Unit Analysis Lesson 8, 9, and 10

Name: Lindsay Ptasienski

Date: April 18-20, 2011

Grade Level/Subject: 1st Grade/ Social Studies

Approximate Time: 30 minutes

Prerequisite Knowledge: The students need to know about their culture in order to compare it with Dakar’s culture.
The students will need to know where Dakar, Senegal is.
The students will need to know how to make comparisons—recognizing differences and similarities.

Student Objectives/Student Outcomes:

Students will be able to view pictures and hear stories in order to make observations about two different lifestyles.
Students will be able to recognize and communicate what surprises them and what is not surprising to them.
Students will be able to express their thoughts in a coherent and logical way to the rest of the class.
Students will be able to identify our location on the map.
Students will be able to visualize what Dakar, Senegal looks like.
Students will be able to locate Dakar, Senegal on the map.

Content Standards:

17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).
17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric
power).
3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes.

Materials/Resources/Technology:

Google Earth
Pictures of Dakar: homes, schools, boys, city
Videos of little boys in Senegal
Lap Top
Eno Board

Implementation:

When the students enter the classroom I will have them sit in front of the Eno board to begin our discussion there. I will
pull up Google Earth, and will ask the students where we are beginning. Then we will travel to Dakar, Senegal. I will
zoom in and ask them what they notice. I will then turn the Google Earth off, and tell the children some words that would
describe the city of Dakar. I will write those words on the board. From there, I will hand the students each a piece of
blank paper, and have them draw what they think Dakar looks like. I will pass out pencils and crayons for them to use.

The next day, I will have them finish up their pictures. Then I will then have them gather in front of the Eno board for the
last 10 minutes of class, and I will show them what the city of Dakar really looks like. I will have the students share what
they thought was going to be different, and what they predicted correctly.

The last day of Dakar, the students will watch a video of the Senegalese boys. They will learn about their language, what
they like to eat and do, school, family life, etc. We will then fill in our passport of Dakar with descriptive words for
Dakar and descriptive words that we would use for the boys we met.
Time

Opening of lesson: (Objectives, hook, behavior expectations)

I will begin the lesson by having the students sit in front of the Eno Board and telling them
that we are going to get moving on to Dakar, Senegal. We will then turn on the Eno Board and
type in our destination. As we fly there, I will ask the students what they expect to see in
Africa.

Procedures: Include critical thinking questions and accommodations for individual needs

Day 1:
As we zoom into Dakar, I will show to them the streets and buildings; I will tell them that
Dakar is on a peninsula—a portion of land that protrudes into the water. I will ask them what
all of the orange stuff is all over the ground? Sand! If Dakar is a hot place with sand, and very
little rain, what kind of place is it? A Desert! It is like a desert for some part of the year. I will
then have the students make some more observations about what they notice. I will turn off the
Eno Board and write the descriptive words that Gabe gave to me about Dakar:

Hot, sandy, lots of beaches, big city, markets everywhere, noisy, lots of traffic and people,
people begging on the streets for money, friendly

I will then pass out blank pieces of paper to the students with crayons at each table and have the
students draw what they think Dakar looks like using their imaginations. This activity will run
until the bell rings, so I will have the students put their pictures at the back table, crayons in the
box, and line up.

Day 2:
I will ask the students to remind me of the words that we used yesterday to describe Senegal,
and I will write them, again, on the board. I will then pass out the students papers again, and
have them finish their pictures for about 15 minutes. I will have them clean up then, and put
their papers on the back table in the room. Once they have done that, I will have them move in
front of the Eno Board so we can really see what Dakar, Senegal looks like.

I will pull up a slideshow of pictures for the kids to see. This will be slideshow of pictures that
will have pictures of the city, of what it looks like on the map, of the markets, a school house, a
home, and some people. While I show the pictures, I will describe that there are many people
who usually live in one home. They live with aunts, uncles, cousins and grandparents. I will
also talk about how the city has lots of colors, much like Mumbai because of all of the little
markets in the streets. I will tell them that the city itself is not like New York or Chicago, but it
is a poorer city. It is still fast paced, with traffic and people, but the buildings are not very
fancy. I will tell them what street beggars are and why they are out there. I will ask them what
they think the people of Dakar eat since they are living so close to the ocean—fish! I will tell
them that not all children go to school because it is very expensive.

I will wrap up the lesson by telling the students that the following day we will get to meet some
boys from Dakar and hear a little bit more about their lives.

Day 3:
This day, I will quickly go through the pictures of Dakar again, and ask the students to remind
me of what each picture is of. Then we will view a 5 minute interview video between Gabe and
4 street boys. The interview is in French, but I want the students to recognize first that they are
speaking in a different language, so I won’t forewarn them. In the video, they talk about how
they speak two different languages, what kinds of food they eat, what kinds of things they like to
do in their free time, where they live, and who goes to school. We will learn their names:
Ablai, Daillo, and Omar.
I will translate the video after we watch it and discuss with the students what they think. I will
then pull up our passport and we will fill in our empty boxes with descriptive words for Dakar
and descriptive words for the boys that we met.

I will then wrap up our lesson by telling them that this is the last place we are going to be able to
travel to, and that now that we have completed our passport page for Senegal that we can now
put them all together!

Summary/Closing:

Once we have finished these lessons, I will announce to the students that we will now be
developing our full passport!

Student Assessment:

I will informally assess the students in this lesson by observing their classroom discussion and
ideas, and also by the completion of the drawing activity.