Greek Mythology

Natalee Szopo
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Last Updated: 8:16PM Today

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About This Lesson

DESCRIPTION
The class is composed of 20 students (11 girls, 9 boys) in the 6th grade. In history class they will be learning about Ancient Greece/Greek
Mythology. The students have access to laptops in the classroom because I have them assigned to us for the entire week for this project.
We also have a projector and white boards.
Students are moving into the topic of Greek Mythology. On the first day of this lesson I discovered that the students did not know much
about Greek Mythology. I decided to create this lesson to help the students better understand before moving forward. In this lesson the
students will do research in class and at home on a God or Goddess and what special powers they have.
Kimmy is a high incidence student. She has dyslexia. She really enjoys reading even though it is an area she struggles in. She likes to
follow along while the reading is either being read to her or she is listening to it on audio. When there is note taking required in class,
Kimmy either gets a visual outline of the notes and has to fill it in or she gets a copy of the notes that is bolded and the font is larger and is
required to highlight important points.
Bob is low incidence student. Bob is visually impaired where he only has vision in one eye. Bob is required to sit in the front of the
classroom. When there is information that is relatively small text, he would know when he should use his magnifying glass. He also has the
option of listening to all the readings through headphones or reading his readings on his laptop.
Pablo is an English Language Learner. He is fluent in Spanish, but can still follow along with everything in English. He has been in the
United States for 6 years. Pablo still struggles to fluently speak the language and have correct grammar in his writing. He works on his
English at school and at home because his parents want him to master the English language.
Kathy is a Gifted and Talented student. Kathy is very bright in history, politics, and math. Kathy does struggle with comprehension in
reading materials. At times you have to make sure she is focused and knowing what she is needed to read. Once she is pointed in the
right direction she stays focused pretty well.
This is a lesson that is part of Ancient Greece. It is used to help student do research and understand the Gods and Goddesses of Greece.

PREREQUISITES
Students have established that they know how to do research on laptops.
Students know that Gods and Goddesses exist in Ancient Greece.

ESTIMATED TIME
45 minutes

Potential Use
PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:

Classroom Instruction
6 - 12
Social Studies
College and Career Readiness: Anchor Standards
History/Social Studies

Goals
INSTRUCTIONAL GOALS
The goal of this lesson is for students to research on the top of Ancient Greece, specifically the God or Goddess they are assigned and
then they are required to create 5 min presentation on their God or Godess.

OBJECTIVES
SWBAT gather information pertaining to their God or Goddess.
SWBAT create a presentation based on their God or Goddess.
SWBAT critique each others presentation and make adjustments.

VARIABILITY
Variability Part #1
Students critique each others projects and then make adjustments to their projects
Students get to choose the way they would like to present their information
Students are not restricted to the sites they are allowed to use, except no Wikipedia.

Students are able to use websites, books, videos, etc to find their information
The directions will be gone over out loud, put on the over head projector, and given to them in hard copy.
The students will be graded by a rubric
Variabilty Part #2

Kimmy uses Book Builder as her high tech and the editing tool as her low tech.
Bob uses the book clip light as her low tech and zoom text as her high tech.

Assessments
FORMATIVE ASSESSMENTS
SWBAT gather information pertaining to their God or Goddess.
Fill in a graphic organizer or writing down notes in their notebook
I will be walking around the classroom making sure all students are writing information down

SWBAT create a presentation based on their God or Goddess.

When the students are done their research they are required to create a presenation using whatever format they would like
SWBAT critique each others presentation and make adjustments.
Each student will look at multiple students projects and critique them and then present them to the student to help them make their
project better.

SUMMATIVE ASSESSMENTS
The summative assessment will be the students will present their God or Goddess to the entire class making a 5
minute minimum presentation. While the students are presenting the rest of the class will be filling in a handout so that all students in the
end know about all the different Gods and Goddesses and what they are capable of.

Instructional Methods
OPENING
Introduction
Hello class, today we are going to do a fun activity. Remember yesterday when we discussed Ancient Greece some were struggling to
answer the questions based on Greek Gods and Goddesses?
Class: Most nod their head
Well, we are going to do a fun research assignment and present it to the class to help us know more about their Gods and Goddesses and
why they are so important.
Hook
So for each student to get a God or Goddess we will use the class calling sticks to decide which student is going to get which God or
Goddess. The first student's name that is picked out of the class calling sticks will come up and pick their God or Goddess out of a hat.
That student will also pick the next name out of the class calling sticks.

Now that everyone has their God or Goddess they are going to research and study we are going to go over all the details.

DURING
Introduce New Knowledge
Everyone was assigned a different God or Goddess from Greek Mythology. You now much research, study, and take notes on them. Then you must
make a five minute presentation based upon the mythological character that you have picked out of the hat. On the board and on the hand out that
you picked up when you walked into class are some guiding questions for you to use during your research.

Pose Leading Questions

1. Who is your God/Goddess?
2. What impact did they have on Greek Mythology?
3. What is your God/Goddess known for?
4. Does your God/Goddess have an impact on society today?
5. What was unique about your God/Goddess?

6. Why did the Greeks come up with these mythes?

7. Why do you think these stories still exist today?
8. What moral was learned from a story associated with your God/Goddess?
9. Does your God/Goddess have a Roman name?
10. Does your God/Goddess symbolize something?
11. Anything else you find interesting about your God/Goddess

Now that we have taken a look at some of the things you are going to be researching everyone has been assigned a laptop. When I call
your name, you are going to come up here and retrieve your laptop and go back to your seat and sign in and start researching.
Now that everyone has a laptop, please keep the volume at a minimum. If you have any questions please raise your hand and I will come
over to you. Another resource that is available to you in the textbook for the class and I also have a few Greece books that I got from the
library that you may use. You also may go onto Book Builder so you have access to articles that I posted on there for each God or
Goddess so that there are audio recorded and articles available to you prior to researching the internet. There are also some articles for
each God or Goddess that I had translated into Spanish.
When walking around make sure that Bob has his light/magnifying glass if he is going to use any books and has his Zoom Text up and
working on his laptop. Also make sure Kimmy has her headphones for videos to watch. Also make sure she the paper of special sites I
searched for her with lots of videos to help her out. Kimmy also needs to have her Editting Tool out on her desk so if she decides to read
she does not get overwhelmed by all the text. Kimmy also goes into Book Buulder for some articles that are long so that it is easier for her
to obtain information.
The Editting Tool can be used for anyone in the class because it can help other students break up long texts that might get them
overwhelmed. I will also have a few sites available for students that might need a point in the right direction. The outline for note taking and
audiobooks, are a resource that are available for all students.

CLOSING
Closing
Okay class is almost over. Please log off your laptop and be prepared to bring them back up to the front of the class. When I call your
name please bring your laptop up and plug it back into the cart and then sit quitely at your seat.
Review
Now that you have done a little research I would like a few of you to share out an interesting fact you learned about your God/Goddess.

Author's Reflection
The UDL guidelines allow teachers to meet the needs of a diverse group of students because the guidelines hit on a
variety of different learning styles. The guidelines go into 3 different kinds of learners and then for each learner 3
subsets. Each one goes in depth and give access to a variety of knowledge. Giving students access to multiple ways
to present and obtain information will broaden student knowledge and be able to give them a way to express
themselves through school and show how they learn best (CEC 5).
The two students with disabilities (Kimmy and Bob) require extra assistance in this lesson because of the different
activities that we are doing. In bigger research projects it is not easy to just follow along with the rest of the class if
you struggle to see or your letters get confused on your screen (CEC 1). For Kimmy to be successful in this less, she
needs her Editting Tool so that the words do not all combine into one giant sentence and her BookBuilder so that she
can search articles that I have already posted on there for different Gods and Goddesses. Bob needs to have the
extra assistance in this lesson to achieve his highest success. He also needs the extra lighting when reading because
of his loss of sight in one eye. If he did not have access to the light, he would struggle enormously in his school
environment (CEC 2).
The students get to work together as and ask each other questions along with me to help gain knowledge between
each other (CEC 7).

Materials
MATERIALS AND SUPPLIES
laptops
poster paper
construction paper
markers
glue

tape
greek god/goddess hand out
notebook or outline handout
critique paper
calling sticks
Editting Tool
Book Light
Book Builder App
Zoom Text App

RESOURCES INCLUDED
Book Builder Web Page
Why it's included:
I thought this resource would be helpful for my dyslexic student. I could use it to upload audio readings
and etc for her so she does not fall behind when working on the God/Goddess lesson.
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Last Updated: April 7

Shared: Public

Zoom Text Web Page

Why it's included:
I thought this would be helpful for my visual impairment student because when we are on the laptops it
would be beneficial for him to be able to zoom in on all of the text. It would help him be able to move
forward through the lesson like everyone else.
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Last Updated: February 10, 2014

Shared: Public

Editing Tool Image

Why it's included:
Kimmy has dyslexia. When the class does peer-edits it is hard for her to follow along or even when
reading a text if she sees too many words at once they start to become jumbled. This tool breaks it up
for Kimmy.
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Last Updated: April 21

Shared: Individual (1)

Book Clip Light

Why it's included:
Bob struggles with vision in one eye and when he is reading it is hard for him to so in such doll lighting.
This Book Clip Light will help him with in class readings when it is handed to him paper copy or if they
are reading out of a book. It is important that his light is used to help him see better.
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Last Updated: April 21

Shared: Individual (1)

Author's Reflection
The reason I used these specific AT methods is because I thought it would benefit my two students with disabilities do
the best they could in this lesson.

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