Teacher: Mr.

 Thatcher      Room #: W224     Lesson # in unit:                 Period (s): 3 class periods (M­W) Topic: Traveler’s Guide Through Africa

Social Studies Lesson Objective and Assessment:
By the end of class, the student will be able to: 

Content Objectives:
NCSS Thematic Standards
- Identify geographic regions in Africa   Culture and Cultural Diversity
- Analyze the importance and impact variance African Kingdoms and
  Power, Authority, and Governance
tribes had on societal advancement
- Describe the term “Migration” and illustrate one’s own understanding   Time, Continuity, and Change

of the term   Production, Distribution, and 

Consumption
Academic Language Objectives:  People, Places, and Environments
  Science, Technology, and Society
- Travelers Guide   Individual Development and 
- Geographic terms regarding Africa Identity
- Political and hierarchical terms: Kingdom and Societies    Global Connections
  Individuals, Groups, and Institutions
Assessment Statement: What artifacts show they have met the objective?
  Civic Ideals and Practices

- The “book” they are creating!

Specific Standard Indicators Aligned with this Lesson:

- WH.3.5, WH.3.1

Planned Supports for Variety of Learners

Students with IEPs/504 Plans (List Individual’s specific accommodations):

- Extended time on tests/quizzes/assignments, access to the learning center (P-109) for course work and
tests, preferential seating, copies of notes/other in-class material(s), bathroom/water pass from nurse,
ability to edit prior to final submission

Students with Specific Language Needs: 

- N/A

Students with Other Learning Needs:

- N/A

Learning Tasks: Specific Learning Tasks Description:

Class/Group Discussion             
Cooperative Learning/Small Group - Walk the students through the information for
Guided Practice/Teacher Modeling/Demo.        the project, how to find information, how to set
Lecture/Direct Instruction              up the papers, and elaborates on why they are
 Bookwork (Reading) doing this project- presenting a rationale.
 Question/Answer Students are responsible for their own learning
 Learning Stations and to reflect responsibility in their course work.
 Writing to Learn
 Inquiry Learning/PBL 
 Simulation/Role Playing/Game
  Independent Learning

 Other          

 Lesson  Agenda 

Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?

As an educator, one can perform individual check­ins with students throughout the 3 class periods. This will allow
the educator and student to discuss prior information and draw connections for the project. 

Transitioning and Stating Objectives: 

Time Teacher Will Be Students Will Be Rationale

This will be preparing
Greeting the students Taking seats, preparing students for class and
12:38 and going over for class, and listening helping set the
announcements to announcements tone/environment for
the classroom

Ask students if they

have any worldly Asking questions and Building relationships
12:40
questions… talking listening and easing into class
about upcoming events

Students will be able to

tackle this project
individually with the
guidance of the
Introduction of the in- Asking questions about instructor. This
12:45
class (3-day) project the project instruction sets up the
coursework for the next
3-4 class periods – thus
setting expectations for
the students

Students get in-class

Allow students to begin time to work on
class work and going assignment. This, in
Working individually on
12:50 around the room theory, should provide
the project
answering any enough time to finish
questions – if needed the project and conduct
in-class research

Leaving the classroom,

1:27 Dismissing students turning assignment in if End of class period
applicable.
Daily Assessment  Formative: Summative:           
Level(s) of Higher Order Thinking   Class discussion   Test     
Addressed Today:  CPS clickers   Project    
knowledge  Email teacher   Report    
comprehension  Entrance/Exit slip  Presentation                     
application   Teacher Observe  Final Exam
analysis  Listened to conversations   Other      
 synthesis  Quiz 
evaluation  Thumbs up, neutral, or down
 Homework check 
 Video quiz 
 Voting
 Whiteboard Check 
 Other      

Preparation needed for this Lesson

Materials: Textbook, pencil, colored pencils, 2 pieces of paper, Stapler

Technology: N/A

Copy: Assignment Detail Sheet (25-30 per class)

     

Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:

Tomorrow’s lesson is just more work time. However, on Thursday the project is due, and the students will have
an assessment through a competition/quiz on Thursday.
     
Other reflections:

(10/1/2018) This was my first time reflecting on how an educator introduces a project to a class. I am interested to
see how a multi-class period project goes in these class periods. The performance by some students is lacking in
effort and I am wondering if this individual work time enhances the class performance, or if the students hinder
themselves through a lack of effort.

(10/3/2018) Students were attempting to finish their projects in class, if not, they are taking it home and returning
it tomorrow. I walked around the room and talked with various students in 6th and 7th period. Some students felt
“great” about this project and others seemed uninterested or even worried.
Example work (cover pages) and set list of instructions (1/2):