Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Juliana Bahar

Grade Level

9th or 10th Grade

Subject Area

Literature

Main Topic

Greek Mythology and Analogies

CCSD Standard

RL.9-10.9

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

How analogies are used in literature. How the Greeks referred to the Gods and their abilities in their tales.
Today students will be able to understand how analogy is used in literature using the Greek Gods as an example.
There will be an introduction to the Greek Gods, then the students will be given the definition of analogies and examples
using mythology.
A Pecha Kucha Style presentation will be used and the myths will be on an Ereader
Students will be given a worksheet with example of analogies for review.
Students will build on their past knowledge of writing techniques by adding analogy
The lesson will be introduced by showing current brands named after the Greek Gods and how they are analogies to a
certain characteristics.

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Students will be able to understand how analogies work and why they are useful.
Students will create their own products based on a Greek God in Paint, previous examples where shown on an ELMO. The
SPED student will be assisted by the teacher to help come up with an original idea. The gifted will be encouraged to create
an ad for the product they come up will. The ELL will be given extra attention during individual time so that they can ask
any questions.
Students will use their past knowledge on the Greek Gods and analogies are used to come up with their own original idea of
a product.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?

How will students collaborate with each other?

The students will analyze the products that will be shown to understand why a company picked a certain God to represent a
product.
Students will create an online concept map for a short story that uses analogies.
This will allows them the opportunity to use analogies in their own work, there stories will be written in word.
Students can discuss with each the ideas they came up with for their story or original product.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Students will reflect on the learning goals by discussing with each other how analogies work and how they used them in
their story using Ipads to display their paint creations.
Students share their progress by displaying their original products around the classroom, they can use Padlet to discuss
their ideas with each other.
Based on how they did on their product will give them a better idea of what they need to do

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Based on the students prior ability and knowledge I will judge how much they need to write in their short story.
There will be their made up product and their written short story.
Students will receive feedback on their projects once they are done with their projects. Also they will take a short Quizlet to
see how well they understood the concept.
The homework will be their short story which they can turn in on Penzu.
The lesson will be closed by the Quizlet being taken and the product being shared
The lesson is reviewed through the Quizlet where the students should be able to get a 90% or better.