Summarizing Lesson
Subject: English Grade level: 8th grade
Unit: Greek Mythology Day/periods: 4/04/12, 45 minutes
Topic: Hercules’ 12 Labors
Content Standards:
Reading Literature Standard:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Writing Standard:
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Speaking and Listening Standard:
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Learning Experience Outcomes
Students will:
Work collaboratively with partners.
Summarize the 12 labors of Hercules.
Apply the 12 labors to their lives.
Learning Experience Assessments
The teacher will observe and keep track of the active participation in the partner pairs.
Quality of the explanation/summary to the rest of the class. Were the main points addressed?
Accurate completion of writing assignment and connections that were made.
Differentiation:
Approaching Students will be given narrative frames with some information already filled in and students will have to fill in the blanks.
On-level Students will need some prompting with partner work, but not much. There narrative frames will also be blank.
Beyond Students will be able to make deeper connections to the myth in their homework assignment and complete their frames without assistance.
Curriculum Integration: Media, literacy
Procedures/Strategies: Watch a 5 minutes clip of Hercules, students will answer the do now, teacher will review Greek mythology notes and begin the discussion of Hercules’ 12 labors, students will read one labor each, partners will then complete a narrative frame and present them to the class, the teacher will give the class her notes while the students take notes, the lesson will close with a discussion of the relevance of the labors to their lives and they will use this discussion in their homework writing assignment.
Materials/Resources:
http://www.perseus.tufts.edu/Herakles/labors.html
Narrative frame for each student
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will watch a quick, 5 minute clip of the Disney movie, Hercules.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
How does the story of Hercules’ 12 labors relate to your life? Do you see any possible connections?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) The do now will be completed after the students view the clip of Hercules. Do now: Can you think of any “labors” in this movie that you just viewed or have seen before? Describe them as best as possible.
Direct Instruction (input, modeling, check for understanding)
1. Review previous material of the significance of Greek mythology: what kind of things should the students be looking for in the myths?
2. Explain the beginning of Hercules’ 12 labors. Why did he get assigned these labors and by who?
3. After the guided practice, the teacher will explain to the class each labor and the students will be taking notes.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Each student will be assigned one of the 12 labors. Since there about 25 students in the class, two students each will have the same labor and they will work together to complete the assignment.
2. Every student will first read their specific labor individually.
3. The students with the same labors will work collaboratively to complete a narrative frame.
4. After completing this, the partner pairs will present their frames to the rest of the class.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
As a closure, the teacher will present her own findings on the 12 labors and the students will take notes. The class will then have a discussion on how these labors can possibly relate to labors they go through during their day.
Independent Practice (what students will do to reinforce learning of the lesson)
Students will be assigned a writing assignment over the weekend to write 12 labors in their own lives and make a connection to each labor from the story.
Unit: Greek Mythology Day/periods: 4/04/12, 45 minutes
Topic: Hercules’ 12 Labors
Content Standards:
Reading Literature Standard:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Writing Standard:
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Speaking and Listening Standard:
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Learning Experience Outcomes
Students will:
Work collaboratively with partners.
Summarize the 12 labors of Hercules.
Apply the 12 labors to their lives.
Learning Experience Assessments
The teacher will observe and keep track of the active participation in the partner pairs.
Quality of the explanation/summary to the rest of the class. Were the main points addressed?
Accurate completion of writing assignment and connections that were made.
Differentiation:
Approaching Students will be given narrative frames with some information already filled in and students will have to fill in the blanks.
On-level Students will need some prompting with partner work, but not much. There narrative frames will also be blank.
Beyond Students will be able to make deeper connections to the myth in their homework assignment and complete their frames without assistance.
Curriculum Integration: Media, literacy
Procedures/Strategies: Watch a 5 minutes clip of Hercules, students will answer the do now, teacher will review Greek mythology notes and begin the discussion of Hercules’ 12 labors, students will read one labor each, partners will then complete a narrative frame and present them to the class, the teacher will give the class her notes while the students take notes, the lesson will close with a discussion of the relevance of the labors to their lives and they will use this discussion in their homework writing assignment.
Materials/Resources:
http://www.perseus.tufts.edu/Herakles/labors.html
Narrative frame for each student
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will watch a quick, 5 minute clip of the Disney movie, Hercules.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
How does the story of Hercules’ 12 labors relate to your life? Do you see any possible connections?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) The do now will be completed after the students view the clip of Hercules. Do now: Can you think of any “labors” in this movie that you just viewed or have seen before? Describe them as best as possible.
Direct Instruction (input, modeling, check for understanding)
1. Review previous material of the significance of Greek mythology: what kind of things should the students be looking for in the myths?
2. Explain the beginning of Hercules’ 12 labors. Why did he get assigned these labors and by who?
3. After the guided practice, the teacher will explain to the class each labor and the students will be taking notes.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Each student will be assigned one of the 12 labors. Since there about 25 students in the class, two students each will have the same labor and they will work together to complete the assignment.
2. Every student will first read their specific labor individually.
3. The students with the same labors will work collaboratively to complete a narrative frame.
4. After completing this, the partner pairs will present their frames to the rest of the class.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
As a closure, the teacher will present her own findings on the 12 labors and the students will take notes. The class will then have a discussion on how these labors can possibly relate to labors they go through during their day.
Independent Practice (what students will do to reinforce learning of the lesson)
Students will be assigned a writing assignment over the weekend to write 12 labors in their own lives and make a connection to each labor from the story.