Summer Randolph Dr.

Megan Marshall 24 November 2019

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Summer Randolph

Content Area: Lesson Topic: Length (timing) of Lesson:

English Language Arts – 10th Grade ELA Greek Mythology 42 min.

INSTRUCTIONAL OUTCOMES
WV Standard(s):
 ELA.10.28. - Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 10 reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Learning Objective(s):
 Student will be able to categorize information based on their interpretations and understanding of the material.

Formative Assessment:
 Students will complete a Kahoot at the beginning of class to demonstrate their knowledge on Greek Mythology.

PREPARATION
Materials/Resources:
 The Lightening Thief by Rick Riordan
 Chromebooks/Tablets
 Pens, pencils, highlighters
 PowerPoint
 Worksheet Packet – Vocabulary, A breakdown of the Greek Olympians, and a quick formative assessment on what they can recall from the PowerPoint (will
work on between a two-day span of time)

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

 Summer Randolph Dr. Megan Marshall 24 November 2019

Activating Strategy/ Time  Greet the class at the door and tell them to have  Which god(dess) would you  I will read each
Introduction their tablets out and ready by the start of class. expect to meet in the question aloud for
 Have students pull up Kahoot and have the underworld? auditory learners.
Kahoot ID written on the whiteboard.  Who were Zeus’ parents?
 All students will participate in Kahoot with their  Hera was the goddess of
7 name as the name they enter for the game (this what?
min. will allow for me to be able to track  Where did most Greek god’s
understanding through the students). live?
Core Instruction Time  After Kahoot is finished, students will be told to  Who is Chaos?  There will be guided
prepare for notes by taking out their note  Who was her child? notes for students who
journals. They will be given a heading and  What happened to Uranus’ are more auditory
subheading. This will help students understand and Gaea’s children? learners. They will hear
how to categorize their materials.  Who is Cronus? me say the correct
 Only half of the information for the notes will be  What happened to Cronus’ words as I go through
completed today because of the length of the and Rhea’s children? the PowerPoint and
PowerPoint.  What are the Olympian’s? place them in their
 After making it through the background correct spots for the
30 information (the information before the notes. This is also for
min. Olympian’s), students will be led in an open students who may
discussion over the material they learned. need extra assistance
 I will go over which categories should have been in understanding what
used so far to make sure students categorized is important in note
their information correctly. taking
 Students will then begin working on their  Students can type out
vocabulary portion of the worksheet for the their notes on their
remaining 7 minutes of core instruction. This will tablet/ Chromebooks if
introduce them to key words that will be used in they are kinesthetic
the novel they will begin reading at the end of learners.
the week. This worksheet requires that students
write the vocabulary word down in a column
beside of the typed version, and below, students
will find and write the definitions of the words.
(This will help with comprehension towards the
end of the unit.
 Summer Randolph Dr. Megan Marshall 24 November 2019

Closure Time  Students will be given the chance to write down  What gods or goddesses are  Students also have the
any questions they are hoping to learn tomorrow, you hoping to learn about? option to submit it via
so that I can have an idea of what I may need to  Is there a certain myth you an online discussion
add as the lesson goes along. hope we discuss from Greek board if they all choose
mythology? to think on it after class
5  What makes a myth a myth? and submit it that
min. night.
Contingency Time  If time permits, students will have two options.  What do you think you can
They can either discuss the questions they wrote complete in the next 5
down at the end of class, or students can work on minutes?
what they didn’t finish in class, so they do not
5 have homework.
min.

COEPD LESSON PLAN TEMPLATE

Teacher Candidate: Summer Randolph

Content Area: Lesson Topic: Length (timing) of Lesson:

English Language Arts Greek Mythology 42 min.

INSTRUCTIONAL OUTCOMES
WV Standard(s):
 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 10 reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

Learning Objective(s):
 Students will be able to infer what their novel will discuss to some extent.
 Students will be able to analyze Greek gods and goddess with ease during future assignments.

Formative Assessment:
 Students will participate in a Quizlet pre-test on their vocabulary words from the day before.
 Students must submit an exit slip with a list of their characters they choose for their character analysis portion of their packet.
 Summer Randolph Dr. Megan Marshall 24 November 2019

PREPARATION
Materials/Resources:
 PowerPoint on Greek Mythology
 Worksheet Packet
 Chromebooks/Tablets
 Pens, pencils, and highlighters
 Quizlet for vocabulary words
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time  Students will spend the first 5 minutes of class  Can you depict the  Students who are
Introduction doing individual work on their vocabulary word to me auditory learners can
Tablets/Chromebooks. without repeating the partner up to have the
10  Students will use Quizlet to review their definition? chance to hear the
min. vocabulary words that they learned the day  Before you take the Quizlet questions from their
before. test, how confident are you partners.
 Once students feel confident in their vocabulary in getting a 100%?  Student who are visual
words, they will take a pre-test on Quizlet to help or kinesthetic learners,
reinforce their standing on the words at this can write their answers
point. down on a piece of
paper and I will give
out a sheet with the
questions on it.

Core Instruction Time  Students will take out their notes from the  What does the god or  There will be paper
previous class to continue adding to as the goddess look like? copies of the
PowerPoint progresses.  What are they known for? descriptions of each
 The PowerPoint will pick up at discussing each  Who are they in relation to god and goddess
individual god or goddess that is considered an the other Olympians? passed around for
Olympian. This PowerPoint will discuss their
 Summer Randolph Dr. Megan Marshall 24 November 2019

characteristics, what they are known for, and  Illustrate what you think the students who are visual
who they are in relation to the other Greek gods god or goddess looks like learners.
30 or goddesses. (This will be the end of the  The categories, and
min. PowerPoint) their descriptions, will
 Once finished, the class will go over what should be written on the
have been put into each category. board for students who
 Students will be given time to work on their are visual learners.
character analysis portion of their packet. This  Students will have a list
will be done for 3 gods or goddesses of their of the gods or
choice. (10 minutes) goddesses available to
them if needed.

Closure Time  Students have to turn in a slip of paper with a list  Which god or goddess do you  Students who are more
of which characters they chose to complete in think you could describe in digital learners, can
2 their packets. detail? submit their answers
min. via a discussion board.

Contingency Time  If there is additional time, students will  Was there something about  This is voluntary so
participate in an open discussion regarding who this character that drew you students don’t have to
they chose and why. in? participate in the
5  Do your characters connect discussion.
min. in any way or relation?
COEPD LESSON PLAN TEMPLATE
Teacher Candidate: Summer Randolph

Content Area: Lesson Topic: Length (timing) of Lesson:

English Language Arts Greek Mythology 42 min.

INSTRUCTIONAL OUTCOMES
WV Standard(s):
 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o Apply grade 10 reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
 Summer Randolph Dr. Megan Marshall 24 November 2019

Learning Objective(s):
 Students will be able to analyze characters based on their learnings, their interpretations, and their assumptions.
 Students will be able to comprehend their characters to an extent that they could write a brief paper on them.

Formative Assessment:
 Students will write a brief summarization about one of the characters they chose to do their character analysis on.

PREPARATION
Materials/Resources:
 Worksheet packet
 Guided notes from PowerPoint
 Day journals
 Pens, pencils, and highlighters
 Chromebooks/Tablets
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time  Students will use the first 10 minutes of class to  Do you feel like someone  Students who I feel
Introduction finish their character analysis worksheet packet. could guess which god or need extra assistance
(It must be completed in this time or students will goddess you analyzed based will be brought into a
not be able to successfully complete the core off your descriptions? small group where I
10 activity for the day)  Do you think you know your can work with each of
min.  Students may ask for partner assistance during character well enough to them directly.
this time to make sure they accurately finished reflect on them?  I will write a list of each
every component. character with a small
description on the
board for visual
learners. I will read
these descriptions
 Summer Randolph Dr. Megan Marshall 24 November 2019

aloud for auditory

learners.

Core Instruction Time  Students will participate in a group discussion  What information is most  Students who are to
where they will share one of the characters to the important in summarizing uncomfortable to
class. Their character choice will come from their your character? discuss their
character analysis worksheets. (This should take  Does your character have a information aloud,
no longer than 10 minutes). special ability? have the option to turn
 Students will then split up into small groups (no  What are some examples of in their discussion on a
25 more than 3 people per group). These small their special ability? piece of paper.
min. groups must each be focusing on the same  Students who do not
character, so they can help each other in the next want to work in a
portion of class. group can isolate their
 If groups cannot stay quiet, they will be split up desks.
into individual work once again.  If a student wants to
 Students will be using their Chromebooks/Tablets take notes on their
to research their god or goddesses. The Chromebook/Tablet
information they gain from this will be used in instead of on paper,
their closing activity. they have the option to
do so.

Closure Time  Students will use this time to individually write a  If you can ask yourself  Students may use their
1-page paper about what they learned about one “why?”, “how?”, or “who?” Chromebooks/Tablets
7 of the gods or goddesses they chose to analyze. to any of your sentences, you to write the paper if
min.  Students may use their notes from the are not finished. they submit it online
PowerPoint and their research they found during before class is over.
class time.
 If students use their research, they must cite it in
a work cited page at the end of their summary.
Contingency Time  If time permits, students will swap papers to have  Did they specify where they  Students who are
their peer check for spelling and grammar, and got the information from? kinesthetic learners can
accuracy of information.  How do you know they cited request that I make an
correctly? additional copy of their
Summer Randolph Dr. Megan Marshall 24 November 2019

5  They should switch with someone who has the  Do they have less the 3 errors peers paper so that
min. same character, but I know that is not always on their papers? they can mark the
realistic with class numbers. errors as they write.
 Students who chose to
work in isolation can
partner up with other
students who wanted
to be isolated.