LESSON PLANNING and OBSERVATION TOOL:

A Guide for Planning and Reflecting on Teaching

PRE-PLANNING
Big Idea/
Essential Questions
Big Idea has enduring value beyond the classroom, and involves “doing”
the discipline.
Essential Questions are open-ended, thought-provoking, and spark
discussion and debate. Essential questions call for analysis, inference,
evaluation, prediction. Essential questions require support and justification
-- not just a single “correct” answer.
Main Learning Outcome/Objective
Objectives describe something that students will be able to do after the
class is over—not just a teaching activity to be completed in class.
The Big Idea addresses the comparing and contrasting of global
myths. Students are to exit the classroom with an understanding
of how to find similarities and differences. Students will also have
an understanding of different ways that cultures saw the world
created.
What are differences between these creation myths? What are
some similarities? What are important themes of each one?
After the class is over, students will be able to articulate
similarities and differences in various aspects as well as
understand the concept of a Venn Diagram.

Objectives relate to a set of examples (e.g. “explain how plants get their
food”), not just a single example (e.g. “explain how an oak tree gets its
food

Objectives connect to Big Ideas.

Key Content Standards CCSS.ELA-LITERACY.RL.9-10.10

http://www.cde.ca.gov/re/cc/index.asp, CCSS.ELA-LITERACY.SL.9-10.4
http://www.nextgenscience.org/next-generation-science-standards

Anticipated student conceptions and evidence of prior learning
What prior knowledge and learning do students bring to this lesson? What
do you know about students’ existing conceptions regarding the Big Idea
and learning objective? What evidence do you have?
Students may have some understanding of Greek Mythology.
Students have most likely seen a Venn Diagram, although some
students may need a refresher.
INSTRUCTIONAL SEQUENCE
Teacher actions/activity: Lesson resources:
Connecting to prior knowledge, sharing learning target, launching task
4 myths from various cultures:
Introduction Teacher will introduce two stories, asking students to read. Teacher will connect reading Native American, China, Greek,
25 minutes to previous stories they have read and other similar ideas. Student have seen Venn Norse
Diagram before and will utilize them for this activity.
Sources of evidence of student
Student Grouping: understanding/ student
learning:
Single students will read myths aloud and take turns reading.
Ideas on myths from around the
world
Cognitive Task: Lesson resources:
After reading and analyzing two myths, students will compare relevant information about
their similarities and differences, students will then fill in Venn Diagrams with their thoughts Venn Diagram
and ideas and be able to share them with students around them.
Sources of evidence of student
understanding/ student
Differentiation: learning:
Body  Modifications/supports for struggling learners: Struggling learners will be able to
35 minutes work with other students in order to find similarities and differences Students will have their own
 Modifications/supports for advanced learners: Advanced learners will be able to Venn Diagrams and the teacher
find nuanced comparisons between two myths will go around the classroom to
monitor student learning.

Formative Assessment/evidence of student learning:

Students will fill in Venn Diagrams as a graphic organizers

Student Grouping:

Students will be placed in heterogenous groupings.

 Formative Assessment/evidence of student learning: Lesson resources:

Students will share their ideas of similarities and differences to the class. Students will be Venn Diagram, Digital
Closure asked to write a one-page paper after having read four myths and students will be able to Whiteboard
20 minutes choose two of any of the four myths to discuss.
Sources of evidence for student
Student Grouping: understanding/ student
learning:
The entire class will be able to participate in this section as a whole.
Student ideas will be presented
on a digital Venn Diagram in
front of the class.
/130 minutes