Differentiated Lesson Plan Bob Tyler EDUC 232 Spring 2011 TOPIC: Hercules: The Greek Myth Subject:

: English (90-minute block period) Grade: 9th grade Content Statement: This is an English class lesson on the story of Hercules and is part of a unit on Greek myths. We will read an abridged version of the story, watch a short video, and participate in activities to enrich our understanding of this topic. Lesson Objectives: Students will be able to identify the main characters in Hercules. Students will be able to list the 12 labors of Hercules. Students will be able to describe the characteristics of a hero. Students will be able to discuss the central themes in Hercules. Essential Question: Do you think that Hercules was a hero? Why or why not? Teaching Strategies: Reading aloud, silent reading, watching a video, partner activity, group activity, and group discussion. Lesson Presentation: The lesson will begin with a brief video clip from the Disney animated film Hercules. The class will then be given copies of a graphic novel of Hercules. This comic book version of the story covers all of the major aspects of the story, but offers quicker reading and more comprehensible input for the special education and ELL students. The teacher will model this portion of the lesson, and read aloud to the class. The teacher will then ask for volunteers to read the subsequent pages of the story. Following the reading we will review the main characters of the story as well as the Hercules twelve labors. Students will get out pencil and paper, scan through the text, and take notes on the main characters and the twelve labors. The mainstream students will work on this independently, while the teacher will provide extra support for the ELL and special education students. We will then reconvene as a large group. Students will take turns writing the characters and the twelve labors on the whiteboard. Next, students will partner with a neighbor to discuss the lesson question, Was Hercules a hero?. We will then reconvene to discuss and share as a group. Finally, students will work in groups of 4-5. (Teacher will take care to integrate the ELL and special education students evenly into each of the groups). Each group will chose one of the twelve labors and present a brief skit to the class to demonstrate their understanding of this portion of the story.

Assessment Techniques: Following the introductory/anticipatory video, some basic general questions be asked of the group to determine who (if anyone) in the class is familiar with this story, and to what degree they understand it. This will help with lesson pacing and judging the need for more background information, etc. Throughout the lesson questioning, listening and observing will be used to assess how well the students are grasping story and demonstrating mastery of the lesson objectives. The skit will not be graded, but oral feedback will be provided to praise students for their successes, and help guide them for any portions of their skit that were a bit offtrack, etc. Accommodations: ELL accommodations: Graphic novel with pictures to accompany text Pictures aids for key vocabulary words Props to help with understanding (sword, crown, plastic animals, etc) Teacher modeling of activities Guided practice Comprehensible input (simple language) Oral and written instructions Video for added comprehension of the story If possible, an ESL teacher of paraprofessional in the classroom Special Education accommodations: Oral instructions (for reading disabilities) Additional and specific feedback/praise Props to help with understanding (sword, crown, plastic animals, etc) Repetition of both written and oral instructions Cooperative learning (group activity) Short activities, frequent changes If possible, a special education teacher of paraprofessional in the classroom Additional accommodations TAG students will be assigned as group leaders for the group activity (skit) and provided with an additional processing activity a graphic organizer to be used by the class as a study guide. Group activities and class discussions will provide accommodation for students for collectivist societies, who are used to more group centered education. Acknowledgement of socio-economic diversity in the classroom; make sure group activities integrate students from all background. Acknowledge the contributions of all students. Insist students treat each other as equals, regardless of differences in socio-economic backgrounds.

Provide additional support and praise for the efforts of poor, working class or homeless students who are clearly not receiving the academic support from parents that upper and middle-class students are receiving. Support cultural pluralism; ask students for other countries/cultures to share examples of heroes and myths familiar to them.