Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
204 views

Create Your Own Myth Lesson Plan

This lesson plan outlines a 3-4 day project where students will work in groups to create their own myths, applying the five characteristics of myths. The plan details the daily objectives, assessments, activities and exit slips for students to brainstorm, outline, storyboard and present their original myths. The goal is for students to understand myths and practice skills like collaboration, public speaking, and revising work.

Uploaded by

api-403644904
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
204 views

Create Your Own Myth Lesson Plan

This lesson plan outlines a 3-4 day project where students will work in groups to create their own myths, applying the five characteristics of myths. The plan details the daily objectives, assessments, activities and exit slips for students to brainstorm, outline, storyboard and present their original myths. The goal is for students to understand myths and practice skills like collaboration, public speaking, and revising work.

Uploaded by

api-403644904
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Teacher: Miss Meisterich Date:

TCNJ Lesson Plan


Title of lesson: Create your own Myth Project Lesson #1, 2, 3 (4)
This plan will be for 3-4 days. Students are working on an in-class project. Some classes are significantly ahead
due to last week’s PARCC testing. This plan will be used for the completion of the project, which will be done
by either Wednesday or Thursday (including presentations). Plans for the next unit will follow.

Aim/Focus Question
Write out the Content Objective from the Unit Plan

What are the characteristics of a myth, and how can we apply them to our own stories?
Learning Objectives (SWBAT) with Standards Codes Corresponding Assessments
Include the content objectives specific to the lesson, skills from the Unit Include the formative assessment or summative
Plan, and standard codes for each objective. assessment that correspond to each objective.
Daily Content Objectives: Corresponding Assessments:
1. SWBAT define the five characteristics of a myth 1. storyboard presentation
2. SWBAT create their own myths through brainstorming,
outlining, and storyboarding
3. SWBAT explain how a specific word came to be
4. SWBAT explain how their story is a myth
5. SWBAT use prior plot diagram knowledge to plan out their own
myths
Skills Objectives: Corresponding Assessments:
1. SWBAT work in groups cohesively 1. storyboard presentation
2. SWBAT apply their knowledge of the characteristics of a myth
to create their own stories.
3. SWBAT practice public speaking skills
4. SWBAT practice revising and editing their work
5. SWBAT create a creative and neat storyboard
Standards – Cut and paste full standards here.
NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.
NJSLSA.W3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach.

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Teacher: Miss Meisterich Date:

Beginning (Do Now/Opening/Hook)


Your beginning should engage students in the material for the day and be related to the objectives above. It is good to make your
beginning relevant to the students’ lives and to make an overt connection between the beginning and the Aim/objectives for the day.
Each day will start with 7-10 minutes of SSR and 1-2 minutes for a reading journal entry.

Do Now #1 –Respond to the following questions on a separate sheet of paper:


1. What word are you using in your myth?
2. What step are you on in this process?
3. How well are you and your partner working together?

Do Now #2 –How are you going to break up your presentations so that you and your partner are both presenting equally?
Be specific. Come up with a plan!

Do Now #3 –What are the five characteristics of a myth? How can you check for these in your classmates’ presentations
while they are presenting?
*They will be given a graphic organizer where they write down the group names and check off when they notice a
characteristic. I will give this to them today*

Extra Do Now –How are the five characteristics of a myth shown in your myth?

Middle – Context/Application (Mini Lesson, Activity, Guided Practice)


1) Balance of instructional time and time for application; 2) Transitions (in italics) when moving to another topic/activity; 3) Clear
instructions for the students (often in a list/outline) that you model activities for the students, when needed; and 4) Questions w/
anticipated answers.
Monday/Tuesday (4/30, 5/1) (1/2-Wednesday possibly)
Students will be given MONDAY and TUESDAY to work in class. If they are working hard and need more time, they
may have time to work on Wednesday. Since we did not see period one as much during PARCC, they will most likely be
given Wednesday to work. These projects are tentatively due at the end of class Tuesday, and will be presented
Wednesday. For period one, they are tentatively due Wednesday. Each class will go as follows for
Monday/Tuesday(/Wednesday) –SSR for 10 minutes, Do Now and discussion, any project questions or clarifications,
time to work on project, wrap up with exit slip and homework if any is assigned.

Wednesday (5/2) (/Thursday 5/3 for period 1/2)


Projects will be presented today. Each student will be given a graphic organizer, where they will write the names of the
members in the group as they go up to present. On the graphic organizer, they will simply check off when a characteristic
of a myth has been shown. They will write the origin word. Then they will respond to the question, “did this myth
accurately explain to you how their word came to be?”
Partners will present their storyboards. Each group will read their sentences on the back and show the pictures to the rest
of the class. After each presentation, we will have a brief discussion including whether or not they showed all
characteristics, and presenters may answer any audience questions.
After each group presents, I will collect the story board, outline, brainstorming, and checklist.
End/Conclusion of the Lesson
End each lesson together as a class to sum up the material for the day and bring the class back to the “Learning Objectives” and
“Aim” for the day. (For example, an “exit slip” or another short activity that brings the lesson full circle.)
Exit Slip #1 –How much work did you achieve today?

Exit Slip #2 –Are you confident that you have all five characteristics of a myth in your story, and that you accurately
explain how your specific word came to be?

Exit Slip #3 –Reflect. How do you think your presentation went today? Do you think you and your partner worked well
together? Are you proud of the work that you did for this project why or why not? If you are not, what else would you
have liked to do? If you are, what are you most proud of?

Extra exit slip –Are you working well with your partner? Are you both (or all) participating equally and contributing to
the project?
Teacher: Miss Meisterich Date:

Homework
What is the students’ homework to help them apply the knowledge they have learned from the day’s lesson?
None, unless extra work is assigned on an individual basis during class. Students may work on the project outside of class
if they wish, but I am not mandating that they do.
Materials
List any materials you need for the lesson.
Smart Board
Project guidelines and models
Rubric
Presentation WS

You might also like