This lesson plan introduces students to Greek mythology by having them learn about six major gods and goddesses. The students are divided into three groups based on their needs and abilities. All groups will learn about the gods/goddesses from a PowerPoint presentation and create notes using a graphic organizer. Higher performing students will make a family tree; mid-level students will fill out a partial chart; and lower-level students will match pictures of gods to their names and powers on flashcards. The teacher reflects that the lesson went well but ran short on time, so splitting it over two days would allow all activities to be completed without rushing.

1. Bridgewater State University
SPED 501: Professional Practices in Special Education
Dr. Edward Carter Page 1
Alternative UDL Lesson Plan Format
BSU Student Name:
Ryan Mitchell
Lesson Title:
Greek Mythology and its Wonders
Date:
March 30, 2015
Subject:
History/Social Studies
Learning Strand:
The Roots of Western Civilization: Ancient
Greece, c. 800-300 BC/BCE
Learning Standard (if applicable):
Describe/explain myths and stories, gods and goddesses and heroes of ancient Greece.
Measurable Goal of the Lesson (upon successful completion of this lesson’s instruction, what is the
condition, performance, and criterion of the participants stated in observable terms):
Massachusetts Curriculum Frameworks for History/Social Studies
Students will be able to identify and explain the importance of (6) gods and their importance to the
mythology of the ancient Greeks.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
Facts About The Learners (Using Thousand’s model as discussed in class, identify the relevant
facts of the participants of this lesson):
 Students are in an intense resource/co-teach classroom setting with one general education
teacher and one special education teacher.
 Students (26) are a heterogeneous group comprised of regular education students, special
education students, special education students who are on alternative assessments, English
language learners, and English language learners who are also special education students.
 Students’ strengths include project based learning, cooperative (heterogeneous) grouping,
learning through the use of visuals (which can include: graphic organizers, videos, power
points, posters, maps, models/examples, etc).
 Students are also together for their homeroom period as well as an enrichment period that
meets twice during every six-day cycle.
Current Performance Levels of Learners for Identified Lesson:
 GROUP 1: Performing on grade level-- 13 of the learners are regular education students
and do not require accommodations.
 GROUP 2: Performing slightly below grade level (needing accommodations)-- 6 students

2. Bridgewater State University
SPED 501: Professional Practices in Special Education
Dr. Edward Carter Page 2
are alternative special education students and require intensive accommodations such as
read-aloud, familiar test administrator, small group testing, alternative testing, etc.
 GROUP 3: Working on Entry Level of Resource Guide-- 7 learners are special education
students who require accommodations and do not read on grade level. 2 of these students
are sped ELLs and 1 of them is unable to read in his native language (Spanish) or his second
language, English.
Content (Using Thousand’s model discussed in class, describe the input/materials/resources used to
provide lesson):
 Textbook (Houghton Mifflin Harcourt) for background information on mythology.
 PowerPoint on gods/goddesses (to be used for notes)
 Greek and Roman Mythology for handouts/copies of myths (Mark Twain Media Publishing
Company)
 T-chart/graphic organizer template for note taking. (Keys to Literacy)
 Content for GROUP 1: On Grade Level (refer to standard)
 Content for GROUP 2: Students will use a T-chart/graphic organizer, will be provided with
a sample of the Power Point notes, will be given highlighters to highlight the names of
gods/goddesses on the PP sample, will also be given a partially completed outline of the
notes.
 Content for GROUP 3: Students will recognize the importance of gods and mythology to
the ancient Greeks (resource guide) and will use a T-chart/graphic organizer, will be
provided a sample of the Power Point notes, will be given highlighters to highlight the names
of the gods/goddesses on the PP sample, and will be given a completed outline of the notes.
Product (Using the Thousands’ model discussed in class, what differentiated products will learners
create to demonstrate their understanding of the lesson content?):
 Product for GROUP 1: Students will have the ability to construct a family tree of the 6
main gods/goddesses identifying their power/ability and familial connection.
 Product for GROUP 2: Students will create a T-chart organizing god/goddess, their
symbol, and their powers or abilities on a separate handout with the T-chart already made.
This chart will have a few god/goddesses names, powers/abilities, and symbols already
typed within. (Students will finish filling in the handout completely.)
 Product for GROUP 3: Students will create flash cards with picture/name of god or
goddess on the front and power or ability on the back. (Students will be given index cards
and will be required only to fill in name of god/goddess to match the picture on the index
card and write power/ability on reverse side.)

3. Bridgewater State University
SPED 501: Professional Practices in Special Education
Dr. Edward Carter Page 3
Instructional Process (Using the Thousand’s model discussed in class, identify the manner in which
your instruction is being delivered using the following 4 categories):
Format/Arrangement:
Students are
encouraged to be self-
directed but can also
ask their group or
partner a question if
the need arises.
With such a diverse
group of learners, the
lesson needs to be
flexible in its delivery
and the expectations
on how we reach the
outcome of the lesson.
Instruct. Strategies:
Students will need to
identify similarities and
differences between the
6 gods/goddesses.
They will have a homework
assignment that
reinforces today’s lesson.
A graphic organizer will
be utilized to take notes
of the different
gods/goddesses.
Social & Physical
Environment:
The room is arranged
with small groups of
desks placed in the
center of the room
(pairs, trios, or
quartets).
A laptop/projector
cart is utilized to
bring up visuals to
help facilitate the
learning of new
concepts.
Three student
computers are also
used for projects
and as a technology
support center.
A word wall is in the
front of the room
that showcases the
words currently
being studied or
discussed in class.
A picture wall near
the front, left side
of the room is
utilized for learners
who need a visual or
picture to match
with a vocabulary
word used in class.
A current library of
books related to our
topic(s) is set along
Co-Teaching
Approaches:
A collaborative/Co-
teach model is used
for this lesson.
A parallel model is
utilized during this
lesson because the
introductory part of
the unit has already
happened.

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SPED 501: Professional Practices in Special Education
Dr. Edward Carter Page 4
the back of the room
for the students’ use
and enjoyment.
Sequential Task Analysis of Lesson (identify the sequential steps involved in delivering this lesson
from beginning to the end):
1. Warm-Up: Who was the father of Zeus? (All students) T & S
2. Review HW/collect: Mythology Mystery (All students) T & S
3. Present PowerPoint (notes) on Gods/Goddesses (All students) T & S
4. Students use T-chart template to organize each god/goddess (All students) S
5. Students create flash cards (index cards provided) for each god/goddess (All students) S
6. Students who finish flash cards early, create a family tree showing familial relationships
between the 6 gods/goddesses from today’s lesson (Some students) S
7. Students have opportunity to color in pictures of god/goddesses for index cards and quiz
their partner. (Some students) S
8. *Time allowing* Students role play with their partner or small group giving details of the
god or goddess they are…their partner or group members need to guess correctly. (Some
students) S
9. Review tonight’s homework: Match the God/Goddess with their ability/power (All students)
T & S
10. Checking for understanding-- Check off notes/flash cards in grade book. (All students) T
Generalization of Skills (describe how learners will apply their understandings from this lesson
across other content areas, environments, or instructors):
 Going forward, this lesson will build a foundation for the remainder of our unit on Greek
mythology and literature. My ELA partner will be able to go in deeper with the myths we
discuss in class and at the end of the unit will collaborate on a project that all 4 of our
classes will participate in. The students really like to know about where certain customs,
phrases, words, stories originate and this unit provides a great description of many they
have heard in their everyday lives (outside of the classroom).
Reflection (describe your thoughts as to the effectiveness of the lesson, potential changes to the
lesson for future instruction, and other thoughts triggered by the implementation of this
instructional lesson):
 Overall the lesson went really well, but with most class lessons/activities, we ran out of time
and needed to continue the next day. Depending on the discussion/group questions, etc. that
time can also be a big variable and will determine how far a lesson will go to its completion.
The students really enjoyed learning more about gods/goddesses they had heard about
before or were familiar with. Most of them come to 7th
grade with knowledge of mythology
from their 6th
grade ELA/SS teachers.
 The lesson was put into the correct sequential order of the Greek mythology unit and I

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SPED 501: Professional Practices in Special Education
Dr. Edward Carter Page 5
wouldn’talter that.
 The students really responded well to the activity (index cards/quiz) but only one or two
pairs were able to get to the role-playing. That group in particular was the higher-level
regular education students so that was not surprising to me.
 In the future I would probably add one more step to the lesson and split it (this included)
into a 2-day lesson so that all students can complete all the activities and not feel rushed.