|Lesson Plan ID:
Heroes in Greek Mythology
This lesson examines the characteristics of Greek heroes and leads students to recognize references to Greek mythological heroes found in literature and culture today. Students will present analyses of heroes by defending their favorites in a slideshow presentation nominating them for selection to a Heroes' Hall of Fame.
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|ELA2015(8) ||20. Write arguments to support claims with clear reasons and relevant evidence. [W.8.1] |
|ELA2015(8) ||21. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2] |
|ELA2015(8) ||22. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3] |
|Primary Learning Objective(s):
After reading Greek mythology, students will summarize the myths read.
Students will write a business letter.
Students will compare and contrast the hero myths.
Students will create a slideshow presentation and present it orally.
Students will evaluate Greek heroes based on modern standards for heroes.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Copies of Greek hero myths of Perseus, Theseus, Hercules, Bellerophon, and Jason; copy of Anticipation Guide for each student (see attachment)
|Technology Resources Needed:
Computers with Internet access and presentation software such as PowerPoint
Students should have had basic experience summarizing material, have had instruction in the format of a business letter, and have been instructed in PowerPoint or other presentation software.
1.)Lead a class discussion on the qualities necessary to be a hero in today's world. Ask if the students think the Greeks had the same criteria. Ask students to complete an anticipation guide (see attachment) and discuss their entries.
2.)Over several days, read myths of Greek heroes. After each myth have the students write a summary of the story and take time to discuss each story. Direct students to take note of the positive qualities and the negative qualities of each hero on a simple T-chart.
3.)Each student will evaluate his/her T-charts and pick one hero he/she wishes to nominate for the Hero Hall of Fame Award. Each student will write a business letter to nominate his/her choice.
4.)Each student will create a PowerPoint presentation for the class in which he/she presents his/her nomination for the Hall of Fame (see attachment for an example). The presentations should showcase the hero's positive qualities and minimize his negative ones.
Each student will make a nominating speech using the PowerPoint presentation.
6.)After the presentations and questions from the audience, the class will vote on which hero will be accepted in this year's Hall of Fame.
7.)Have the class discuss the anticipation guide questions. Ask if students think that these heroes would be venerated in society today or condemned?
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Anticipation Guide Questions.doc
rubric for power point.doc
business letter rubric.doc
The teacher will use rubrics to assess the business letter (see attachment), slideshow presentation (see attachment), and cooperative groups.
Students could compare Greek mythological heroes to mythological heroes in other cultures.
Some students may need mini-lessons in summarizing or computer software use.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: