Formal Lesson Plan Structure

Teacher Name: Sarah Norman

School: E.O. Smith
Course: Non-Western Civilization
Grade(s): 11/12
Period: H
Date: 3-30-2017
Number of students: 21

Content Standards used in this lesson:

HIST 9-12.12: Integrate evidence from multiple relevant historical sources and
interpretations into a reasoned argument about the past.
INQ 9-12.14: Critique the use of the reasoning, sequencing and supporting details of
explanations.
INQ 9-12.15: Use disciplinary and interdisciplinary lenses to understand the
characteristics and causes of local, regional and global problems; instances of such
problems in multiple contexts; and challenges and opportunities faced by those trying to
address these problems over time and place.
INQ 9-12.11: Construct explanations using sound reasoning, correct sequence (linear or
non-linear), examples and details with significant and pertinent information and data,
while acknowledging the strengths and weakness of the explanation given its purpose
(cause and effect, chronological, procedural, technical).

Learner Background:

- Students have never been exposed to photo narratives before. Because of this, I created
an example on the UConn Women’s Basketball team. Students will be familiar with this
example, and this scaffolding process will go over the details of the narrative process
with students. Content wise, students have been studying Colonization in Africa, and
recently, the African Independence movements. Students have read about various African
leaders and have delivered arguments addressing the success and or the failure of these
movements. As a whole, students have a wide knowledge of African Colonization,
African Resistance, various case studies, as well as African Independence. Students have
also been examining biases and multiple perspectives. This will help students for the
photo narrative as they have examined multiple perspectives and accounts to further
understand historical pasts. These previous activities and class discussions pave the way
for the photo narrative.

Learning Objectives:

- Students will be creating, constructing and assembling various photographs in

constructing a photo narrative describing themes and issues in relation to African
Independence.
Assessment:

- After completing their photo narratives with their groups, students will be asked to
present their photo narrative to the class. Here, students will be sharing their narratives
and giving explanations for why they chose specific photos and how it directly relates to
African Independence and Colonization. Additionally, the teacher will be collecting their
handout from the activity which will be assessing students on a more individual level.

Initiation: (12 min) 1:10-1:22

- Activator: Students come into class and sit down. One of their procedures is to take out a
piece of paper and answer the activator (warm-up). After, we will discuss this and it
typically bridges what we are working on in class that day. Students will be answering
the question, “How did the article we read continue to help us define the overall impact
of African Independence?” What evidence can we use to help us support an argument for
failure or success?” Students will participate and share their responses. (10 min)
- Objectives / Agenda: Read the objectives and explain the purpose of the class period. (2
min)

Lesson Development (40 min) 1:22-2:02

- Photo Narrative Explanation: Teacher will describe what a photo narrative is and going
through the process of creating one with an example on UConn Women’s Basketball with
the class. Students will be able to see what this process looks like and ask questions if
necessary. (7 min)
- Groups / Narratives: Students will be breaking up into 6 even groups and be handed a
folder with images. Students will be analyzing the images and then start to create a
narrative and a story. Once students are completed with their narrative, they can go to the
board, post their narratives and finish filling out the worksheet with their group. (18 min)
- Presenting Narratives: Once students are finished with their narratives, they will be
presenting them to the rest of the class. Students will go from group to group and explain
the themes or topics that they chose and explain how this is relevant to what we are
studying in our current unit. (15 min)

Closure (5 min) 2:02-2:07

- Discussion: After presenting, students will come back together to reflect on the activity
and answer the following question, “How do the different images and narratives created
by your classmates help you understand African Independence and European
Colonization?” (5 min)

*** Individuals Needing Differentiating Instruction:

There is an ELL student in my class, but differentiated instruction is not necessary for
this students. They are very high functioning and do not seem to have issues with
materials. Potential challenges for this student is reading out loud.