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June Freifelder
World History ESL, 9th Grade
5th Period, 55 minutes
Unit 8: Africa, Day 1
OVERVIEW
This is our first lesson on Africa. We will do a prolonged Do Now because we are coming back
from break. Then we while review prior knowledge of Africa by drawing back to the Nile River
and Egypt (from our unit in October). This lesson will review the three vegetation zones and
then students will work on making a map of Africa with oceans, seas, rivers, lakes, deserts, and
mountains as well as the three zones.
ENDURING UNDERSTANDINGS
 Geographic factors impact the way people live and how civilizations develop.
GOALS/OBJECTIVES
Content Goal: Students will have a better understanding of the three vegetation zones of Africa,
what plants and animals are located there, and where these zones are located.
Language Goal: Students will learn the vocabulary word “resolution” through the Do Now
activity. We will also go over “vegetation zones” and “savannas” which are new geographic
terms we will use.
MATERIALS
Smartboard and powerpoint with lecture slides
22 World History textbooks
22 journals
22 maps of Africa
OPENER
Do Now (5-7 minutes) We’re coming back from the long winter break, so we will begin by
asking students to write about what they did over the break, what they are looking forward to in
2015, and what is their resolution. This will take longer than a traditional Do Now because I
think I will have to review and teach “resolution.” Students will have the opportunity to share
what they have written with the class, but won’t be required to, and they will turn this in for
classwork credit. I’m hoping to have journal books for them by tomorrow to start the New Year
off and implement a more formal writing routine that I can collect and potentially use as data in
my inquiry.
BODY OF THE LESSON
 Open with Egypt and the Nile River
 Discussion of the term “vegetation zones”
 Notes on the three zones and discussion on where they are located
 Discussion on why the rain forest is located at the equator
 Students will work on filling out a map of Africa using oceans, lakes, seas, rivers, and
mountains. They will use the textbook to identify the three vegetation zones.
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CLOSURE
Students will be given back their tests on Ancient China as well as other work I have from before
the break. Students will be encouraged to submit any work that they haven’t turned in yet such
as vocabulary homework on Buddhism and the facebook page on Siddhartha Gautama 2 minutes
ASSESSMENT/EVALUATION
Students will turn in their paragraph about what they did over the break. Like I said earlier, I
want this to become more of a routine, and I want students to have the journals to be able to track
their English progress more formally in the remainder of their 9th grade year. I’m hoping that I
can also use the journals for students to write self-reflections or reflections on lessons/activities
that we do in class so I can improve my practice and students have more of a say in what we do
or what they like.
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June Freifelder
World History ESL, 9th Grade
5th Period, 55 minutes
Unit 8: Africa, Day 2
OVERVIEW
This is our second lesson on Africa. This lesson will focus on storytelling and the transmission
of history in Africa. Students will learn about griots and why they were important. They will
also have the chance to read a fable, which will help to prepare them for their homework where
they will present a story from their past to the class.
ENDURING UNDERSTANDINGS
 Scientific and technological developments, or lack thereof, affect people’s lives and
transform society.
 Knowledge of the past helps one understand the present and make sense of future
decisions.
GOALS/OBJECTIVES
Content Goal: Students will have an understanding of the role of griots in Africa and why griot
are important in African history because of the lack of writing systems in Africa.
Language Goal: Students will learn the vocabulary word “griot” as well as the term “morals”.
“Potion” and “whisker” are also two words used in the African fable, so we will review those
two words specifically before students read the story in pairs. We will also practice Englishreading skills in this activity.
MATERIALS
Smartboard and powerpoint with lecture slides
22 World History textbooks
22 journals to write the homework prompt in
22 maps of Africa from yesterday
OPENER
Do Now (2-3 minutes) We will review the geography of Africa which we learned the previous
day. This is a short Do Now with a word bank, so it should not be too hard for students. The
terms are vegetation zones, desert, savanna, rain forest, grassland, Nile, Atlantic, and Indian
Ocean.
BODY OF THE LESSON
 Begin by reviewing the various writing systems that we’ve learned about. Discuss griots
as important for storytelling because there was no written language to remember the
stories of the past. We will watch a video of a griot talking about why storytelling is
important in a short clip. I will then pass out student notebooks and ask them to write the
homework which involves them telling a story about their family for an oral presentation.
 We will talk about stories that also have fables as we did in Ancient Greece. Students
will pair up and read an African fable. They will answer three follow-up questions.
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CLOSURE
Students will finish their work from yesterday on geography. If they have still more time, they
are welcome to get started on the 150-200 word story about their family in their journals.
ACCOMODATIONS
 Word bank on the Do Now to allow for students who were absent yesterday to have a
chance of completing it
 This is a longer reading assignment than we normally do in class, so having students
work in pairs should help lower-level ELL students gain access to the story
 Video of a griot to help students grasp the purpose of griots in addition to connecting
content with background knowledge from previous units: systems of writing and fables
 Allowing students to connect their own personal history and stories to the past, as a way
of getting them to remember and recognize the significance of their own experiences (as
well as hopefully building community within the class)
 Students who finish early will get a chance to work on their homework rather than an
alternative assignment.
ASSESSMENT/EVALUATION
 Do Now (quick check for understanding from yesterday)
 Geography worksheet (also from yesterday) with one higher order thinking question on
the back where students must decide which region of Africa they would like to live in.
 African fable questions- higher order thinking in terms of what we can take away from
this story at one level, and deciphering what we can learn about another culture on
another.
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June Freifelder
World History ESL, 9th Grade
5th Period, 30 minutes
Unit 8: Africa, Day 3
OVERVIEW
This is our third lesson on Africa and will focus on introducing kingdoms in West Africa.
Today, students will learn about the founding of the Kingdom of Ghana. We will also discuss
the importance of the trans-Saharan trade and interactions with Arab merchants in the
development of the kingdom. This will be the first of three mini-lessons on West African
kingdoms over these three short days of testing.
ENDURING UNDERSTANDINGS
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 Local, national, and international relationships are affected by economic transactions.
 Global societies are diverse, creating varied perspectives, contributions, and
challenges.
GOALS/OBJECTIVES
Content Goal: Students will have an understanding of when and where the Kingdom of Ghana
was. They will also understand that this kingdom was not isolated and I will contrast Ghana’s
interactions with China which we emphasized was extremely isolated. Students will understand
that in addition to the salt and gold exchanged in the trans-Saharan exchange, religion was also
transferred. Students will also understand that not all members of this kingdom were Muslims,
only the rulers were.
Language Goal: Students will have a chance to practice their English with reading from the
textbook which we haven’t done in a while. There is not too much vocabulary in this lesson, but
we will return to terms such as “Muslim,” “isolation” and “Kingdom” to ensure students
understand.
MATERIALS
Smartboard and powerpoint with lecture slides
23 World History textbooks
23 maps of Africa from yesterday
23 graphic organizers of West African kingdoms
23 pieces of paper for the Do Now to be submitted
OPENER
Do Now (3-4 minutes) Instead of our normal Do Now with fill-in-the-blanks, this Do Now will
ask three questions:
1. Who are griots?
2. Why are griots important in Africa?
3. Who tells the most or best stories in your family?
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The importance of storytelling was the main idea in the lesson yesterday and students have to
write a story from their own history or their family’s history, so I’m hoping to check for
understanding with this Do Now.
BODY OF THE LESSON
 Short lecture on the Kingdom of Ghana
o What is a kingdom?
o Students will take notes on one slide
o We will discuss the importance of the trans-Saharan trade
o Students will read responsively from the textbook and this about the exchange of
religion in addition to the exchange of goods
 Using their notes from lecture and the textbook, students will complete the first part of a
graphic organizer on the Kingdom of Ghana
CLOSURE
Students will finish their work from yesterday on geography (which most still haven’t finished).
If they have still more time, they are welcome to get started on the 150-200 word story about
their family in their journals (which is due on Thursday of this week)
ACCOMODATIONS
 I hope to make the idea of trade and exchange more accessible by contrasting African
civilization to Chinese isolationism
 I also hope that returning to the idea of religion and how it spreads will make this stick
 I think that the graphic organizer will help some of my lower-level ESL students organize
the facts and compare the three different kingdoms that we talk about over the next three
days.
 At the same time, I think that the graphic organizer leaves room for higher-order
reasoning and gives students some open-ended space to express what they know. I also
included a place where they can write a question that they have about the civilization or
confusion that they may have about the content.
 If students finish early, no student has finished the map of Africa from Monday yet.
They also have a pretty big writing assignment due on Thursday, so they will have the
opportunity to work on either if they finish earlier.
 If anything though, I suspect that we’ll be short on time, and if that’s the case there will
be room over the next few days for students to complete the graphic organizer.
ASSESSMENT/EVALUATION
 Do Now (quick check for understanding from yesterday)
 Graphic organizer on the Kingdom of Ghana
o Allows students to demonstrate their knowledge of the content in class as well as
expression any confusion they have.
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June Freifelder
World History ESL, 9th Grade
5th Period, 30 minutes
Unit 8: Africa, Day 4
OVERVIEW
This is our fourth lesson of Africa and our second on the Kingdom of Ghana. Students will have
the chance to fill out a graphic organizer section on this kingdom based on what they learned
yesterday and after the Do Now refresher.
ENDURING UNDERSTANDINGS
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 Local, national, and international relationships are affected by economic transactions.
 Global societies are diverse, creating varied perspectives, contributions, and
challenges.
GOALS/OBJECTIVES
Content Goal: Students will have an understanding of when and where the Kingdom of Ghana
was. They will also understand that this kingdom was not isolated and I will contrast Ghana’s
interactions with China which we emphasized was extremely isolated. Students will understand
that in addition to the salt and gold exchanged in the trans-Saharan exchange, religion was also
transferred. Students will also understand that not all members of this kingdom were Muslims,
only the rulers were. This is continued content from yesterday, but we hope to strengthen it with
the classwork students do today.
Language Goal: I want to bring back the vocabularly word “isolation” in this lesson potentially
during the Do Now exercise or while we are collecting the Do Now. Students will have a chance
to practice their English by giving oral presenatations about their family.
MATERIALS
Smartboard and powerpoint with lecture slides
23 World History textbooks
23 maps of Africa from yesterday
23 graphic organizers of West African kingdoms
23 pieces of paper for the Do Now to be submitted
OPENER
Do Now (3-4 minutes) This will be a typical Do Now fill in the blank activity. We will go over
the first four altogether and I will ask students to try the last one without going over it as part of
my observations on higher-order thinking. I’m going to have students write their answers in
their notebooks, so that I will have to collect it afterwards and it won’t look like I’m picking on
anyone.
1. The first kingdom in Africa we studied is the Kingdom of _________
2. Ghana had a lot of _________ and __________.
3. Ghana traded for __________ with Arabs across the Sahara.
4. The religion that was also traded was _____________.
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5. What is one difference between Africa and Ancient China?
BODY OF THE LESSON
 Begin by collecting notebooks from students
 Four or five student presentations: I will request volunteers to read first, and then we will
pick at random.
 Depending on the time we have students will do classwork which will either be finishing
the map activity from earlier in the week or beginning the graphic organizer. In all
likelihood, I will begin the graphic organizer on Friday.
CLOSURE
I will give back student work that I haven’t had a chance to give back yet while students are
working. If any students finish early they can get started on the alternative assignment.
ACCOMODATIONS
 I think that the graphic organizer will help some of my lower-level ESL students organize
the facts and compare the three different kingdoms that we talk about over the next three
days.
 At the same time, I think that the graphic organizer leaves room for higher-order
reasoning and gives students some open-ended space to express what they know. I also
included a place where they can write a question that they have about the civilization or
confusion that they may have about the content.
 If students finish early, no student has finished the map of Africa from Monday yet.
They also have a pretty big writing assignment due on Thursday, so they will have the
opportunity to work on either if they finish earlier.
 If anything though, I suspect that we’ll be short on time, and if that’s the case there will
be room over the next few days for students to complete the graphic organizer.
ASSESSMENT/EVALUATION
 Do Now (quick check for understanding from yesterday) with the opportunity for higherorder thinking in the open-ended last question comparing Africa to Ancient China.
 Graphic organizer on the Kingdom of Ghana
o Allows students to demonstrate their knowledge of the content in class as well as
expression any confusion they have.
June Freifelder
World History ESL, 9th Grade
8
5th Period, 30 minutes
Unit 8: Africa, Day 5
OVERVIEW
This is our fifth lesson of Africa and another day of testing. We will do a quick Do Now that
combines geography with the Kingdom of Ghana. Then we will have three or four student
presentations, and students will use the rest of the time to work on their pending work.
ENDURING UNDERSTANDINGS
 Geographic factors impact the way people live and how civilizations develop.
GOALS/OBJECTIVES
Content Goal: Students will have a better understanding of the location of the Kingdom of
Ghana and how it related to other parts by creating their own map in the beginning. This content
knowledge will be supplemented with the completion of individual mapwork after presentations.
Language Goal: Students will have a chance to practice their English by giving oral
presenatations about their family.
MATERIALS
Smartboard and powerpoint with lecture slides
23 World History textbooks
23 maps of Africa from yesterday
Student notebooks for presentations
OPENER
Do Now (3-4 minutes) We will conduct this Do Now as a group to try to reduce the time spent
on it. I will ask five questions about Geography in Africa and will give out five prizes for
students who come up to answer the questions (because it’s Friday!)
BODY OF THE LESSON
 Three to four presentations: we’ll take volunteers first and then I will select others at
random.
 With whatever time we have in class left, students will finish the work on geography
from Monday of this week.
CLOSURE
I will collect the map of Africa, student journals with their stories, and give back the remaining
work that I have.
ACCOMODATIONS
 Reviewing geography before we jump back into it from the Kingdom of Ghana
 Connecting the Kingdom of Ghana information with geography to try to get knowledge
to stick.
ASSESSMENT/EVALUATION
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

Do Now (quick check for continued understanding)
Geography of Africa worksheet
June Freifelder
World History ESL, 9th Grade
10
5th Period, 30 minutes
Unit 8: Africa, Day 6
OVERVIEW
This is our sixth lesson of Africa and another day of testing. We will do a quick Do Now that
combines geography with the Kingdom of Ghana. Then we will have three or four student
presentations, and students will use the rest of the time to work on their pending work.
ENDURING UNDERSTANDINGS
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 Local, national, and international relationships are affected by economic transactions.
 The movement of people, goods, and ideas transforms society and culture.
GOALS/OBJECTIVES
Content Goal: Students will have a better understanding of the Kingdom of Ghana in terms of
trade with other nations, resources that the kingdom had and how it was ruled. This content will
connect to the next two lessons on the Kingdoms of Mali and Songhai.
Language Goal: Students will have a chance to practice their English by giving oral
presenatations about their family if we have the chance. Students will look through their notes
and the textbook to find appropriate answers to fill in their graphic organizers.
MATERIALS
Smartboard and graphic organizer slide to be projected
23 World History textbooks
23 maps of Africa from last weeks
Student notebooks for presentations
23 graphic organizers
OPENER
Instead of the traditional Do Now to review content, we will be filling out the first section of the
graphic organizer on West African Kingdoms together as a class. This will help model the
correct way to complete the columns for the next two kingdoms which I will ask students to do
more independently later in the week.
BODY OF THE LESSON
 This will be the last day for students to finish work on their maps of Africa. I will collect
this worksheet at the end, so that they can be graded and given back to the students before
their test on Africa next week.
CLOSURE
If there is time at the end of the period, one or two students may present their story to the class.
ACCOMODATIONS
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


Review of the Kingdom of Ghana and organizing this information on a handout, so that
students have a better way to visually see and compare the differences between the three
empires we learn about.
Students will have the ability to participate throughout if they feel comfortable.
Modeling how to fill out the organizer as a group should help lower-level ELLs
understand how to fill out the organizer indepedently later this week when they fill it out
for Mali and Songhai.
ASSESSMENT/EVALUATION
 Geography of Africa worksheet
 There’s a blank at the end of the graphic organizer that asks students to complete the
sentence, “A question I still have about Ghana is…” Hopefully, if my students are not
understanding part of the content, they can tell me what they are confused about.
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June Freifelder
World History ESL, 9th Grade
5th Period, 30 minutes
Unit 8: Africa, Day 7
OVERVIEW
This is our seventh lesson of Africa and another day of testing with a short period. Today we
will discuss new content on the Kingdom of Mali and the transition between the Kingdom of
Ghana and this kingdom. We will also touch on a little bit about West African culture and
review about the importance of salt since that’s something that came up yesterday. Student will
present after we go through notes.
ENDURING UNDERSTANDINGS
 Conflict resolution can involve aggression, compromise, cooperation, and change.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 People adapt to, modify, and impact the environments.
GOALS/OBJECTIVES
Content Goal: Students will review the importance of the salt trade in the West African
kingdoms. We will also discuss what people ate and the jobs they had in West Africa when
growing conditions were so tough. Students will understand that Mali and Ghana occupied the
same geographic location in Africa. They will understand the transition between the two
kingdoms after Sundiata defeated the declining Kingdom of Ghana. Students will also learn
about Mansa Musa and his pilgrimage to Mecca.
Language Goal: We will discuss new vocabulary words and review old ones in this lesson such
as “preservation,” “savannah,” “pilgrimage,” “Mecca.” Students will also learn the new
vocabulary word “caravan.” Students will have a chance to practice their English by giving oral
presenatations about their family at the end of the period.
MATERIALS
Smartboard and powerpoint with lecture slides
Student notebooks for presentations
OPENER
Instead of the traditional “Do Now” we will be reviewing content about the importance of salt
and introducing a little bit about culture in West Africa based on the responses from the graphic
organizer the previous day. This will help students better understand what life was like in the
Kingdoms of Ghana and Mali as well as why trade with other people was so important in the
trans-Saharan trade. 3-4 minutes
BODY OF THE LESSON
 We will discuss how Sundiata was the ruler who took over the Kingdom of Ghana after
the Kingdom existed for many years. Sundiata set up the Kingdom of Mali in the same
geographic location except he ruled a larger kingdom. Students will be introduced to the
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city of Timbuktu as a center of learning and culture. Students will also learn about
Mansa Musa’s pilgrimage and what he brought with him in his caravan across the Sahara.
15 to 20 minutes
CLOSURE
 Three to four presentations: S, T, and B are set to present to the class and A wants to
present outside for this lesson.
ACCOMODATIONS
 While this lesson contains a lot of lecture, we will review in the beginning what students
already learned.
 A lot of the content returns to prior knowledge that we’ve discussed in class such as
vocabulary and the pilgrimage to Mecca. Hopefully, emphasizing this prior knowledge
and understanding while help my lower-level ELLs to understand the content.
 We will reinforce this learning tomorrow with the graphic organizer and hopefully, filling
out the Kingdom of Ghana section the day before acted as a good refresher after the
weekend.
ASSESSMENT/EVALUATION
 Students are taking notes today, but in the next lesson, we will check for understanding
with the Do Now reviewing the Kingdom of Mali.
 This content is in preparation for their test on West African kingdoms next week.
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June Freifelder
World History ESL, 9th Grade
5th Period, 30 minutes
Unit 8: Africa, Day 8
OVERVIEW
This is our eighth lesson of Africa and our last day of testing with a short period. Today, we will
review what students learned about Mali from the day before with a Do Now. Students will have
a chance to fill out the graphic organizer about Mali with more independence than they did two
years ago.
ENDURING UNDERSTANDINGS
 Conflict resolution can involve aggression, compromise, cooperation, and change.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 People adapt to, modify, and impact the environments.
GOALS/OBJECTIVES
Content Goal: Students will understand that Mali and Ghana occupied the same geographic
location in Africa. They will understand the transition between the two kingdoms after Sundiata
defeated the declining Kingdom of Ghana. Students will also learn about Mansa Musa and his
pilgrimage to Mecca. This content will be a review from yesterday. The graphic organizer also
emphasizes the importance of Timbuktu as the capital of the Kingdom of Mali.
Language Goal: Students will use their notes from yesterday and their textbooks to fill in the
graphic organizer. Students will have a chance to practice their English by giving oral
presenatations about their family at the end of the period.
MATERIALS
Smartboard and powerpoint with lecture slides
Student notebooks for presentations
Graphic organizers of the three West African Kingdoms
OPENER
We will begin with a traditional Do Now where students will complete fill-in-the-blank
questions about Mali from the day before. The Do Now will have a word box and students will
be able to use their notes to answer. I will collect this Do Now for points and we will review
before I collect to check for understanding. 3-4 minutes
1.
2.
3.
4.
5.
The Kingdom of ________ conquered the Kingdom of Ghana, led by Sundiata.
Sundiata made ___________ the capital of Mali.
The most powerful king of Mali was ________________.
Mansa Musa went on a pilgrimage to ________.
He crossed the Sahara Desert with a ____________ in 40 days.
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BODY OF THE LESSON
 Students will use their notes from yesterday and a page in the textbook to complete the
graphic organizer about the Kingdom of Mali. We will review their answers as a whole
group with about ten minutes to go in the period. I will project the graphic organizer for
the class as I did before when I modeled it all together. 15 to 20 minutes
 During this time I will circulate, but also be doing two or three student presentations out
in the hallway for those students who don’t feel comfortable sharing their stories with the
class or with their English-speaking abilities.
CLOSURE
 If time allows, we will have two or three students who remain present their stories inside.
ACCOMODATIONS
 I’m hoping that the Do Now reinforces the content knowledge about Mali and makes the
graphic organizer easier to fill out for my lower-level ELL students.
 Students can work with one another and use their notes and textbook to fill out the sheet.
 We will fill out the worksheet together/go over it, so all students will get the information
eventually, but I will be able to see their thinking and understanding through participation
and circulating.
ASSESSMENT/EVALUATION
 Do Now understanding check where I collect the Do Nows before we go over it as a
group. While all the students will get credit, I will be able to tell who understood what
from the day before.
 I will also collect the graphic organizer with the question about Mali at the bottom which
might inform me as to whether or not there is specific content that my students aren’t
understanding, or if (like the Kingdom of Ghana) they are interested in learning
something else about culture that I didn’t think of.
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June Freifelder
World History ESL, 9th Grade
5th Period, 55 minutes
Unit 8: Africa, Day 9
OVERVIEW
This is our ninth lesson of Africa and our last day of learning new content before the test next
week. Today, we will go over the last West African Kingdom, the Kingdom of Songhai and
students will have a chance to fill out the graphic organizer similarly to the previous day with the
Kingdom of Mali. We will also finish up student presentations for the four students left.
ENDURING UNDERSTANDINGS
 Conflict resolution can involve aggression, compromise, cooperation, and change.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 People adapt to, modify, and impact the environments.
GOALS/OBJECTIVES
Content Goal: We will learn a little more about Timbuktu as a city of trade and education.
Students will understand that Ghana, Mali, and Songhai occupied the same geographic location
in Africa, and wanted to have control of the land for the resources. They will understand the
transition between the two kingdoms after Sunni Ali defeated the declining Kingdom of Mali.
Students will also learn about Askia Muhammad and his accomplishments.
Language Goal: Students will learn the word “scholars” as it relates to Timbuktu in the
beginning of the lesson, and then come back to this new term at the end of the lesson with Askia
Muhammad. Students will also learn the word “canoes.” We build off vocabulary we have been
working on such as “kingdom,” “conquer,” and “caravans.” Students will use their notes from
yesterday and their textbooks to fill in the graphic organizer. Students will have a chance to
practice their English by giving oral presenatations about their family at the end of the period.
MATERIALS
Smartboard and powerpoint with lecture slides
Student notebooks for presentations
Graphic organizers of the three West African Kingdoms
OPENER
Instead of the traditional Do Now, we will start off this lesson talking about Timbuktu which two
students asked to learn more about yesterday. I will begin the class by asking students what they
know about Timbuktu (that it is a city of learning and trade). We will then watch a short two
minute clip on Timbuktu and I will ask studentst what they saw in the clip that had to do with
learning and trade.
We will then look at photos of Timbuktu showing mosques, the univeristy library, and the
market to give students a better idea of what this ancient city looked like. We will also review
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the term “scholars” which we will use later in the lesson and will appear on the future
assessment. 5-6 minutes
BODY OF THE LESSON
 We will discuss the decline of the Kingdom of Mali. Students will read the slides and
take notes. We will talk about how the Kingdom of Songhai came to power and took
over Timbuktu led by Sunni Ali with a fleet of canoes down the Niger River. I will tell
the students about Askia Muhammad and how he conquered more land than the Kingdom
of Ghana and Mali. We will also talk about how he spread Islam to the people of his
Kingdom.
 Students will use their notes from class and pages in the textbook to complete the graphic
organizer about the Kingdom of Songhai. We will review their answers as a whole group
with about seven minutes to go in the period. I will project the graphic organizer for the
class as I did before when I modeled it all together and with the Kingdom of Mali. 15 to
20 minutes
 During this time I will circulate, but also be doing two or three student presentations out
in the hallway for those students who don’t feel comfortable sharing their stories with the
class or with their English-speaking abilities.
CLOSURE
 If time allows, we will have the two students who remain present their stories inside.
ACCOMODATIONS
 I’m hoping that this lesson doesn’t completely overwhelm my students with names and
terms because we’re cramming a lot in the last three days of the week with the upcoming
assessment. I’m hoping that presenting with adherence to background knowledge and the
graphic organizer will help my students. The review game on Friday in addition to the
crossword study guide will help solidify this content before the test.
 Students can work with one another and use their notes and textbook to fill out the sheet.
 We will fill out the worksheet together/go over it, so all students will get the information
eventually, but I will be able to see their thinking and understanding through participation
and circulating.
ASSESSMENT/EVALUATION
 I will collect the graphic organizer with the question about Songhai at the bottom which
might inform me as to whether or not there is specific content that my students aren’t
understanding, or if (like the Kingdom of Ghana and Mali) they are interested in learning
something else about culture that I didn’t think of.
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June Freifelder
World History ESL, 9th Grade
5th Period, 55 minutes
Unit 8: Africa, Day 10
OVERVIEW
This is our tenth lesson of Africa and our period to review before the test on Tuesday. This will
be a comprehensive review of the last ten days in the form of a writing Do Now and a Vocab
Bingo game.
ENDURING UNDERSTANDINGS
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 Conflict resolution can involve aggression, compromise, cooperation, and change.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 People adapt to, modify, and impact the environments.
GOALS/OBJECTIVES
Content Goal: We won’t be learned any new content today. We will focus on reviewing the
social studies vocabulary from the unit in the Do Now and the game.
Language Goal: Students will have the chance to practice constructing written responses to
questions similar to ones they will have on the test on Tuesday. Students will have a chance to
practice their English by giving oral presenatations about their family at the end of the period.
MATERIALS
Smartboard and powerpoint with lecture slides
Student notebooks for presentations
Bingo board printouts for the game
Journals to give back for students to write their responses in and study from
Crossword puzzle for homework/review over the weekend
5 copies of the notes on Songhai from yesterday for the students who missed the notes
OPENER
I will give students the option of answering two of three questions. This will be a written Do
Now instead of the traditional fill in the blank. Students will write in their journals so that they
can take them home to study. We will go over the answers as a group. 7-10 minutes
1. Tell me about the geography of Africa.
2. Talking about griots: who is the man in the picture? What is his job and why is he
important?
3. Tell me about the trans-Saharan trade? What resources were traded and who traded
them?
BODY OF THE LESSON
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I will do the final presentations during the Do Now. All of the students who still have to
present want to do it outside rather than inside. If a student changes his/her mind and
wants to do the presentation inside, we will hear the presentation before the Bingo game
to ensure it gets done.
I will distribute Bingo cards and review how the game works for the students who have
never played Bingo before. I will give them 31 terms, and they must choose 24 to fill up
their boards with. 5 minutes
We will go through the slides that quiz students on the terms from our Africa unit. If it
seems like most students aren’t understanding a term, we will go over it together, but not
spend too much time on it. Students will win prizes for getting Bingo either in the form
of homework passes, cookies, or candy.
CLOSURE
 I will hand out the review crossword puzzle that students have the opportunity to use to
study as well as gain homework points. If there is some time left, and the game goes
faster than I anticipated, students can get started on the crossword, or we can do the first
few together as a group.
ACCOMODATIONS
 Students will get to choose two from three questions to respond to. Hopefully this gives
them enough flexibility to answer the questions correctly. They can also use their notes,
textbook, and friends for the Do Now.
 Students also get to choose the terms that they want to include on the Bingo card and can
choose the terms that they know and feel comfortable with for their individual card.
 I think that Bingo might be a way for students who are quieter to feel more comfortable
witht the review game since usually Quizzo is dominated by only a few students, and I
try to make the teams even in terms of English-language proficiency and outgoing
students.
 I have a crossword puzzle homework that will help students study and have more practice
with the vocabulary over the long weekend. The terms are on the sheet and will also
help the students who have low homework scores for the end of the semester.
ASSESSMENT/EVALUATION
 I will check for understanding in the Do Now with the constructed responses while
circulating and while going over the answers as a group.
 The Bingo game will be a good spot check for me in terms of what vocabulary the
majority of my students are still missing and what terms they have down. We will go
over the difficult terms as needed.
June Freifelder
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World History ESL, 9th Grade
5th Period, 55 minutes
Unit 8: Africa, Day 11
OVERVIEW
This is our final day working with Africa and the day of our unit test.
ENDURING UNDERSTANDINGS
 Geography influences needs, culture, opportunities, choices, interests, and skills.
 Conflict resolution can involve aggression, compromise, cooperation, and change.
 Global societies are diverse, creating varied perspectives, contributions, and challenges.
 People adapt to, modify, and impact the environments.
GOALS/OBJECTIVES
Content Goal: This test includes no new content, but the content learned in the unit as a whole.
The content appears in the form of working with a map, content vocabulary, multiple choice and
short answer questions.
Language Goal: Students will answer vocabulary questions as well construct 3-4 written
responses in English to assess their reasoning skills in writing skills.
MATERIALS
24 copies of the Africa test
OPENER
Before the test, I will give an example of how I want them to fill out the map. The example will
involve identifying Philadelphia on the map and answering a question with a wordbank, as the
test is also set up this way and to reduce confusion (hopefully). 2 minutes
BODY OF THE LESSON
 Students will have the whole period to work on the test. I will circulate to redude
cheating and help them when they’re stuck. 53 minutes
CLOSURE
 I will ask students to place the crossword puzzle homework under the bird, so I can
include it in this marking period’s grades.
ACCOMODATIONS
 I will give an example in the beginning of how to complete the first portion of the test
regarding the map.
 I will allow students to use their copybooks, but take off ten points if they do so.
 If students finish early (which I expect some will) I will allow them free time on the
computer, because they haven’t had any free time since before Winter Break.
ASSESSMENT/EVALUATION
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I will check for understanding in the Do Now with the constructed responses while
circulating and while going over the answers as a group.
The Bingo game will be a good spot check for me in terms of what vocabulary the
majority of my students are still missing and what terms they have down. We will go
over the difficult terms as needed.
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