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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. 1 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. 2 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. 3 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. 4 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? 5 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. 6 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 _____________. 7 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 9 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 11 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. 12 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 13 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. 14 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. 15 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. 16 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 17 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. 18 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 19 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 20 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 21 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. 22