Title – Introduction to Greek Gods

By – Melissa Bennett

Primary Subject – Language Arts

Secondary Subjects – Language Arts

Grade Level – 7 – 10

Objective: The students will be able to accurately name eight of the twelve Greek gods or Olympians and their relationships to each other.

Anticipatory Set: (5 – 8 minutes) I will hand out twenty-four laminated cards. Twelve will have a picture of an Olympian god and the other twelve will have information regarding a specific god. Students will have five minutes to match the Olympian with their correct information. Since this is the first time students will ever see this information, the matching sets will be color-coded. Once students find the correct match they will line up at the front of the room. When all matches have been made, students will read their information out loud to the class. (Bodily/Kinesthetic, Interpersonal, Visual, SDAIE)

Purpose: (5 minutes) “You have just been introduced to the Greek gods. At the end of this lesson you will be able to accurately name at least eight of the twelve gods or goddesses that we discuss and be able to describe each one with some detail.”

Input: (20 minutes) As a group we will discuss each Olympian as well as some detail pertaining to each. I will show a PowerPoint presentation so that students will be able to take notes on each Olympian. Students will be called upon to name or guess a god/goddess by recalling information from the anticipatory set or perhaps from a movie they have seen like Disney’s Hercules or Clash of the Titans. (Linguistic, Knowledge)

* Create mnemonic devices for students to help them recall who is who. Example: Apollo is a master musician and is always shown with a harp. Athena is a battle goddess and is shown with a warrior’s helmet on her head. (Visual)

* Continue with PowerPoint presentation pointing out the relationships that each god/goddess has with each other.

Model: I will chart the relationship of the Olympians on the board or with a transparency. As I do this, I will also include some pertinent information regarding each Olympian. (Comprehension)

Guided Practice: Students will be given a blank flow chart that they will fill in during class with the information that I previously modeled for them. Students will not be allowed to refer to their notes or to my transparency. I will walk around the classroom, monitoring students and their progress. (Intrapersonal, Spatial, Knowledge)

Closure: Show the flow chart on overhead with correct answers, and have students exchange papers for grading.

Independent Practice: Have students study their flow chart to be ready for a short quiz at the beginning of class tomorrow.

Assessment: Students’ flow chart and the results of tomorrow’s quiz.

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Melissa Bennett

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