Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
This lesson will be for a 6th grade Social Studies class at South Fayette Middle School. The class block is 80 minutes long and we meet every
other day. The entire unit is 18 days long. Needs of individual students include: high functioning Aspergers Syndrome, ADHD, students with
hearing impairments, and various other learning disabilities.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
A paraeducator will be available in only one of the six classes. The paraeducator is a one-on-one aid to a student with special needs. Although
this is her main priority, she may also be available to assist with technology and make sure students stay on task.

What is the long range goal(s) that is tied to this lesson?

- Through guided research students will use different resources (Internet, supplemental reading materials) to describe the Greek’s
perception of the relationship between gods and humans by completing a web quest and a wanted poster.
- Through guided research students will use different resources (Internet, supplemental reading materials) to identify the contributions
of Greek culture and thought by recreating a myth.

What is the specific learning objective(s) for this lesson?

Students will be able to listen to a Greek myth.
Students will be able to explain the meaning of the Greek myth.
Students will be able to recreate a myth based on a Greek mythology.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Prerequisite –
Students must be able to identify the twelve gods and goddesses.
Students must be able to explain the ideas of myths and recognize what the Greeks used them for.
Students will be able to create a PowerPoint presentation.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This lesson will be taught as a learning maintenance lesson. This lesson would be used after the students are familiar with the twelve gods and
goddesses and Greek mythology. Since this lesson is used to reinforce information previously taught, it is categorized in the learning
maintenance stage.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will be completed in four days.
Day 1 – creating myths/storyboards
Day 2 – completion of storyboards/finding pictures
Day 3 – completion of PowerPoint
Day 4 – presentations of PowerPoint projects
Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
This lesson will be taught in my classroom with the use of the mobile laptop carts. The mobile laptop cart contains 31 laptops so each student
will have access to their own computer. The materials needed for this lesson include: laptops, supplemental reading materials, worksheets,
rubric, PowerPoint, and headphones.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This lesson will be taught in compliance with an 18 day ancient Greek unit. This lesson will be used as a way to enrich students’ understanding
of Greek mythology.

How does this lesson relate to the PA Academic Standards?

PA History 8.1.6 D. Describe and explain historical research.

PA History 8.4.6 A. Identify and explain how individuals and groups made significant political and cultural contributions to
world history.

PA History 8.4.6 C. Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations,
settlement patterns, social organizations, transportation and women’s roles in world history.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This lesson will be taught after all students have learned about the twelve main gods and goddesses. The lesson will be taught in conjunction
with the reading of “The Odyssey.”

How will you determine if students have met the lesson objective? (Think assessment)
The students will be assessed using a rubric on their PowerPoint presentation.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson is going to be presented first as direction instruction to ensure that all students receive the same directions. The students will then
have to individually complete the PowerPoint on their myth.
 Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
PA History 8.1.6 D. Describe and explain historical research.

PA History 8.4.6 A. Identify and explain how individuals and groups made significant political and cultural contributions to
world history.

PA History 8.4.6 C. Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations,
settlement patterns, social organizations, transportation and women’s roles in world history.

Lesson Objective(s)
(Stated in observable and measurable terms)

The students will be able to recreate a Greek myth to explain something that occurs in nature.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The students’ myth will be graded using a rubric. The rubric will be out of 31 points and will be located in the 60% category under
Projects.

Materials:
Laptops, PowerPoint, headphones, worksheets and supplemental reading materials

Inclusion Techniques for Students with Special Needs:

A template will be provided for students with special needs to assist them in the creation of their PowerPoint.

Enrichment Techniques:

Enrichment opportunities for students include creating two myths, explaining in words their understanding of the original myth along
with their personal myth. Students will also have the opportunity to develop a more accurate myth by using the worksheet titled,
“Myth Characteristics.”

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
Worksheets will be provided for students to follow along before they create their personal myth. All students will have
the opportunity to create their myth and PowerPoint presentation in class so no outside computer access is necessary.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Begin the lesson by showing students a few examples of Greek myths. Read the story of Persephone and the four seasons so the
students understand everything that is included in myths.
Detailed Teaching Sequence:
(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
Have students explain the meaning of the myth just told in their own words. Students should be able to understand that it is
bad weather (fall and winter) when Persephone is in Hades and nice weather (spring and summer) when Persephone is with
her mother, Demeter, on Earth.
Hand out the worksheet, Myth Instructions. They must read through the instructions to help them develop their myth. They
can use the examples located on the myth instruction sheet, but encourage them to think outside the box and come up with
an alternative story. The students must brainstorm ideas that they could use to create their myth, and then must complete a
rough draft. The students’ rough draft must be checked by their 4:00 clock buddy. One the clock buddy okays the rough
draft, the student must get it approved by the teacher before creating their story board.
Once the myth has been approved, the students must create their myths using a story board. Once again they must get
their story board approved before they can begin their PowerPoint presentation.
The students must then search for pictures on the Internet or in clip art to support their storyboards. The students must
create their PowerPoint presentation first, and then can add their stories using the headphones after everything is in place
including custom animations. Encourage the students to use little or no words on the PowerPoint presentations.
Once all custom animations are in place the students can then begin reading their myths into their headset. Go over the
rules when others are recording, room needs to be quiet, must talk directly into the microphone, etc.
After all PowerPoint presentations are ready, have the students present their myths. The myths should be no longer than 4
minutes. Link some of their PowerPoint presentation to the Blackboard website so parents can hear their creations.

Guided Practice/Independent Practice/Assessment Activities

The students’ myths and storyboards will be assessed before they can begin working on their PowerPoint. Their PowerPoint
presentation will be assessed using a rubric.

Closure:
The closure of this assignment will be listening to all of the myth creations on the computer. Also students will have the opportunity
to listen to some of these presentations at home through the Blackboard site.