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Part 1: Identifcation o Learning Problem

Target Audience

The target audience is 6th grade struggling English Language Arts (ELA)students at Harlem Middle School in Columbia County, Georgia Thesestudents range in age !rom "" to "# years old They ha$e diagnosed readingde%cits and lac& the same reading com'rehension s&ills and bac&ground&noledge gained !rom reading as other students in their ELA classes Thesestudents ha$e modi%cations to their curriculum so that they recei$eremediation and small grou' instruction as needed

Problem Identifcation

Sith grade students in Columbia County 'ublic schools read *ic& *iordan+s

no$el The Lightning Thie! This no$el is the %rst in a series based on Gree&mythology *egular education students and es'ecially gi!ted students ha$emuch stronger reading com'rehension s&ills and are able to learn the Gree&gods, goddesses, myths, and legends hich the no$el is based on easilyMany o! these students already ha$e a or&ing &noledge o! mythology,ha$e seen mo$ies based on the no$el, or ha$e read the no$el on their onStruggling readers, hoe$er, o!ten a$oid reading hen e$en decoding ordsis a 'roblem !or them, they cannot then ma&e the more ad$ancedconnections to the allusions in the no$el The no$el becomes a hugechallenge instead o! an en-oyable and educational e'erience .or eam'le,each cha'ter in The Lightning Thie! is based on a s'eci%c Gree& myth, so

hen /ercy, the 'rotagonist, !aces the 0!ury0 o! his substitute teacher,struggling readers do not ha$e the 'rior &noledge o! the .uries inmythology to ma&e the connection They need 'reteaching acti$ities, hichould include a basic &noledge o! the ma-or Gree& gods, goddesses, andmythological creatures that ill be seen in the no$el They need sca1oldingand guided notes to dra com'arisons !rom the no$el to the mythology asthe author intended 2ith this assistance, the oner o! the statues o! theGarden Gnome Em'orium suddenly is not -ust some oman in a turban andsunglasses but Medusa the Gorgon 2ith added instruction and su''ort inachie$ement 'eriod, these students can accom'lish success ith the no$el,understand the allusions, and begin en-oying reading instead o! dreading it

Goals

Students ill identi!y the basic names and characteristics o! the ma-or3lym'ian gods and goddesses (4eus, Hera, /oseidon, etc)

Students ill recogni5e the allusions to Gree& myths in the no$el TheLightning Thie!

Students ill or& daily ith guided instruction

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Students ill increase reading com'rehension s&ills through guidednotes, summari5ing s&ills, sca1olding, and etension acti$ities

Part II: Learner Analysis

Introduction

The target audience is a small group of five sixth graders who will be taught reading remediation

and enrichment during daily Achievement Period (AP). The materials, activities, and lessons

will be tied to Ric Riordan!s novel The "ightning Thief. This group consists of struggling

readers who have been identified through their #ndividuali$ed %ducation Plan (#%P), &riterion'

Referenced &ompetency Test (&R&T), and Response to #ntervention (RT#) levels. The students!RT# levels are provided by the school!s assistant principal who conducts regular meetings to

monitor their progress. #%P information is provided by the special education teacher who also

provides classroom accommodations. &R&T test results are found in permanent records and on

the tatewide "ongitudinal ata ystem ("), which is a part of the school!s online grading

system #nfinite &ampus. " also provides information such as ethnicity and if a child!s

family is economically disadvantaged. #n this group *+ are boys, and -+ are girls. ++ are

/hite0non'1ispanic2 *+ are economically disadvantaged, and ++ are students with

disabilities. #n addition to using testing scores and records, the regular education teacher and the

special education teacher used observations and learning surveys to gain nowledge about their

students.

Entry Skills and Prior Knowledge

3se of /ord documents (open, typing, save)

3se of basic internet search engines such as 4oogle or 4alileo

3se of graphic organi$ers such as 5enn diagrams

6nowledge of basic fiction plot elements (character, setting, theme, conflict)

6nowledge of summari$ing and note'taing sills

Attitudes Toward Content and Academic Motivation

All of the students in this group have positive attitudes toward learning. They en7oy rewards

from teachers such as praise, free treats from the school store, and computer time for educational

games. They all are motivated and receive support from not only their teachers but also their

families. ++ of the group said they wished they had stronger reading sills, and all have

started to chec out fiction and informational texts from the school 8edia &enter. %ven though

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they are all below grade level in reading, they are trying to improve. #nformation for this section

was taen from the students! learning styles surveys and from informal observations.

Educational Ability Levels

9ne hundred percent of the group is labeled as students with disabilities. According to theirspecific #ndividuali$ed %ducation Plan (#%P), they receive co'taught classes, extended test'taing

time, tests read aloud, small group settings for testing, guided notes, or rewards. The students in

this group are not on grade level for reading sills and are placed in small group for Achievement

Period to provide extra assistance. 8ost will also receive progress monitoring from their special

education teacher with programs such as A#8 web to trac fluency and reading comprehension

throughout the school year.

eneral Learning Pre!erences

The students in this group en7oy :hands on: activities. They do well with computer pro7ects and

graphic organi$ers to display their information. 9ne hundred percent of the group also prefers

artistic and creative opportunities to show their wor. These students also prefer small group

settings so that the teacher can read the material aloud or so that they can use headphones on the

computer to listen to instruction. The students learning styles surveys were reviewed for this

information.

Attitude Toward Teac"ers and Sc"ool

9ne hundred percent of the students in this group en7oy school and :love: their teachers,

administrators, coaches, and media specialist. The students are in sixth grade, so the ma7ority of

their sociali$ation is done at school. They participate in school clubs, sports, and functions suchas dances or movie nights. The students are polite, often giving their teachers a hug and saying

things lie, :1ave a great weeend: or :# missed you while you were absent.: The only negative

comment made when students were ;uestioned about their opinions of school was the early +

A.8. start time.

rou# C"aracteristics $including social c"aracteristics and relevant cultural in!ormation%

8embers of this group attend a Title school where over ?+ of the population receives free or

reduced lunch. The area is also rural. tudents who need school supplies or weeend meals are

helped by the school and community service groups. 9ne hundred percent of the group spea

%nglish and are to - years old. The students and their families have a strong sense of

community and see the school as the heart of their town.

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Part III: Task Analysis

After reviewing the goals of my instructional plan, # used both a topical and a procedural

analysis to meet the learning needs of my students. ome of my goals, such as students

recogni$ing the names and characteristics of the ma7or 9lympian gods and goddesses, are topical

since they re;uire students to now facts, concepts, or principals about 4ree mythology. @or

example, a fact they need to now is that eus is the god of the sy in 4ree myth. This

information then becomes a ey part to students understanding Ric Riordan!s novel The

"ightning Thief. 9nce the basic, topical information is in place, students can begin wor on the

necessary steps to have measurable success with the novel. truggling readers accomplish

success through procedural steps such as recogni$ing allusions in the novel, completing

summari$ing activities, and using guided notes and scaffolding to complete the boo andparticipate in differentiated pro7ects to extend cross'curricular nowledge. tudents must be

taught correct classroom procedures and guidelines to follow when doing these various activities.

@or example, what are the necessary literary elements needed to summari$e a chapter correctlyB

8y wor with students the last seventeen years and with The "ightning Thief the last three years

has taught me that readers, especially struggling readers, identify with the novel!s main character

Percy Cacson. Percy is a teen with his own set of issues, including A1 and dyslexia. This

average teen goes from struggling in school to being a demigod who helps to save the world.

tudents are hooed by Riordan!s storytelling. The novel is a perfect bacdrop for an

instructional plan that turns struggling readers into booworms.

Task Analysis &utline

. 6nowledge and #dentification of ma7or 4ree gods, goddesses, heroes, and monsters in the

novel (connect 4ree history and culture to build bacground nowledge)

. 4ods

... eus '' sy, lightning bolt

..-. Poseidon '' sea, trident

..>. 1ades '' underworld, helm of darness

..D. Ares '' war

..?. ionysus '' wine, tiger

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..E. 1ephaestus '' blacsmith

.- 4oddesses

.-.. 1era '' ;ueen, peacoc

.-.-. emeter '' mother earth, hearth

.-.>. Aphrodite '' love, dove

.-.D. Athena '' wisdom, owl

.-.?. Artemis '' the hunt, the moon

.> 1ero

.>.. Perseus

.D. 8onsters0&reatures

.D.. 8edusa '' 4orgon

.D.-. 1ellhound

.D.>. &entaur '' half man, half horse

.D.D. atyr '' half man, half goat

.D.?. @uries

.D.E. @ates

.D.. &ompare and contrast 4ree charactersI attributes to modern allusions each chapter

>. 4uided Reading

>.. Read sections of chapters aloud to improve pronunciation, fluency, and tone

>.-. 3se 4raphic 9rgani$ers

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>.-.. &reate and complete 5enn diagram comparing Percy (main character) to

classic hero

>.-.-. &omplete graphic organi$ers of gods0goddesses and their roles in the novel

>.>. /rite a summary of chapters

>.>.. /hoB &haracters J people, animals, creatures

>.>.-. /hatB Plot J se;uence of events

>.>.>. /henB /hereB etting J place and time

>.>.D. /hyB 1owB conflict, theme

D. 3tili$e nowledge of novel to create activities based on the novel (extension)

D.. 5arious pro7ects (some examples listed)

D... &reate a sit from the novel

D..-. tudy contributions to science and medicine made by ancient 4rees

D..>. &reate a graphic novel or cartoon

D..D. Read other novels by same author

Sub'ect Matter E(#ert $SME%

# will be serving as the ub7ect 8atter %xpert for my instructional plan which is based on

struggling readers and their wor with Ric Riordan!s novel The "ightning Thief. 8y

educational bacground includes graduating summa cum laude with a bachelor!s degree in

%nglish from 4eorgia &ollege K tate 3niversity in 8illedgeville, 4A. # also received a minor

in @rench and a secondary teaching certificate from 4&K3. &urrently # am woring on my

master!s degree in #nstruction Technology with media specialist certification from 4eorgia

outhern 3niversity. 8y teaching bacground includes seventeen years teaching %nglish

courses in sixth through twelfth grades in both private and public schools. # have also wored

with gifted groups, co'taught special education classes, and have added a Reading %ndorsementand a middle school history certificate to my teaching certificate. This year is my first as a media

specialist.

# am ;ualified to serve as 8% because # have wored with struggling readers, special education

students, sixth graders, and the novel used in this instructional plan. The target audience of this

study is a group of struggling sixth graders. After teaching the novel to a wide range of students,

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# am well versed in current curriculum and best practices to help struggling readers reach success

with this instructional plan.

truggling Readers 4uide to uccess with The "ightning Thief

LaL

" 7noledge

and identi%cation

o! ma-or Gree&

characters and8e%ne

e'haest

onysus

res

ades

oseidon

eus

Allusion

Monsters

Creatures

Hero

Gods

Goddess

es

9denti!

C:C

Hera Medusa

/erseus

Hellhound8emeter

Artemis

Athena

A'hrodite

Minotaur.ate

.ury

Satyr

Centaur

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;enn, .rayer

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Part I): Instructional &b'ectives

Terminal &b'ective *: To recogni$e the use of ma7or 4ree gods, goddesses, and characters

fre;uently referenced in literature, movies, and pop culture

Enabling &b'ectives:

*A+ To identify the ma7or 9lympian characters (eus and 1era for example) (cognitive)

*,+ To list the characters attributes, symbols, and physical descriptions (cognitive)

*C+ To locate examples of 4ree characters used in modern culture (cognitive)

Terminal &b'ective -: To identify the use of an allusion in literature


-A+ efine allusion (cognitive)

-,+ &ompare and contrast 4ree characters with modern e;uivalents in literature or film

(cognitive)

-C+ &reate an allusion using 4ree characters (cognitive)

Terminal &b'ective .: To demonstrate reading sills independently


.A+ Read The "ightning Thief to improve comprehension sills (cognitive and psychomotor)

.,+ iscuss the novel with other students to improve comprehension sills (cognitive andpsychomotor)

.C+&ompare and contrast information in the novel using a 5enn diagram (cognitive)

./+Analy$e materials using various graphic organi$ers such as the @rayer 8odel (cognitive)

.E+/rite a summary of chapters to reinforce understanding of materials read (psychomotor)

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Terminal &b'ective 0: To design activities which not only reinforce what is read but also create

life'long learners


0A+&reate written forms such as sits or role playing (psychomotor)

0,+&onstruct artistic forms such as graphic novels (psychomotor)

0C+%xamine 4ree culture and its contributions to modern society by viewing at least two

online sources (cognitive)

0/+ Read extensively on own for nowledge and pleasure (at least one other novel) (affective)

Classi!ication o! Instructional &b'ectives

Cont

ent

1ecal

l

A##li

cation

2act A,

-A

Conc

e#t

L , -,

-L,

>&,

>

Princ

i#les

>A,

D&

&,

-&,D

Proce

dures

>, >%,

D, DA

Inter

#erso

>L

Per!ormance

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nal

Attitude

1elations"i# between Instructional &b'ectives and Standards

Instructional oal Common Core eorgia Per!ormance

Standards 3 American Association o! Sc"ool

Librarians Standards

&&.E.R.". 6ey #deas and etails= &ite

textual evidence to support analysis of what the

text says explicitly as well as inferences drawn

from the text

A &&.E.R.". 6ey #deas and etails= &itetextual evidence to support analysis of what the


from the text

L &&.E.R.". 6ey #deas and etails= &ite



from the text

& D.D.D. #nterpret new information based on

cultural and social context

- &&.E.R.". 6ey #deas and etails= &itetextual evidence to support analysis of what the


from the text

D.D.D. #nterpret new information based on


-A &&.E.R.#.D &raft and tructure= etermine the

meaning of words and phrases as they are used

in a text

-L &&.E.R.". 6ey #deas and etails= &ite



from the text

D.D.D. #nterpret new information based on


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-& &&.E./.>.b Text types and Purposes= 3se

narrative techni;ues, such as dialogue, pacing,

and description, to develop experiences,

events, and0or characters

> &&.E.R.".+ Range of Reading and "evel of

Text &omplexity= Ly the end of the year, read

and comprehend literature, including stories,

dramas, and poems, in the grades E'* text

complexity band proficiently, with scaffolding

as needed

>A &&.E.R.".? &raft and tructure= Analy$e how

a particular sentence, chapter, scene, or stan$a

fits into the overall structure of a text and

contributes to the development of the theme,

setting, or plot

>L &&.E."..a &omprehension and

&ollaboration= &ome to discussions prepared,

having read or studied re;uired material2

explicitly draw on that preparation by referring

to evidence on the topic, text, or issue

>& &&.E.R.".- 6ey #deas and etails= etermine

a theme or central idea of a text and how it is

conveyed through particular details2 provide a

summary of the text distinct from personalopinions or 7udgments

> &&.E.R.".- 6ey #deas and etails= etermine



summary of the text distinct from personal

opinions or 7udgments

>% &&.E.R.".- 6ey #deas and etails= etermine



summary of the text distinct from personalopinions or 7udgments

D D..>. Respond to literature and creative

expressions of ideas in various formats and

genres

DA &&.E./.>.b Text types and Purposes= 3se

narrative techni;ues, such as dialogue, pacing,

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and description, to develop experiences,

events, and0or characters

DL &&.E.".- &omprehension and &ollaboration=

#nterpret information presented in diverse

media and formats and explain how it

contributes to a topic, text, or issue under study

D& -..>. 3se strategies to draw conclusions from

information and apply nowledge to curricular

areas, real world situations, and further

investigations

D &&.E.R.".+ Range of Reading and "evel of

Text &omplexity= Ly the end of the year, read

and comprehend literature, including stories,

dramas, and poems, in the grades E'* text

complexity band proficiently, with scaffolding

as needed

Part ): /esign o! Assessment

Instructional

Strategies

oals &b'ectives 4/L Assessments

"esson =

tudents will

view various

websites and use

online resources

to locate and

present

information.

tudents will

identify the basic

names and

characteristics of

the ma7or

9lympian gods

and goddesses.

Terminal

&b'ective *: To

recogni$e the use

of ma7or 4ree

gods, goddesses,

and characters

fre;uently

referenced in

literature,

movies, and pop

tudents are

given choices in

use of

technology tools

to provide

multiple means

of representation

and expression.

Presentations

(web -.+ such as

pre$i) include

character

description,

symbols, myth,

and

representation in

modern culture

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culture

Enabling

&b'ectives:

*A+ To identify

the ma7or

9lympian

characters (eus

and 1era for

example)

*,+ To list the

characters

attributes,

symbols, and

physical

descriptions*C+ To locate

examples of

4ree characters

used in popular

culture

(aligned with

ob7ectives

*5*A5*,5*C)

"esson -=

tudents will use

various onlinetools to define,

analy$e, and

create allusions.

tudents will

recogni$e the

allusions to4ree myths

used in literature,

movies, and

popular culture

Terminal

&b'ective -: To

identify the useof an allusion in

literature

Enabling

&b'ectives:

-A+ efine

allusion

-,+ &ompare

and contrast

4ree characters

with modern

e;uivalents in

literature or film

-C+ To create

own allusion

using 4ree

characters

tudents are

given choices in

use oftechnology tools

to provide

multiple means

of representation

and expression.

9riginal myth

writing

assignment tocreate something

(ex. how the

sunflower got its

name) plus

illustrate the

myth using

online tools

(aligned with

ob7ective -C)

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"esson >=

tudents will

read the novel

The "ightning

Thief while also

interacting with

the novel (movie

clips, discussion

posts,

summaries).

tudents will

wor daily with

guided reading

instruction.

Terminal

&b'ective .: To

demonstrate

reading sills

independently

Enabling

&b'ectives:

.A+ Read The

"ightning Thief

to improve

comprehension

sills

.,+ iscuss the

novel with otherstudents to

improve

comprehension

sills

.C+ &ompare

and contrast

information in

the novel using a

5enn iagram

./+ Analy$ematerials using

various graphic

organi$ers such

as the @rayer

8odel

.E+ /rite a

summary of

chapters to

reinforce

understanding of

materials read

tudents are

given multiple

means of

engagement

(print, audio,

online).

Read The

"ightning Thief

and post

summaries (who,

when, where,

why) after every

two chapters on

class website

(aligned to

ob7ectives .5 .A5

.,5 .E)

"esson D=

tudents will

participate in

cross'curricular

tudents will

increase reading

comprehension

sills through

Terminal

&b'ective 0: To

extend

nowledge by

tudents are

given multiple

means of

expression and

An extension

activity to create

artwor, do

research on

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extension

pro7ects to

increase

nowledge and

understanding of

the novel while

also developing a

love of reading.

guided notes,

summari$ing

sills,

scaffolding, and

extension

activities.

designing

activities which

not only

reinforce what is

read but also

create life'long

learners

Enabling

&b'ectives:

0A+ &reate

written forms

such as sits or

role playing

0,+ &onstruct

artistic formssuch as collages

or graphic novels

0C+ %xamine

4ree culture

and its

contributions to

modern society

0/+ Read

extensively on

own fornowledge and

pleasure

engagement

(technology, art,

print).

4ree

contributions to

modern society,

or write a sit

(aligned with

ob7ectives 05 A5

0,5 0C)

List o! Assessments:

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%ach of the assessments for this unit is performance based. The assessments are not simply

multiple choice or memori$ation of material, but instead they rely on application of the

nowledge learned.

Assessment 6*+ reek od5 oddess5 or C"aracter $aligned wit" &b'ectives *5 *A5 *,5 *C%:

%ach student is assigned a different 4ree character to research. The final product may be a

power point presentation or use of a web -.+ tool such as pre$i. The presentation must include

the character!s description, symbols, myth, and representation in modern literature, art, or

culture. tudents must also include bibliographies with their presentation.

/i!!erentiation: Presentations (web -.+ such as pre$i)= tudents are given the opportunity to

use a number of free web -.+ tools to provide multiple means of representation and expression.

tudents can present their findings in a manner that suits their learning styles as they explore

various web -.+ tools. Auditory learners may add sound clips while visual learners may relyheavily on images in a power point presentation.

An example of a pre$i for the goddess emeter is included with this section (

htt'::'re5icom:bB@orrsa!m:Dutmcam'aignFshareutmmediumFco'y)

Checklist or Learners or Assessment #1:
http://prezi.com/bq-orrsa4fmx/?utm_campaign=share&utm_medium=copyhttp://prezi.com/bq-orrsa4fmx/?utm_campaign=share&utm_medium=copy

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Needed Items Possible Points Points arned1! Title includes

character"s name

1

! Ph$sical descri%tion

o character

&

&! '$mbols orcharacter

(! )$th that in*ol*es

the character

+! ,am%le o the

character in modern

culture

-! .isual 1/! 0ibliogra%h$ 1! 2se o technological

tool

1

3! Grammaticall$correct

1

14! Ino %osted to class

5iki

1

Assessment 6-+ Myt" 7riting Assignment $aligned wit" &b'ective -C%: %ach learner will

create an original myth explaining the creation of something (example, how the sunflower got its

name). The learner will then create an illustration to explain his or her myth. "earners may use

various online tools or scan original art.

/i!!erentiation: 8yth writing assignment= tudents are given choices in use of technology

tools (pre$i, toondoo, power point) to provide multiple means of representation and expression.

8ore advanced students may use tools such as Llabberi$e to create animated versions of their

myth while more traditional writers may use /ord documents with scanned photos of their

original drawings.

An example of the comic strip created for :1ow the unflower 4ot its Mame: is included with

this section. The comic was created using www.toondoo.com.

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Checklist or Learners or Assessment #:

Needed Items Possible Points Points arned1! Create an original

m$th

&

! Include Greek

characters

&! Include at least one

allusion

(! 2se technological

tools to create art5ork

+! Post ino on class

5iki

1

Assessment 6.+ Summaries and /iscussion Posts $aligned wit" &b'ectives .5 .A5 .,5 .E%:%ach learner will write summaries of the novel as he or she reads it. These summaries along

with discussion ;uestions will be posted on a class website that will be created using /eebly.

/i!!erentiation: iscussion posts including summaries (who, when, where, why) after every

two chapters on class website= tudents are given multiple means of engagement (print, audio,

online). As students read The "ightning Thief, they will create summaries based on their own

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learning preferences (outlines, graphic organi$ers, short paragraphs) as well as interact with other

students through discussion posts and responses.

An example of a summary and a sample discussion ;uestion are included below=

C"a#ter * 8 - Summary E(am#le: The main character of The "ightning Thief is Percy

Cacson. 1e is a troubled teen who has trouble in school because of his A1 and dyslexia.

After changing school again, he finally maes a good friend named 4rover. /hile Percy,

4rover, and their class are on a field trip to an art museum, Percy is attaced by a substitute

teacher, 8rs. odds. /hat Percy soon reali$es is that the ancient 4ree myths that his teacher

8r. Lrunner tells him about are real and that 8rs. odds is a @ury who is sent to find eus!s

lightning bolt. Percy discovers that he is actual a demigod or :half blood.:

C"a#ter * /iscussion Post E(am#le: Percy has a hard time fitting in at school since he is the

new id. /hat can other students in his class do to mae him feel more acceptedB 1ow would

you feel in his situationB

C"ecklist !or Assessment 6.:

Items 9eeded Possible Points Points Earned

*+ Post summaries on class

wiki a!ter reading every two

c"a#ters o! t"e novel

-

-+ Include

w"o3w"en3w"ere3w"y in

eac" summary

-

.+ Answer online discussion

uestions in com#lete

sentences

-

0+ /iscussion answers

reuire evidence !rom t"e

reading te(t

-

Assessment 60+ E(tension Pro'ect: %ach learner will complete one extension pro7ect.

Research pro7ects connecting 4ree gods, goddesses, and characters to modern culture is the

basic pro7ect. ome students may decide to create a collage or artwor online to exhibit 4ree

myth!s use in modern culture.

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/i!!erentiation:tudents are given multiple means of expression and engagement (technology,

art, print). Advanced students may choose to wor with online photography or art tools while

more traditional students may choose to do a research power point.

An example of a pre$i with examples of 4ree characters in modern times is included.

htt'::'re5icom:$irl!ydddBe:Dutmcam'aignFshareutmmediumFco'y

C"ecklist !or Assessment 60:

Items 9eeded Possible Points Points Earned

*+ Connect reek

myt"ology to #ro'ect

-

-+ I! creating a collage5 use

toondoo

-

.+ I! creating a skit5 t"e

story must be original

-

0+ I! doing researc"5 use at

least two sources

-

;+ Include bibliogra#"y i!

doing researc"

*
http://prezi.com/virlfxydddqe/?utm_campaign=share&utm_medium=copyhttp://prezi.com/virlfxydddqe/?utm_campaign=share&utm_medium=copy

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Part )I: Content Seuencing and Instructional Strategies

Instructional Seuence

Seuence /escri#tion &b'ective

&b'ective *: To recogni$e the

use of ma7or 4ree gods,

goddesses, and characters

fre;uently referenced in

literature, movies, and pop

culture


*A+ To identify the ma7or

9lympian characters (eus

and 1era for example)

*,+ To list the characters

attributes, symbols, andphysical descriptions

*C+ To locate examples of

4ree characters used in

modern culture

A

L

&

-

&b'ective -: To identify the

use of an allusion in literature


-A+ efine allusion

-,+ &ompare and contrast

4ree characters with modern

e;uivalents in literature or

film

-C+ &reate own allusion

using 4ree characters

-

-A

-L

-&

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> &b'ective .: To demonstrate

reading sills independently


.A+ Read The "ightning

Thief to improve

comprehension sills

.,+ iscuss the novel with

other students to improve

comprehension sills

.C+ &ompare and contrast

information in the novel using

a 5enn iagram

./+ Analy$e materials using

various graphic organi$erssuch as the @rayer 8odel

.E+ /rite a summary of

chapters to reinforce

understanding of materials

read

>

>A

>L

>&

>

>%

D Terminal &b'ective 0: To

extend nowledge by

designing activities which not

only reinforce what is read butalso create life'long learners


0A+ &reate written forms such

as sits or role playing

0,+ &onstruct artistic forms

such as collages or graphic

novels

0C+ %xamine 4ree culture

and its contributions to

modern society

0/+ Read extensively on own

for nowledge and pleasure

D

DA

DL

D&D

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The instructional se;uence is based on learning'related se;uencing. ome of the tass,

such as defining an allusion, are identifiable prere;uisites to sills needed later in the lessons.

@amiliarity of plot elements and typical teen themes will also improve student understanding.

The concept of difficulty will also be covered as students build toward harder lessons and tasssuch as the cross'curricular extension activities. #nterest is also ept through various

differentiated activities and individuali$ed pro7ects2 student development is also addressed as

concepts and instruction move from easier to more difficult.

&verview

This instructional unit is designed to increase students! nowledge of 4ree mythology

and to improve reading comprehension through a novel study of Ric Riordan!s The "ightning

Thief. As readers wor through the lessons and ob7ectives, their abilities to recogni$e literary

devices such as allusions, to develop reading and summari$ing sills, and to mae cross'curricular connections increase. Reading can then become an en7oyable pastime instead of a

dreaded tas.

Lesson *: Satyrs5 Centaurs5 and orgons< &"5 my). The Indispensable Librarian; Surviving and Thriving in School

Libraries in the Informational Age(-nd ed.). anta Larbara, &A= "ibraries 3nlimited.

6rashen, tephen. (-++D). The Power of eading(-nd ed.). anta Larbara, &A= "ibraries

3nlimited.

8orrison, 4ary R., Ross, teven 8., 6alman, 1oward 6., K 6emp, Cerrold %. (-+>).

!esigning Effective Instruction(

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Part )II: /esign o! Instruction

Instructional

Strategies

oals &b'ectives 4/L Assessments

"esson =

tudents will

view various

websites and use

online resources

to locate and

present

information.

tudents will

identify the basic

names and

characteristics of

the ma7or

9lympian gods

and goddesses.

Terminal

&b'ective *: To

recogni$e the use

of ma7or 4ree

gods, goddesses,

and characters

fre;uently

referenced in

literature,

movies, and pop

culture

Enabling

&b'ectives:

*A+ To identifythe ma7or

9lympian

characters (eus

and 1era for

example)

*,+ To list the

tudents are

given choices in

use of

technology tools

to provide

multiple means

of representation

and expression.

Presentations

(web -.+ tool

such as pre$i)

posted to class

website

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characters

attributes,

symbols, and

physical

descriptions

*C+ To locate

examples of

4ree characters

used in popular

culture

"esson -=

tudents will use

various onlinetools to define,

analy$e, and

create allusions.

tudents will

recogni$e the

allusions to4ree myths

used in literature,

movies, and

popular culture

Terminal

&b'ective -: To

identify the useof an allusion in

literature

Enabling

&b'ectives:

-A+ efine

allusion

-,+ &ompare

and contrast

4ree characters

with moderne;uivalents in

literature or film

-C+ To create

own allusion

using 4ree

characters

tudents are

given choices in

use oftechnology tools

to provide

multiple means

of representation

and expression.

8yth writing

assignment

"esson >=

tudents will

read the novel

The "ightning

Thief while also

interacting with

the novel (movie

clips, discussion

posts,

tudents will

wor daily in

achievement

period with

guided reading

instruction.

Terminal

&b'ective .: To

demonstrate

reading sills

independently

Enabling

&b'ectives:

.A+ Read The

"ightning Thief

tudents are

given multiple

means of

engagement

(print, audio,

online).

iscussion posts

including

summaries (who,

when, where,

why) after every

two chapters on

the class website

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summaries). to improve

comprehension

sills

.,+ iscuss the

novel with other

students to

improve

comprehension

sills

.C+ &ompare

and contrast

information in

the novel using a

5enn iagram

./+ Analy$ematerials using

various graphic

organi$ers such

as the @rayer

8odel

.E+ /rite a

summary of

chapters to

reinforce

understanding ofmaterials read

"esson D=

tudents will

participate in

cross'curricular

extension

pro7ects to

increase

nowledge and

understanding of

the novel while

also developing a

love of reading.

tudents will

increase reading

comprehension

sills through

guided notes,

summari$ing

sills,

scaffolding, and

extension

activities.

Terminal

&b'ective 0: To

extend

nowledge by

designing

activities which

not only

reinforce what is

read but also

create life'long

learners

Enabling

&b'ectives:

0A+ &reate

tudents are

given multiple

means of

expression and

engagement

(technology, art,

print).

An extension

activity such as

graphic novel

design, research,

or sit

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written forms

such as sits or

role playing

0,+ &onstruct

artistic forms

such as collages

or graphic novels

0C+ %xamine

4ree culture

and its

contributions to

modern society

0/+ Read

extensively on

own fornowledge and

pleasure

Part .III: The Learner6s and ')6s Assessment o 2nit and

7esign

. &ollecting data from both the learner and an 8% is important in the development and

implementation of an online unit. tudents will be given a pretest at the start of the unit to chec

for prior nowledge about 4ree characters and their use in modern culture. The pretest will

consist of identification ;uestions as well as short answer ;uestions about students! technology

use and sills. #n order to gather feedbac from the learner, # created an online survey which will

be given to students at the end of the online unit. ince # served as my own 8% for this unit, #

am woring with three other veteran %"A, %nglish "anguage Arts teachers, at my school to

review my unit and evaluate the module. These teachers have wored with various levels of

students from gifted to special education. The %"A teachers will also complete an online survey.

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-. urveys &reated for "earner and for 8% to evaluate online novel unit

"in for tudent urvey= https=00www.surveymoney.com0s0?E?-M&

Student Assessment o! 4nit and /esign

*+ 7as t"e syllabus clear5 and were all activities e(#lained t"oroug"ly>

A. Nes

L. Mo

-+ /id your instructor give you too many assignments5 too !ew assignments5 or about t"e

rig"t amount>

A. A great deal too many

L. About the right amount

&. omewhat too few

. A great deal too few

.+ 7"ic" web -+? tool was most e!!ective !or your assignments>

A. Pre$i

L. Pinterest

&. Toondoo.com

. /ordle

0+ /id you !ind t"e discussion #osts and summaries "el#!ul in understanding t"e novel>

A. Nes
https://www.surveymonkey.com/s/5652NCZhttps://www.surveymonkey.com/s/5652NCZ

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L. Mo

;+ 7"ere t"e instructor@s e(am#les "el#!ul as you created your own #ro'ects and

assignments>

A. Nes

L. Mo

+ 7"ic" assignment about t"e &lym#ian gods was your most in!ormative>

A. &reative myth writing

L. Research of 4ree character

&. %xtension activity

. Reading the novel

B+ 7ere t"e ob'ectives and goals

!or eac" lesson clear>

A. Nes

L. Mo

+ Dad you used web -+? tools be!ore t"is unit>

A. Nes

L. Mo

+ Dow likely are you to read more books by t"e same aut"or a!ter t"is online novel study>

A. 5ery liely

L. omewhat liely

&. Mot at all

*?+ 7as t"is novel study t"e !irst online unit you "ave taken>

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A. Nes

L. Mo

"in for 8% urvey= https=00www.surveymoney.com0s0658L5RO

SME@s Assessment o! 4nit and /esign

*+ 7as t"e learning #roblem clearly identi!ied !or t"e students using t"is online novel unit>

. Nes

-. Mo

9ther (please specify)

-+ 7as t"e learner analysis com#lete to develo# t"e online unit a##ro#riately>

A. Nes

L. Mo


.+ 7as t"e best to#ic or #rocedural analysis c"osen !or t"is online unit>

A. Nes

L. Mo


0+ 7ere t"e terminal ob'ectives clear and measurable>

A. Nes
https://www.surveymonkey.com/s/KVMBVR9https://www.surveymonkey.com/s/KVMBVR9

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L. Mo


;+ 7"ere domains correctly tied to eac" subordinate ob'ective>

A. Nes

L. Mo


+ 7"ere assessments varied and a##ro#riate !or tiered instruction>

A. Nes

L. Mo


B+ 7as eac" assessment di!!erentiated !or learners>

A. Nes

L. Mo


+ 7as t"e seuencing o! ob'ectives and lessons e!!ective>

A. Nes

L. Mo


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+ 7ere as#ects o! 4niversal /esign used e!!ectively to reac" all learners>

A. Nes

L. Mo


*?+ 7ere t"e surveys !or students and t"e SME e!!ective>

A. Nes

L. Mo


>. The best educators and designers review their wor to see what could be changed,

added, or improved upon2 no unit or lesson is ever really :done: since there is always wor to do.

As the data is analy$ed, # plan to loo for factors that may limit my target audience!s

performance such as limited computer access, reading comprehension sills, academic records,

and other 8%!s variations of the assessments used. ince # will have two other %"A teachers

review my wor and then complete an online survey, # will gather tips and advice from other

people who may use my wor with their classes. # will loo for teaching and differentiation

techni;ues that they may include in their suggestions. The learners will complete an online

survey after completing the module. The types of data # will review from them will be their

assessments as well as their survey responses, especially ones about the ease of online classes

and suggestions for improving the online experience.

bowen frit7231

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