MULTICULTURAL​ ​LESSON PLAN

Student:​ ​Cynthia Guzman

Subject/Concepts:​ ​English/Language Arts - Literature

Grade Level:​ 5th

1. Standards: (5)3.3 identify historical events and cultural contexts

as portrayed in literature.
● Observable objective:​ ​SWBAT + discuss Greek mythological gods.

● Multicultural goal: ​Develop a positive attitude toward own cultural background.

○ Observable objective: ​ ​SWBAT + compare and contrast one’s own cultural

mythology to Greek mythology.

● Auditory-Visual-Kinesthetic learning styles:

○ Visual: Students will use this learning style when looking at the information about
Greek gods and Greek culture presented in a slide show and comparing the
information to what the have written down in their notes and worksheets.
○ Auditory: Students will use this learning style when the teacher is reading aloud
the chapter.
○ Kinesthetic: Students will use this learning style when drawing their own
mythological and urban legend.
● Gardner's Intelligence:

○ Interpersonal Intelligence: ​This intelligence is implemented through these

lesson plans by having the students read and go through the feelings Percy feels

while being called out to answer a question asked by Mr. Brunner and the

confusion Percy goes through when he zaps Mrs. Dodds out of existence.

2. Materials:
● Percy Jackson and the Olympians: The Lightning Thief (book one)
● “The Gods of Olympus” worksheet
● “Keep in Mind While Reading...” set of questions.
● “Create Your Own Mythological Creature!”
 ● www.historyforkids.net/ancient-greek-gods

3. Instruction- learning Process:

DAY 1: Pre- reading: Greek Mythology (45 minutes)

● Do First​:​ A question will be written on the board in front of the class. The question is,

“In Ancient times, the Greeks had gods for many important forces in their lives -- the sea,

thunderstorms, farming, music, medicine, poetry, archery, etc. Why do you think they

imagined many different gods rather than just one? Would this make life more confusing

or less confusing?”. Students will write a paragraph response to the question in their

journals. Students will have 3 to 5 minutes to complete it. A worksheet titled “ The Gods

of Olympus” will be handed out and students will fill out what they know about each

Greek god and what powers and abilities they believe each Greek poses (Riordan 2005).

● Mini-lesson:​ ​The website historyforkids.net will be projected on to the board. It contain

animations of each Greek god listed on the “The Gods of Olympus” worksheet,

previously handed out, and will list the qualities and abilities each god posses. Students

will take notes during the presentation of the Greek gods through this website.

● Guided Practice: ​After viewing the website of Greek gods, students will use their

notes to compare the information they have written down on their “The Gods of

Olympus” worksheets. Students will get together in groups of 4 and discuss which god or

goddess they like the best or relate to. The teacher, myself, will walk around and visit

each group. The students will share which god or goddess they like best with the teacher

and the reason why.

 ● Independent Practice: ​ Students will add the newly learned information from the

presentation about the gods of Olympus to their worksheets, the “The Gods of Olympus

worksheet” and what the other members of their group had. Students will keep this

worksheet as a set of notes.

● Exit Slip: ​The students will write down two new facts they learned about a Greek god of

their choosing. They will also explain why they like that god and why they relate to them.

DAY 2: Chapter 1 “ I Accidently Vaporize My Pre-algebra Teacher” 45

minutes

● Do First: ​A prompt will be written on the board. The prompt is, “Brainstorm as many

school field trips as you can remember. What’s the best (or worst) experience you’ve

ever had on a school field trip?” (Riordan, 2005). Students will write as much as they

can. No length requirement.

● Mini-lesson: ​The teacher will read aloud chapter one of Percy Jackson and The

Olympians: The Lightning Thief. The book will be required in the list of classroom

supplies. The teacher, before reading the chapter, will give the students a set of questions

to keep in mind while reading.

● Guided Practice: ​The teacher will continue and finish reading chapter one. The teacher

will explain to the class that the as Percy Jackson is learning about Greek mythology, we

are doing the same. As Percy learns about Greek mythology we will be going along the

ride. Greek mythology is a part of the Greek culture which Percy will be introduced to

even more, later in the book.

 ● Independent Practice: ​The students, now knowing that Greek mythology is part of

Greek culture, will write down as many of their personal cultures’ myths. After writing

down their own myths from their own cultures, they will compare and contrast them to

Greek mythology. After comparing, students will combine their personal culture’s myths

and Greek mythology to make their own mythological god or urban legend. Students will

draw it out as well on the worksheet given and using “The Gods of Olympus” worksheet

given before.

● Exit Slip: ​ ​Students will take one of the “Keep in Mind While You Read..” questions

and write a short response to it in their journals or they may share with the class their

mythological creature or urban legend that they have created.

4. Resources:
Manning, M & Baruth, L. (2009). ​Multicultural Education of Children and Adolescents,
Boston, MA: Pearson Learning Solutions.

Riordan, R. (2005). The Lightning Thief: A Teacher's Guide. Retrieved May 1, 2017,
from ​http://rickriordan.com/resource_type/teachers-guides/

Ancient Greek Gods. (n.d.). Retrieved May 1, 2017, from

http://www.historyforkids.net/ancient-greek-gods.html

5. Reflection:
1.What specific subject concepts, skills, applications etc. does the student achieve
for the identified grade level?

2.What specific multicultural knowledge, skills, etc. Has the student achieved?
The student has achieved ​a positive attitude toward own cultural
background. The students have gained knowledge on Greek mythology.
3.Assess the level of student engagement and active learning for the lesson
strategies selected for the “Instruction-learning process?
The students are very engaged in discussions and analyzing the texts
provided. The students are actively learning by taking notes through the lesson and
drawing projects and fill in charts.

4.Lastly, list the strengths and weaknesses of the lesson plan.

The strengths of this lesson plan is the group work the students take part in
and the technology used to teach easier the Greek gods. The weaknesses of the
lesson plan are the limited time given, meaning we won’t be able to finish the
book. Another weakness is a lack of group discussion in the class.
 Create Your Own Mythological Creature!
Create your own mythological creature! Use your own culture’s myths and urban
legends and the Greek mythology we learned the day before to create your own
mythological creature!
 Keep in Mind While Reading…

1. What kind of school is Yancy Academy ?

2. What bad experiences has Percy had on past field trips?

3. Why can’t Percy get back at Nancy when she starts teasing Grover on the bus?

4. Why doesn’t Percy get along with Mrs. Dodds?

5. When do you first suspect that something may be unusual/supernatural about

Mrs. Dodds?

6. In the story about the gods and titans, who was Kronos and what happened to

him after the gods defeated him?

7. Why does Percy get angry at Mr. Brunner? How would you have felt in his

position?

8. What do you learn about Percy’s home life as he’s watching the taxis on Fifth

Avenue?

9. How does Percy get in trouble with Mrs. Dodds? Do you think it’s his fault?

10. How have things changed when Percy returns to the front steps of the museum?
The Gods of Olympus