Please download the complete lesson plan for the worksheets, resources and rubrics. Below is an overview of the lesson plan. Please note that ALL Online Resources pertaining to each Activity are found in the Online Resources section.
This lesson plan unit is divided into six sections.
Activity One
Lesson Objectives
Students will learn to inference, make predictions and connections to text. This series of lessons is geared towards Grade 6-8 Language Arts. Linkages also exist with: Grade 6 Social Studies, Grade 7 Patterns in Physical Geography, Grade 8 Patterns in Human Geography, Grade 9/10 Geography and Grade 12 World Issues.
Motivation
First Day of school in Egypt. First day of school at Greenbank. Opportunities to create a more balanced education experience.
Requirements
Half Day Short Story (Appendix 1) |
Cage of the Damned |
Overhead Projector |
Stories on transparencies |
Sticky notes |
Highlighters |
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Instructional Plan
1. Provide students with a copy of one of the short stories above.
2. Modelling the Think Aloud strategy the teacher will begin reading one of the
short stories, asking him/herself questions using the prompts…. This makes
me think of... I wonder... I’m reminded of…Do you think this means….
3. At some point of comfort the students are asked to continue the reading. Using
sticky notes or writing on their copy of the short story they continue with the
think aloud strategy.
4. Students are given the opportunity to share their think aloud with the class.
5. This can be repeated the following class with the other story.**Please download the complete lesson plan for Appendices One and Two.**
Activity Two
Lesson Objectives
Students will discover/develop an awareness of Africa. This series of lessons is geared towards grade 6-8 Language Arts. Linkages also exist with: Grade 6 Social Studies, Grade 7 Patterns in Physical Geography, Grade 8 Patterns in Human Geography, Grade 9/10 Geography and Grade 12 World Issues.
Motivation
Large coloured map of Africa on the bulletin board. Pins could be inserted in places where we know Ben will be traveling.
Requirements
Chart Paper |
Coloured Markers |
Map of Africa on bulletin board |
Oral Language Assessment Rubric (Appendix 2.1) |
Instructional Plan
- The teacher will present the idea of the ‘Small World Big Picture’ to the class.
- Using a ‘placemat’ strategy, students will brainstorm the topic ‘What do we know about Africa?’
- Divide the students into groups of four.
- Teacher to distribute chart paper sheets divided into four sections with a space in the centre.
- Each student independently brainstorms key words or phrases associated with ‘what do I know about Africa’. Each student uses a marker to write their ideas on the placemat in the section closest to them, leaving the centre place blank.
- In their small groups, students then share their thinking.
- Students will then select four important points from their placemat and write these in the centre of the placemat.
- Students will then share these points with the whole class
**Please download the complete lesson plan for Appendices for this activity.**
Activity ThreeLesson Objectives
Students will read and understand folklore and myths which originated in the various countries of Africa. Students will make text-to-self, text-to text and text-to-world connections. Students will respond to the folklore and stories by creating and performing a dramatic representation of the story or myth.Motivation
A read-a-loud of an African Folktale, Mufaro’s Beautiful Daughters
Requirements
| Mufaro’s Beautiful Daughter, by John Steptoe, Gardners Books, ISBN 0140559469 also available in CD, Live oak Media, ISBN 0591123186 |
Collection of fables and stories from countries in Africa. Resources in Appendices 3.1 |
Cards for word wall |
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Instructional Plan
Activity One: 1 Lesson
- Introduce folklore and myths.
- Discuss the characteristics of folklore and myths
- importance placed on nature/wildlife
- may explain an historic event
- may contain moral instruction
- entertainment value
Read-a-loud Mufaro’s Beautiful Daughters, by John Steptoe, modelling think-aloud connections and vocabulary strategies. Have students make connections to the folklore. Note unique vocabulary. Note the text-to-text connection with Cinderella.
Activity Two:2 Lessons
- Exploring folklore myths.
- Students then “travel” through the countries of Africa and read folklore and myths which originated in that country. Sources for folklore and myths are in appendices 3.2
- As students read the folklore and myths, use note paper or sticky notes to record unique vocabulary. Create a living word wall reflecting the vocabulary of folklore of the African countries.
Activity Three: 1 Lesson
- After reading, create a wall chart to record the elements incorporated in the myth or story they read.
Activity 4 : 3 to 4 lessons
- Groups of students write and produce a representation a story or myth. The representation is performed by the students.
**Please download the complete lesson plan for the Assessment Criteria and Resources list for this activity.**
Activity Four
Lesson Objectives
Students will research a ‘celebrity’ from one of the African Countries being visited and write a biography.
Motivation
Using Nelson Mandela as a model students will learn the about his influnces.
Requirements
| Internet access | Print resources |
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Instructional Plan
-Teacher to expose students to a variety of ‘African’ celebrities. (Appendix 1)
-Using the following internet resource teachers will take 4-5 classes teaching
the process of writing a biography. (http://www.bham.wednet.edu/bio/biomak2.htm)
-Students will research and write their biographies throughout the teaching process.
**Please download the complete lesson plan for the Appendix for this activity.**
Activity Five
Lesson Objectives
1. Students will research one African country using various technologies (Internet, CD Encyclopaedia, on-line Grolier, etc)
2. Writing for peers, students will clarify personal concerns and social issues about the chosen country.
3 Students will organize and present information using multi-media software (PowerPoint, Dreamweaver, Moviemaker)Motivation
Following the journey, communicating with students of the country
Requirements
- Computers
- Internet
- Mind-mapping Software (Smart Ideas, Inspiration, etc.)
- Multi-media software (PowerPoint, Dreamweaver, Moviemaker, etc)
- Spreadsheets
- Overhead projector
Instructional Plan
Activity One: 40 min.
-Explore the route either using a map or virtual tour (learning object). Working in groups, choose a country. Collect the following information:
(a) Background demographics (population, ethnic mix, capital city, geographical orientation, average family income, etc.)
(b) Identify one major social or environmental issue or concern that interests you.
Activity Two: 80 min
-Research the issue or concern using the Internet or encyclopaedic software. Using a mind-mapping software or a storyboard, identify key points of your issue. Include background context, current evidence, and your recommendations for the future.Activity Three: 80 min
-Choose a specific presentation media (e.g., PowerPoint, Dreamweaver, Moviemaker, etc). Using your mind-map or storyboard, create a 3- 5 minute presentation. Your structure will look like this:
Background context = Introduction
Current evidence = Body
Recommendations = ConclusionActivity Four: 5 – 7 min per student
-Peer presentations and discussion**Please download the complete lesson plan for the Assessment for this activity.**
Activity Six
Community Connections
Ongoing activities with the community to provide opportunities for cultural understandings and international development, as determined by individual schools. Activities can include fundraising opportunities through NGOs, a multi-cultural food fair, story-telling and oral history, dance lessons, art and music workshops. Share the project with the community and the ideas will fly!
Please download the complete lesson plan for all activities, worksheets and detailed information of the lesson plan.
This is an overview of the lesson plan.