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ractic,m 2 / "e##on Tem0late

Name: _________Daltrey Abney ____ School: ___Elementary School____ Date: _3/24/13___ Grade: ___6____

Starting and Ending Time: ____ to ____

nit E!: Which one of the three medieval empires of Ghana, Mali, and Songhai would you want to live in and why?
"e##on E!: Which empire do you think had the most flourishing art community? Why? $%E&%'E( $) T*E "ESS$N $+erarching Goal: How do you see this lesson fitting into the big picture of the students! long"term learning? #he current unit the students are working on is aimed toward the $uestion, Which one of the three medieval empires of Ghana, Mali, and Songhai would you want to live in and why? #his lesson is designed to help answer that $uestion by introducing students to the art of each empire% &y using this information they can make a more informed decision about which they would want to live in%

'n#tr,ctional $b-ecti+e: &y the end of the lesson, '() what concept, information, skill, or strategy will the student's) learn and '*) how will they demonstrate that knowledge? SW&+# answer the $uestion ,Which empire do you think had the most flourishing art community? Why? , #hrough learning about the elements of art, its functionality 'religious and secular) and how they were involved with language and culture% #hey will demonstrate this knowledge in an in class debate%

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"ang,age $b-ecti+e(: &y the end of the lesson, '() what language, relating to the lesson and lesson content, will the student's) know or learn, and '*) how will they demonstrate that knowledge? SW&+# use language that surrounds art such as form, color, 0 te1ture% #hey will also use terms specific to Medieval +frican art such as 23enne #erracottas and kente cloths%

A##e##ment: What specific, tangible evidence will show that each student has met the two types of ob3ectives? Assessment of the instructional objective4 Students will choose which empire they think has the most flourishing art community and write three things on a note card that support their opinion% #hey will then turn in their note cards% #hen students will go to three different corners of the room5 depending on which empire they find to have the most flourishing art community% 6sing they ideas they put on their note cards, they will come up with a list of evidence to support their opinion% 7ach student should try to give input in the debate% #he note card and the debate will be used to assess the students! understanding of the lesson% Assessment of the language objective4 &oth on the note cards and during the debate students should be using the language mentioned properly and fre$uently to support their claims%

1ontent: What are the specific details of the lesson!s content knowledge? Which aspects of the content knowledge may be confusing for students? #his lesson involves teaching students the use of sculptures and statues in religious rituals, which is something that may be confusing to students who do not understand ancient religions% #he emergence of 8slam had a huge affect on Medieval +frican art as well% &ecause 8slam does not believe in the making or worshiping of idols, this conflict as far as art goes could be difficult to grasp for students as well% 8t is important that they see how the emergence of 8slam did not overtake the society completely, and ancient practices still remained%

.lea#e re2er to any read alo,d training material# 3elementary45 academic lang,age training material# 3#econdary45 or any other co,r#e material# 2or deci#ion# regarding 6hich com0rehen#ion #trategie# and tier# o2 +ocab,lary to teach yo,r #t,dent3#47 .lea#e note that the#e material# can hel0 yo, to de+elo0 6ell8in2ormed 0lanning habit# that support the effective teaching of language and lang,age conce0t# to all #t,dent#7
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.&$1ED &ES )$& T*E "ESS$N 8n this section, provide specific directions, e1planations, rationales, $uestions, potential vignettes/scenarios, strategies/methods, as well as step"by"step details that could allow someone else to effectively teach the lesson and meet the lesson ob3ectives% $0ening '9:9 minutes 2): How will you introduce the instructional ob3ective to the students, pre" teach/ preview vocabulary, and prepare them to engage with the lesson content? ;ut < images of art from each empire on the board and have students raise their hands and guess which is from each empire and give their reasoning as to why, based on what they have already been learning this unit%

D,ring "e##on '9<.9 minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional ob3ectives? Students will rotate around < different stations in groups of ="> and e1plore the art of each empire% 7ach station will be e$uipped with pictures of art, possible real materials and tools they used, music clips etc% +ll will also have short paragraphs e1plaining the art in art terms and discuss the function of each piece of art% +s students go to the stations they will all have a worksheet to complete asking what they liked best from each empire and what they found to be lacking% 7ach rotation will last (. minutes%

Planning Tip: To 2acilitate the 0acing o2 yo,r le##on5 try to e#timate 3and then 6rite do6n4 the n,mber o2 min,te# 2or each #ection7
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1lo#ing '(: minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned? Students will choose which empire they think has the most flourishing art community and write three things on a note card that support their opinion% #hey can use the worksheet they filled out to support them in this process% #hey will then turn in their note cards% #hen students will go to three different corners of the room5 depending on which empire they find to have the most flourishing art community% 6sing they ideas they put on their note cards, they will come up with a list of evidence to support their opinion% 7ach student should try to give input in the debate% #he note card and the debate will be used to assess the students! understanding of the lesson%

S ..$&T'NG A"" "EA&NE&S "earner )actor#: 8f teaching a small or whole group, what will you do to ensure success from all students , including struggling students who may need additional strategies5 students on special educational plans5 7nglish language learners5 and students who may need an e1tended challenge? ?heck off all that apply%
@ormats Aral, ;ointing, Signed -esponses Give +dditional 71amples Write Homework Bist Give 2aily ;rogress -eport 6se of &raille or Barge ;rint Give Student ?opy of 2irections ;rovide an +lternate -eading Bevel for a -eading -espond schedule Give Cerbal -eminders 6se of 8nterpreter Give Cerbal ?ues to 7mphasiDe Main 8deas 6se ;age Markers ;ost visual picture or +d3ust Grouping Work -eread 2irections 6se +ssistive 2evices to 71tend #ime of Selected Give More @re$uent &reaks Handout Hard ?opy of &oard Eotes Word ;rocessor/?omputer Seating Eear +dvanced Students 6se Graphic ArganiDer 8ncrease the Eumber of -eview +ctivities ;air Students

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S0eci2ic E9am0le: ?hoose ( e1ample from the list above and e1plain in detail the differentiation%3 Bearning the content of this lesson is heavily based on the students! own initiative, which could be compromised according to the group students are in% #herefore the groups should be carefully selected especially if there are students who will struggle with this% ;oor readers could be placed in a group with a friendly good reader% +lso students who struggle in larger groups could perhaps be put into a smaller group of < and the whole rotation could be ad3usted%

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)or each le##on that yo, teach5 choo#e a di22erent e9am0le 2rom the abo+e li#t to de#cribe in detail7

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)'NA" DETA'"S $) T*E "ESS$N 1la##room :anagement: 8f teaching a small group, how will you use classroom routines, support appropriate behavior, and/or handle behavioral issues? Give one e1ample% 8Monitoring the classroom and rotating between groups to make sure everyone is on task% 8f a student is not on task he or she will be asked to sit at their desk for a minute to collect his or herself and then return to the group and continue work%

:aterial#: What are the materials that you will need to organiDe, prepare, and/or try"out before teaching the lesson? 71amples of art from each empire -eal materials they might have used to create the art ;aragraphs e1plaining the art Eote cards Worksheets Music players 'possibly headphones if too loud and distracting) ;ossibly a computer to show a video of the process of weaving

)ollo68,0: How will you and/or your ?# reinforce the learning at a later time so that the students continue to work toward the lesson!s overarching goal? #he ne1t lesson involves trade in Medieval times and will talk about pieces of art as possible trade items% #he ne1t lesson also works toward answering the 6nit 7G%

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&E)"E1T'NG $N T*E "ESS$N These questions and prompts are to be used to guide the post-lesson evaluation and critique of yourself. Remember to look at the syllabus prompt as !ell "i.e. regarding the #PA$%. 17 (hat did the #t,dent# learn; (hat e+idence do ' ha+e to #,00ort thi# claim; Did the #t,dent#< learning di22er #omeho6 2rom 6hat ' 6a# e90ecting; E90lain7 27 *o6 do ' =no6 that all o2 the #t,dent# 6ere acti+ely engaged in the le##on; (hat might ' do to im0ro+e le+el# o2 engagement in the 2,t,re; 37 (hat 6ere #ome o2 the 6ay# ' modi2ied the le##on to addre## the need# o2 +ario,# #t,dent# in the cla##; .ro+ide #0eci2ic e9am0le#7 47 Did ' ha+e to modi2y my original le##on 0lan by ma=ing ada0tation# 6hile teaching; '2 #o5 e90lain7 >7 (hat do ' thin= 6ere the mo#t and lea#t e22ecti+e 0art# o2 the le##on; )or e9am0le5 ho6 did the le##on material# and/or in#tr,ctional aid# #,00ort the le##on; 67 (hat do ' #ee a# my teaching #trength# in the le##on; (hat area# o2 my teaching need im0ro+ement or modi2ication; ?7 (hich 0art# o2 the cla##room management 6ere the mo#t and/or lea#t e22ecti+e; (hy; 'n 6hat 6ay# did the in#tr,ctional acti+itie# hel0 or hinder the cla##room management; @7 '2 ' ta,ght #mall gro,0 or one8on8one5 6hat are #ome in#ight# 2rom thi# le##on that ' 6ill tran#2er to a large gro,0 or 6hole cla## le##on; 1ite a #0eci2ic e9am0le or t6o7 A7 (hat i# my goal 2or the ne9t le##on; (hat i# one 6ay that my 1T or #,0er+i#or can #,00ort me in attaining the goal;

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