and characters frequently referenced in literature, movies, and pop culture Enabling Objectives: 1A. To identify the major Olympian characters (Zeus and Hera for example) 1B. To list the characters attributes, symbols, and physical descriptions 1C. To locate examples of Greek characters used in modern culture Objective 1 1A 1B 1C

2 Objective 2: To identify the use of an allusion in literature Enabling Objectives: 2A. Define allusion 2B. Compare and contrast Greek characters with modern equivalents in literature or film 2C. Create own allusion using Greek characters 3 Objective 3: To demonstrate reading skills independently Enabling Objectives: 3A. Read The Lightning Thief to improve comprehension skills 3B. Discuss the novel with other students to improve comprehension skills 3C. Compare and contrast

2 2A 2B 2C

3 3A 3B 3C 3D 3E

information in the novel using a Venn Diagram 3D. Analyze materials using various graphic organizers such as the Frayer Model 3E. Write a summary of chapters to reinforce understanding of materials read 4 Terminal Objective 4: To extend knowledge by designing activities which not only reinforce what is read but also create life-long learners Enabling Objectives: 4A. Create written forms such as skits or role playing 4B. Construct artistic forms such as collages or graphic novels 4C. Examine Greek culture and its contributions to modern society 4D. Read extensively on own for knowledge and pleasure 4 4A 4B 4C 4D

The instructional sequence is based on learning-related sequencing. Some of the tasks, such as defining an allusion, are identifiable prerequisites to skills needed later in the lessons. Familiarity of plot elements and typical teen themes will also improve student understanding. The concept of difficulty will also be covered as students build toward harder lessons and tasks such as the cross-curricular extension activities. Interest is also kept through various differentiated activities and individualized projects; student development is also addressed as concepts and instruction move from easier to more difficult. Overview This instructional unit is designed to increase students' knowledge of Greek mythology and to improve reading comprehension through a novel study of Rick Riordan's The Lightning Thief. As readers work through the lessons and objectives, their abilities to recognize literary

devices such as allusions, to develop reading and summarizing skills, and to make crosscurricular connections increase. Reading can then become an enjoyable pastime instead of a dreaded task.

Lesson 1: Satyrs, Centaurs, and Gorgons! Oh, my! Objective 1: To recognize the use of major Greek gods, goddesses, and characters frequently referenced in literature, movies, and pop culture Enabling Objectives: 1A. To identify the major Olympian characters (Zeus and Hera for example) 1B. To list the characters attributes, symbols, and physical descriptions 1C. To locate examples of Greek characters used in modern culture Motivational Strategy: Students will view the author Rick Riordan's website to view informational slides of the main Greek gods, goddesses, and monsters mentioned in the novel The Lightning Thief. They can also navigate the site to take the "half-blood" demigod quiz to make them relate more to the characters.

Generative Strategy: Students will complete a Galileo search to locate descriptions, symbols, and attributes of Greek characters. Each student will be responsible for one character to post findings on class wiki. Students use web scavenger hunt to locate Greek gods, goddesses, and characters in literature, movies, and art. Each student searches for the same character from his or her initial presentation and creates a prezi or power point of findings to share with the class.

Differentiation: Students can demonstrate the Olympian characters' attributes, symbols, and physical descriptions in a number of ways. Examples include power point, prezi, pinterest, and class wiki. Students also have these options for showing examples of characters in modern culture, movies, and literature. These options give students choices to provide multiple means of representation and expression.

Assessments: presentations (web 2.0 tool such as prezi and post on class wiki)

Lesson 2: Allusions, not Illusions

Objective 2: To identify the use of an allusion in literature Enabling Objectives: 2A. Define allusion 2B. Compare and contrast Greek characters with modern equivalents in literature or film 2C. Create own allusion using Greek characters

Initial Presentation: Provide students with a few examples of allusions in The Lightning Thief to preteach before the novel begins as well as other examples such as Kennedy's presidency referred to as "Camelot" with a power point or prezi presentation. Students will use dictionary.com to find the definition of "allusion."

Generative Strategy:

Students will use dictionary.com to find the definition of "allusion."

Students will create quizlet flashcards matching Greek characters to modern examples and references they have found during research. Students will use online storyboard sites to create their own Greek myth such as a creation or nature myth in order to explain the "how" or "why" of something. For example, why do sunflowers have that name? The stories must include one allusion.

Differentiation: Students will be using the writing/storyboard site of their choice and will decide on their own topic for their myth. Students are given choices to provide multiple means of representation and expression.

Assessments: myth writing assignment

Lesson 3: The Lightning Thief; Greek Myths with a Modern Twist

Objective 3: To demonstrate reading skills independently Enabling Objectives: 3A. Read The Lightning Thief to improve comprehension skills 3B. Discuss the novel with other students to improve comprehension skills 3C. Compare and contrast information in the novel using a Venn Diagram 3D. Analyze materials using various graphic organizers such as the Frayer Model 3E. Write a summary of chapters to reinforce understanding of materials read

Motivational Strategy: Before beginning the novel The Lightning Thief, students will view clips from the movie version. Many YA (young adult) readers are big fans of the Rick Riordan series, so this book, which is the first in the series, is a good way to introduce them to literature they will enjoy.

Initial Presentation: Offer students a guided look at the instructor's expectations for the novel by using a prezi presentation to see tips, hints, and criteria.

Generative Strategy: The students will read The Lightning Thief and make notes/graphic organizers using web 2.0 tools. Students will post after every two chapters to the class wiki. Posts will include summaries of chapters and answers to discussion questions, including responding to other students' posts.

Differentiation: Students can use their own e-reader devices if necessary to help them with reading accommodations such as "book on tape" read aloud. Other students will buy print copies of the novel or can borrow print copies from the school media center. Students also have various note-taking formats to accommodate them including free web 2.0 tools. Students are given multiple means of engagement.

Assessments: posts, summaries

Lesson 4: Beyond the Book Terminal Objective 4: To extend knowledge by designing activities which not only reinforce what is read but also create life-long learners Enabling Objectives: 4A. Create written forms such as skits 4B. Construct artistic forms such as graphic novels 4C. Examine Greek culture and its contributions to modern society 4D. Read extensively on own for knowledge and pleasure

Motivational Strategy: Students are given a choice for their extension activities (skit, graphic cartoon/novel, research, or novel study), so they are more motivated to work on items that interest them and showcase their talents.

Initial Presentation: Provide students with information and rubrics for each possible extension activity.

Generative Strategy: Students will decide on two extension activities to complete and share online.

Differentiation: Students are given a variety of assignments to meet different cognitive and psychomotor skills such as artistic, literary, research, and reading comprehension

Assessments: one extension activity

Reference List AASL. (2009). Empowering Learners; Guidelines for School Library Programs. Chicago, IL: American Association of School Librarians.

Johnson, Doug. (2013). The Indispensable Librarian; Surviving and Thriving in School Libraries in the Informational Age (2nd ed.). Santa Barbara, CA: Libraries Unlimited.

Krashen, Stephen. (2004). The Power of Reading (2nd ed.). Santa Barbara, CA: Libraries Unlimited.

Morrison, Gary R., Ross, Steven M., Kalman, Howard K., & Kemp, Jerrold E. (2013). Designing Effective Instruction (7th ed.). USA: Wiley.

Part VII: Design of Instruction

Instructional Strategies Lesson 1: Students will view various websites and use online resources to locate and present information.

Goals Students will identify the basic names and characteristics of the major Olympian gods and goddesses.

Objectives Terminal Objective 1: To recognize the use of major Greek gods, goddesses, and characters frequently referenced in literature, movies, and pop culture Enabling Objectives: 1A. To identify the major Olympian characters (Zeus and Hera for example) 1B. To list the characters attributes, symbols, and physical descriptions 1C. To locate examples of Greek characters used in popular culture

UDL Students are given choices in use of technology tools to provide multiple means of representation and expression.

Assessments Presentations (web 2.0 tool such as prezi) posted to class wiki

Lesson 2: Students will use various online tools to define, analyze, and create allusions.

Students will recognize the allusions to Greek myths used in literature, movies, and popular culture

Terminal Objective 2: To identify the use of an allusion in literature Enabling Objectives: 2A. Define

Students are given choices in use of technology tools to provide multiple means of representation and expression.

Myth writing assignment

allusion 2B. Compare and contrast Greek characters with modern equivalents in literature or film 2C. To create own allusion using Greek characters Lesson 3: Students will read the novel The Lightning Thief while also interacting with the novel (movie clips, discussion posts, summaries). Students will work daily in achievement period with guided reading instruction. Terminal Objective 3: To demonstrate reading skills independently Enabling Objectives: 3A. Read The Lightning Thief to improve comprehension skills 3B. Discuss the novel with other students to improve comprehension skills 3C. Compare and contrast information in the novel using a Venn Diagram 3D. Analyze materials using various graphic organizers such as the Frayer Model 3E. Write a summary of chapters to reinforce understanding of Students are given multiple means of engagement (print, audio, online). Discussion posts including summaries (who, when, where, why) after every two chapters on the class wiki

materials read Lesson 4: Students will participate in cross-curricular extension projects to increase knowledge and understanding of the novel while also developing a love of reading. Students will increase reading comprehension skills through guided notes, summarizing skills, scaffolding, and extension activities. Terminal Objective 4: To extend knowledge by designing activities which not only reinforce what is read but also create life-long learners Enabling Objectives: 4A. Create written forms such as skits or role playing 4B. Construct artistic forms such as collages or graphic novels 4C. Examine Greek culture and its contributions to modern society 4D. Read extensively on own for knowledge and pleasure Students are given multiple means of expression and engagement (technology, art, print). An extension activity such as graphic novel design, research, or skit

Part VIII: The Learners and SMEs Assessment of Unit and Design
1. Collecting data from both the learner and an SME is important in the development and implementation of an online unit. Students will be given a pretest at the start of the unit to check for prior knowledge about Greek characters and their use in modern culture. The pretest will consist of identification questions as well as short answer questions about students' technology use and skills. In order to gather feedback from the learner, I created an online survey which will be given to students at the end of the online unit. Since I served as my own SME for this unit, I am working with two other veteran ELA, English Language Arts teachers, at my school to review my unit and evaluate the module. The ELA teachers will also complete an online survey.

2. Surveys Created for Learner and for SME to evaluate online novel unit

Link for Student Survey: https://www.surveymonkey.com/s/5652NCZ Student Assessment of Unit and Design

1. Was the syllabus clear, and were all activities explained thoroughly? A. Yes B. No 2. Did your instructor give you too many assignments, too few assignments, or about the right amount? A. A great deal too many B. About the right amount C. Somewhat too few D. A great deal too few 3. Which web 2.0 tool was most effective for your assignments? A. Prezi B. Pinterest C. Toondoo.com D. Wordle

4. Did you find the discussion posts and summaries helpful in understanding the novel? A. Yes B. No 5. Where the instructor's examples helpful as you created your own projects and assignments? A. Yes B. No 6. Which assignment about the Olympian gods was your most informative? A. Creative myth writing B. Research of Greek character C. Extension activity D. Reading the novel 7. Were the objectives and goals for each lesson clear? A. Yes B. No 8. Had you used web 2.0 tools before this unit? A. Yes B. No 9. How likely are you to read more books by the same author after this online novel study? A. Very likely B. Somewhat likely C. Not at all 10. Was this novel study the first online unit you have taken? A. Yes B. No

Link for SME Survey: https://www.surveymonkey.com/s/KVMBVR9 SME's Assessment of Unit and Design

1. Was the learning problem clearly identified for the students using this online novel unit? 1. Yes 2. No Other (please specify)

2. Was the learner analysis complete to develop the online unit appropriately? A. Yes B. No Other (please specify)

3. Was the best topic or procedural analysis chosen for this online unit? A. Yes B. No Other (please specify)

4. Were the terminal objectives clear and measurable? A. Yes B. No Other (please specify)

5. Where domains correctly tied to each subordinate objective? A. Yes B. No Other (please specify)

6. Where assessments varied and appropriate for tiered instruction? A. Yes B. No Other (please specify)

7. Was each assessment differentiated for learners? A. Yes B. No Other (please specify)

8. Was the sequencing of objectives and lessons effective? A. Yes B. No Other (please specify)

9. Were aspects of Universal Design used effectively to reach all learners? A. Yes B. No Other (please specify)

10. Were the surveys for students and the SME effective? A. Yes B. No Other (please specify)

3. The best educators and designers review their work to see what could be changed, added, or improved upon; no unit or lesson is ever really "done" since there is always work to do. As the data is analyzed, I plan to look for factors that may limit my target audience's performance such as limited computer access, reading comprehension skills, academic records, and other SME's variations of the assessments used. Since I will have two other ELA teachers review my work and then complete an online survey, I will gather tips and advice from other people who may use my work with their classes. I will look for teaching and differentiation techniques that they may include in their suggestions. The learners will complete an online survey after completing the module. The types of data I will review from them will be their assessments as well as their survey responses, especially ones about the ease of online classes and suggestions for improving the online experience.