Example ESL Lesson Plan

Greek Mythology and “Percy Jackson and the Olympians, Book One, The Lightning Thief.”

Name: Ms. Courtney Mineweaser

Date: April 1^st, 2012

Class: A2 Day 1

Lesson Details

Lesson Title

Introduction to Greek Mythology.

Students will be learning a brief history of Greek Mythology to aid in the understanding of the novel “Percy Jackson and the Olympians, Book One, The Lightning Thief.”

Content Area

ESL Reading and Writing

Grade level

9^th grade

Timeline

One (1) 80 minute block periods

Date of Lesson

April 10^th, 2012

UBD Stage I: Identify Desired Results

Enduring Understandings

Students will be able to take/find information and identify the important elements in it.

Students will understand how to put together important/relevant information to be shared with a group/audience.

Standards

 R11.A.1.4: Identify and explain main ideas and relevant details.

R11.A.1.4.1: Identify and/or explains stated or implied main ideas and relevant supporting details from text.

R11.A.1.3.1: Make inferences and/or draw conclusions based on information from text.

1.8.9.A: Focus on a clear research question and develop and implement an inquiry-based process in carrying out research.

1.8.9.C: Create an organized and reasoned product that supports inferences and conclusions drawn from research.

1.6.9.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information or opinions.

1.6.9.B: Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.

Lesson Objectives

·         Students will be able to analyze a text to find important and relevant information to a Greek Olympian.  Students will identify the Olympians power/responsibility, family relationships, and symbols associated with the Olympian with 100% accuracy.

·         Students will create a presentation/powerpoint for the class based on their findings and will be able to present the information with 100% accuracy.

UBD Stage II: Determine Acceptable Evidence

Assessment Tasks

·         Students will turn in a graphic organizer based on the information they must gather for informal assessment.

·         Student graphic organizers will be used to create their presentation, this presentation will be assessed based on a rubric given to students prior to their presentation.

Assessment Adaptations

As the classes being taught this unit are all ESL, students will be able to ask questions during quizzes and assessments about English words or directions they do not understand, but the answer to any assessed question will not be given.

Students will be able to work in groups to help further their understanding, but are not to use their native language, unless translation of a concept is needed, so that they can continue to practice and work on their English reading, writing, and speaking, skills.

On assessments, word banks will be provided.

Students will be given additional time to complete the assignment if needed.

A model of the task will be given for students to follow.

Any student who is confused can use AM/PM tutorial time for further clarification

Rubric/Scoring Criteria

Students will turn in their individualized graphic organizer for formative assessment.

Students’ powerpoint will be reviewed by the teacher prior to their presentation.

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources

·         Classroom Netbooks for research

·         Graphic Organizers for individual Olympian

·         Graphic Organizers for All Olympians (to fill out during presentations)

Anticipatory Set

Mount Olympus is the highest mountain in Greece (show map).  In ancient Greece people believed that twelve very powerful gods and goddesses lived on this mountain.  This was the setting of many Greek mythical stories.  Greek myth attempts to explain the origins of the world, and details the lives and adventures of a wide variety of gods, goddesses, heroes, heroines, and mythological creatures.

We are going to learn about these twelve gods and goddesses, and the myths that surround them, as background knowledge for the novel we will be starting next week, “Percy Jackson and the Olympians, Book One, The Lightning Thief.”  The main character in this novel finds himself in a world of Greek mythology, and for us to understand his journey, we must first understand Greek Mythology. (T)

Procedures and Content

• Introduction to Greek Mythology. (T)
•  Handout folders that contain: Assigned Greek god or goddess, two different graphic organizers, scoring rubric for their presentations, and slip with expectations for the powerpoint. (T/S)
• Explain the reading/research assignment. (T)
• Allow students to begin working on their assignment (using articles, books, and computers for research). (S)
•  Once students have compiled all their information they will begin creating their powerpoint presentations.

If time activity

 Students will participate in a recap/discussion of what was discovered through research.

Homework

None. 

Any student who needs more time to complete their projects can take them home to work on.

Closure

• Any questions students still have will be addressed at this time.
• Students will turn in their graphic organizer at the end of class for the teacher to review, this will be their exit slip.

Lesson Reflection

Students were very inquisitive and wanted to learn more about the Greek gods and goddess than what was expected of them.  As most of the students are from Nepal, they made connections on their own about the gods they worship and the Greek Olympians.

It was impressive to see how helpful students are to their peers.  The students did very well today with not using their native language, but using English to ask each other and the teacher questions.  This has proven to be a very engaging lesson.

Name: Ms. Courtney Mineweaser

Date: April 1^st, 2012

Class: A2 Day 2

Lesson Details

Lesson Title

Introduction to Greek Mythology.

Students will be learning a brief history of Greek Mythology to aid in the understanding of the novel “Percy Jackson and the Olympians, Book One, The Lightning Thief.”

Content Area

ESL Reading and Writing

Grade level

9^th grade

Timeline

One (1) 80 minute block periods

Date of Lesson

April 12^th, 2012

ABD Stage I: Identify Desired Results

Enduring Understandings

Students will be able to create a family tree based on the research they compiled about a Greek god or goddess.

Students will be able to understand the lineage of the Greek Olympians based on the information they compiled.

Standards

R11.A.1.4: Identify and explain main ideas and relevant details.

R11.A.1.4.1: Identify and/or explains stated or implied main ideas and relevant supporting details from text.

R11.A.1.3.1: Make inferences and/or draw conclusions based on information from text.

1.8.9.A: Focus on a clear research question and develop and implement an inquiry-based process in carrying out research.

1.8.9.C: Create an organized and reasoned product that supports inferences and conclusions drawn from research.

Lesson Objectives

·         Students will create a presentation for the class based on their findings and will be able to present the information with 100% accuracy.

·         Students will be able to create a family tree for a Greek god or goddess based on their research with 100% accuracy.

     UBD Stage II: Determine Acceptable Evidence

Assessment Tasks

·         Students will turn in a family tree for their Greek god or goddess.

·         Students will create a short essay about their Olympian for formal assessment.

·         Student graphic organizers will be used to create their presentation; this presentation will be assessed based on a rubric given to students prior to their presentation.

Assessment Adaptations

As the classes being taught this unit are all ESL, students will be able to ask questions during quizzes and assessments about English words or directions they do not understand, but the answer to any assessed question will not be given.

Students will be able to work in groups to help further their understanding, but are not to use their native language, unless translation of a concept is needed, so that they can continue to practice and work on their English reading, writing, and speaking, skills.

On assessments, word banks will be provided.

Students will be given additional time to complete the assignment if needed.

A model of the task will be given for students to follow.

Any student who is confused can use AM/PM tutorial time for further clarification

Rubric/Scoring Criteria

Students will turn in a family tree for their Greek god or goddess for formative assessment.

UBD Stage III: Plan Learning Experiences and Instruction

Materials and Resources

·         Classroom Netbooks for research

·         Graphic Organizers for individual Olympian

·         Blank white paper

Anticipatory Set

Now that we have done research, and are better able to understand each of our assigned god or goddess, I would like each of you to create a family tree for this god or goddess.  A family tree is a chart that shows the relationship among members of family.  These charts will be a useful visual when learning about the gods and their relationships with each other.

Procedures and Content

·         Any student who has not completed their powerpoint presentation may work on that first. (S)

·         Students will do research on each member in their gods family tree, and find one symbol hat represents each family member. (S)

·         An example will be given, and students will create a list showing these members and their symbols. (T/S)

·         Students will then use this information to create a drawing of their gods’ family tree. An example of a family tree for the Greek god Hades will be given. (T/S)

If time activity

Share family trees with a partner.

Homework

Anyone that does not complete their family tree can take it home to work on.

 Closure

• Students can use the end of class to clean up the room and ask any questions about family trees, and their god or goddess.

Lesson Reflection

Many of the student struggled with understanding how some of the gods and goddesses family trees overlapped.  They were very intrigued by the family ties, the multiple marriages, and affairs the gods were involved in.

Students worked very well in small groups today however, I had to remind students a couple of times that they are only to speak English in Mrs. Young’s (cooperative teacher) room.  Students made many cultural connections and were very engaged with the lesson.