Prometheus Revised

Level II - Teacher Ed Lesson Plan Template (UED Courses)
Teacher Mr. Samuel Black Grade-Level:7th Lesson Date:

02/28/2022
Title of Lesson: Prometheus Cooperating Teacher: Tim Schneider
Core Components
Subject, Content Area, or Topic
English Literature
Student Population
16-30 students
Learning Objectives
TSW be able to read and analyze a piece of literature for meaning, form and message and audience.
TSW be able to identify elements of figurative language in a poem. And find meaning in a complex
piece of writing. TSW be able to create their own myth’s and Fables.
TSW analyze and demonstrate comprehension of a variety of literary fiction and poetry.
Virginia Standard(s) of Learning (SOL)

7.4 The student will read and determine the meanings of unfamiliar words and phrases within
authentic texts.
c) Identify and analyze the construction and impact of figurative language.
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary
nonfiction, poetry, and drama.
d) Differentiate between first and third person point-of-view.
e) Identify elements and characteristics of a variety of genres.
f) Compare and contrast various forms and genres of fictional text.
g) Describe the impact of word choice, imagery, and literary devices including figurative
language in an author’s style.
h) Compare/contrast details in literary and informational nonfiction texts.
i) Make inferences and draw conclusions based on the text.
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
l) Analyze ideas within and between selections providing textual evidence.
7.7 The student will write in a variety of forms to include narrative, expository, persuasive, and
reflective, with an emphasis on expository and persuasive writing
VDOE Technology Standards
English Language Proficiency Standards (WIDA Standards)
Materials/Resources
Textbook
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Pencil
Paper
Giant post-its
Chromebook
Story Map handout
Youtube video :The myth of Prometheus - Iseult Gillespie https://www.youtube.com/watch?
v=U_u91SjrEOE
Safety Considerations
Time
(min.) Process Components
*Anticipatory Set
Warm-Up
5-10
mins Video: The myth of Prometheus - Iseult Gillespie
Pg. 647 about what is a myth?

Ask students question about have they ever read any Myth’s or Fables?
 Ask student to name some myths or Fables that they know such as
 The fox and the grapes. This fable is the origin of the phrase “sour grapes.” A fox spies a
bunch of grapes high up on a branch and wants them badly. ...
 The lion and the mouse. A lion catches a mouse, who begs to be let go. ...
 The tortoise and the hare. ...
 The fox and the crow.
Ask why do people write Myth’s

Are Myth’s important to people?
*State the Objectives (grade-level terms)
I can identify the main characters, setting, theme in a story
I can determine the meaning of words through context clues
I can read for intellectual and personal growth
I can analyze fictional text to make purposeful connections that contribute to personal and social
awareness
*Instructional Input, Modeling, or Procedures
TTW model how to determine important detail in a fictional text
1. TSW complete a Story Map. Discuss the main components of a story (e.g., characters,
setting, plot and theme OR beginning, middle, end).
2. Provide each student with a blank story map organizer and model how to complete it.
3. As students read, have them complete the story map. After reading, they should fill in any
missing parts.
TSW complete a Story Map
TSW participate in a group think aloud.
*Check for Understanding
TTW provide students a handout on Greek Myths and Fables and Introduction to Myths and Fables
TTW check in with students frequently to monitor understanding and measure progress
 Have students read the article silently noting all of the important elements of the time
period.
 Put students into groups of 3 to 5 and have them summarize the content into word art that
spells out the time period.
 Require students to justify their art with evidence from the text.
 Have students share their art choices and summaries with the class.
TSW read the handout

TTW question students about the introduction to ensure comprehension.
TSW Think Out Loud
*Guided Practice
TTW pass out a story map sheet to each student. TTW have students read Prometheus
independently and silently. TTW explain the purpose and function of a story map. TTW have the
students read the myth and fill out the story map to get a deeper understanding of the myth. TTW
circulate to ensure that students are providing meaningful responses
TSW participate in a Think Pair Share
*Independent Practice
TTW have students create their own Myths. What’s not done in class to be finished for
Homework
1. It may contain other gods or goddesses as well.
2. Your story must explain some natural phenomenon (such as a weather event) or
some geological feature (a mountain range, a large valley, a sea, an ocean, a polar
ice cap, etc.).
3. Your story should be at least 350 words.
4. Your story must have a clear beginning, middle and end.
Some ideas to get you thinking:
5. Where did the Rocky Mountains come from?

6. Where did the Mississippi River come from?
7. What made the North and/or South Pole(s)?
8. Why is Earth the third planet from the sun?
9. Why is it dark at night?
10. What is in the middle of the earth?
Assessment
Blooket on Prometheus
Review game with questions created by the teacher based upon the story. The students had to
compete against their peers in order to answer questions correctly. The games challenge the
students to recall details from the text.
*Closure
Exit Ticket
Ask students brief questions about what they learned about fables, their meaning and
significance.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Advanced Learners: Although these aren’t honors courses, I do have some students who are close to that
spectrum. I have extension activities to give them something to help them understand Prometheus on a
deeper level.
Struggling Learners: This was an example of Want based differentiation because I gave the student the
opportunity to choose which type of myth they wanted to create. They could be as detailed as possible.
Learning Styles: For my Visual and auditory learners this activity includes something for them as well.
Along with the creation of their own myth to go along with Prometheus. I asked that students create a
pictorial representation of their myths to go with their stories. Visual learners will be helped by this.
Think-Pair-Share
Story Map
Think aloud
Classroom Management Strategies (To ensure a positive learning environment).
Give me 5
Waiting
Isolating problem students
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What parts of the
lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.
Candidate Signature Cooperating Teacher Signature Date
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

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Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher Mr. Samuel Black Grade-Level:7th Lesson Date:

Title of Lesson: Prometheus Cooperating Teacher: Tim Schneider

Virginia Standard(s) of Learning (SOL)

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Pg. 647 about what is a myth?

Ask why do people write Myth’s

TSW read the handout

Some ideas to get you thinking:

5. Where did the Rocky Mountains come from?

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

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