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Rosa Ziegler Term IV: African Beginnings Lesson Plan What will you teach?

I will teach a lesson on cultural diversity in Africa. Students will dissect the story African Beginnings to understand that there are many countries, many tribes, and that those tribes do not necessarily function within the legal, geographical borders. How will you teach the lesson? I will teach this lesson by reading the story to the students and inviting them to point out the pieces they find most interesting. As we discuss the text, I will point out the discontinuities between regions and peoples. I will have the students compare and contrast this information with what they knew about Africa before the lesson. I will then ask the students what they would like to continue studying, ensuring that they are conscious of what regional and or tribal boundaries that specific topic of interest lies within. At the end of the lesson, students will be asked to fill in a graphic organizer showing the information they found that relates to the topic, which, will become their primary research focus. Why did you make each of these decisions? From what I have observed, my students know very little about their place in the world. I recall two students approaching me to help them settle a debate over whether or not Florida was in Pennsylvania. Another pair was confused as to whether Pennsylvania was a city in the state of Philadelphia, or if Philadelphia was a city in the state of Pennsylvania. I think that teaching students to be more aware of these differences is essential. This lesson will allow students to have a foundation upon which to build their understanding of Ghana and the Ashanti people. Within our social studies curriculum, students have been studying countries and cultures that are entirely unrelated such as the Amish and Vietnam. It is my hope that this lesson will provide students with a greater concept of the idea that different cultures can coexist so close together. I think that this type of lesson will work well because it 1

incorporates many of the routines that they are already accustomed to such as reading in groups, small group discussion of readings, and writing based on non-fiction texts. Because my students take such great pride in their writing, I think that concretely tying reading to a long-term integrated unit of study will help keep them engaged. Goals/ Objectives o Students will understand that Africa is not monolithic. o Students will understand that there are both geographical and cultural boundaries across Africa. o Students will understand that the Ashanti are a tribe of people who live primarily in the country of Ghana, on the continent of Africa. Standards o Literacy: RI.4.1. Students will be able to refer to details and examples in a text when explaining what the text says and when drawing inferences from the text. o Students will begin the process of (RI.4.9.) [Integrating] information from two texts on the same topic in order to write or speak about the subject knowledgably. Material and preparation o African Beginnings by James Haskins and Kathleen Benson o Promethean board so that students can record unfamiliar vocabulary, new ideas, and interesting facts. o Worksheets (Graphic organizers on which students will begin to gather data for their individual research topics). o Pencils Ritual or routine o I will be using the schedule/ routine already in place o We will begin with the teacher reading aloud, pausing at pre-designated intervals to allow students to comment on the text. o The lesson goal will be written on the Promethean board and students will be expected to discuss the text, as it relates to the goal, in pairs and small groups before sharing with the class. Classroom arrangement and management issues o This lesson will be taught on the carpet, where students are accustomed to having shared reading lessons each day. o Student will bring their worksheets and pencils with them at the start of the lesson.

o I have chosen this location and these routines because they have been effective for the students and lead teacher thus far. Plan Hook (10 minutes) o I will ask students to share what comes to mind when they hear the word Africa. o I will tell them that we are beginning a two week unit on Africa, and that I want them to keep an eye out for anything that does not gel with their current understandings. The body of the lesson o I will read out-loud (One 35 minute session and a second 45 minute session) o Note: I will be stopping at pre-determined passages to ask students what stands out to them, what surprises them, etc. Assessment of the goals/ objectives listed above o Students will be assessed based on their recoded observations. o Because the content of this lesson has never been explicitly taught before, I will not assess students based on what information they find most interesting or are most baffled by, but rather on the extent to which they are able to accurately record what they find. o Students will be assessed on their participation in class discussion. o My primary concern, with regard to this portion of the assessment, is their willingness to share voluntarily. Students should always have their hands raised to share after being asked to do a think-pairshare or discuss something in small groups. Anticipating students response Management issues o I do not anticipate time management issues as I will be reading and determining how many questions to ask at each designated stopping point. This lesson is currently scheduled for two periods. I believe that this is plenty of time, but if necessary we will cut discussion short. After the first periods I will re-assess my plan, and if necessary, select pages to skip as the text is written in vignettes.

Response to content of the lesson o Some students may struggle with organizing their findings and ensuring that only things pertaining to their chosen topic of study are recorded in the designated areas. o If this occurs, I will as students to share why they chose to place certain pieces of information where they did and guide them towards a better placement through one-onone discussions. Accommodations Accommodations for students who may find the material too challenging o In this lesson, students are simply being asked to record information that interests them. o I do not intend to tell anyone that they are wrong. Instead I will push them to share why they feel the way they do, and how they think it might connect to other things we have read. o If a student is truly struggling with this exercise, I will ask them to think about our unit on the Amish and attempt to relate their specific struggle to some aspect of that project. Accommodations for students who may need a greater challenge and/or finish early o Given that this lesson is a shared reading, it will not be possible for students to finish early. o Students who require a greater challenge will be asked to think of self-to-text connections.