Embedded Files
December 4, 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.
7.4.1: Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
ELD Standard:
P1: A1, A2, A3, C10, C12
Expected Student Outcomes (Objective)
I am learning about the geography of Africa by:
Matching key vocabulary with visuals and justifying your selection.
Describing the major vegetation zones West Africa.
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: TPS/EQ/Chunked Reading: Starter: Students will read a chunked passage from the History Channel "This Day in History" and answer the essential question by annotating the evidence in the passage. If no evidence is there to answer the passage, students will answer "Not enough information."
Direct Instruction (5 min.)
SDAIE: Model/Direct Teach: Africa Unit Vocabulary: Teacher will introduce the assignment. Students will be given 9 vocabulary words with definitions and working as a group will analyze the images to match the vocabulary word with the image and provide a word that connected the two. Teacher will pass out material.
SDAIE: Model/Direct Teach: West Africa Vegetation Zones: Teacher will provide directions. Students will be asked to pick a number within their group. That number will be linked to a color which will direct them on what reading they will be completing along with taking down notes. Teacher will pass out material.
Guided Practice (15 min.)
SDAIE: TPS: Africa Unit Vocabulary: Teacher and students will go over the answers to the vocabulary word and teacher will provide words that could connect the image with the vocabulary. Students will make corrections to their graphic organizers in red.
SDAIE: TPS/Video Clips: African Vegetation Zones: Teacher will go over the information of the four distinct vegetation zones that can be found in West Africa. Students will make corrections to their graphic organizer. Video clips will be shown to visualize the four zones. Students will include one new note from the movie in green.
Independent Practice (20 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.
SDAIE: Jigsaw/Chunking/Talk to Text/Video Clip/Group: West Africa Vegetation Zones: Students will select a number that is associated to a chunked reading linked to one of the four Vegetation Zones. Students will read their chunked passaged and complete their notes which have guided notes (talk to the text). Students will write their answers in blue. Each member will share their zones with the other members of the group. As they get their partners answers they will write them down in purple. They will have 3 minutes to do this. After this is done teacher will go over the answers to the zones, students will make corrections, and then a video clip will follow and students will write down one new note from the video
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.
January 11, 2022
Correlation to State Content Standards
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.
7.4.1: Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.
Expected Student Outcomes (Objective)
Students will be able to:
1. Identify and Describe the physical features, vegetation zones, and the importance of rivers in Africa.
2. Identify and understand tier 2 and 3 vocabulary words from the Africa unit.
Common Core Literacy Standard
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.
WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
WHST 9. Draw evidence from informational texts to support analysis reflection, and research.
Anticipatory Set (5 min.):
SDAIE: Whisper Read/Chunk: Starter: Students will work on their starter test. They will read the chunked version of "This Day in History" and then explain the Topic of the paragraph.
Direct Instruction (10 min.)
SDAIE: Close Read/Direct Teach/Annotate/Talk to Text: Geo Challenge West Africa: Teacher will lead students in a close reading of the geographical challenge of West Africa. After each paragraph teacher will use Talk to the Text to help students annotate. Teacher will clarify the passage and provide more information during the lecture.
Guided Practice (10 min.)
SDAIE: TPS: Geo Challenge West Africa: Teacher and students will go over the answers to the Geography Challenge and display the correct labeling of the map. Students will make corrections as needed on their graphic organizer.
Independent Practice (20 min.)
SDAIE: Visual/Book to Paper: Africa Map Activity: Students will complete their labeling of Africa. They will use their textbook pages 212-213 to properly labeling surrounding continents, oceans, rivers, and vegetations zones.
SDAIE: Visual/Book to Paper: Vocabulary Tier 2 and 3: Students be introduced to Tier 2 and 3 vocabulary words dealing with the African Unit. Students will look up the vocabulary from the word bank and place them to the picture that it represents. Terms can be used more than once.
Homework
EdPuzzle: Africa Geography due by Friday, January 13, 2023 at 5 p.m.
Closure ( 5 min.)
1. Clean up.
2. Take question/comments/announcements
3. Reset Edpuzzle for those needed.
4. Dismiss Class.
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