Lesson+Plan+Template


 * ​ ​Follow this lesson plan template. Keep the template text in red font. Add your information in black font.**

Planning
** · Reading Comprehension Strategy ** ** Determining Main Idea s **

Advanced
 * · Reading Development Level

· Instructional Strategies - The only research-based instructional strategy (Marzano, Pickering, & Pollock) on your list are the K-W-L-Q graphic organizers, which fit the "Identifying Similarities and Differences" strategy. (Please see CS4TRC pp. 12-13.)

Classroom discussion - not "research-based" Teacher modeling - ** ** not "research-based" ** - by this definition but teacher modeling has certainly been proven to impact student achievement. ** Provide examples - ** ** not "research-based" ** - by this definition but modeling outcomes by providing examples has certainly been proven to impact student achievement. ** Graphic organizers - See above.

· ** ** Lesson Length 50 minutes, Seven Days, Two days to introduce the lesson about Greek mythology, five days for students to do research and develop their actual project, students will showcase their projects afterwords.

· Purpose To inform students about Greek mythology and help students expand on information learned from text. Students will identify the main idea of a story then present the information learned in a new creative way through the use of technology and resources not previously used or known about.

· Objectives Objectives should be written as: At the end of this lesson/unit of instruction, students will be able to: Please see the examples in CS4TRC.

To inform the students about Greek mythology, help students to expand on information learned from the text, allow students to present information learned in a new creative way, to use technology and resources not previously used or known about.

· ** **Resources, Materials, and Equipment

Children’s or Young Adult Literature** Trojan Wars comics by Marvel Comics ebooks on Greek mythology The Odyssey
 * __Mythology__ by Edith Hamilton

Websites KWLQ Chart and Planning Chart ** [|**http://www.eduplace.com/graphicorganizer/pdf/planning.pdf**] [|**http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf**]

KWLQ Chart and Planning Chart ** [|**http://www.eduplace.com/graphicorganizer/pdf/planning.pdf**] [|**http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf**]
 * Graphic Organizers:


 * Materials**

Graphic Organizers Paper Self Assessment Conventional Art Supplies Posterboard Colored Pencils/Paint/Markers Supplies will Vary Depending on Students Presentation Choice ** Camera/Video Camera/Scanners Document Camera/Infocus Projector Some equipment may vary depending on student presentation choices
 * __Mythology__ by Edith Hamilton
 * Equipment**
 * Library Computer Lab

· Collaboration Teacher and Librarian work together to improve last year's lesson plan and add the new objectives, the implemenation of the use of technology, and the new project. (Brilliant!) The teacher introduces the lesson plan to the students as well as how to use the graphic organizer. The librarian then presents the use of the varied sources that are available to the students for research and more information about Greek mythology. The teacher and the librarian work together to help the students develop their projects and assist them as the students progress in their creation of the retelling. The teacher and the librarian work together to assess the students' work.

· Assessment Mythology Presentation Rubric for student self-assessment and for teacher assessment ** I am sorry I didn't notice this the first time I looked at your rubric. "Covers topic in-depth with details and examples. Subject knowledge is excellent." This implies "main ideas" but to be precise. I believe you should use that term in this criterion.

As I noted on your Collaborative Planning Form, you are trying to assess too many things with one rubric. It is usually wise to separate the process or content from the actual presentation product. Considering that you are devoting seven days to this project, it may be worth fine-tuning the assessment (and perhaps dividing up the educators' responsibilities for assessing the work.)


 * · Standards **

**Reading and/or writing** 110.24.20D Summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs and time lines. 110.24.10B Establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems. 110.24.18A Generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs.
 * 110.24.13C Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions.

Listening and speaking 110.26.2E Use appropriate communication skills in groups to make plans or accomplish goals.

Other content areas Technology Applciations TEKS: 126.12.3B Demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet

Information literacy**

Inquire, think critically, and gain knowledge 1.1Skills: ** 2.1 Skills: ** 4.1 Skills: **
 * AASL Standards:
 * **1.1.1Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in their own life.**
 * **1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.**
 * **1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.**
 * Draw conclusions, make informed decissions, apply knowledge to new situations, and create knowledge.
 * **2.1.2 Organize knowledge so that it useful.**
 * **2.1.4 Use technology and other information tools to analyze and organize information.**
 * **2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understanding.**
 * Pursue personal and aesthetic growth.
 * **4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.**
 * **4.1.8 Use creative and artistic formats to express personal learning.**

TEKS 123.13.2 The student applies computer technology to specific tasks. The student is expected to: (c) use computer technology to record, locate, analyze, present, and exchange information.
 * Educational technology

**

Implementation
** Process Classroom teacher and librarian will introduce the project to the students. Students will be put into small groups and will begin brainstorming about their project and choose the myth that they will focus their project on. The students will continue to work in their small groups with the help of both the classroom teacher and the librarian. The librarian will help students find resources and information to fill in their graphic organizers while the classroom teacher will help students fill in the graphic organizers aned remind them to use their rubric for continual self-assessment. The students will work in the classroom and in the library as needed. Print resources will be available in both the library and classroom and students will have access to electronic resouces in the library.

Motivation When introducing the lesson tell students about the importance of learning about other cultures and mythology stories. Students have their own personal choice when choosing their favorite mythology to retell. Students are also encouraged to be creative, and they have a freedom of how to present their project. ** The motivation for this lesson is not strong. Telling students it's important is not the same as showing them why it is important.

Here's an example: In France, if someone says "C'est terrible!" when you walk into the room it can mean one of two things - "You look great!" (really hot) or "It's terrible." We communicate and set up expectations through our language and culture. In order to understand the myths from other cultures or time periods, we must study them to determine the main ideas - what they are really trying to say.

Of course, you can do better when you know the students and their cultures. How can you help them get excited about this lesson? You need a hook!

Sharing a sample presentation using Animoto or GoAnimate would also be motivating if your focus is on the technological aspects of this lesson.
 * Student-friendly Objectives**


 * **Use of graphic organizers to generate ideas and plan for writing.**
 * **The use of multiple sources to expand and locate information.**
 * **Summarize and organize ideas for project.**
 * **Incorporate varied sources into a comprehensive project that will synthesize soucres to create a student version of classical Greek mythology.**

The teacher and librarian will model a presentation using an example created by students in previous years. ** (Ah, here's the motivation! But if this is a first time to use technology tools, then the educators will need to create a sample to share.) ** Students will watch the presentation then use their rubrics to grade the various parts of the project. The teacher will lead the class in a discussion by having the students share how they graded the sample project and why they chose the grade based on the rubric.
 * Presentation

Student Participation Procedures/Student Practice Procedures - These should be presented as a list. See the examples in CS4TRC.

This is a summary of the lessons. What will students be doing on this particular day? Students read Greek myth, and do research on the Greek myth that they have selected. Students will do research by using a varied use of resources from ebooks, to comics, to other books. From this research the students must retell the story in a new creative way. Students complete rubic to self assess their work.

Guided Practice - The students are active in the guided practice. They are practicing the strategy while the teachers monitor their work.

This should be in presentation: Teacher presents the use of the graphic organizers, both the KWL chart and the Planning Chart organizer. The teacher models how to properly complete the graphic organizers and how to fill it out, and what constitutes a completed graphic organizer, after guided practice should be able to properly complete the graphic organizers in order to help develop their project.

This is what I would write for guided practice: While students read their myths, they add notes about the main ideas to the K-W-L chart. Teachers will monitor for main ideas and correctly categorizing.

The teacher and librarian use library resources to help facilitate the creation of student specific projects. **

Students will review their rubric and make sure that they have completed all of the requirements. The students will turn in their projects in various forms. The students will then present their projects of retelling their favorite Greek myth from Mythology by Edith Hamilton. The students will explain why they chose their particular story and be able to self assess their work by the use of the rubric as an evaluative tool. The students will also be able to see others projects and how they interpreted and presented their versoin of the Greek myth. Reflection Students will write a paragraph to answer the following questions: "What would have made my groups project better?" and "What other presentation tool would you have like to have used and why?"
 * Closure - This is at the end of the unit - not on the first day...

These are compelling questions.

Extensions Students will use print resources and/or electronic resources in the library to find a myth, fable, or other folk story from a different country of origin (not Greek) that is similar to the myth that they chose for their group project.

(Moreillon 15)

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.**