RACE Writing: Griots

December 9, 2024

Correlation to State Content Standard:

7.4:  Students analyze the geographic, political, and economic, religious, and social structures of the sub-Saharan  civilizations of Ghana and Mali in Medieval Africa.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

 I am learning about the society of Africa by:

1. Explaining the importance of griots to African societies.

Common Core Literacy Standard         

  RH 1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from   prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

             RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts 

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 6: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiency.

WHST 8: Gather relevant information from multiple print and digital sources (primary and secondary sources).

WHST 9: Draw evidence from information texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

       SDAIE: Metacognition: Starter Quiz:  Students complete their Starter Quiz based on their starters from last week.

Direct Instruction (5 min.)

           SDAIE: Model: QuickWrite Griots: Teacher will model how the QuickWrite using the RACE method.

Guided Practice (10 min.)

          SDAIE: TPS/Model/Talk to the Text/RACE/QW: QuickWrite Griots: Teacher will walk through process of wrting a RACE answer in complete sentence and completing the QuickWrite by providing hints, allowing students to make their corrections and then going over the answer.  Teacher will progress monitor as they write their sentence.

Independent Practice (10 min.)

    SDAIE: Visuals/Group/Video Clip: Africa Unit Vocabulary: Students will take 2 vocabulary cards and take turns reading the word and definitions to their group members.  Once each member has gone around and read the definition, they will begin to match the vocabulary word to the images provided.  Not all terms will be used.  Students will have to justify how they made their connection with the term and image by using one or two words.  Students will watch a video clip about smelting and teacher will explain how Jenne-jeno had this ability in West Africa.

Homework.

            Ed Puzzle: Valle of the Whales, due Friday December 6, 2024 by 5 p.m.

Closure (3 min.)

1.     Clean up.

2.     Dismiss Class.

Lesson Modifications for GATE, RSP, and EL Students

EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.

RSP: Projector (visuals), questioning, modified assignments, check for understandings.

GATE:  Require answers that will demonstrate depth and complexity of fertilization.