Secondary Lesson Plan: Field Experience III (EDUC 329) and IV (EDUC 429), Clinical

Practice ( EDUC 461), HIST 451/461

Instructions: Please write a lesson plan that includes the following components for each lesson you teach in your
placement setting. Be aware that, should they occur, one point will be deducted for every two
grammatical/mechanical errors. You must provide a copy of your lesson plan to your cooperating teacher or university
supervisor BEFORE you teach the lesson to students. Your teacher must sign and date the hard copy of your draft
plan.

Teacher Candidate
Matthew Whitmire
School (NA for HIST 451)
Brewer Middle School

Date/Time of Lesson

(NA for

HIST 451)

21 April 2015 / 12:10 PM

Subject/Grade Level
Early Cultures to 1600 / 6th
Grade

Observer
Mrs. Shannon Owensby
Cooperating Teacher

(NA for HIST

451)

Mrs. Shannon Owensby

Description of Lesson (a general description in two or three sentences of what you will do with your students)
Students will understand the influence of Islam on Western and Sub-Saharan Africa. Students will
also understand why trade was essential for the region to become Muslim. Students will conduct
research on iPads and then have a class discussion.
Lesson Plan Component
Lesson Topic/Title

Description
Islam in Africa

Title of lesson, similar to a book title

Curriculum Standards
Addressed

SC Curriculum Standard(s): 6-4: The student will demonstrate an understanding of the changing
political, social, and economic cultures in Africa and the Americas.

NCSS Standard(s): List the number and

title of the theses addressed and then
briefly explain how this lesson addresses
each theme. (HIST 451 and EDUC 461
only)
SC Curriculum Standard(s): List the
number of the standard addressed and
then briefly explain how this lesson
addresses each standard.

This academic standard is being met by having the students conduct research into the changing
cultural landscape of Africa before the 11th Century. Students conducting research will be able to
put down simple answers to better understand the materials.
SC Academic Indicator(s): 6-4.1: Compare the major contributions of the African civilizations of
Ghana, Mali, and Songhai, including the impact of Islam on the cultures of these kingdoms.

Lesson Plan Component

Description

SC Academic Indicator(s): List the

number and write the indicator

Cross-Curricular Connections
Write how the lesson is integrated with
other social studies subject areas.

Instructional Objectives
What should students know or be able to
do by the end of the lesson?
Students will (VERB)
Every lesson should address
Historical Thinking Skills and
Literacy
Objectives should be observable
and
measureable
List the numbers for the standards
that each objective addresses; i.e.,
NCSS 1, SC GS-6.1

Materials/Resources

List all materials needed to

implement your lesson; e.g.,
pencils, notebook, selected
reading(s), video, PowerPoint...
If digital technology will be
integrated in the lesson to
enhance the learning experience,
address how.

Prerequisites (Prior
Knowledge)

This lesson will be integrated with other social studies subject areas because it will incorporate
elements of political science and religious studies. This lesson also interacts with ELA because
students will be required to write in coherent sentences on their worksheets.

Given pencil, paper, a worksheet, and an iPad, students will be able to identify how Muslim traders
crossed the Sahara desert and at least four influences Muslims had on Western and Sub-Saharan
Africa. (6-4.1)
Students will conduct independent research on classroom iPads in order to discover the information
mentioned above.
Students will complete a worksheet that will prove that they were on task conducting research
during class time.

Students will need pencil, paper, worksheet, an iPad, and a PowerPoint presentation.
An iPad will be necessary because students will be finding their answers for their research online.
Students will utilize the internet because they are more willing to work with technology in their
hands. This will enhance learning because students will feel like they are taking charge of their
responsibility of their learning.
A PowerPoint presentation will enhance student learning because it will contain a lot of pictures to
help students visualize more what they were researching about. This will be used when doing a
class discussion at the end of the period.

Students should be fully capable of participating in the class discussion because they are
conducting independent research. Therefore, students by 6th grade should have the social
2

Lesson Plan Component

Description

List skills/abilities students will need to

successfully participate in their learning
experience according to the following
developmental needs:
Social
Cognitive
Physical
Emotional

development to work silently and independently. Emotionally and socially, students should be
prepared to participate in class discussion at the end of the allotted classroom time.

Accommodations

Students that finish early will be given additional topics to research, such as What did the African
kings spend most of their wealth on? Students that continue to finish early will be told to do more
research so they can contribute more to the class discussion once everyone is finished.

How will you accommodate for

varying rates of learning (early
finishers/slower-paced learners),
learning styles, and any relevant
diversities?
What accommodations will be
made for students with special
needs?

Students that finish more slowly than others will not be rushed in their work and be allowed to work
at their own pace.
Students with special needs will be observed more carefully than their peers and will be given more
time or additional help if needed.

Donn, L. (n.d.). Rise of Islam in Africa. Retrieved April 21, 2015, from
http://africa.mrdonn.org/islam.html.
Cite all references for materials/resources
used in preparing the lesson. Citations
Timbuktu Fact for Kids. (2014, March 17). Retrieved April 21, 2015, from
should be in APA, 6th edition format.
http://easyscienceforkids.com/all-about-timbuktu/

References

Zais, M. (Ed.). (2013). South Carolina Social Studies Academic Standards. Columbia, South Carolina:
S.C. Department of Education.

Procedures

Motivation
Grouping
Instructional Strategies (steps in
the lesson)
to include questioning
techniques and
lesson closure
*Examples: Bell Ringer
activity, primary

Students will first be told to clear their desks so that only a pencil and piece of paper are on top.
Next, students will be prompted with questions about Africa and its geography, such as where the
Sahara is. After that, students will be asked if they know anything about the Muslim influence on
the region they just identified. After doing this, they will be told that they will conduct research on
the iPads to answer some questions on a worksheet. Once completing the worksheet, students will
participate in a class discussion that involves a PowerPoint presentation.
Students will be working independently, and not in groups. Students will be asked by group to draw
their iPads, and once all students have retrieved theirs, they will be handed a worksheet and they
will begin their research. After a certain amount of time, students will be told to put away their
iPads to participate in class discussion.
3

Lesson Plan Component

video
that recap

Description

source activities, debates, Class discussion will be going over the worksheet and more in-depth questioning, most of which will
be prompted once in the classroom.
analysis, closing activities
At the close of class, students will hand in their worksheets for a daily classroom participation
grade.
the lesson
*Be sure to explain how

you will teach

historical thinking and
literacy.

Assessment(s) of the
Objectives
What assessment(s) will you use to
determine what students learned and
achieved during the lesson?
The assessment(s) must be aligned with
instructional objectives.

There will be a pre-, during, and post-assessment for this lesson. The pre-assessment will be the
quick review at the beginning of class having the students identify the Sahara on the map at the
front of the class, in addition to their contributions about what they about Islam. The during
assessment will be their filling out the worksheet provided and working diligently on their research.
The post-assessment will be the class discussion and review of the worksheet, as well as handing in
their worksheet for credit.

Evaluation of Lesson
Were objectives successfully achieved?
What went well? What would you like to
improve? What adjustments will be made
in succeeding lessons?
Timeline:
Time

Event

12:10 PM 12:15 PM

Review

12:16 PM 12:20 PM

Ask about Africa and Islam

12:21 PM 12:24 PM

Draw iPads

12:25 PM 12:45 PM

Conduct Research

12:46 PM 12:50 PM

Put away iPads

12:51 PM 1:00 PM

Class discussion
4

1:01 PM 1:05 PM

Final Announcements

Notes:
__________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________