Greek_Mythology_Lesson_Plan

=** Assignment 3.2: **Collaborative Unit Plan= =** Greek Mythology: ** Collaborative Lesson Plan =

This lesson will be used for a collaborative unit on Greek mythology between a creative dramatics teacher and a librarian. The lesson on which we are focused deals with researching Greek myths and characters. The end result will be a Reader's Theater performance complete with Greek masks as the students embody their assigned god, goddess, monster, or mortal. See the full unit plan at Greek Mythology Unit Plan and Collaborative Planning Form at Collaborative Planning Form. Our resources are listed at http://storiesbyemilie.wikispaces.com/Greek_Mythology_Resources.


 * == Lesson Planning Form == ||
 * **Grade Level** || 5th Grade ||
 * **Content Areas** || Language Arts, Social Studies, Creative Dramatics ||
 * **Lesson/Unit Length** || 9 days, 55 minute classes ||
 * **Purpose** || The purpose of this lesson is to have students learn and use the Big6 research model to research Greek Gods/Goddess for character development when preforming a Greek Mythology readers theater. ||
 * **Objectives** || * Students will develop questions over a specific topic. (Step 1)
 * Students will identify and locate resources with the school to answer specific research based questions. (Steps 2 & 3)
 * Students will answer questions over a specific topic using different resources. (Step 4)
 * Students will organize information and present it to their peers. (Step 5) ||
 * **Resources, Materials, and Equipment** || **Children’s or Young Adult Literature**

Bolton, Lesley. //The Everything Classical Mythology Book: Greek and Roman Gods, Goddesses, Heroes, and Monsters from Ares to Zeus.// Adams Media Corp., 2002. Print. Call Number: 292.13 BOL

Green, Jen. //Myths of Ancient Greece.// Raintree Steck-Vaughn, 2001. Print. Call Number: BL782.G69

Philip, Neil. //Eyewitness Mythology.// DK Publishing, 2005. Print. Call Number: J 292.13 PHI

Sioras, Efstathia. //Greece//. Gareth Stevens Publishing, 1998. Print. Call Number: J Nonfiction J 394.269495 SIO


 * Other Resources**

Pugliano-Martin, Carol. //Greek Myth Plays.// New York: Scholastic Teaching Resources, 2008. Big6 goes Primary Research Journal Pencils Computer Access
 * MS PowerPoint


 * Websites**

//Ancient Civilizations Starter Collection: Greece//. CLEARVUE & SVE, 1998. Full Video. 21 July 2010. <[]>.

FWD Media, Inc. //BrainPop: Greek Gods.// 1999-2010. 19 July 2010 <[|http://www.brainpop.com] >.

Pearson Education. //Fact Monster: The Olympian Gods and Goddesses.// 2000-2007. 19 July 2010 <[]>.

Skidmore, Joel. //Mythweb.// 13 January 2010. 19 July 2010 <[|http://www.mythweb.com]>.


 * Graphic Organizers**

Bubble Map (Natural Wonders & Gods/Goddess) wk 1 day 1&2 Big6 goes Primary research journal


 * Equipment**

Computers (desktop & laptops) Overhead Projectors Printers Document Camera (to display books)

Students will self assess using the questionnaire provided in the "Big 6 Goes Primary" research journal. ||
 * Link to our Greek Mythology Resources. ** ||
 * **Collaboration** || The Librarian and creative dramatics teacher will be team teaching the entire research unit. The librarian will guide the research process while the creative dramatics teacher will be note taking during each days modeling. Both educators will work with the entire class during student practice. ||
 * **Assessment** || Students research journal and presentation will be assessed by the educators with a rubric based on four categories. These include asking and answering questions, information sources used, presentation aesthetics, and information provided.
 * **Standards** || §110.16. English Language Arts and Reading, Grade 5

<span style="font-family: Tahoma,Geneva,sans-serif;">23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: <span style="font-family: Tahoma,Geneva,sans-serif;">(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and <span style="font-family: Tahoma,Geneva,sans-serif;">(B) generate a research plan for gathering relevant information about the major research question. <span style="font-family: Tahoma,Geneva,sans-serif;">(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: <span style="font-family: Tahoma,Geneva,sans-serif;">(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; <span style="font-family: Tahoma,Geneva,sans-serif;">(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and <span style="font-family: Tahoma,Geneva,sans-serif;">(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. <span style="font-family: Tahoma,Geneva,sans-serif;">(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: <span style="font-family: Tahoma,Geneva,sans-serif;">(A) compiles important information from multiple sources; <span style="font-family: Tahoma,Geneva,sans-serif;">(C) presents the findings in a consistent format || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">1.1.4 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Find, evaluate, and select appropriate sources to answer questions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3.1.4 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use technology and other information tools to organize and display knowledge and understanding in ways that others can view use and assess. || Glogster Online resources Websites Projector || Discuss how the oral myths translated into religion, transcended time, and has influenced current society and culture. Let the students know of the final project and how they will be using their research to develop meaningful costumes and characters. ||
 * **AASL S4L** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; font-weight: normal;">1.1.3 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Develop and refine a range of questions to frame the search for new understanding.
 * **Educational Technology** || PowerPoint
 * **Implementation** || The creative dramatics teacher and librarian will team teach. During the introduction, the librarian will share the story of Echo while the librarian prompts questions from the students. When the students share an idea, the teacher will put the answers in a class bubble map. For the research section, the librarian will explain how to create a trading card, while the teacher models and demonstrates the process for them. Both the librarian and teacher will guide the students through the actual research process. ||
 * **Process:** ||  ||
 * ~Motivation || Students of this age seem to be drawn to Greek mythology. The stories are engaging, exciting, and adventurous.
 * ~Student-friendly Objectives || * Students will learn how to develop questions over a specific topic. (Step 1)
 * Students will learn how to identify and locate resources with the school to answer specific research based questions. (Steps 2 & 3)
 * Students will learn how to answer questions over a specific topic using different resources. (Step 4)
 * Students will learn how to organize information and present it to their peers. (Step 5) ||
 * ~Presentation || Week 1, Day 1 -
 * Introduce Greece & Greek Mythology**
 * Watch Video on Greece.
 * Explain how Greeks used stories to explain natural phenomenons of the world.
 * Tell the story of Echo.
 * Ask students to think about other events, happenings, or occurrences that could be explained through a story, like Echo.
 * Students will share out teacher/librarian will write students answers on a class bubble map.

Week 1, Day 2 -
 * Introduce Greek Mythology**
 * Watch BrianPop Video: Greek Gods
 * Make connections on the bubble map between Gods/Goddess to student answers about natural phenomenons from the day prior.
 * Briefly explain the Big 6 research method
 * Assign students a Greek god or goddess to research

Week 1, Day 3 -
 * Research**
 * Teacher/Librarian lead example using a preselected God/Goddess (which ever one students don't choose)
 * Task Definition (Step 1)
 * Learn about a Greek god/goddess
 * Roman & Latin Name, God/Goddess of what?, Famous for? Relatives? Weapon/Symbol? (at least 8 questions)
 * Students begin their research

Week 1, Day 4 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from the previous day
 * Information Seeking Strategies (Step 2)
 * Brainstorm where to find information (books, encyclopedia, internet, person)
 * Location and Access (Step 3)
 * Stations (books, internet, encyclopedias)
 * Students continue research in the library.
 * Librarian and teacher continually monitor progress through informal assessment.

Week 1, Day 5 - Week 2, Day 1 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Use of Information (Step 4)
 * Answer the questions created in Task Definition (step 1)
 * Students continue research in stations
 * Librarian and teacher continually monitor progress through informal assessment
 * Research**
 * Use of Information (Step 4) cont...
 * Answer the questions created in Task Definition (step 1)
 * Students continue research in stations.
 * Librarian and teacher continually monitor progress through informal assessment.

Week 2, Day 2 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Synthesis (step 5)
 * Organize information
 * Present information
 * Students use research to develop a "trading card" on a PowerPoint slide describing the characteristics, relationship to other gods, goddesses, monsters, and mortals, powers, and stories.
 * Students present their research to the class using the trading card.
 * Teacher and librarian assess.

Week 2, Day 3 -
 * Research**
 * Synthesis (step 5) cont...
 * Student continue working on their trading cards (1/2 class)
 * Students present their "trading card" to the class

Week 2, Day 4 -
 * Research**
 * Teacher/Librarian model example using the same God/Goddess from wk1 day 3.
 * Evaluation (step 6)
 * Did I complete everything in the big 6 process
 * Did I present everything I was suppose to ||
 * ~Student Participation Procedures or Student Practice Procedures || Students will participate in individual research. Both the teacher and the librarian will be available to answer questions and keep students on task. ||
 * ~Guided Practice || Students will work independently as the librarian will circulate around the room to answer student questions or provide guidance. The teacher will pull a small group of lower level students to do guided research. ||
 * ~Closure || Students will share their research through a PowerPoint trading card or glogster poster. ||
 * ~Reflection || Students will self assess using the questionnaire provided in the Big 6 Goes Primary research journal. ||
 * **Extensions** || The students will use their research to create an acting mask and then embody their god or goddess through acting with a mask in a performance. ||

<span style="display: block; height: 1px; left: -10000px; overflow: hidden; position: absolute; top: 0px; width: 1px;">collaborative planning form