ST Unit Docs

Introduction to Greek Mythology
Student Teaching Unit at Walt Clark Middle School, Spring 2015

Unit Dates: 03/23/15 - 04/03/15
Created By: Jennifer Owen

English Language Arts Student
Teacher
Completed May 2015
Introduction to Greek Mythology Unit

Table of Contents
Unit Topic and Rationale
Unit Standards, Goals, and Objectives

Assessment Tools
5
8
Instruction and Management Plan
11
Lessons
13
Assessment Data and Analysis
47
REFERENCE LIST
Bebout, Christine. Selection of Mythology texts and documents. Cooperating
Teacher Resources. Acquired in March of 2015.
CCSS Standards. 8th Grade CCSS Standards for Reading, Writing, and
Communicating. Colorado Department of Education. Web. Retrieved 02 Oct
2015.
Conklin, Wendy & Murphy, Debby. Integrating the Common Core in Language Arts.
Huntington Beach, CA: Shell Education, 2014. Print.
Gods and Goddesses. A Primer of Greek Mythology. The Art of Manliness. 2014.
Image. Web. Retrieved 1 May 2015.
Poseidon. Poseidon-Greek Mythology. Camp Half-Blood Wiki. 2015. Image. Web.
Retrieved 1 May 2015.
Walt Clark Middle School. Walt Clark Middle School Website. Thompson School
District. 2015. Web. Retrieved 12 Oct 2014.
APPENDICES
DISCLAIMER: APPENDICES ARE IN A SEPARATE SCANNED DOCUMENT THAT FOLLOWS THE
UNIT PLAN DOCUMENTS ON THE STUDENT TEACHING WEBPAGE. THE ITEMS AVAILABLE ARE
IN CONSECUTIVE ORDER ACCORDING TO THE LESSON PLAN DATE (DAY ONE ITEMS ARE
FOLLOWED BY DAY TWO ITEMS, ETC.).
Unit Topic and Rationale: Greek Mythology

UNIT TOPIC OVERVIEW
The Introduction to Greek Mythology Unit is a brief course of study in which
students become familiar with significant Greek mythology figures, such as Zeus,
Poseidon, Persephone, and Midas. Students will understand and identify the purpose
and origin of myths as well as gain practical experience on how myths evolved over
time.
This unit will uncover the stories of Greek gods and goddesses, as well as explore
their significance and appearance in popular culture. Over the course of the unit,
students will discover how mythology has played a significant role in the art of
storytelling since their origin or through oral traditions. We will also discuss and
uncover the foundation of cultural values and beliefs and make real world
connections to the appearance of archetypal patterns and allusions to mythology in
our current world.
UNIT RATIONALE
The standards aligned with this unit include two reading (CCSS: RL.8.3 and CCSS:
RL.8.9) and two research writing (CCSS: W.8.9 and CCSS: W.8.a) standards. The
standards require students to analyze reading materials, including myths, in order
to critically analyze modern fiction. Throughout this unit, students will learn the
archetypes and mythology contexts while making inferences and identifying
allusions to our modern fictional readings.
The reading standards call for the analysis of modern fiction that draws on themes,
patterns of events, or character types from myths, traditional stories, or religious
works (CCSS: RL.8.9)
Throughout the course of this unit, students will identify purpose and origin, as well
as uncover the themes and character types that draw from mythology beginnings.
When studying modern fiction, students will then utilize their knowledge of
mythology to make strong analysis claims and reasonings. They will also spend time
researching a god or goddess of their choosing thoroughly. They will then utilize
their background knowledge in order to summarize, inform, and draw conclusions.
Since the standards demand explicit instruction in analyzing and comparing
different kinds of texts, teachers must intentionally plan for intertextuality (Conklin
48). By incorporating not only Greek myths, but by having students relate and
correspond vital themes and archetypes, students are engaging with the reading
material, concepts, and topics in a variety of ways. Using multigenre, multimodal,
and multileveled texts, I am able to create a text set that is organized around a
central theme or conceptin this case Greek Mythology.
Reading within a content-area driven text set helps students reach a multifaceted,
deep understanding of the featured content, topic, or theme, while at the same
time, providing students the opportunity to actively use reading, writing, listening,
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speaking, and language skills/standards so they can communicate what they have
learned (Conklin 49). Through readings, guided tasks, and independent research,
students will, during this unit, not only develop an understanding of Greek
mythology, but they will also discover how traditional stories are portrayed in
modern culture. Having this knowledge of other cultures, values, and beliefs from
early civilizations will globalize their thinking and demonstrate how mythology has
influenced world literature and the real world around them.
Understanding the foundation of Greek mythology and origins of such stories also
allows students to make more relevant connections to modern allusions and
references to mythical themes and archetypes. When students understand these
foundational concepts, their ability to think critically about the topic and the world
around them increases significantly.
Students will learn the values and beliefs of another culture, as well as explore
moral lessons once created to explain the unexplainable. These understandings are
important for middle school students entering high school so that they can better
identify and analyze complex literature and determine how common themes and
archetypes immerge in diverse texts.
CURRICULAR SEQUENCING
Before the Introduction to Greek Mythology unit, students have already mastered
CCSS reading standard 2.1.a.ii, which requires them to Determine a theme or
central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective
summary of the text (CCSS: RL.8.2).
Because this is a short, introductory unit, students must have experience and
background knowledge, such as identifying themes and central ideas prior to
starting this unit. It is important that those concepts are taught prior to entering the
mythology unit. The unit prior to mythology was focused on understanding the
significance of theme and how it relates and is affected by other story elements.
Students entered this unit with those understandings, which is the cause for
following up a fictional literature study with Greek mythology. The texts that we
read the previous unit contained archetypes we study during Greek mythology, such
as heroes/apprentices and masters. This allows my instruction to draw from
previous material in order to make more relevant connections for student learning.
Unit Standards, Goals, and Objectives

Over the course of the unit, students will be assessed based on their ability to
effectively demonstrate three particular Common Core State Standards for English
(Reading, Writing, and Communicating). The objectives included being able to
demonstrate an understanding of the foundational components of Greek Mythology,
such as identifying origins, distinguishing themes, and analyzing roles and purposes
of mythical figures. Students were also expected to be able to research and uncover
common modern uses or examples of myths and analyze allusions as they appear
throughout our reading and research.
Below are the State Content Standards and coordinating Goals and Unit Objectives
aligned with lessons throughout the course of the unit.
STD 2 1.a.iii (Reading for All Purposes) and STD 2 1.c.iv. (Reading
for All Purposes)
Colorado State Standard 2 (Reading for All Purposes), Concepts Mastered 1 (Quality
comprehension and interpretation of literary texts demand self-monitoring and selfassessment), Evidence Outcome a.iii (Analyze how particular lines of dialogue or
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incidents in a story or drama propel the action, reveal aspects of a character, or

provoke a decision). CCSS: RL.8.3
GOALS AND OBJECTIVES ALIGNED TO STANDARD FOR INTRODUCTION TO GREEK

MYTHOLOGY UNIT
Every student will be able to:
1) Identify the purpose of the myth and explain the relationship between
mythical figures
2) Demonstrate their understanding of the Arachne myth and collaborate with
peers to review current mythology knowledge
3) Identify and analyze allusions to Greek mythology in popular culture through
the Disney film Hercules
During the unit lessons, students completed a variety of items to demonstrate their
comprehension of reading materials and relevant real world study. Students use
written copies, digital resources, and art to uncover the foundational myths
introduced during the unit.
Colorado State Standard 2 (Reading for All Purposes), Concepts Mastered 1 (Quality
comprehension and interpretation of literary texts demand self-monitoring and selfassessment), Evidence Outcome c.iv. (Analyze how a modern work of fiction draws
on themes, patterns of events, or character types from myths, traditional stories, or
religious works such as the Bible, including describing how the material is rendered
new). CCSS: RL.8.9
MYTHOLOGY UNIT
1) Identify the purpose of myth creation and explain how they were passed
down to future generations
2) Identify the purpose of the myth and make relevant connections to other
fictional works where mythical elements appear or are referenced
3) Discuss seasons and agriculture while uncovering how long Persephone
spends in the Underworld with Hades based on textual details and events
4) Utilize numeracy to calculate creation and, using a timeline, plot the events
and origin of gods and goddesses studied in unit on a line graph
5) Identify and analyze allusions to Greek mythology in popular culture through
the Disney film Hercules
During the unit lessons, students used technology and other 21 st century skills in
order to create visual mobiles, written responses, and to observe a film while
analyzing allusions and relevant, modern uses of mythical themes and archetypal
roles.
STD 4 1.c (Research and Reasoning)

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Colorado State Standard 4 (Research and Reasoning), Concepts Mastered 1

(Individual research projects begin with information obtained from a variety of
sources, and is organized, documented, and presented using logical procedures),
Evidence Outcome c (Draw Evidence from literary or informational texts to support
analysis, reflection, and research) CCSS: W.8.9, and i. (Apply grade 8 Reading
standards to literature (e.g., Analyze how a modern work of fiction draws on
themes, patterns of events or character types from myths, traditional stories, or
religious works, such as the Bible, including describing how the material is rendered
new). CCSS: W.8.a

MYTHOLOGY UNIT
Every student will be able to:
1) Demonstrate understanding of Greek mythology and ability to research by
completing the Mythology Mobile.
2) Provide a detailed account of the myth and allusions of a specific god or
goddess in Greek mythology based on thorough research
During the unit lessons, students used printed resource material as well as
technology to research Greek myths, gods and goddesses, and modern allusions.
They used this material to create and compose a mythology mobile, which provided
a thorough summary with a thorough overview of chosen god or goddess.
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Assessment Tools (Pre-, Post, and Instructional)

The pre- and post-assessment that I selected for the Introduction to Greek
Mythology unit, were chosen to gauge initial background knowledge and determine
final comprehension of unit topics. Students were not expected to contain
significant knowledge of Greek mythology prior to starting the unit. The purpose of
the assessment, aside from guiding instruction, was to determine where students
were in terms of recognizing archetypes (CCSS: RL.8.3) and knowledge of mythical
thematic elements in which they could identify in modern fiction (CCSS: RL.8.9).
This assessment, given both at the beginning and end of the unit, was designed to
be aligned with unit standards and objectives.
The pre- and post-assessments were identical and allowed me to see both where
they began the unit and where they ended the unit in terms of comprehension and
knowledge of mythology. Their study guides and guided notes allowed me to
determine how well students were able to identify mythology allusions in popular
culture. Using multiple levels of questioning, I was able to ask rigorous, thoughtprovoking, and text-dependent questions that send students back into the text to
support and defend their thinking and claims (Conklin 11). This causes students to
use other CCSS skills and strategies we have employed throughout the year.
All assessments for this unit, including pre- and post-assessments, collected
assessments throughout, such as TOTDs, completed comprehension
questionnaires, and the Mythology Mobile research project were intended to guide
instruction, determine student comprehension and mastery, and ensure students
learning needs were met. Students engaged in a cooperative review that also
served as a mid-assessment. The review activity required students to work with
their peers in order to demonstrate knowledge of mythology concepts up to that
point during the unit. One of my classes struggled, as a whole, with one particular
myth (Daedalus) and was unable to answer those questions accurately. I then
retaught material and assigned small reading groups in order to approach the
concept from a different angle. Without that particular assessment, it may not have
been evident that there was an issue with elements of Daedalus. Modeling
annotation and Think-Pair-Sharing with a variety of questions allowed us to work
through complications and move forward with our learning.
Assessments were evaluated for their developmental appropriateness for 8 th grade
students. Each assessment focused on assessing the goals, standards, and
objectives of the unit and were created using a variety of questioning strategies and
required levels of thinking. By utilizing a variety of tasks, such as short answer,
matching, defining, short answer, short constructed responses, and essay, students
are able to demonstrate understanding in a variety of ways. Students requiring
modification are given an alternate version of assessment tools, including one
student who receives exams orally.
ASSESSMENT LIST
The assessments throughout the unit are listed below in sequential order. In
addition to a more thorough description, the alignment details and developmental
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appropriateness are clearly and thoroughly explained for each. Assessments were
chosen to provide students with a variety of questioning techniques and levels of
understanding expectations.
Day OnePre-Assessment:
The pre-assessment is composed of 20 matching questions and 4 mythologyrelated, short answer definitions. The matching portion required students to identify
gods, goddesses, mythological events, themes, and identifying relationships.
Having an idea of where students entered the unit with mythology knowledge was
vital to measuring unit successes and struggles. This assessment allowed me to
determine where students were with knowledge of gods and goddesses and
mythical events in order to gauge where instruction needed to be focused. (Aligned
with CCSS: RL.8.3 and CCSS: RL.8.9)
Day OneTOTD:
From their KWL, students completed a TOTD indicating THREE new pieces of
information that they acquired about mythology through the discussion and
readings during class- including definitions, origin, purpose, or allusions (Aligned
with CCSS: RL.8.9)
Day TwoTOTD: Study Guide for Poseidon:
Students will turn in their completed Poseidon Study Guide as their TOTD. On the
study guide are twelve character descriptions, which should be filled out using
complete sentences. There are short answer and short constructed response
questions that require using evidence from text, as well as questions that require
students to analyze other myths and allusions studied. These are individual and on
occasion T-P-S small group discussion items that allow progress monitoring for
students throughout the unit to determine comprehension, critical thinking skills,
and ability to analyze a variety of texts. (Aligned with CCSS: RL.8.3 and CCSS:
RL.8.9)
Day ThreeMythology Quiz:
The Mythology Quiz was given to students on Day Three and consisted of a
knowledge and comprehension check of reading materials covered thus far. The
quiz contained 12 short answer and 2 constructed response questions intended to
spark critical thinking skills and ability to textually analyze class materials.
Questions ranged from lower level to higher level questions and primarily covered
the Mother Earth and Her Children and the Poseidon readings with elements of the
introductory materials. The quiz builds upon knowledge obtained following
formative assessments from days one and two. (Aligned with CCSS: RL.8.3 and
CCSS: RL.8.9)
Day Four-TOTD:
Students are asked to complete a TOTD to demonstrate and explain what they
learned during their independent research. There will be two prompts to which
students must respond. The first is a basic question about an interesting fact they
learned about their god or goddess that they did not know about from the myths or
study in class. The second question asks students to identify at least one discovered
allusion to the god or goddesses archetype (which they must identify) or central
idea/theme and explain why this allusion is significant to the study of our culture.
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Students are expected to use the skills of RACE when answering questions such as
this and include cited textual evidence. (Aligned with CCSS: RL.8.3, CCSS: RL.8.9,
CCSS: W.8.a, and CCSS: W.8.9)
Day FiveMid-Unit Review:
The Find Someone Who Review activity required collaboration and focus. This
activity was a timed scavenger hunt-type of review. Students had to work in
conjunction with their classmates to answer the 10 review questions correctly
without using the same peer more than once. Students were given 10 minutes to
complete their review. The first one to complete the review with 10 different
signatures and 10 correct answers won a reward. We then spent time as a whole
class reviewing the answers and discussing struggles. This assisted me in
determining where students were struggling with comprehension and
understanding. The questions were either identification of significant figures or
events from the myths studied through Daedalus. (Aligned with CCSS: RL.8.3 and
CCSS: RL.8.9)
Day Six and Day SevenGuided Notes:
The guided notes sheet is to be completed in conjunction with the Disney film
Hercules. Students are responsible for answering the guide note prompts accurately
and completely. The questions are a mixture of fill-in-the-blank, short answer,
constructed response, and identification. Questions range across a variety of topics,
including: allusions, popular culture, modern fiction, identifying theme and
character archetypes, and values/beliefs of multiple cultures. This was their final inclass assessment of mastery of identifying allusions by analyzing modern fiction and
their ability to determine central themes and character archetypes (Aligned with
CCSS: RL.8.3, CCSS: RL.8.9, CCSS: W.8.a and CCSS: W.8.9)
Day SevenMythology Mobile Final Project:
The Mythology Mobile was articulated to align directly with the Research and
Reasoning standards indicated (CCSS: W.8.a and CCSS: W.8.9) as well as integrate
the Reading standards (CCSS: RL.8.3 and CCSS: RL.8.9) focused on during the unit.
Students were provided with guidelines and a rubric outlining expectations and
grading criteria. Students were asked to include an image (printed or drawn) of their
god or goddess, a concise summary of the gods or goddess myth, three modern
allusions in popular culture, and to identify the origin, purpose (to explain an
unexplainable or teach a moral lesson), and a description of the resulting character
archetype.
Day SevenPost-Assessment:
The post-assessment (identical to the pre-assessment) was composed of 20
matching questions and 4 mythology-related, short answer definitions. The
matching portion required students to identify gods, goddesses, mythological
events, themes, and identify relationships. Based on the results of the final
assessment, I was looking for mastery and growth from the pre-assessment scores.
This assessment allowed me to determine where students ended the unit in regards
to knowledge of gods and goddesses and mythical events. (Aligned with CCSS:
RL.8.3 and CCSS: RL.8.9)
Additional Assessment Tool:
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The additional assessment tool used during the unit was our RAFT assignment. For
my GT, advanced, or higher level students, I created an additional assignment task
that correlated with the unit objectives in order to meet their learning needs and
providing additional challenges. This was provided as an additional supplemental
assignment that aligned with CCSS: RL.8.3 and CCSS: RL.8.9. The assessment tool
required students had to assume the role of an Olympian god or goddess in which
they were knowledgeable. They then selected a person (friend, parent, teacher,
etc.) in which they wanted to punish through transformation (reiterating the
transformation myths studied during the unit). They were given specific guidelines
in which to compose a letter to their victim. The RAFT (Role, Audience, Format, and
Topic) was to be one written page with authentic voice in which students remained
true to their chosen deity.
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Instruction and Management Plan

UNIT ORGANIZATION AND SEQUENCING
The Introduction to Greek Mythology unit has been structured in such a way, that
students are introduced to the origin of Greek gods and goddesses in sequential
order. We start at the beginning, with origin and purpose, and move on to the birth
of the gods and goddesses by Rhea and Cronus. The lessons that follow allow
students to build a foundation of knowledge of significant figures in Greek
Mythology, such as Zeus, Hades, Poseidon, Demeter, and Persephone, based on the
initial foundation created at the beginning of the unit.
The first lessons will be the origin; this lesson will introduce students to the origin
and purpose of Greek mythology and will be the foundation for which the other
lessons are built. Students will read the introduction as well as discuss the purpose
of mythology while also beginning to uncover significant figures. The following
lessons begin to give students a picture of how the gods and goddesses are
relational, such as Rhea and Cronus siblings and parents of Zeus, Poseidon, Hades,
Demeter, Hera, and Hestia. Though they read about how the main gods and
goddesses are born, I also utilize a visual family tree to assist students with
comprehension of relationships. We refer back to this when we study the gods and
goddesses individual myths. After studying individual myths, we take a closer look
at allusions and how myths and archetypes appear in society and popular culture.
While researching a god or goddess of their choice (from a list consisting of:
Persephone, Midas, Icarus, Poseidon, Zeus, Cronus, Rhea, Demeter, Arachne, Hades,
Gaea, Hera, or Hestia), students will choose from topics to research in order to
present a more in-depth analysis of each god/goddesses myth and summarize an
alternate or different version than the one read in class. Students will also
demonstrate their ability to determine common archetypal references and allusions
in popular culture to include in their mobile. Placing this near the end of the unit will
allow students the opportunity to have a foundational understanding of Greek
mythology and its origins and purposes, and build upon prior knowledge of mythical
figures. This individual project is a creative way to incorporate research, literacy and
language skills, and creativity while demonstrating their comprehension of the unit
topic.
As this is an introduction, students will be able to enter the unit with little or no prior
knowledge and end with a solid, basic understanding of Greek mythology. Upon
exiting the unit, and taking the final assessment, students will be able to
demonstrate their understanding in a variety of ways and be able to recall
information on each myth studied. Students will partake in individual projects, large
and small group discussions, KWLs, Think-Pair-Shares, oral and independent
readings, cooperative learning opportunities, TOTDs, and modeling, among other
things. The incorporation of these instructional strategies can be seen throughout
the unit and are used to effective engage students in materials and aid student
learning. The instructional strategies were utilized because of the content learned,
the unit objectives, and based on student needs.
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Also demonstrated throughout the lesson plans, is the integration of technology,

literacy, art, history, and numeracy. By reviewing historical content and determining
the origin and purpose of mythology, students have a better understanding of why
myths were created and why it was significant that stories were retold through oral
tradition. Students will uncover how mythology appears in current society and
popular culture as a way to bring relevance to other literature studied and to current
values and beliefs throughout various cultures. Looking at a variety of artistic
creations inspired by Greek mythology allows students to make connections to the
reading materials. Some of the pieces shown are familiar to students from art,
history, or social discoveries. By discussing and establishing a timeline, students
use numeracy to calculate creation and the origin of mythology through knowledge
and resources provided throughout the unit. In addition to the timeline, students are
responsible for analyzing and identifying the creation of seasons. They do this
through calculation and explanation of time spent by Persephone with Hades in the
Underworld. They will then determine the agricultural phases and cycles based on
the Persephone myth read in class.
UNIT CALENDAR
Below is an organizational calendar, showing the organization and structure of my
Introduction to Mythology Unit:
MONDAY
03/23/2015
Introduction to
Greek Mythology
Reading:
Introduction,
Notes
PreAssessment
KWL
TOTD
03/30/2015
Researching the
Gods
TUESDAY
O3/24/2015
WED/THURSDAY
03/25/1503/26/2015
The Beginning
Reading: Mother
Earth and Her
Children, and
Poseidon
Study guides
Family Tree
TOTD
03/31/2015
Mythology Review:
Mythology is All
Around Us
Reading:
Persephone and
Daedalus
Mythology Mobile
Research Project
NO SCHOOL- NO
CLASSES TODAY
Reading of both
myths, study of
Icarus
Study guides
TPS
Quiz
04/01-04/02-2015
Mobiles and
Allusions
04/03/2015
Allusions
Finishing Hercules
Reading: Midas
Reading: Arachne
Research Day,
Modeling
FRIDAY
03/27/2015
Find Someone
Who Review
game
Study guide
Start watching
Hercules
Mythology Mobile
Research Projects
due
In class time to
work on building
Final PostAssessment
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assigned
TOTD
REVIEW
TOTD
mobiles
Guided
Notes
TOTD
Guided
Notes
FINALS DUE
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Greek Mythology Unit Lesson Plans (1-7)

Teacher: Jennifer Owen
Date: 03/23/2015
School: Walt Clark Middle School
Grade Level: 8th
Content Area: English Language Arts
Title: Introduction to Greek Mythology
_7_
Lesson #:_1_ of
Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
Standard 2: 1.c.iv.
Understandings: (Big Ideas)

Students will understand the purpose and origin of mythology.
Students will be introduced to an overview of Greek Mythology and understand the
drawbacks of telling such stories through oral recitation.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
1. What is mythology?
2. How is mythology relevant to the world around me?
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3. How do themes appear in mythology?

4. Why are there multiple versions of the same myth?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Identify the purpose of myth creation and explain how
they were passed down to future generations.
I can: Explain why myths were created and explain how they were passed from
person to person.
This means: Retelling and demonstrating understanding of the origin of myths and
practicing retelling through an engaging activity.
List of Assessments: (Write the number of the learning target associated with each
assessment)
1. Students will take a pre-test prior to the introduction of mythology to determine
their initial understanding and knowledge of the subject.
2. Students will demonstrate their understanding of the drawbacks and results of
retelling stories verbally through the results of their activity.
3. Their Ticket-Out-The-Door will require students to demonstrate their
understanding of why myths were created.
Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for
you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.
Introduction to Mythology
Approx. Time and Materials

How long do you expect the
activity to last and what
materials will you need?
Approximately 47 minutes
Students will need:
A writing utensil
Notebooks for writing daily warm-up
A class copy of Introduction (an
introduction to mythology reading)
A mythology pre-test
A printed copy for notes (fill-in the
blank)
Completed Case Report Project to
turn in
Post-it Note (teacher provided)
Determine where students are entering the unit

in terms of prior knowledge in order to guide
instruction. Because students will receive a
more in-depth account of mythology in high
school, students will be building a foundation
for Greek Mythology that allows them to
understand their purpose and origin as well as
make connections to common allusions and
recurring themes.
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Anticipatory Set
The hook to grab students
attention. These are actions
and statements by the
teacher to relate the
experiences of the students to
the objectives of the lesson,
To put students into a
receptive frame of mind.
To focus student
attention on the lesson.
To create an organizing
framework for the ideas,
principles, or information that
is to follow (advanced
organizers)
An anticipatory set is used any
time a different activity or
new concept is to be
introduced.
After turning in their final project, students will

complete the daily warm up, which asks them
what they know about Greek Mythology. We will
use their responses to this initial question to
begin a discussion about what students already
know and provide a precursor to what they will
learn throughout the unit.
Procedures
(Include a play-by-play
account of what students and
teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the length
of each segment of the lesson.
List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
1. Class will start with the daily warm up as

normal, however, as students are working on it,
I will also collect their final Case Report Projects
6 minutes, individual practice, partner and
whole class participation
2. We will discuss what students already know
about Greek Mythology and give a brief
overview of unit before starting pre-test 4
minutes, whole class participation
3. Students will take pre-test, prior to selfgrading their papers 12 minutes, individual
practice
4. As a class, we will read Introduction aloud
5 minutes, teacher input, modeling, wholeclass guided
5. Students will fill in the blanks on their guided
notes sheet prior to going over as a group 5
minutes, individual practice, teacher input,
whole class practice
6. Students will participate in a Telephone
activity where they must convey elements of
mythology (as determined by teacher) to each
student before checking for accuracy12
minutes, whole class practice, modeling
7. Wrap up Students will complete their TOTD
to demonstrate their understanding of the
origin and purpose of mythology 3 minutes,
Students will then shift into taking a pre-test to

gauge where their background knowledge has
them beginning our Greek Mythology unit.
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individual practice, check for understanding

Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
presentation to an appropriate
conclusion. Used to help
students bring things together
in their own minds, to make
sense out of what has just
been taught. Any Questions?
No. OK, lets move on is not
closure. Closure is used:
To cue students to the

fact that they have arrived at
an important point in the
lesson or the end of a lesson.
To help organize student

learning
To help form a coherent
picture and to consolidate.
After having completed the activity and

discussion, I will wrap up the activity with a
brief statement regarding how quickly and
easily stories changed when told by word of
mouth. The same thing happened with
mythologyespecially over the course of
thousands of years. Students will then be
instructed on their TOTD check for
understanding to be completed on their Post-It.
This will be whole class discussion and a check
for understanding
Differentiation
To modify: If the activity is too
advanced for a child, how will
you modify it so that they can
be successful?
To extend: If the activity is too
easy for a child, how will you
extend it to develop their
emerging skills?
Students will be provided with both the written

and auditory versions of the reading as I will
read the Introduction aloud. Modifications will
also be made for those requiring additional
notes. Complete, filled out notes are available
to students who need additional resources that
may not be acquired through group discussion.
For those who already have an understanding
of mythology, students will be encouraged to
determine how the versions we read
throughout the unit are different from ones
they have previously encountered.
Assessment
How will you know if students
met the learning targets?
Write a description of what
you were looking for in each
assessment.
Students will take a pre-test prior to the

introduction of mythology to determine their
initial understanding and knowledge of the
subject. This will not be graded for accuracy,
but rather utilized to guide instruction in an
attempt to ensure subsequent lessons allow
students to discover and retain material to
succeed throughout the unit.
Students will demonstrate their understanding
of the drawbacks and results of retelling stories
18
verbally through the results of their activity.

This will be determined by student responses
during discussion and throughout participation
in the activity.
Their Ticket-Out-The-Door will require
students to demonstrate their understanding of
why myths were created.
Todays daily warm up prompt (Parse) is: What do you know about Greek
Mythology? (Students will label the parts of speech for the sentence as well as
provide an answer. These are graded every 10 warm ups for completion).
19
Post Lesson Reflection

1.
To what extent were lesson objectives achieved? (Utilize assessment
data to justify your level of achievement)
Though the results of the pre-test varied by class, the lesson was incredibly
successful with each one. The students really enjoyed the discussion on mythology
and were engaged in both the reading and discussion. There was excellent
participation, and the TOTD completed by students indicated that every student
was able to answer the question successfully. Therefore, the lesson objectives were
achieved for each of the five language arts classes.
2.
What changes, omissions, or additions to the lesson would you make if
you were to teach again?
My class sizes vary a great deal, so some classes did not have as much time with
the activity. I would alter the way in which I do other aspects of the lesson in order
to ensure they get to complete the activity and have a resulting discussion. I also
might have copies of the reading for the students to keep. This way they could
continue learning to annotate or highlight areas that contain significant elements of
that particular myth. This would give them additional practice with annotation while
also allowing students to draw their study guide information directly from the text.
3.
What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
Knowing how much students enjoyed the discussion and activity, I want the next
lesson to also be engaging, but discuss the myths continuously as we read through
them. Because many students have encountered various myths before, it allows us
to have enriching discussions about the differences and determine how alterations
could have been instigated. I want to start with a reading that will introduce us to
the gods and goddesses that we will study for the remainder of the unit, as well as
one on Poseidon. These will be in conjunction to study guides that allow students to
reflect on what they learned throughout the reading in preparation for their final
projects.
20

Date: 03/24/2015
Grade Level: 8th
Title: Mother Earth and Her Children: The Beginning
Lesson #:_2_ of _7_
Standard 2: 1.a.iii

Students will read two myths, Mother Earth and her Children and Poseidon and
complete an accompanying study guide that allows them to summarize and retell
each myths content.
Students will determine the purpose of the myth created and recall significant
events and details, such as character relationships.
1. How does the Mother Earth and Her Children myth account for the creation
of the gods and goddesses?
2. What reading strategy can best assist my ability to recall information?
3. How can I locate specific details or information from a text in response to a
study guide question?
4. How can I determine what information is important from a text or the
informations purpose within the text?
Every student will be able to: Identify the purpose of the myth and explain the
relationship between characters.
I can: Identify the relationship between the Greek gods and goddesses while
recalling information from the two myths we read.
21
This means: Completing the study guide accurately and answering questions
regarding character relationships, thereby demonstrating my comprehension of the

reading materials.
assessment)
1. Students will complete the relationship family tree notes during the discussion of
Mother Earth and her Children. I will observe the discussion to determine the
accuracy of which students are following and comprehending the materials.
2. The Poseidon study guide will then be collected as the TOTD to determine students
understanding of reading materials before reviewing the following day.

Mother Earth and Her Children: The Beginning

Anticipatory Set
Following the warm up, I will ask students a

question to get started with the days material.
I will ask: Where did the Greek gods and
goddesses come from?
Reading the two myths, Mother Earth and Her

Children and Poseidon. Gives students the
opportunity, in addition to their notes for the
day, learn about where the gods and
goddesses came from in terms of Greek
mythology.
Students will need:

A writing utensil
A class copy of Mother Earth and Her
Children
A class copy of Poseidon
A Poseidon study guide to be
completed by students
Copy of Family Tree notes to be
displayed on overhead (teacher copy)
Loose-leaf paper to copy notes (student
provided)
Mythology folder to organize/store
documents
This will begin our discussion, prior to reading

Mother Earth and Her Children.
22
To focus student
organizers)
introduced.
Procedures
-teacher input
-modeling
-guided/unguided:
-group practice
-other

normal, where they work individually before
partnering up and finally regrouping as a class
5 minutes, individual practice, group practice,
2. We will briefly discuss gods and goddesses
before beginning our reading3 minutes,
teacher guided whole class practice
3. Read Mother Earth and Her Children aloud to
the class and have students fill out
accompanying notes while discussing the
reading 15 minutes, teacher input, modeling
4. As a class, read Poseidon aloud 10 minutes,
whole-class guided practice
5. Students will begin working on rereading and
annotating the text as instructed the previous
unit and completing the accompanying study
guide 10 minutes, Individual practice
6. Wrap up Students will have the opportunity
to discuss study guide with their peers or ask
any questions about the reading they still have,
they will turn in their study guide as their TOTD
on the way out 4 minutes, group practice,
check for understanding
Closure
Once students have completed the study guide

on their own, they will be given the opportunity
to discuss the study guide and readings with
their peers. I will address any questions
students still have while advising them to turn
in their study guide as their TOTD. This will be
whole class discussion, group practice, and a
23



learning
Differentiation
be successful?
emerging skills?
Students who are struggling with the concept

can take additional time to work on their
assignment sheets and may continue working
individually rather than with the group. During
the activity, they will be provided with a copy
of the notes rather than have to read them
from the overhead. The reading will be read
aloud for auditory learners, and a paper copy
will be provided for those who have to read it
visually or independently.
For students who have already grasped the
concept, we will ask their input or to provide
additional strategies for their peers. I will have
additional worksheet tasks for students who
complete their work too early in order to give
them additional depth to their targeted focus.
Assessment
assessment.
I will observe the discussion on Mother Earth

and Her Children to determine the accuracy of
which students are following and
comprehending the materials while students
complete their notes from the overhead.
The Poseidon study guide will be collected as
the TOTD to determine students
understanding of reading materials before
reviewing the following day. This will show me
how students did with annotating the text and
recalling information from reading materials.
Todays daily warm up prompt (Parse) is: Todays reading will reveal the origin of the
Greek gods and goddesses. (Students will be responsible for labeling the parts of
speech within the sentence.)
24

1.
Students were able to recall information from the reading during our discussion of
Mother Earth and Her Children. Prior to me revealing information on their overhead
notes, students were able to identify elements of the family tree (where everything
began, Chaos, and the parents of the gods, Cronus and Rhea, adequately. Therefore,
the objectives were achieved.
Most students were able to complete the study guide with 100% accuracy. The only
students who were unable to do so were my lower level learners. They took the
material home and used more time to get the work completed prior to turning it in.
Two students met with me during lunch for additional instruction on annotating and
completing the study guide. They needed more verbal prompts in order to complete
the worksheet.
2.
Most students could have used additional time to complete their study guide. They
were still working on completing it when I allowed them to work with a partner.
Because they are still mastering their annotating skills, students would have been
more successful with additional time to annotate prior to working on their study
guide.
3.
content, etc.)
Students will read two more short myths and add to their collection of study guides.
We will take additional time to discuss Poseidon, and I will return the graded study
guides prior to moving forward. Areas where students struggled will be addressed
before adding to our stories. Each of myths we will read will build upon the Mother
Earth and Her Children myth and family tree notes.
25

Date: 03/25/2015 and 03/26/2015
Grade Level: 8th
Title: Persephone and Daedalus
Lesson #:_3_ of _7_

Standard 2: 1.c

Students will read two myths, Persephone and Daedalus, and complete an
accompanying study guide that allows them to summarize and retell each myth's
content while making connections to modern works.
Students will determine the purpose of the myth created and recall significant
events and details, such as character relationships, instances of each myth in
current works of fiction, and common themes.
1.
2.
3.
4.
What unexplainable event does the Persephone myth explain?

What mortal lessons are being taught in the Daedalus myth?
Where and how do these myths appear in modern fiction?
What significant details or relationships are essential to understanding the
common themes within the Greek myths?

Every student will be able to: Identify the purpose of the myth and make relevant
connections to other fictional works where mythical elements appear or are
referenced.
I can: Identify the purpose of the two myths we read and determine how each is
used in modern fiction.
This means: Completing the study guide accurately and answering questions
regarding character relationships, thereby demonstrating my comprehension of the

reading materials and my ability to make connections between assigned reading
and other modern fictional works.
26
assessment)
1. Students will be asked to complete the study guides in class after reading and
annotating the text. Each student will be asked to do this individually before
working in pairs. I am looking for thorough, accurate information. Depending on the
responses, I will be able to determine where students are in regards to making
connections to modern instances of each myth. We will go over the responses to
Persephone together as a class, but students will turn in Daedalus as their TOTD.

Greek Mythology: Persephone and Daedalus

Anticipatory Set
To focus student
I will advise students which myths we will be

reading today. I will begin the lesson after the
daily warm up and hook students by giving
them an example of how one of the myths has
been used recently.
Reading the two myths mentioned above as

part of our mythology unit will allow students
to review the myth and make connections to
modern fictional works that utilize their moral
lessons or mimic character archetypes.
Students will need:

A writing utensil
A copy of Persephone and Daedalus
A copy of Persephone study guide (for
each student)
A copy of Daedalus study guide (for
each student)
Copy of reading with questions and
answers (teacher copy only)
This will serve as an example, as well as show

them how the myths are used and that most of
them are more familiar to them than they
might think.
We will also discuss annotation and review
proper procedures for effective reading and
comprehension.
27
organizers)
introduced.
Procedures
-teacher input
-modeling
-guided/unguided:
-group practice
-other

normal 6 minutes, individual practice, group
practice, whole class practice
2. We will then move in to our weekly Writers
Workshop 11 minutes, individual practice
3. Review proper strategies for annotation of a
text 10 minutes, teacher input, modeling,
4. Provide a brief overview of the myths we are
going to read as well as the expectation of
making relevant connections to real world or
modern instances in fiction5 minutes,
teacher input, modeling
5. As a class, read Persephone aloud 8
minutes, teacher input, modeling, whole-class
guided
6. Annotate the first text together 8 minutes,
teacher input, modeling, questioning
strategies, group practice
7. Have students complete the study guide in
pairs (10 minutes) before reviewing as a class
together (5 minutes)15 minutes, group and
whole class practice, questioning strategies,
8. Collect papers and hand out next task. Have
students read Daedalus aloud10 minutes,
whole class practice, individual practice
9. Have students annotate the text and
complete the accompanying study guide with
modern fiction connections15 minutes,
Individual practice
10. Wrap up Have students wrap up and turn
in their study guide on the way out as their
TOTD 2 minutes, individual practice, check for
understanding
Closure
After having completed the second study

guide, I will ask for examples of appearances of
these myths or their character archetypes in
modern fiction. On the way out the door,
students will turn in their Daedalus study guide
as a TOTD-they will have already turned in
28



learning
Persephone that we completed together. This

will be a check for understanding.
Differentiation
be successful?
emerging skills?

assignment sheets and may also work
individually rather than with the group or in
pairs. During the activity, they will be provided
with a copy of additional notesincluding
definitions and examples. These will include
additional strategies for annotation, definition
of character archetypes, and a table with each
archetype discussed with examples. The
reading will be read aloud for auditory learners,
and a paper copy will be provided for those
who have to read it visually independently prior
to annotation. I also have a para to assist and
scribe for two of my students who need it.
These myths are new and different to each
student, but some may finish before the others.
The higher level students who finish
beforehand will be asked to create additional
examples of myths appearing in popular
culture, such as films and television or
advertising.
Assessment
assessment.
Monitoring the class, I will be able to determine

where students are struggling with identifying
within a text, and can guide students in the
right direction. This will allow me to identify
where students are struggling with their
reading comprehension in order to guide
instruction, as well as our activity. Students will
be expected to demonstrate a renewed
understanding of annotation after having
29
reviewed the techniques again during class.

The next thing I will be looking for is student
understanding of each myth by their ability to
retell and recall information. On their study
guides, which will be collected and used as a
TOTD (Daedalus), students will demonstrate
their ability to make connections to modern
fiction and the appearance in the
contemporary world.
Todays daily warm up prompt (Parse) is: Demeter is the goddess of agriculture.
(Students will label the parts of speech of this sentence. Once they get to 10, they
will be graded).
30

1.
Students really enjoyed both of these myths! They were more familiar with
Daedalus and Icarus than with Persephone, but they were able to distinguish
significant details, character archetypes, and modern fiction allusions. They have
been incredibly successful with the objectives of this unit, as well as enthusiastic
and engaged throughout the first few days of mythology. The students really seem
to enjoy it, which has made this really exciting. Based on the results of student
performance on the study guides, their annotation is improving. I think after
reviewing annotation again and filling out Persephone together, students were able
to use their strategies more successfully for the second reading. The Daedalus
study guides were completed with 85-90% accuracy. The only places where
students struggled (and it was a common place among the classes) was in recalling
details from sections that appeared only briefly in the myth. Most students had
difficulty answering the question: How did the gods punish Daedalus for killing his
nephew Talus? In the future, I would review these questions with students prior to
completing the study guide.
2.
I would incorporate more activities if I had had more time. I would have liked to add
more study in mythology allusions in popular culture. Because this is just a basic
foundation, we simply dont have time to go as deep into the material as I would
like. I would perhaps split these two myths up so that I could incorporate more
activities surrounding identifying use of archetype in popular culture and modern
fiction. I would also spend more time reviewing the contents of the Daedalus study
guide before having students begin. That way each question could be addressed as
a class prior to beginning individually.
3.
content, etc.)
The next lesson will allow students to research gods and goddesses, more in-depth.
Each student will choose a god or goddess from a list of options and begin
researching. They will use these to complete a mythology mobile, with facts and a
character sketch, in addition to examples where the myth or characters are found or
used in modern fiction. Students will continue practicing and gain new insights into
Greek Mythology by building upon what we have already learned.
31

Date: 03/30/2015
Grade Level: 8th
Title: Researching the Gods (Mythology Mobile#1)
of _7_
Lesson #:_4_

Students will research a Greek god or goddess from the list provided and determine
what their role was in Greek mythology.
Students will identify key elements from reading and research materials to gain
necessary information as requested for the mythology mobile assignment, including
modern allusions, character archetypes, purpose and evolution over time, a
character sketch, and a concise summary of god/goddesses myth.
1.
What role did god or goddess have in Greek mythology?

32
2.
3.
4.
What was the purpose of their myth?

How has their myth been retold or alluded to in modern fiction and popular
culture?
Why is it important or relevant that I understand the myth of this god or
goddess?

Every student will be able to: Provide a detailed account of the myth and allusions
of a specific god or goddess in Greek mythology based on thorough research.
I can: Use resources provided to research a god or goddess from Greek mythology
in order to prepare for the completion of my Mythology Mobile.
This means: Utilizing the tools and resources provided to me in order conduct a
thorough research into my chosen god or goddess and taking extensive notes that
thorough detail information needed for my Mythology Mobile.
assessment)
1.
Students will participate in a brief Q&A about the gods
and goddesses from the list to determine where students are currently at
with their knowledge of each. This will be an informal assessment to gauge
where students are at with materials. Some of the gods and goddesses
have been studied, while others have only been mentioned a couple of
times throughout readings. Each will require research, but this will allow
me to determine the starting place for student knowledge.
2.
Students will turn in a reflection at the end of class as a
Ticket out the Door describing the outcome and their experience
researching their chosen god or goddess. These will be distributed with the
assignment overview sheet and will be collected as the TOTD. Their
reflection should indicate the most surprising thing they learned about
their god or goddess, one current or recent allusion to their myth or
character archetype, and an interesting fact they intend to include on their
mobile.

Researching the Gods (Mythology Mobile #1)

Students will begin their research project for
mythology by researching a god or goddess
from the list of Greek mythology provided.
They will determine character archetypes,
modern allusions, and create a character
sketch and summary that reflects thorough
research.
33

Students will need:

A writing utensil
Daily warm up journal
Computer lab (computer for each
student)
Copy of Assignment Overview (one for
each student)
Copy of TOTD Reflection (one for each
student)
Example of mythology mobile for
modeling
Anticipatory Set
To focus student
organizers)
introduced.
Modeling my example Mythology Mobile will be

how I engage students with the
activity/assignment. They really enjoy the
mythology unit and its content thus far and will
enjoy the activityso by showing the modeling
and overviewing the gods and goddesses
available to research, students will become
engaged in activity and discussion.
Procedures
-teacher input
-modeling

normal 5 minutes, individual, group, and
2. I will show model of mythology mobile, hand
out assignment overview, and reflection before
going over each item 8 minutes, teacher
input, modeling
3. Provide a brief overview of the tools
available or recommended resources once we
get into the lab for research 4 minutes,
teacher input, modeling
4. Students will spend remaining class period
completing research (will have time to work on
34
-guided/unguided:
-group practice
-other
Wednesday/Thursday also to finish

requirements for mobile) 25 minutes,
individual practice, teacher guided
5. Wrap up Have students log out of
computers and complete research reflection
(will turn in reflection as TOTD) 5 minutes,
Closure


learning
I will call the class to attention and advise them

to find a stopping place in their research and
make necessary notes before logging off the
computers. I will then ask students to complete
the reflection after a brief Q&A on the research
process and direction of mobile making. This
will be whole class discussion and a check for
understanding
Differentiation
be successful?
emerging skills?

assignment sheets and can use alternative
means to complete the task. Those with
significant difficulties and requiring specific
modifications will receive an alternate
assignment sheet. This will include only
essential elements of assignment with a few
items removed. They will also have the
opportunity to present their assignment in a
different way of their own choosing if they are
unable to make a three-dimensional mobile.
During the activity, they will be provided with
additional resources so they can research
without being overwhelmed by results (specific
locations or article links, etc.). The instructions
will be provided to them individually once the
rest of the class has received direction.
35
For higher level students, I will expect an

exemplary exploration of the chosen god or
goddess with a thorough summary and detailed
information. I expect them to assist others in
the lab if they complete the research phase of
the Mythology Mobile before class is over.
Students will have time to complete mobile
during following lessons.
Assessment
assessment.
Students will participate in a brief Q&A about

the gods and goddesses from the list to
determine where students are currently at with
their knowledge of each. This will be an
informal assessment to gauge where students
are at with materials. Some of the gods and
goddesses have been studied, while others
have only been mentioned a couple of times
throughout readings. Each will require
research, but this will allow me to determine
the starting place for student knowledge.
Students will turn in a reflection at the end of
class as a TOTD describing the outcome and
their experience researching their chosen god
or goddess. These will be distributed with the
assignment overview sheet and will be
collected as the TOTD. Their reflection should
indicate the most surprising thing they learned
about their god or goddess, one current or
recent allusion to their myth or character
archetype, and an interesting fact they intend
to include on their mobile.
Todays daily warm up prompt (Parse) is: Based on todays research, you will create
a Mythology Mobile on the god or goddess of your choice. (Students will label the
parts of speech of this sentence, and they will be graded at the end of the week)

1.
The lesson went so well; I was really pleased with the results. They really enjoyed
the activity. Their research results exceeded my expectations. The students found a
great deal of information and were able to make relevant and intelligent
connections to recent or common allusions. Students demonstrated comprehension
of reading materials, but they also demonstrated their ability to locate pertinent
information from the web and library as directed.
36
2.
I would make this part of my unit longer. I would like to use more time to research
more gods and goddesses we will not look at during our unit. Because this is a brief
introduction, we simply cannot spend as much time on the unit as I would like. I
would give them additional time to work in class on this phase of the project. I know
my students are in a good place with their research, but with more time, students
could have used a better variety of resources to conduct their research.
3.
content, etc.)
The next lesson will be a continuation of study and comprehension review. Students
will complete their Mythology Mobile by the end of the week. The activity and
reading for tomorrow will add to their growing mythology knowledge, while also
allowing them to review and demonstrate their current understanding of Greek
mythology.
37

Date: 03/31/2015
Grade Level: 8th
Title: Mythology Review: Mythology is All Around Us
_7_
Lesson #:_5_ of

Standard 2: 1.a.ii.

Students will read Arachne to conclude our study of transformation myths and
complete the accompanying study guide in order to better understand their origin
and purpose.
Students will demonstrate their comprehension of myths read thus far in a review
activity with their peers.
1
2
3
4

How well have I retained (can I recall) mythology knowledge acquired thus far in the
unit?
What was the myth Arachne meant to explain?
How does Arachne compare to other myths we have read?
How can I determine what information is important from a text?
Every student will be able to: Demonstrate their understanding of the Arachne myth
and collaborate with peers to review current mythology knowledge.
I can: Summarize and recall important details from the Arachne myth and work
with my peers to review mythology studied previously.
This means: Participating in a review activity requiring collaboration with peers and
completing the study guide that accompanies the reading of Arachne.
38
assessment)
1 Throughout the activity and upon completing the activity sheet, I will be able to
determine where students are with their comprehension of the myths studied thus
far as well as determine which myths students are still struggling with.
2 Students will turn in their Arachne study guide at the end of class as their TOTD.
This will demonstrate their comprehension of the myth through their ability to recall
information and summarize the text.

Mythology Review: Mythology is All Around Us

Students will need:
A writing utensil
Daily warm up journal
A class copy of Arachne
A copy of Find Someone Who
activity sheet
one for each student (teacher
provided)
Copy of Arachne study guideone for
each student
(teacher provided)
Anticipatory Set
To focus student
The warm up prompt will advise students of the

activity. After completing the warm up, I will
explain that I have a mission for them. The first
one to complete the mission will be
rewarded.
Students will read Arachne as part of our

transformation mythology segment of our unit.
Students will participate in a review activity
that will allow them to revisit the myths we
have studied thus far in the unit to
demonstrate comprehension.
This will engage students and excite them, as

they enjoy competitive activities. They will be
eager to participate and focused on the
collaborative exercise.
39
organizers)
introduced.
Procedures
-teacher input
-modeling
-guided/unguided:
-group practice
-other

normal 5 minutes, individual, whole class
practice
2. Provide a brief overview of the activity to
take place and model with sample question,
while student volunteers handout activity sheet
3 minutes, teacher input, modeling
3. Students will participate in Find Someone
Who activity-15 minutes, whole class
practice
4. Students will read Arachne myth aloud-10
minutes, whole class practice
5. Students will complete the Arachne study
guide individually before partnering up10
minutes individual practice, group practice
6. Wrap up I will address any questions
students have regarding Arachne myth and
study guide prior to turning it in as TOTD-4
minutes, teacher input, check for
understanding
Closure


learning
After having completed the activity and

discussion, I will transition into the days
reading. Following individual and partner work
with the study guide, I will wrap up the class
with a brief Q&A to see where students are
at/how theyre feeling about the myth we read.
I will then ask students to turn in their study
guide as their TOTD. This will be whole class
discussion and a check for understanding
40
Differentiation
be successful?
emerging skills?

assignment sheets and may also work
individually rather than with the group. The
reading will be read aloud for auditory learners,
and a paper copy will be provided for those
who have to read it visually and independently.
For students who have already grasped the
concept, they will be able to assist their peers
during the activity and while working on study
guides, though this myth is new for all students
according to student pre-tests.
Assessment
assessment.

where students are struggling with
comprehension of myths studied thus far, as
well as any questions on activity sheet that
students are unable to answer.
The Arachne study guide will allow students to
demonstrate what they can retell from the
myth, including providing a summary of the
myth. This will serve as a TOTD check for
understanding.
Todays daily warm up prompt (Parse) is: Before reading Arachne, we will review our
other myths together. (Students will label parts of speech; warm ups will be graded
at the end of the week)

1.
The students have really enjoyed the Mythology unit and have responded well to
the different readings. This lesson allowed students to demonstrate what they have
learned about Mythology thus far with an interactive activity. This allowed me to see
where students were struggling and how well they have met objectives. Students
were able to complete the activity with the help of their peers and seemed to
respond to the purpose. Students turned in their study guides, which indeed showed
that students had met the objectives and expectations of reading
comprehension/understanding.
2.
41
I would have students read aloud or popcorn read in order to get some students
more engaged with the text. I would also prefer students receive their own copies of
the reading so they could annotate. That would help them finish their study guide
and would ensure students are immersed within the text.
3.
content, etc.)
For the next lesson, we will be reading our final reading for the unit. This will round
out our Mythology unit and students will have gained a foundation in Greek
Mythology prior to starting high school. We will then watch Disneys Hercules. The
guided notes that accompany this allow students to determine how Mythology plays
a role in storytelling and how allusions to Greek myths appear in popular culture.

Date: 04/01/2015 & 04/02/2015
Grade Level: 8th
Title: Mobiles & Allusions
Lesson #:_6_ of _7_

Standard 2.1.a.iii and Standard 2.1.c.iv
42

Students will use their knowledge of Greek mythology to determine how and when
allusions are made in popular culture through the Disney film Hercules.
Students will identify key elements from reading materials by analyzing how myths
are used and alluded to in other works.
Students will apply previous research and demonstrate thorough understanding of
Greek mythology in their Mythology mobiles.
1. How are myths referred to in popular culture?
2. Why is it important that I can determine when an allusion to a myth is
made?
3. How can I identify allusions to Greek myths?
4. How can I determine which myth is being referenced?
Every student will be able to: Identify and analyze allusions to Greek mythology in
popular culture through the Disney film Hercules. Demonstrate understanding of
Greek mythology and ability to research by completing the Mythology Mobile.
43
I can: Use my understanding of Greek mythology to identify allusions to different

myths within the film Hercules. Create a mobile according to assignment sheet that
depicts my chosen god or goddess.
This means: Completing the guided notes sheet that accompanies the video that
requires identifying and analyzing allusions. Completing the Mythology mobile as
directed by assignment sheet will require research, focus, and creativity.
assessment)
1. Students will turn in their guided notes after the movie (at the end of class as
TOTD). This will demonstrate how effectively students are able to meet objectives. (I
will return these to students the following day for when we finish the movie
therefore this will not be completed until tomorrow)
2. Students will turn in their Mythology mobile if completed (final mobile due
Friday 4/3/15)

Mobiles and Allusions (Hercules)

Students will need:
A writing utensil
Acquired research and notes
Mythology mobile materials (paper,
scissors,
colored pencils, paper clips, string,
hole punch)
Assignment sheet to accompany
movie
DVD player and DVD copy of Hercules
Anticipatory Set
Students are excited to watch the movie. I will

begin engagement with the daily warm up
prompt. They are going to make their mobiles
today, so they will be excited to do that. I will
Students will use their research to create a

visual representation of their chosen myth god
or goddess by completing their mythology
mobile.
Allows students to determine how they can use
their knowledge of Greek mythology to
understand references and allusions in
everyday popular culture.
44

To focus student
organizers)
introduced.
begin by reviewing the expectations of the

assignment and showing where the materials
are located.
Procedures
-teacher input
-modeling
-guided/unguided:
-group practice
-other

normal 5 minutes, individual, group, whole
class practice
2. Provide a brief review/overview of the
Mythology Mobile assignment as a refresher
prior to letting students begin working on their
assignment 5 minutes, whole class
participation
3. Students will work on their Mythology
mobiles 25 minutes, individual practice,
4. Have students put materials away before
providing a brief overview of movie guided
notes and expectations during movie7
minutes, teacher input, modeling, whole-class
guided
5. Students will watch film and completed
guided notes sheet as TOTD 45 minutes,
individual, whole class practice
6. Wrap up Pause movie in a good place and
collect movie sheets on the way out the door to
keep until following class period3 minutes,
Closure
After having completed the activity and film, I

will wrap up the lesson with a brief Q&A to see
where students are at/how theyre feeling
about the guided notes and recognizing
allusions. I will then ask students to hand in
their guided notes sheet until the following day.
This will be whole class discussion and a check
I will then give a 5 minute warning of when I

will be starting the movie. Prior to starting the
movie, I will review the guided notes worksheet
with them, so they know what I am looking for
in regards to allusions and relevant film
connections.
45



learning
for understanding
Differentiation
be successful?
emerging skills?
Students with significant difficulties and

requiring specific modifications will receive an
alternate assignment sheet. This will include
only essential elements of mythology
assignment with a few items removed. They
will also have the opportunity to present their
assignment in a different way of their own
choosing if they are unable to make a threedimensional mobile. The instructions will be
provided to them individually once the rest of
the class has received direction to begin
working. Students can also move around for
the movie, such as if they need to sit closer in
order to see or hear. They can have a scribe
(para) or complete an alternate or verbal
guided-note sheet if necessary.
For higher level students, I will expect an
exemplary exploration of the chosen god or
goddess with a thorough summary and detailed
information. If they finish with time left
available they will be instructed of additional
topics or design tasks that they could add to
their mobile.
Assessment
assessment.

where students are struggling with their
comprehension of classroom reading as well as
research conducted previously during the unit.
This is in preparation for final test tomorrow.
46
Todays daily warm up prompt (Parse) is: We will work on our mythology mobiles
before starting Hercules. (Students will label parts of speech before being graded
tomorrow)
47

1.
Students did outstanding with their mythology mobiles. I was impressed with some
of the information and detail students used. There were a few students who either
did not complete the assignment at all, or the information that they gathered was
incorrect. As I was circulating, I dealt with several issues and had some students still
completing research using class iPads. Some classes had management issues, such
as not staying focused and distracting other peers. The guided notes from the film
appear to have been completed thoroughly. I wont grade them until after finishing
the film tomorrow, but I wanted to see where they were with making those
connections and allusions before having them resume the worksheet. Their ability to
determine connections and identify allusions is at least 90% accurate thus far.
2.
I would either put students in working groups, where the supplies for 3-4 people are
in a specific area or have students work individually and gather supplies in waves.
That would help eliminate some of the management struggles a few classes had.
Make sure the timing stays consistent to the needs of the students. Some students
needed longer to finish where as others it was just the right amount of time. Just
plan for those differentiated circumstances that ensure every student is learning the
material, being challenged, and getting the best instruction they need to succeed. I
had a few higher level students who added three additional elements to their
mobiles in order to stay busy and improve appearance.
3.
content, etc.)
The following lesson will be finishing the movie, taking the final test, and turning in
their completed mythology mobiles (if they havent already). This will allow us to
conclude the mythology unit prior to Spring Break next week.
48

Date: 04/03/2015
Grade Level: 8th
Title: Cultural Allusions to Greek Mythology (Hercules)
#:_7_ of _7_
Lesson

Standard 2.1.a.iii and Standard 2.1.c.iv

Students will use their knowledge of Greek mythology to determine how and when
allusions are made in popular culture through the Disney film Hercules.
Students will identify key elements from reading materials by analyzing how myths
are used and alluded to in other works.
1. How are myths referred to in popular culture?
49
2. Why is it important that I can determine when an allusion to a myth is

made?
3 How can I identify allusions to Greek myths?
4 How can I determine which myth is being referenced?
Every student will be able to: Identify and analyze allusions to Greek mythology in
popular culture through the Disney film Hercules.
I can: Use my understanding of Greek mythology to identify allusions to different
myths within the film Hercules.
This means: Completing the guided notes sheet that accompanies the video that
requires identifying and analyzing allusions.
assessment)
1
2
3
Students will turn in their guided notes after the movie (at the end of class as
TOTD). This will demonstrate how effectively students are able to meet
objectives.
Students will turn in their final mythology mobiles if they have not yet already
turned them in. These will be scored according to the rubric provided with the
assignment sheet.
Lastly, students will be taking the final mythology test. This test is the same
as the pre-test given at the beginning of the unit to determine growth and
comprehension of unit lessons and objectives.

Allusions to Greek Mythology (Hercules)

Students will need:
A writing utensil
Disneys Hercules DVD and DVD
player (teacher
copy only)
Movie guided notes (return to students
for
completion)
Allows students to determine how they can use

their knowledge of Greek mythology to
understand references and allusions in
everyday popular culture.
50
Mythology mobile materials

Final test (one for reach student)
Anticipatory Set
To focus student
organizers)
introduced.
Students are excited to finish the movie, so I

will announce that we will be finishing that.
Procedures
-teacher input
-modeling
-guided/unguided:
-group practice
-other
1. Students will begin the final test prior to

starting the movie 10 minutes, individual
practice
2. Finish Hercules movie and guided notes
sheet 35 minutes, individual, whole class
practice
3. Wrap up Have students turn in mythology
mobile, guided notes assignment sheet on way
out the door 2 minutes, individual practice,
Closure
Students will be asked to turn in remaining

work still due. They will be congratulated on
finishing the unit with success. (Tests were
Students will complete the final exit test of the

unit to determine where they have grown and
where they now stand with material.
51



learning
graded while students watched the film). Next

week, students have spring break so I will close
with that farewell. This will be whole class
discussion and a check for understanding.
Differentiation
be successful?
emerging skills?
Students will have accommodated seated as

necessary.
Assessment
assessment.
Students will take final test demonstrating their

knowledge and comprehension for the Greek
mythology over the course of the unit.
No other accommodations necessary, except

those outlined the previous day with
paraprofessional assistance with guided notes.
Students will turn in final Mythology Mobile

assignment as well as the guided notes to
indicate their ability to find allusions to
mythology in popular culture.
Todays daily warm up prompt (Parse) is: No Warm Up! (I will grade the students
warm-ups from the last 10 warm ups while they are finishing the movie)
52

1.
Students were successful with the guided notes for the movie. The majority of
students were able to make intelligent allusions and connections between the
mythology we have studied so far and the film. The test results were remarkable.
They certainly achieved the lesson objectives and were successful for the end of the
unit. There was significant improvement in final test scores with the majority scoring
97% or higher. The students really enjoyed this unit and finishing it with the Disney
film. They were able to understand and make relevant connections after having
started a foundation of Greek mythology.
2.
I would extend the unit or place the movie earlier in this week. I would keep
elements of the lesson but I would break items up into two separate lessons. I would
watch the film and complete the guided notes page on one day. I would then do the
final exam and gallery walk of mythology mobiles with brief presentations of chosen
gods or goddesses. Because of Spring Break, testing, and other time constraints, it
was decided to keep the unit this length. In the future I would like to expand it.
3.
content, etc.)
The next lesson will be introducing their 8 th grade final portfolio after returning from
Spring Break. We have additional testing for the two weeks after we return, but
students will be completing writing tasks to accompany their work in their 8 th grade
portfolios.
53
Analysis of Data and Assessment

GRADING
Pre-assessments were scored for accuracy. I advised students that I would not enter
grades in the gradebook based on the scores received; instead, I told my students
that this was a guideline for me to determine where students were with
background/prior knowledge coming into the Introduction to Greek Mythology unit.
If they answered a question correctly I counted 1 point for the matching and 2 point
for the definitions (a total of 28 points). For example, Student X missed 13 matching
questions and 2 short answer questions. Student A then received a total score of 11.
Post-assessments were scored for accuracy and were graded based on the number
of correct answers out of the possible correct answers. These grades were entered
into the gradebook as an assessment grade out of 28 possible points. The 20
matching, identification questions were worth 1 point each. The 4 short answer,
definition questions were worth 2 points each. This assessment was used to
determine whether or not students comprehension and knowledge of myths
improved and to determine whether or not students met objective expectations in
each area. For instance, Student B answered 20 out of 20 matching questions
correctly and 3 out of 4 definition questions correctly. Student Y received a score of
26 in the gradebook.
Percentage
RESULTS AND
Individual
90.0 100
%
80.0 - 89.9
%
70.0 79.9
%
60.0 - 69.9
%
59.9% or
lower
Grade
Equivalent
A
B
C
D
ANALYSIS OF DATA
54
Individual Assessment Scores

30
25
20
15
10
5
0
Pre-Assessment
Post-Assessment
The
graph below shows a randomly selected group of 17 students from my 6 th hour
class. Scores below represent their pre-assessment (blue) and post-assessment
(red) scores. In all cases, there was obvious improvement from the initial testing at
the beginning of the unit and the final test given at the end of the unit. I had 3
students (Student B, Student N, and Student P) who had a high knowledge of
mythology events and figures prior to entering the unit. The common question that
they missed on the pre-assessment was the 2 nd definition question that required
them to define hubris. This was a question every student missed on the preassessment. I used this data, in conjunction with the remaining student scores, to
guide my instruction.
Knowing that students did not recognize or understand the concept of hubris
allowed me to spend more time on this topic, give specific mythology and real world
examples of the concept, and revisit the topic frequently in order for students to
grasp the concept and its usage in regards to mythology.
Student H and Student O had little to no background knowledge of mythology upon
entering the unit. It was vital that I incorporated all necessary materials in order to
make them successful with my objectives. During the unit, I knew to look for specific
things in order to measure growth, such as understanding of hubris, ability to
distinguish between events based on myth, and the relationships of the gods and
goddesses. While most students were able to identify familiar gods and goddesses,
such as Zeus or Poseidon, the ones less known, such as Hestia and Hera, were
another struggling point at the beginning of the unit. My goal was to increase this
awareness by addressing the relationships of gods and goddesses and their origins,
which I did through a family tree of sorts in conjunction with Mother Earth and Her
Children.
55
The results of the post-assessment were astonishing to me. I knew, based on

formative assessments and discussions throughout the unit, that students were
enjoying the material and were improving their knowledge and comprehension.
Almost all students, with a few exceptions, scored above a 90% on the final
assessment. These are the best scores these students have received, especially in
regards to where they started the unit, all year. The amount of growth was
remarkable. The results from the post-assessment, in relation to the preassessment, demonstrate that unit objectives were achieved.
Cluster/Sub-groups
Boys Pre-Assessment Scores
Boys A
Boys B
Boys C
Boys D
Boys F
Girls Pre-Assessment Scores
Girls A
Girls B
Girls C
Girls D
Girls F
One cluster/sub-group I utilized to

analyze data was gender. This unit was well-liked by both genders, but in regards to
testing, the girls tended to score higher. Therefore, I wanted to analyze how the
56
boys and the girls differed in their scoring for both the pre-assessment and the postassessment. The results are below.
On the pre-assessment, as indicated above, the majority of students received a 60%
or lower, or an F. Only 1 out of the 7 boys scored higher than 60%. His score was
75%. He missed 2 of the 4 definition, short answer questions and 3 of the matching,
identification questions. This indicated he had a stronger background knowledge of
Greek mythology than his male peers. The results of female students was rather
surprising. There was more diversity in their scores with one student scoring a 93%
or an A, two girls scoring a B, 1 a C, and 5 scoring below a 60% for an F. According
to the pre-assessment results, female students had a wider range of prior
knowledge of the subject matter than the boys.
Though there was 1 more girl than boy (9 girls to 8 boys), the results below indicate
that the girls still scored higher overall on the post-assessment. Out of the 9 female
students, 5 of them received a 90% or higher (78% of girls), 2 of them received an
80% or higher (11% of girls), and one of them scored a 61% (11% of girls). The boys
had a slightly different breakdown. 63% of the boys (5 students) received a 90% or
higher. 25% of the male students scored an 80% or higher (2 boys) while 12% (1
student) scored a 75%. The girls had a higher percentage scoring in the top 10%,
but the boys lowest score was a 75% versus the 61% received by 1 female student.
Though there was still a clear distinction, both gender improved their scores
significantly from the pre- to the post-assessment.
Gender Cluster: Post-Assessment Grades
Girls-A
Girls-B
Girls-Other
Boys-A
Boys-B
Boys-Other
57
18
16
14
12
10
8
6
4
2
0
Hubris Question
Incorrect on Pre-Test
Incorrect on Post-Test
After focusing on improvement with the hubris

definition question, I was pleased with the overall results of student success on that
particular question. The chart below indicates the number of students, out of the 17
students in the selection group, who incorrectly answered the question on both the
pre- and post-tests. The pre-test shows that 17 out of 17 students incorrectly
answered the question. On the post-test, however, only 2 of the 17 students
answered incorrectly. Upon closer inspection of those two particular students, I
noticed that they were out of class for a choir field trip on the day we spent
additional time on the topic. This leads me to believe that they could have benefited
from some specific notes and practice guides as make-up work in addition to what I
had already provided them. As a whole, students exceeded my expectations in their
success with this particular topic of study.
Gain Scores
Students had significant gains overall, as can be seen by the progress chart below.
Each student had an increase of at least 2 progress points, depending on where
they were with the pre-assessment. Those who had a smaller gain had already
scored well on the pre-assessment. The majority of students increased their scores
by at least 10 points.
58
Individual Progress Points

30
25
20
15
10
5
0
Progress Points
59
Average Progress Percentage

20
15
10
5
0
Girls
Boys
Progress Percentage
After looking at the progress points and gains scored by students, I looked at the
average progress point (score increase) by my gender sub-category. The boys had a
higher progress point average than girls (16.38 males to 8.2 females). In fact, the
average progress point (score increase) for boys was twice that of the girls. Now,
this made sense to me because of the fact that the girls scored higher on their preassessments overall than the boys, but because they still scored lower on the postassessment, I was surprised by the sheer number of progress points the male
students accumulated after the post-assessment.
60
STUDEN
PROGRESS
STUDEN PROGRESS
T
PERCENTAGE
T
PERCENTAGE
Student
39%
Student
46%
A
J
Student
14%
Student
25%
B
K
Student
54%
Student
50%
C
L
Student
46%
Student
39%
D
M
Student
50%
Student
7%
E
N
Student
21%
Student
96%
F
O
Student
17%
Student
14%
G
P
Student
71%
Student
71%
H
Q
Student
68%
I
individual gain percentages are broken down in the following ways:
The
Students showed marked improvement on the unit post-assessment that clearly

demonstrated their comprehension of unit materials. The majority of students
increased their scores by at least 20% if not more over the course of six class days.
Student O had a gain percentage of 96% on their post-assessment. The data
demonstrates significant increases in all assessment areas.
SYNTHESIS OF DATA
The pre- and post-assessment results indicate that students successfully acquired
knowledge about gods and goddesses and their relationships as well as mythical
events during the course of the unit. They were familiar with terms such as
hubris, and were able to identify the purpose of mythology. The results of
assessments clearly show that students acquired the knowledge asked of them and
met unit objectives and goals. Students were also able to successfully identify
allusions to mythology in modern fiction and interpret recurring themes and
archetypes in popular culture. The data indicates that, while not every student
scored 100% on the final post-test, the significant gains point to thorough
engagement and achievement with unit materials and topics.
UNIT INSTRUCTIONAL ASSESSMENT DATA
The formative and supplemental assessments throughout the unit showed a steady
increase in comprehension and analysis. The Poseidon Study Guide was a struggle
for students, as scores ranged from 50% to 98%. These results were used to guide
instruction throughout the unit. I used the data to determine which classes or
groups of students needed additional instruction. This required some classes to
review annotating the text due to lower ability to pull evidence or analyze textual
61
materials. Similar results with Daedalus required a different approach. There were
more mythical figures, events, and moral lessons to extract from reading materials.
In that instance, we worked in small groups and made comparisons of each concept
and interpreted the reading in a variety of ways. We looked specifically at
relationships and character archetypes in order to garner the most important
elements from the text.
Another area of focus was on the definition and concept of hubris. Students were
assessed through TOTD and guided activities to gauge success with concepts. By
the time the post-assessment was provided, I knew most, if not all, students had
mastered this concept.
The mythology quiz given in the middle of the unit was used to determine the
success rate in which students were gaining unit concepts. Already, students had
increased their content knowledge and ability to recognize archetypes, themes, and
allusions in popular culture.
Mythology Quiz
30
25
20
15
10
5
0
Mythology Quiz
The quiz consisted of 14 questions worth 2 points each. The lowest score was an 8
and the highest score was a 28. Though students were only quizzed on the gods and
goddesses and myths we had read thus far, I knew based on the results of this quiz
that students were comprehending and sufficiently engaging with unit concepts and
materials.
STRENGTHS AND WEAKNESS
In the future, I would include other types of questioning (such as I included with my
other unit instructional assessments) with the current assessment I have in place. I
would combine the assessment types and create a pre- and post-assessment that
incorporates all of those elements. The way they were currently structured, the
62
assessment had some weaknesses. I was able to gauge initial and overall
improvement and comprehension, but it could have been more thorough. I would
have also spent more time on the Mythology Mobile and included an oral
presentation. These items would have strengthened my assessment areas. My
formative assessments were strong. They showed me immediately whether or not
students were struggling to understand new concepts and materials.
After accommodating needs based on those results, I was able to adjust and adapt
my instruction in order to fill in those gaps. Some topics were a little rushed
because of time. That is why students struggled with Poseidon and Daedalus
assessments. Students needed more time with each topic before those assessments
were measured. The variety of assessments, however, was also quite strong.
Students were more successful because they had to demonstrate their knowledge
of the content and ability to analyze texts in different ways.
63

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Introduction to Greek Mythology

Student Teaching Unit at Walt Clark Middle School, Spring 2015

Created By: Jennifer Owen

Introduction to Greek Mythology Unit

Unit Topic and Rationale

Unit Standards, Goals, and Objectives

Instruction and Management Plan

Assessment Data and Analysis

Unit Topic and Rationale: Greek Mythology

Unit Standards, Goals, and Objectives

incidents in a story or drama propel the action, reveal aspects of a character, or

GOALS AND OBJECTIVES ALIGNED TO STANDARD FOR INTRODUCTION TO GREEK

STD 4 1.c (Research and Reasoning)

Colorado State Standard 4 (Research and Reasoning), Concepts Mastered 1

GOALS AND OBJECTIVES ALIGNED TO STANDARD FOR INTRODUCTION TO GREEK

Assessment Tools (Pre-, Post, and Instructional)

Instruction and Management Plan

Also demonstrated throughout the lesson plans, is the integration of technology,

Greek Mythology Unit Lesson Plans (1-7)

Content Standard(s) addressed by this lesson:

Understandings: (Big Ideas)

3. How do themes appear in mythology?

Planned Lesson Activities

Approx. Time and Materials

Determine where students are entering the unit

After turning in their final project, students will

1. Class will start with the daily warm up as

Students will then shift into taking a pre-test to

individual practice, check for understanding

To cue students to the

To help organize student

After having completed the activity and

Students will be provided with both the written

Students will take a pre-test prior to the

verbally through the results of their activity.

Post Lesson Reflection

Teacher: Jennifer Owen

Understandings: (Big Ideas)

regarding character relationships, thereby demonstrating my comprehension of the

Planned Lesson Activities

Mother Earth and Her Children: The Beginning

Approx. Time and Materials

Following the warm up, I will ask students a

Reading the two myths, Mother Earth and Her

Students will need:

This will begin our discussion, prior to reading

receptive frame of mind.

1. Class will start with the daily warm up as

Once students have completed the study guide

No. OK, lets move on is not

To cue students to the

To help organize student

Students who are struggling with the concept

I will observe the discussion on Mother Earth

Post Lesson Reflection

Teacher: Jennifer Owen

Lesson #:_3_ of _7_

Content Standard(s) addressed by this lesson:

Understandings: (Big Ideas)

What unexplainable event does the Persephone myth explain?

Evidence Outcomes: (Learning Targets)

regarding character relationships, thereby demonstrating my comprehension of the