| This
section of my website features examples of lesson plans and learning
activities I have created in these courses: EDU 551: Teaching Reading to Middle and Secondary Students and ENG 562: Literature For Young Adults. |
1. Please link to a 30-second video commercial promoting the novel The Wave by Todd Strasser here. The commercial is intended to stimulate student interest in the novel.
2. Here is a link to a game that was created to complement a lesson for 9th grade language arts based on Uglies by Scott Westerfield. This assignment was created for ENG 562:Literature For Young Adults.
.3. Below is a unit lesson plan completed for EDU 551: Teaching Reading to Middle and Secondary Students
“MYTH” from Greek: Mythos-Imaginative Story
Ancient Greek Literature Unit
Author: Betty Pickett
Grade Level: 8
Integrated Disciplines: Reading/Writing
Nebraska Standards:
8.1.1 By the end of the eighth grade, students will identify the main idea and supporting details in what they have read.
8.1.2 By the end of the eighth grade, students will identify, locate, and use multiple resources to access information on an assigned or self-selected topic
8.1.3 By the end of the eighth grade, students will identify and classify different types of text.
8.1.4By the end of the eighth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.
8.1.6 By the end of the eighth grade, students will identify similarities and differences across a variety of eighth grade reading selections. Quest to analyze fiction.
8.1.7 By the end of the eighth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, or media.
8.2.1 By the end of the eighth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.
8.2.2 By the end of the eighth grade, students will write compositions with focus, related ideas, and supporting details.
8.2.3 By the end of the eighth grade, students will revise and edit descriptive compositions.
8.2.4 By the end of the eighth grade, students will demonstrate the use of multiple forms to write for different audiences and purposes.
8.2.5 By the end of the eighth grade, students will demonstrate the ability to use self-generated questions, note taking, summarizing and outlining while learning.
8.3.1 By the end of the eighth grade, students will participate in group discussions by asking questions and contributing information and ideas.
8.3.2 By the end of the eighth grade, students will use multiple presentation styles for specific audiences and purposes.
8.4.1 By the end of the eighth grade, students will identify information gained and complete tasks through listening.
*****SCHEDULE OF ASSIGNMENTS*****
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Class |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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Writing Week 1
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1.Greek Roots 2.Anticipation Guide |
1.Greek Roots 2. Guided Imagery |
1.GreekRoots |
1.Greek Roots 2.Aesop’s Reader’sTheater |
1.Greek Roots |
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Reading Week 1
|
1.Mind Map of Greek Myths (GM) 2.Read- ALoud |
1.GM:Gaea & Cronus 2.Read-Aloud 3. Inquiry Charts |
1.GM:s:The Titans 2.Read-ALoud |
1.GM:Zeus &Hera 2.Read-ALoud |
1.GM:Dionysus 2.Read-ALoud |
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Writing Week 2
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1.Greek Roots 2. Web-quest
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1.Greek Roots 2.Aesop’s Reader’s Theater |
1.Greek Roots 2.Vocabogram |
1. King Midas-Midas touch 2.Greek Roots |
Vocabulary Review I
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Reading Week 2
|
1.GM:Hephaestus 2.Read-ALoud |
1.GM:Aphrodite&Ares 2.Read-ALoud |
1.Inquiry Charts 2.Read-ALoud |
1.GM:Athena&Poseidon 2.Read-ALoud |
1.Arachne-scramble 2.Read-ALoud |
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Writing Week 3
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1.Greek Roots 2.Web-quest Presentations (WQP)
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1.Reader’s Theater 2.Greek Roots 3.WQP |
1.Reader’s Theater 2.GreekRoots 3.WQP
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1.Reader’s Theater 2.Greek Roots 3.WQP
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1.Reader’s Theater 2.Greek Roots 3.WQP |
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Reading Week 3
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1.GM:Apollo&Artemis 2.Read-ALoud |
1.GM:Hermes&Hades 2.Read-ALoud |
1.GM:Persephone& Demeter 2.Read-ALoud |
1.Read-Aloud 2. Follow the Characters (TCH)
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1.Inquiry Charts,Discussion
2.Analogy Graphic Organizer (GM) |
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Writing Week 4
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1.Greek Roots |
1. Character Discussion-TCH 2.Greek Roots
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1. Different Perspectives-TCH
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1. Vocabulary Review II. 2.Greek Roots |
1.Greek Roots 2.Word Family Tree |
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Reading Class Week 4
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1.Interactive Powerpoint-GM 2.Reader’s Theater |
Reader’s Theater |
Reader’s Theater |
Reader’s Theater |
All-School Assembly |
| LINKS TO REPRODUCIBLE RESOURCES and TEACHING AIDS | |||
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WEEK ONE |
WEEK TWO |
WEEK THREE |
WEEK FOUR |
| ORIGINAL
ILLUSTRATIONS by Willy Pogany based on the Iliad and the Odyssey.
THE FROGS WHO WISHED FOR A KING
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ANALOGY GRAPHIC ORGANIZER |
INTERACTIVE POWER POINT DIFFERENT PERSPECTIVES GRAPHIC ORGANIZER |
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OBJECTIVES:
Students will be introduced to the literature and mythology of ancient Greece through various literary genres, including short stories, a novel, poetry, and drama. Vocabulary acquisition is also a goal of this literature unit. This lessons will span four weeks, and will be the focus of both the reading and writing curricula. The lessons will be integrated into twenty 50-minute reading classes and twenty 50-minute writing classes, culminating in a drama production at the end of the fourth week. The unit can be shortened or lengthened by omitting or extending production of the play. Some assignments will be completed outside of class. Examples of worksheets, reproducible activities, and materials used are provided where possible. Links are underlined and enlarged in the text and may be quickly accessed in the chart above. Reading strategies from Doug Buehl's Classroom Strategies for Interactive Learning (2001) that are not linked but are utilized or referenced in this unit plan are italicized when named.
ASSESSMENT:
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· Students will listen to a narrative describing a journey back through time to the era of ancient Greece. They will be encouraged through Guided Imagery to envision Mt. Olympus and describe in a paragraph their vision of Mt. Olympus. Students will also be asked to produce an original piece of artwork using colored pencils or crayons to depict their visions. Assessment based on writing conventions. This will be a writing component. |
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· Students will complete an Anticipation Guide on the literature of ancient Greece. This will be a writing component. This is a participation grade. |
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· Students will complete Greek Roots Wall Chart. A new root will be learned daily. Students will also record roots on a 3X5 card and maintain a vocabulary card file of Greek roots. Assessment based on completeness, neatness, and organization of card file. This will be a part of the writing component, and is an activity that will be continued beyond the length of the unit to include Latin language roots. |
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· Class will be subdivided into groups. Each group will construct an Inquiry Chart on the topic “Greek Mythology.” The sources will include D’Aulaires’ Book of Greek Myths, Encyclopedia Mythica, and a third source that the group may choose. Charts will be constructed during week one with new questions and interesting facts to be added as the unit unfolds. Assessment based on thoroughness, visual appeal, and neatness. Fifteen minutes per week will be devoted to group work on Inquiry Chart. This will be a reading component. |
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· Students will read specified chapters of D’aulaires’ Book of Greek Myth’s independently and complete an Interactive power point quiz based on the reading. Students will achieve a score of 75% or better. Scores lower than 75% result in review and re-assessment of material. Thirty minutes will be devoted to this activity. This will be a reading component. |
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· Students will listen to the novel, The Children’s Homer, by Padraic Colum, based on Homer's epics the Iliad and the Odyssey. This will be a daily read-aloud by the instructor. Approximately 15 minutes daily will be allotted for the read-aloud. Students will view Original Illustrations by Willy Pogany from novel during read-aloud on overhead projector. Students will be graded on conduct and behavior. This will be a reading component. |
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· Students will be divided into groups and work as a team to develop a Character Analysis Grid using the Follow the Characters strategy. Groups will be assigned a character to follow from The Children’s Homer. This will be completed in reading class and will take 30 minutes to complete. Group presentations and discussions will take place the following class period. This is a participation grade. This is a writing component. |
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· Following the conclusion of the novel, the students will work independently to complete a Different Perspectives Graphic Outline on a character that they select from The Children’s Homer. Students will be assessed on thoroughness of completed outline. This will be a writing component. |
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· Students will read and enact the Odysseus Play using the Reader’s Theater strategy. The two 8th grade classrooms will combine to enact the Odysseus Play, which will be performed at an all-school assembly. Assessment will be based on participation. This will be a reading component. |
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· Students will complete activity sheets on King Midas, and Arachnes. Students will score 80% or better. This will be a writing component. |
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· Students will read four of Aesop’s Fables and participate in a small-groups Reader’s Theater drama in class based on each fable. This will be a participation grade. |
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· Students will work collaboratively to construct Vocabograms using the letters: “GREEK MYTHOLOGY.” Assessment based on participation and effort. This is a writing component. |
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· Students will be assessed with vocabulary reviews incorporating Greek roots. Students will score 80% or better. |
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· Students will be assigned one word using Greek Roots from the week and design a Word Family Tree. Assessment based on accuracy and understanding. This is a writing component. |
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· Students will partner with classmate to choose and construct an Analogy Graphic Organizer comparing Greek deities to humans. This is a participation grade in writing. |
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· Students will complete Web-quest independently and present projects to class. This will be assessed according to rubric published with web-quest and will be a writing component. |
MATERIALS :
All classes require:
Pens, paper, copies of class handouts as specified on schedule, in procedures, and in assessments
|
Writing Week 1 |
Reading Week 1 |
Writing Week2 |
Reading Week 2 |
Writing Week 3 |
Reading Week 3 |
Writing Week 4 |
Reading Week 4 |
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3X5 Index cards, 250 per student, Card file per student Aesop's Fables 1copy
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Colored pencils, Crayons D’aulaires’ Book of Greek Myths, Class set
The Children’s Homer 1 copy
Projector & Projection screen
Poster or Butcher paper
Sticky notes, assorted colors
Markers |
3X5 Index cards, 250 per student, Card file per student Aesop's Fables 1copy
|
Colored pencils, Crayons D’aulaires’ Book of Greek Myths, Class set
The Children’s Homer 1 copy
Projector & Projection screen
Sticky notes, assorted colors
Markers |
Odysseus Play Class set
3X5 Index cards, 250 per student, Card file
|
Colored pencils, Crayons D’aulaires’ Book of Greek Myths, Class set
The Children’s Homer 1 copy
Projector & Projection screen
Sticky notes, assorted colors
Computers
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3X5 Index cards, 250 per student, Card file per student |
Odysseus Play Class set |
PROCEDURES :
Anticipatory Set
This unit will be introduced during writing class. The students will view slide show images featuring: astronomy, physics, geometry, philosophy, art, sculpture, theater, and other imagery. The students will be asked to brainstorm and consider if these images have any common associations and comments will be listed on the board. The students will then complete an Anticipatory Guide. Once complete, a discussion relating the impact of the ancient Greek culture to literature, art, science, math, and other fields will be discussed. The students will understand that they are beginning an in-depth study of the literature of an ancient culture.
During reading on the first day of the unit, the class will create a Mind Map of the deities from Greek Mythology that they will be studying. The map will be displayed prominently in the classroom to help students mentally organize the relationships between the immortal characters. The students will conclude their introduction to the unit with a guided imagery session describing the home of the gods on the second day. They will be asked describe their mental constructs of Mt. Olympus in writing and with a drawing.
LEARNING ACTIVITIES:
Teacher Responsibilities
1. The writing teacher will prepare a power point presentation and an Anticipatory Guide
and select reading material to assist students through Guided Imagery activity.
2. The writing teacher will prepare a list of Greek Roots and maintain an extra card file for any new students who join class at a later time. Two Vocabulary Review sheets will be prepared based on the roots. VOCABULARY REVIEW ONE. VOCABULARY REVIEW TWO.
3. The writing teacher will prepare the Reader’s Theater handouts of fables for Aesop’s Fable enactments and group the students. Handouts: The Shepherd Who Cried Wolf : The Farmer and His Children; The Frogs Who Wished For A King ; The Mouse and the Lion
4. The reading teacher will procure and assign a class set of D’Aulaires’ Book of Greek Myths. Students will be assigned specific topics to study to include: Cronus, Gaea, the Titans, Hera, Hephaestus, Aphrodite, Ares, Athena, Poseidon, Apollo, Artemis, Hermes, Hades, Persephone, Demeter, and Dionysus. The teacher will guide the students through construction of a Mind Map on first day of unit to serve as a classroom visual aid during the study of the myths.
5. The teacher will stimulate interest in the the Children’s Homer by Padraic Colum by showing some examples of the artistry of illustrator Willy Pogany before beginning novel.
6. The reading teacher will read from The Children’s Homer daily to the class. The teacher will display daily slide show during read –aloud with images of original art from the text displayed.
7. The teacher will provide colored pencils and paper for art work during daily read a-loud.
8. The reading teacher will divide students into groups for construction of Inquiry Charts. This will begin on second day of the unit.
9. The reading teacher will provide poster paper and art supplies for art activities and Inquiry Charts.
10. The writing teacher will assign Web-quest to be completed outside of class..
11. The writing teacher will prepare the King Midas handout.
12. The writing teacher will prepare the Arachne-scramble handout.
13. The reading teacher will prepare the Odysseus Play. Both teachers will coach the students on drama performances.
14. The reading teacher will provide access to computer lab for Interactive Power Point assessment. The teacher will assist student s with technology needs.
15. The writing teacher will divide students into groups for completion of Follow the Characters based on Read-Aloud of The Children’s Homer and will provide Character Analysis Grid to each group.
16. The writing teacher will prepare a Different Perspectives Graphic Organizer for each student. Students will select a character from the Children’s Homer to analyze and work independently.
17. The writing teacher will prepare Word Family Trees and assign each student a word from the unit to complete.
18. The writing teacher will prepare Analogy Graphic Organizer sheets. Students will partner with a classmate and compare humans with deities.
Student Responsibilities
1. The students will independently complete Anticipatory Guide.
2. The students will prepare for learning by cooperatively participating in construction of Mind Map and Guided Imagery activities.
3. The students will listen courteously as the instructor reads from The Children’s Homer each day. The students may choose to create art during read- aloud time.
4. The students will independently prepare daily Greek Roots cards for wall chart and maintain a personal card file of all roots learned and added to wall.
5. The students will independently complete Vocabulary Review One and Vocabulary Review Two as scheduled.
6. The students will be assessed using a Word Family Tree form and a word assigned by instructor. This is an independent assignment.
7. The students will work in teams each week to complete an Inquiry Chart based on topics from Greek Mythology.
8. The students will be grouped and present short dramas in Reader’s Theater format based on four of Aesop’s Fables. They will also read printed copies of the fables from The Treasury of Aesops’s Fables and participate in class discussion.
9. The students will work independently to complete the Web-quest assignment. They will present their projects to the class during week three of the unit.
10. The students will complete the King Midas and Arachne activity pages independently.
11. The students will read assigned pages independently and in groups from D’Aualiares’ Book of Greek Myths.
12. The students will participate independently in an Interactive Power Point based on the reading assignment of Greek myths.
13. The students will work cooperatively in assigned groups to analyze an assigned character based on the Read-Aloud The Children’ Homer and prepare a Character Analysis Grid. Groups will discuss their character with the class.
14. Students will work independently to prepare a Different Perspectives Graphic Outline based on their choice of characters from the Children’s Homer.
15. The students will choose a partner to work with constructing the Analogy Graphic Organizer, comparing humans to deities.
16. The students will work cooperatively to produce a production of the Odysseus Play and will combine with another class for the final production, to be performed at an all-school assembly. Students may elect to create props, write lyrics, or perform musical instruments in lieu of performing dramatically.
Provision for special needs: Accommodations will be made in accordance with student IEP requirements as required by district.
CLOSURE :
Students will submit and share a one-page reflection predicting how students of the 40st Century will regard the American culture in the “Digital Age.” How do government, literature, drama, music, technology, scientific advances, religious beliefs, and other influences shape America and how will this be remembered?
REFLECTION:
The strategies presented in this literature unit appeal to a wide variety of learning styles and interests. Although the emphasis is on reading and writing, many activities allow for artistic and musical expression, as well as physical and technology-based creativity. Many of the Nebraska Reading/Writing Grade 8 Standards are addressed in this unit. It is hoped that students will not only gain a better appreciation of Greek literature, but become better readers of fiction and other material by employing some of the strategies and techniques introduced in this unit. It is also hoped that they will strengthen and expand their vocabularies while completing these activities. This is an expansive unit because I feel the content that is covered is of significant importance to language arts instruction and overall literacy. Many students will be taught Homer in high school, and exposing the students to works such as The Children’s Homer in middle school lays a strong foundation for comprehension of these epics when they are studied in later years. Recognizing and appreciating the literary impact that Homer, Aesop, and the Greek myths have made on literature is a fundamental goal of these lessons. Ideally, this unit would be coordinated with other curricula emphasizing the ancient Greek contributions in math, science, social science, and art to give students a better scope of the extraordinary impact this ancient civilization has made on the modern world and throughout history. I would love the opportunity to stimulate the imaginations of students with the ancient characters and fantastic scenarios presented in these legendary works.
CREDITS & REFERENCES :
Buehl, D. (2001).Classroom Strategies for Interactive Learning. Newark, Del: International Reading Association.
Parks, J. S. & Corbett, S. P. (1997). An Introduction to Ancient Greece. Retrieved February 6, 2008 from http: //www.hipark.austin.isd.tent.edu/mythology/introduction.html