Comparison Matrix Lesson
Subject: English Grade level: 8th
Unit: My Big, Fat, Greek Unit Plan Day/periods: March 29, 2012/ 45 minutes
Topic: Introduction to Greek Mythology
Content Standards:
Reading Standard for Literature 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standard 1: Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Learning Experience Outcomes
Students will:
Interpret ancient Greek mythological texts on different gods and goddesses.
Compare and contrast the Greek myths.
Work collaboratively in groups.
Navigate a computer.
Learning Experience Assessments:
Complete a comparison matrix to show their knowledge of similarities and differences in the Greek myths.
Demonstrate their learning through a comparison essay.
Actively participate in the group and class discussion in relation to their specific character.
Reading and completing their matrix using information from the given websites.
Differentiation:
Approaching: There will be an example provided of the comparison matrix for reference to complete the guided practice.
On-level: http://www.lkwdpl.org/schools/harding/greekmythology/index.html
Beyond: There will be the option of a more difficult and detailed website that all students will have the option to use: http://www.greek-gods.info/
Curriculum Integration: Literacy, Social Studies, Technology
Procedures/Strategies: Students will respond to a question in their journal. They will then be asked to answer a more personal related question to get them thinking about the lesson. The teacher will then present the “Prezi” to give the students background information. The students will then be split into groups of 3 and they will read about the Greek gods and complete their comparison matrix. Then, as a class we will complete our own comparison matrix that will be printed as a “study guide” for the future unit.
Materials/Resources:
http://www.greek-gods.info/
http://www.lkwdpl.org/schools/harding/greekmythology/index.html
Comparison matrix
Prezi
Example comparison matrix
Day 1:
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) The students will be asked to make a list in their journals of all of the ancient Greek myth characters or Gods that they have heard of previously.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
If you could be God of any physical thing, what would it be and why?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) When students are asked to make the list of Greek characters that they have previously learned, this is activating their prior knowledge.
Direct Instruction (input, modeling, check for understanding)
1. Students will be shown a “Prezi” (interactive powerpoint) that includes an introduction to Greek mythology.
2. This presentation would include:
· What is Greek mythology?
· Why we study it?
· What to look for in a myth?
· Difference between mortals and immortals
· A brief overview of the most important characters (Zeus, Hera, Hades, Athena, Apollo and Hermes).
3. At the end of the presentation will be an example of a comparison matrix using simple comparisons like fruit. They will have to complete one of their own in groups after the instruction.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will be given a website to navigate in groups of three. On the website will be different gods and goddesses. Each member of the group will pick one character and read about them.
2. After gaining more knowledge of their story, students will fill in one section of the comparison matrix.
3. After the matrix is complete the students will discuss in their groups about the similarities and differences.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
The teacher will have prepared a comparison matrix with many rows. As a class, we will discuss all of the different types of gods and goddesses that the students researched and fill in the entire chart. This chart will be printed out and handed to each student in order to keep as a reference.
Independent Practice (what students will do to reinforce learning of the lesson)
Over the week, the students will be asked to write a comparison essay of two characters that they choose using the comparison matrix as a guide.
Unit: My Big, Fat, Greek Unit Plan Day/periods: March 29, 2012/ 45 minutes
Topic: Introduction to Greek Mythology
Content Standards:
Reading Standard for Literature 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening Standard 1: Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision making, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Learning Experience Outcomes
Students will:
Interpret ancient Greek mythological texts on different gods and goddesses.
Compare and contrast the Greek myths.
Work collaboratively in groups.
Navigate a computer.
Learning Experience Assessments:
Complete a comparison matrix to show their knowledge of similarities and differences in the Greek myths.
Demonstrate their learning through a comparison essay.
Actively participate in the group and class discussion in relation to their specific character.
Reading and completing their matrix using information from the given websites.
Differentiation:
Approaching: There will be an example provided of the comparison matrix for reference to complete the guided practice.
On-level: http://www.lkwdpl.org/schools/harding/greekmythology/index.html
Beyond: There will be the option of a more difficult and detailed website that all students will have the option to use: http://www.greek-gods.info/
Curriculum Integration: Literacy, Social Studies, Technology
Procedures/Strategies: Students will respond to a question in their journal. They will then be asked to answer a more personal related question to get them thinking about the lesson. The teacher will then present the “Prezi” to give the students background information. The students will then be split into groups of 3 and they will read about the Greek gods and complete their comparison matrix. Then, as a class we will complete our own comparison matrix that will be printed as a “study guide” for the future unit.
Materials/Resources:
http://www.greek-gods.info/
http://www.lkwdpl.org/schools/harding/greekmythology/index.html
Comparison matrix
Prezi
Example comparison matrix
Day 1:
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) The students will be asked to make a list in their journals of all of the ancient Greek myth characters or Gods that they have heard of previously.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
If you could be God of any physical thing, what would it be and why?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) When students are asked to make the list of Greek characters that they have previously learned, this is activating their prior knowledge.
Direct Instruction (input, modeling, check for understanding)
1. Students will be shown a “Prezi” (interactive powerpoint) that includes an introduction to Greek mythology.
2. This presentation would include:
· What is Greek mythology?
· Why we study it?
· What to look for in a myth?
· Difference between mortals and immortals
· A brief overview of the most important characters (Zeus, Hera, Hades, Athena, Apollo and Hermes).
3. At the end of the presentation will be an example of a comparison matrix using simple comparisons like fruit. They will have to complete one of their own in groups after the instruction.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will be given a website to navigate in groups of three. On the website will be different gods and goddesses. Each member of the group will pick one character and read about them.
2. After gaining more knowledge of their story, students will fill in one section of the comparison matrix.
3. After the matrix is complete the students will discuss in their groups about the similarities and differences.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
The teacher will have prepared a comparison matrix with many rows. As a class, we will discuss all of the different types of gods and goddesses that the students researched and fill in the entire chart. This chart will be printed out and handed to each student in order to keep as a reference.
Independent Practice (what students will do to reinforce learning of the lesson)
Over the week, the students will be asked to write a comparison essay of two characters that they choose using the comparison matrix as a guide.