Embedded Files
Amy Mummert
VITAL COURSE INFORMATION
Subject(s):
World History
Topic or Unit of Study:
Africa Empires
Grade/Level:
7th grade
CCSS Standards/State Frameworks:
7.4-2: Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa
7.4-3: Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.
7.4-5: Describe the importance of written and oral traditions in the transmission of African history and culture.
Corresponding Essential Questions:
Corresponding Big Ideas:
1. How did family life, labor specialization, and regional commerce play a role in the development of states and cities in West Africa.
2. How did the development of the trade industry affect the growth of West African Empires.
3. What role does oral tradition play in West Africa?
IMPLEMENTATION
Learning Context:
This is the introduction to my Africa Empires unit. Prior to this lesson students learned about the geography of West Africa. This lesson will provide students with an understanding of how empires rose in this region of the world.
Learning Objectives Matched to an Essential Question:
1. Students will be able to analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
2. Students will be able to analyze how the trade industry allowed West African empires to grow and prosper.
3. Students will be able to describe oral tradition in West Africa.
Instructional Input:
1. Anticipatory Set: The teacher will ask students to think about the societal structure that they live including government, economy, and the role of family and friends. Students will do a Think-Pair-Share with their table group and then write down their ideas on a piece of paper. The teacher will call on students to share some answers. The teacher will then guide students towards family life in West Africa.
2. Direct Instruction: The teacher will do a close read from the text book with the students. The teacher will begin reading the first paragraph pausing on a word for the students to read that word out loud. After the teacher has read the first paragraph, the teacher will ask for a volunteer to read the next section. The teacher will take a moment to draw students attention towards certain aspects of the text and explain. Students will then be asked to go back and reread the section again.
3. Guided Practice: Students will be given a graphic organizer. In the second section the teacher will help students complete their Cornell Notes using talk through text. The teacher will provide students with guiding questions to help students pull out the important information from the text. In addition, the teacher will chunk the material into sections so that students can reach comprehension.
4. Independent Practice: Own their own students will be asked to answer two DOK questions based on the reading. After they have answered the questions, students will be asked to compare what they wrote down in groups during the anticipatory set to life in West Africa.
5. Closure: Pack up and dismiss.
Procedures with Subject Specific Pedagogical Rationale for each choice (including expert references):
The teacher is using SDAIE strategies such as Think- Pair- Text and Talk Through Text. While these strategies were originally designed to help ELL learners, they are beneficial to all students. In addition, the teacher chose to create a graphic organizer to give to students. The graphic organizer allows the teacher to chunk the material into smaller sections. Furthermore, the teacher provided the students with a Cornell Notes template to help students develop their note taking skills. During the completion of the Cornell Notes, the teacher does Talk Through Text. This strategy allows the teacher to chunk the material into even smaller sections. Finally, the teacher chose to have the students Close Read the text because so many of the students are struggling with reading comprehension. Close Read allows the students to read it once to decode the material and then go back and read the material for comprehension.
Differentiated Instruction (Tailoring to Individual needs of specific students ELL, GATE, Special Needs):
To meet the needs of ELL students, the teacher uses several SDAIE strategies to walk the students through the lesson such as, Close Read, Think-Pair-Share, Chunking, and Talk Trough Text. In addition, for those students who need the extra support, students are able to listen to translated audio versions of the text. Along with this having access to Chromebooks to use google translator to translate any word that they are struggling to understand.
Many of the students who are on IEPs require the material to be chunked into smaller portions and be provided with a graphic organizer. Therefore the teacher provided students with a graphic organizer to be completed and the lesson is chunked into smaller sections.
Student Products that will be collected:
The graphic organizer will be collected upon completion.
Informal Checking for Understanding that will occur:
During guided practice the teacher will be walking from table group to table group examining what students are writing down. The teacher will use this to guide any students who are struggling and reword any questions that students are struggling with.
Student Collaboration and grouping:
Students are grouped into seven groups of five. They will collaboratively work together during their Think-Pair-Share.
Time Allotment:
2 days: 2 class periods 57 minutes each
Author's Comments & Reflections:
MATERIALS AND RESOURCES
Instructional Materials and resources (Including Technology):
Materials Needed for This Lesson Include:
-Pencil/ Pen
-Lined paper
-Graphic organizer
-Laptop
- ELMO
-Projector
STANDARDS & ASSESSMENT
Assessment/Rubrics with Connection back to an essential question and appropriate learning objectives:
The teacher will assess students based on the answers they provide to the essential question. This will allow the teacher to determine whether students were able to comprehend the material.
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