Informational Literacy Lesson Plan

GRADE: 7 TEACHER : Juanita Douglas

CONTENT TOPIC: Greek Mythology

ST
STANDARDS FOR THE 21 -CENTURY LEARNER GOALS

Standard 4: Pursue personal and aesthetic growth.

Skills Indicator(s):

4.1.1 Read, view, and listen for pleasure and personal growth.

4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

4.1.6 Organize personal knowledge in a way that can be called upon easily.

4.1.7 Use social networks and information tools to gather and share information.

4.1.8 Use creative and artistic formats to express personal learning.

Benchmark(s):

- Use web-based interactive tools to enhance creativity in effectively organizing and communicating information.

- Apply various technological skills to create performances and products.

- Use technology tools to collaborate, publish, and interact with peers.-Present ideas and conclusions to audiences

beyond the school.

Dispositions Indicator(s):

4.2.1 Display curiosity by pursuing interests through multiple resources.

4.2.2 Demonstrate motivation by seeking information to answer personal questions and

interests, trying a variety of formats and genres, and displaying a willingness to go beyond

academic requirements.

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4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an

interest in various literary genres.

Responsibilities Indicator(s):

4.3.1 Participate in the social exchange of ideas, both electronically and in person.

4.3.3 Seek opportunities for pursuing personal and aesthetic growth.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

Self-Assessment Strategies Indicator(s):

4.4.1 Identify own areas of interest.

4.4.2 Recognize the limits of own personal knowledge.

CONNECTION TO LOCAL OR STATE STANDARDS

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and

responsible explanation of a variety of literary and informational texts.

b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.

c. Relates a literary work to information about its setting or historical moment.

ELA7W2 The student demonstrates competence in a variety of genres.

The student produces a narrative (fictional, personal, experiential) that:

a. Engages readers by establishing and developing a plot, setting, and point of view that are

appropriate to the story (e.g., varied beginnings, standard plotline, cohesive devices, and a

sharpened focus).

OVERVIEW:

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FINAL PRODUCT: Students will create authentic myths using the Greek gods and creatures

as characters to show how some natural phenomena came into existence.

INSTRUCTIONAL PLAN

• Resources students will use:

__ Online subscription database(s)

X Web sites

X Books

X Reference

Details of these resources can be found on the pathfinder.

http://juanitadouglas.pbworks.com/w/page/38666505/Path-Finder-Greek-Myths

• Instruction/activities

X Direct instruction:

X Modeling and guided practice:

X Independent practice:

X Sharing and reflecting:

Essential Questions:

What are the important elements of Greek myths?

Why do you think the ancient Greeks created these myths?

Do you have a favorite myth? Why?

What are some similarities and differences you recognized between Greek mythology and

stories in other religions you are familiar with?

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Lesson1

Opening

The teacher will introduce the unit by explaining standards objectives and essential desired outcome to

students. Students will create a KWL chart to highlight what they know about writing myths, and what

they would learn at the end of the unit. The teacher will narrate the story “Prometheus” and outline how

it sought to explain the origin of fire. The teacher will explain to students that at the end of the lesson

they will identify the purpose or theme in selected myths.

Work Period

Students will be placed into groups of four and instructed to read, discuss and summarize one myth

found in their Element of Literature Text.

One student from each group will retell to the entire class the Greek myth discussed in his/her group.

Closing

Students will answer the following questions in their writer’s journal.

 What are some themes and elements that you learned from the myths today?

 Why do you think the ancient Greeks created these myths?

 Did you have a favorite myth? Why?

 What was the most interesting element of Greek myths to you?

 What are some similarities and differences you recognized between Greek mythology

and stories in other religions you are familiar with?

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Lesson Two

Opening

The teacher reviews the characters of the different myths students analyzed, and the purpose of each

myth. The teacher also explains to students that they would be researching and writing their own myths

to share with each other. She explains to students that they would be using the path finder to read up

about the Greek gods and creatures and write their own stories. These stories would be uploaded to

class’s Voicethread page, and they will narrate and share their stories with the class.

Work Period:

Students use their text and pathfinder to research Greek myths, and create an outline using myth map for

their story.

Closing

Peer sharing: Students share their outlines with their peers. Teacher will instruct students to write

their stories for homework and share it with others on class Voicethread. Their myth should

explain why animals behaved in certain ways, or tell why natural events like seasons, or weather

occurred. Stories should also include more than one illustration.

Lesson Three (Computer Lab)

Opening:

The teacher reviews standards and objectives of the lesson with students. Teacher instructs students that

they will spend the class time reading, listening and commenting on each other’s stories.

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Work Period:

Students will read at least five original myths be their class mates. Students will evaluate each other’s

work and give a numeric grade based on the attached rubric. Students will also comment on the plot,

characterization and theme of the stories read.

Closing:

Students will complete the L of the KWL chart and share this with their peers. Students will orally

reflect on what they learned about writing good myths.

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 Greek Mythologies

Name of K W L
Subject What I know: What I want to What I learned:
learn:
Main
Characters

Setting

Theme

Conflicts

Sources used:
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 Rubric for Evaluating Myths

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Myth contains
Myth contains Myth contains
few elements Myth contains most
some elements several elements
specific to elements specific to
specific to ancient specific to ancient
ancient Greek ancient Greek
Greek myths and Greek myths and
Elements of myths and myths and offers a
offers a vague offers an
Myth offers a weak logical explanation
explanation of explanation of
explanation for of something.
something. something.
something.
Presentation Few or Creative and
Limited
of Myth irrelevant Good presentation, relevant
illustrations,
illustrations, overall neat illustrations,
minimal effort and
overall sloppy presentation. excellent overall
creativity exhibited.
appearance. presentation.
Characters are
All characters are
Characters are developed through Most characters are
fully developed
poorly vague description fully developed
through vivid
developed and minimal through description
description and
through vague dialogue. Their and dialogue. Their
dialogue. Their
Character description actions and the actions and the
actions and the
Development with no actions/reactions of actions/reactions of
actions/reactions of
dialogue. others are others are
others are clearly
Gods and somewhat explained. Gods
explained. Gods
goddesses are explained. Gods and goddesses are
and goddesses are
included. and goddesses are central characters.
central characters.
central characters.
Contains no
Contains minimal Contains Contains detailed
background
background background background
information
information about information about information about
about
characters and characters and characters and
characters or
Plot setting. The central setting. There is a setting. There is a
setting. The
conflict is central conflict central conflict
central conflict
somewhat which is adequately which is fully
is not fully
explained and explained and explained and
explained or
resolved. resolved. resolved.
resolved.

Writing
contains many Writing contains Writing contains Writing is free of
Spelling,
spelling, some spelling, few, minor spelling, spelling, grammar
Grammar,
grammar, and grammar, and grammar, and and punctuation
and
punctuation punctuation errors. punctuation errors. errors
Punctuation
errors.

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Juanita M Douglas
Source

http://www.southernct.edu/~ils6937/myth/webquest.htm

Juanita M Douglas