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 navigate through a web quest.
Students will be able to complete a worksheet based on the web quest.

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.

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 daily life in ancient Greece. 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 one day.

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, headphones, the website
http://greekmythwebquest.weebly.com/ , and the web quest worksheet.

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 the Greek gods and goddesses.

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 based on the completion of their web quest. The worksheet will be graded out of 31 (one point per blank) points
and will fall under the in-class category of 30%.

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 web quest.
 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)

Students will be able to navigate through a web quest.

Students will be able to complete a worksheet based on the web quest.

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

The students will be assessed based on the completion of their web quest. The worksheet will be graded out of 31 points (one point
per blank) and will fall under the in-class category of 30%.

Materials:
Mobile laptops, worksheets, headphones, the website http://greekmythwebquest.weebly.com/ , and the web quest worksheet. Also,
the story of Phaeton and Helios located at http://www.artsmia.org/world-myths/artbyculture/cassone_story.html

Inclusion Techniques for Students with Special Needs:

Worksheet will be adapted for students with special needs so they only have to complete necessary sections. There will also be a
paraeducator in one class that will be available to assist with keeping students on task and helping with any technology problems.

Enrichment Techniques:

Additional sites will be available for students to explore if they complete their web quest early. In addition to the additional websites,
centers will be available in the back of the classroom for students to use to learn more about life in ancient Greece and the Greek
gods and goddesses. The additional websites will also be placed on the Blackboard site for students to view at home.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):
Different worksheets will be available for all students based on their needs. This assignment will be completed in class so all
students can participate even if they do not have access to a computer at home.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Go to the website http://www.artsmia.org/world-myths/artbyculture/cassone_story.html and play the story about Phaeton the son of
the sun god, Helios. The students can listen to this story to hear an example of one of the many myths in Greek mythology. This will
help students understand what myths sound like before they complete their web quest.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)
Have all students log into their Blackboard site and click the “External Links tab” to get to the web quest. The web quest site
can also be directly located at http://greekmythwebquest.weebly.com/.
Hand out the web quest worksheets and explain the process of completing a web quest. Since this is not the first time
students have completed a web quest, they should all be familiar with this process. Explain that today they are going to
complete a web quest on Greek Mythology. They must follow all of the directions on the web quest worksheet in order to
receive all of the points.
The students must then complete the web quest using the website provided. They must answer all questions on the web
quest in complete sentences. If any student finishes early, they may view the additional websites on the bottom of the page
to gain more knowledge on the subject.
Before the end of class, the students must hand in their web quests.

Guided Practice/Independent Practice/Assessment Activities

The students’ web quests will be graded based on completion. If any student finishes early, they may explore the additional websites
provided or they may complete a center in the back of the classroom.

Closure:
At the conclusion of the web quest, have students fill out a 25 work summary explaining a new and interesting fact they learned from
the web quest.