Lesson: Greek Mythology Vocabulary

Grade Level: 6^th

Subject: Social Studies, Reading, & ELD

GOALS: Understands the major characteristics and historical influence of the early Greek civilization (SS.08.HS.05.1). Understand, learn, and use new vocabulary that is introduced and taught through text (EL.06.RE.11).

OBJECTIVES:

Content Objectives:

• After a word study, the student will be able to identify and comprehend all 5 selected vocabulary words. (Section IV, Lesson #30)
• After reading and discussing a Greek myth in a small group, the student will be able to present their given words to the class on their selected wall board. (Section III, Lesson #24)

Language Objectives:

• Language Function/Form: Retelling/Relating Past Events – Students learn to understand and generate oral and written language with past tense verbs.

Early Intermediate: Simple sentence with past progressive

___(pronoun) ___was/were ___-ing.

Intermediate: Simple sentences with regular and irregular past tense verbs

Yesterday/Last ___/On ___-day (pronoun) ___-ed (prep. phrase or other direct object)

Early Advanced: Compound sentences using past tense and adverb

Advanced: Present progressive/past perfect tense with specialized prepositions

___have/has been ___-ing since/for ___.

MATERIALS/SOURCES:

• Word wall
• Large sheets of paper
• Markers
• Tape/Stapler
• Lap Top Projector
• Fold-ups (each students has made one)
• Short Story Theseus and the Minotaur (overhead) and a copy for each student.
• Short Stories of Greek Mythology at various reading levels (ones for small groups and another one for each student) Pre-select 5 vocabulary words from each story for the students to use.

PROCEDURE:

A. Anticipatory Set

“Yesterday we discussed what a myth was and how that influenced the Greeks. What is a Myth?” Write Answers on the board. “How did Greek culture influence their stories?” Discuss with the students and write answers on board. “Who wants to hear a Greek Myth?”

B. Teaching/Modeling:

1. Introduce students to the story Theseus and the Minotaur. Talk to them about vocabulary words that will be found in the story. Use each word in a sentence and demonstrate to the students how to find meaning in the text using context clues. For example: Vocab word = maiden. Sentence = Athenians selected 7 maidens and 7 youths to be sacrificed to the Minotaur. “What does the word reign mean? How do you know?”
2. Use interactive reading techniques, such as use of expression, gestures, and acting out to read the story to the students. Point out the vocabulary words and discuss meaning when you find them in the story. Ask comprehensive questions, such as “Who is Theseus? Why does he want to kill the Minotaur? Why does Ariadne help Theseus?”

C. Group Application/Guided Practice:

1. Separate the students into small groups. Be sure to vary the reading and language abilities within the groups.
2. Provide the students with two copies of another Greek myth and pre-selected vocabulary words from the story.

D. Independent Application/Independent Practice:

1. Give the students a copy of a Greek myth at their reading level and the worksheet My Greek Myth. Explain the directions to them. Have them read the story and underline the pre-selected vocabulary words.
2. On a piece of paper, students will define the given vocabulary words from their reading.
3. Students will then share their vocabulary words with the class.

C. Closing

1. Close the lesson by discussing the vocabulary words that have been presented by each group.

MEETING VARYING NEEDS:

• ESL Students: This lesson is primarily designed with an ESL student in mind, but there are a variety of additional things that might help. For example, pair the ESL students with native speakers to model language. Use lots of visuals when introducing new words and concepts. Allow students to use their first language, especially when needing to relate new words and concepts into memory. Model, model, model! Give lots of examples, visual and verbal cues, when discussing/portraying the correct use of language.
• TAG Students: These students will be leaders in their group discussion about defining their assigned words and adding more words that they might find interesting.
• Special Education Students: There will be visuals and other students can help them understand the stories by reading the stories with them. The group can help by making sure the student completes their fold-ups. They will be required to write down all the definitions of the words the group comes up with in their fold-ups.

ASSESSMENT:

The teacher will use observe and monitor the progress of the students. Each student will fill in their own fold-ups with all the vocabulary words from each group. These fold-ups will be collected at the end of the unit and graded for content only. The post assessment test will be given with the same sentences and words for them to match giving each student the same opportunity to improve their knowledge.

Name__________________________Date____________

Group Member’s Names ____________________________

____________________________

____________________________

Greek Myths

Title of Myth: __________________________________

Directions: Working in a small group, prepare to teach your class about a myth by acting in out for the class members. Follow the steps to complete the task.

1. Read the story. Underline all the vocabulary words.

2. Define the vocabulary words using context clues, and write your group definitions in the chart below then copy them onto your fold-ups.

Vocabulary Word

Definition