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Multiculturallessonplan
Multiculturallessonplan
Multiculturallessonplan
○ Visual: Students will use this learning style when looking at the information about
Greek gods and Greek culture presented in a slide show and comparing the
information to what the have written down in their notes and worksheets.
○ Auditory: Students will use this learning style when the teacher is reading aloud
the chapter.
○ Kinesthetic: Students will use this learning style when drawing their own
mythological and urban legend.
● Gardner's Intelligence:
lesson plans by having the students read and go through the feelings Percy feels
while being called out to answer a question asked by Mr. Brunner and the
confusion Percy goes through when he zaps Mrs. Dodds out of existence.
2. Materials:
● Percy Jackson and the Olympians: The Lightning Thief (book one)
● “The Gods of Olympus” worksheet
● “Keep in Mind While Reading...” set of questions.
● “Create Your Own Mythological Creature!”
● www.historyforkids.net/ancient-greek-gods
“In Ancient times, the Greeks had gods for many important forces in their lives -- the sea,
thunderstorms, farming, music, medicine, poetry, archery, etc. Why do you think they
imagined many different gods rather than just one? Would this make life more confusing
or less confusing?”. Students will write a paragraph response to the question in their
journals. Students will have 3 to 5 minutes to complete it. A worksheet titled “ The Gods
of Olympus” will be handed out and students will fill out what they know about each
Greek god and what powers and abilities they believe each Greek poses (Riordan 2005).
animations of each Greek god listed on the “The Gods of Olympus” worksheet,
previously handed out, and will list the qualities and abilities each god posses. Students
will take notes during the presentation of the Greek gods through this website.
● Guided Practice: After viewing the website of Greek gods, students will use their
notes to compare the information they have written down on their “The Gods of
Olympus” worksheets. Students will get together in groups of 4 and discuss which god or
goddess they like the best or relate to. The teacher, myself, will walk around and visit
each group. The students will share which god or goddess they like best with the teacher
presentation about the gods of Olympus to their worksheets, the “The Gods of Olympus
worksheet” and what the other members of their group had. Students will keep this
● Exit Slip: The students will write down two new facts they learned about a Greek god of
their choosing. They will also explain why they like that god and why they relate to them.
● Do First: A prompt will be written on the board. The prompt is, “Brainstorm as many
school field trips as you can remember. What’s the best (or worst) experience you’ve
ever had on a school field trip?” (Riordan, 2005). Students will write as much as they
● Mini-lesson: The teacher will read aloud chapter one of Percy Jackson and The
Olympians: The Lightning Thief. The book will be required in the list of classroom
supplies. The teacher, before reading the chapter, will give the students a set of questions
● Guided Practice: The teacher will continue and finish reading chapter one. The teacher
will explain to the class that the as Percy Jackson is learning about Greek mythology, we
are doing the same. As Percy learns about Greek mythology we will be going along the
ride. Greek mythology is a part of the Greek culture which Percy will be introduced to
Greek culture, will write down as many of their personal cultures’ myths. After writing
down their own myths from their own cultures, they will compare and contrast them to
Greek mythology. After comparing, students will combine their personal culture’s myths
and Greek mythology to make their own mythological god or urban legend. Students will
draw it out as well on the worksheet given and using “The Gods of Olympus” worksheet
given before.
● Exit Slip: Students will take one of the “Keep in Mind While You Read..” questions
and write a short response to it in their journals or they may share with the class their
4. Resources:
Manning, M & Baruth, L. (2009). Multicultural Education of Children and Adolescents,
Boston, MA: Pearson Learning Solutions.
Riordan, R. (2005). The Lightning Thief: A Teacher's Guide. Retrieved May 1, 2017,
from http://rickriordan.com/resource_type/teachers-guides/
5. Reflection:
1.What specific subject concepts, skills, applications etc. does the student achieve
for the identified grade level?
2.What specific multicultural knowledge, skills, etc. Has the student achieved?
The student has achieved a positive attitude toward own cultural
background. The students have gained knowledge on Greek mythology.
3.Assess the level of student engagement and active learning for the lesson
strategies selected for the “Instruction-learning process?
The students are very engaged in discussions and analyzing the texts
provided. The students are actively learning by taking notes through the lesson and
drawing projects and fill in charts.
3. Why can’t Percy get back at Nancy when she starts teasing Grover on the bus?
Mrs. Dodds?
6. In the story about the gods and titans, who was Kronos and what happened to
7. Why does Percy get angry at Mr. Brunner? How would you have felt in his
position?
8. What do you learn about Percy’s home life as he’s watching the taxis on Fifth
Avenue?
9. How does Percy get in trouble with Mrs. Dodds? Do you think it’s his fault?
10. How have things changed when Percy returns to the front steps of the museum?
The Gods of Olympus