UDL Exchange: Lesson

Unit 4 Lesson 2 - Greek Gods and Goddesses

Jordan Dobson
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| Last Updated: April 29 | Shared: Individual (1)

About This Lesson

Description

This is a self contained language arts class of four students. This is a sixth grade self-contained language arts class consisting of four students with
IEPs. One student has autism and has a one-to-one aide to help her during class. One student has a typing device to type his written responses.

Prerequisites

This is the second lesson in a unit in which students will read Percy Jackson and the Olympians: The Lightning Thief. In the previous lesson,
students learned about the elements of myths. Students will need to be aware of the fact that myths teach community and societal values.

Estimated Time

Potential Use
Purpose:
Grades:
Content Areas:
Common Core:

Classroom Instruction
6
English/Language Arts

English Language Arts

Reading: Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.6.1 (grade 6): Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
CCSS.ELA-Literacy.RL.6.2 (grade 6): Determine a theme or central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments.
Writing
Production and Distribution of Writing
CCSS.ELA-Literacy.W.6.4 (grade 6): Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

Goals
Instructional Goals

Students will view videos and a power point to gather information about various Greek gods and goddesses. Students will make a chart for the different
gods and goddesses and their symbols. Students will also view slide shows about the modern influence of greek mythology in product, brand names,
music, movies and television. Students will use this information to respond to why Greek mythology is relevant today.

Objectives

Students will compile information about Greek gods and goddesses in order to explain how mythology affects our lives in modern times.

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Variability

There will be a list of 15 gods and goddesses listed on the wall. While watching the resources, the list will be split up into sections. K, A, and M will have
four gods, and S will have three. S will be given the first three in a row, with prompting before so she can remain focused. If she wants to draw after she
is done with the first three, she will be instructed to draw the symbols of the gods we are learning about.
For the summative assessment, K will have the use of a scribe if he wants it.

Assessments
Formative Assessments

One formative assessment will be the student responses to the gods and goddesses chart.
At the beginning of the lesson, students will answer questions about what they already know about Greek gods
and goddesses. After learning about gods and goddesses, students will answer the same questions to see how
their thoughts that changed.

Students will also evaluate whether or not they think Nike is a good symbol for the brand of shoes based on
what they know about Greek mythology. They will respond on a white board and hold up their answers.

Summative Assessments

For the summative assessment, students will complete an SOS Summary. Students will respond to the
following statement: Greek mythology is relevant in today's society. They will write what it means, their opinion
(Do they agree or disagree?), and the support for their opinion.
Students will write a full sentence(s) when they respond to what the statement means. They will circle whether
they agree or disagree on the paper, and they will use bullet points to provide evidence.

S will be provided with sentence starters and prompting. K will provide his answer orally and I will scribe for him.

Instructional Methods
Opening

I will read the objective to students and review the story we read the previous day that involved the Greek goddess, Athena. I will explain that today we
are going to learn about many other gods and goddesses and why knowing about them is important to us today. I repeat our goal to the class, then ask
them to repeat it to me: We will learn about why greek mythlogy is important to us today.
Checkpoint 3.1, Activate or supply background knowledge; 8.1 Heighten salience of goals and objectives
I will pass out a chart that has a few true or false questions about Greek gods and goddesses. This will be a pre-assessment of students' current
knowledge of Greek mythology. I will read the questions aloud to students and they will right T or F on their paper.
Checkpoint 9.3, Develop self-assessment and reflection
Next, I will show them the chart on the wall that lists fifteen gods and goddesses. I will explain that we will be watching videos and a power point about
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these gods and goddesses in order to fill in the chart with information about them.

During

There are fifteen gods and goddesses listed on the board with headings of "god or goddess of" and "symbols." While watching the resources, students
will take notes on note cards about who the gods are and what their symbols are. Instead of everyone writing notes for all fifteen gods, the students will
split the list. M, A and K will each take notes on four gods and goddesses, and S, with the help of her aide, will take notes on three gods and goddesses.
Next, we will watch a video on Brain Pop about the gods and goddesses. I will pause the video at certain points in order to give students time to write notes.
Next, we will watch a power point about the gods. Students will continue taking notes as I pauise to make comments and give students time to write.
During both the video and the powerpoint, I will prompt S to listen to the information carefully before her assigned gods and goddesses show up on
the video. I will ask her to either draw a picture or write a word for the symbol.
As students finish their note cards, they will stand up and tape them to the chart. I will pause the video for them to put them on the wall. This will break up
the video and keep the students engaged and focused when the video plays again.
When we are finished with the chart, I will ask students why it would be important for us to know this information today? Students will probably give
answers like, "We need to know it for the book we will read," or "We need to know the history." I will explain the Greek gods and goddesses and the
stories about them show up today in the stories we read, movies, television, music and products and advertisements.
We will watch a slideshow about the names of products, logos and brand names that reference Greek mythology. The slideshow mentions direct and
indirect references in music, television and movies.
Next, students will refer to their charts from the beginning of class. They will answer the true or false questions again and see if their answers have changed.

Checkpoint 1.1, Offer ways to customize the display of information; 1.2 Offer alternatives to
auditory information; 1.3, Offer alternatives for visual information; 2.5, Illustrate through multiple media;
3.3, Guide information processing, manipulation and visualization; 5.3, buold fluences with graduated levels
of support for pratice and performance; 6.3, Facilitate managing notes and resources; 8.2, Vary demands
and resources to optimize challenge; 8.3, Foster collaboration and communication; 9.3, develop
self-assessment and reflection.

Closing

Students will answer the following question: Do you think Nike is a good name for an athletic shoe? Why or why not? They will write their answers on a
white board and hold it up when they are done. I will quickly go over their answers as we transition to the summative assessment.
Checkpoint 3.4, maximize generalization and transfer
Students will complete an SOS summary for the summative assessment. They will respond to the following statement: Greek mythology is important to
us today. On the SOS paper, they will agree or disagree with the statement and support their opinion with facts and examples.
After they are finished with the assessment, I will review the objective again with students. I will state that we learned that mythology is referenced in
many things in today's society. I will then ask students if they know what the word is that describes a reference to literature. Students will probably not
know the word, but after giving them some time, I will tell them it is "allusion." I will explain that tomorrow we will be talking more about allusion to discover
its purpose in books.

Materials
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Materials and Supplies

Mythology pretest, Brain Pop video, slideshare.com slideshow, mythology power point, SOS summary, Elmo, Greek gods and goddesses chart on
wall, white boards and markers.

Resources Included

Mythology Pretest
Document

Why it's included:

Students will use this to assess their own knowledge about Greek gods and goddesses.

| Last Updated: April 29 | Shared: Individual (1)

SOS Summary
Document

Why it's included:

This will be the summative assessment for the lesson.

| Last Updated: April 29 | Shared: Individual (1)

History.com Greek Gods Video

Why it's included:

Students will use this video to take notes about the gods and goddesses.
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Brain Pop Video

Why it's included:

Students will use this video to take notes on the gods and goddesses.
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| Last Updated: April 29 | Shared: Individual (1)

Greek Gods and Goddesses Power Point

Presentation

Why it's included:

Students will use this to take notes about the gods and goddesses.
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| Last Updated: April 29 | Shared: Individual (1)

Greek Gods and Goddesses Slideshow

Why it's included:

Students will use this to discuss the importance of Greek mythology.

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Comments

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