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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 &us. " 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
Enabling &b'ectives:
-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
Enabling &b'ectives:
.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
Enabling &b'ectives:
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
text says explicitly as well as inferences drawn
from the text
L &&.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
& 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
text says explicitly as well as inferences drawn
from the text
D.D.D. #nterpret new information based on
cultural and social context
-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
textual evidence to support analysis of what the
text says explicitly as well as inferences drawn
from the text
D.D.D. #nterpret new information based on
cultural and social context
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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
a theme or central idea of a text and how it is
conveyed through particular details2 provide a
summary of the text distinct from personal
opinions or 7udgments
>% &&.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
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
Enabling &b'ectives:
*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
Enabling &b'ectives:
-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
Enabling &b'ectives:
.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
Enabling &b'ectives:
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
9ther (please specify)
.+ 7as t"e best to#ic or #rocedural analysis c"osen !or t"is online unit>
A. Nes
L. Mo
9ther (please specify)
0+ 7ere t"e terminal ob'ectives clear and measurable>
A. Nes
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L. Mo
9ther (please specify)
;+ 7"ere domains correctly tied to eac" subordinate ob'ective>
A. Nes
L. Mo
9ther (please specify)
+ 7"ere assessments varied and a##ro#riate !or tiered instruction>
A. Nes
L. Mo
9ther (please specify)
B+ 7as eac" assessment di!!erentiated !or learners>
A. Nes
L. Mo
9ther (please specify)
+ 7as t"e seuencing o! ob'ectives and lessons e!!ective>
A. Nes
L. Mo
9ther (please specify)
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+ 7ere as#ects o! 4niversal /esign used e!!ectively to reac" all learners>
A. Nes
L. Mo
9ther (please specify)
*?+ 7ere t"e surveys !or students and t"e SME e!!ective>
A. Nes
L. Mo
9ther (please specify)
>. 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.