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Edtpa Lessons Final
Edtpa Lessons Final
Edtpa Lessons Final
_X_Whole Group _ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students
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will introduce students to the continent of Africa, providing students with basic facts on geography and
diversity. The PowerPoint will also outline the rest of the unit, informing students what they will be learning in
the unit on Africa. Chrome books allow the students to access the internet and explore the provided website
in order to find information on the different regions of Africa. When having completed the activity, students
using the online version will upload the completed assignment to Google Classroom, and those students
using the print version will hand completed assignment to teacher.
Prior Knowledge Students should have some prior knowledge about the continent of Africa based on previous courses in
World History. For this particular lesson, students must be aware that Africa is a continent not a country.
Students must be aware that because of the massive size of the continent, much diversity lives within Africa.
Content Knowledge Introduction to Africa
- Do Now: Images of Geographic features in Africa, tribes of Africa
- PowerPoint: Background on Geography and Diversity of Africa
- Activity: Small groups research information on their region of Africa
- Regions: Sahara, Sahel, Savanna, Ethiopian Highlands, Rain Forest, Great Lakes, Swahili Coast,
Southern Africa
- Groups present to Classmates
- Exit Ticket: Connection: Will Africas vast amounts of resources cause problems for them?
Classroom Environment and Learning Environment: In order to create a positive and welcoming learning environment within the
Learner Supports classroom, the teacher will address students by name, use manners, listen to what students have to say,
accept multiple answers, and provide students with positive feedback. Addressing each student by name and
pronouncing the names correctly shows students that you care how they want to be identified to the rest of
the class and also makes them feel important. Using manners such as please and thank you in the
classroom provides a level of respect between the teacher and students. The teacher will use manners
towards students, expecting the students to use manners towards the teacher. Actually listening to what
students have to say will show students that their opinions and ideas matter and are worthy of being heard by
the teacher and the rest of the class, that they are again important. When listening to students, the teacher
must be aware of turning back to student, talking to another person, or negative facial expression while
student is talking. When asking questions towards students, the teacher will ask open ended questions,
allowing for multiple different answers. Asking open ended questions with multiple right answers, along with
providing students with positive feedback will not only encourage students to share their ideas and opinions,
but also will make students more engaged in the lesson or activity.
Routines and Rules: Rules of the classroom were discussed at the beginning of the semester and are
posted on the white board. Rules include: Respect each other and teacher, no phones, no food in class, and
raise hand when you have a question. The everyday routine of the class includes: coming into class and
opening up notebook, looking to the board for Do Now, begin Do Now or wait for instructions from teacher,
wait for instructions from teacher to begin activity, assignments on Google Classroom are uploaded back to
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Google Classroom when completed, and if chrome books are used in class making sure chrome books are
returned and plugged into cart at the end of activity.
Differentiated Learning: Struggling students will be paired with helpful students and provided with extra time
if needed. Those students will also be provided with additional help from the teacher is needed.
Accommodates and Modifications: Additional help, pairing, additional time,
Lesson Beginning As students are walking into the classroom, the teacher hand students folded notecard and will instruct
students to bring their attention to the smartboard where a PowerPoint will be projected. Students will be
instructed to not open the notecard until told to by the teacher. The first slide of the PowerPoint will show
pictures of various geographic features and different groups of people. (Pictures include Sahara Desert,
Mount Kilimanjaro, Nile River, and the Fulani people of Sahel.) The teacher will ask students to analyze the
projected images and write down what they think they are and where they are located in the world. After
about five minutes, the teacher will ask students to share what they wrote about the images, calling randomly
on students if no one volunteers. After about 5 or 6 students have shared their responses, the teacher will
describe each image and explain that students will be learning about the continent of Africa. The teacher will
also explain to students that for the days lesson, students will be analyzing the geography and diversity of
Africa, comparing and contrasting the eight regions of the continent. (10 minutes in total)
Lesson Body/Teaching Strategies Lesson Body:
and Research Support 1. Before getting into the main activity, teacher will first show students a short and brief PowerPoint
presentation introducing the continent and providing students will basic facts about the geography of
Africa and the diversity of the African people. (10 minutes)
2. After the PowerPoint, students will be instructed to grab their assigned chrome books from the
computer cart and log onto their Google Classroom, an assignment will be posted titled Introduction
to Africa, which will include the PBS web link, the National Geographic web link and the worksheet
titled Regions of Africa.(5 minutes)
3. The teacher instructs students to open folded notecard and to get into groups with students who have
the same notecard.
a. Notecards will state the name of one of the eight regions of Africa.
4. Now in groups, the teacher will explain to the students that groups will be researching the eight
regions of Africa, specifically the one written on the notecard. Groups will be exploring the PBS
Interactive Map of Africa and National Geography Website where they will be able to click on their
assigned region and view information on the geography and on the people of that region.
a. Students will be answering the questions on the worksheet about their assigned region,
particularity the information on the geography and diversity of the continent. (20 minutes)
5. After students have completed the questions for their worksheet, students will direct attention to the
front of the room where the teacher has placed a large map of Africa on the board. The teacher will
call on each group reviewing the information learned about each region. The teacher will specifically
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ask students to identify one geographic feature, any natural resources, name of people and one
custom of those people. Students will also locate and label their region on the map of Africa. (15
minutes)
Teaching Strategies and Research Support:
1. When students are presenting on their specific region, teacher will ask students to infer how the lives
of the people living in the region are impacted by the geography of that specific region. Why they think
that. The exit ticket also will ask students to infer whether or not they believe the amount of natural
resources in Africa will lead to conflict over the control of the territory and if the conflict will benefit or
hurt the people living in Africa.
2. Struggling readers will be paired with helpful students and given additional assistance by the teacher.
The teacher will also provide struggling students with an outline of the websites, making it easier for
those students to find the correct information.
3. Students who finish the assignment early will be asked to explore the other regions of Africa by using
either the PBS Interactive Map of the National Geographic website on the regions of Africa.
4. Direct Instruction for the PowerPoint and then Cooperative learning for working in small groups.
Lesson End/Closure Closure:
1. The teacher will ask student now that they have a basic understanding of Africas geography and the
people that live within Africa, do they think the numerous amounts of natural resources found in Africa
will benefit the African people or cause problems for them? (Exit Ticket)
2. Students will summarize the information learned on African geography and diversity of the its people
and use that knowledge to infer whether the natural resources in Africa will benefit or hurt the
inhabitants of the continent.
3. While students are working in their groups, the teacher will be coming around checking for
understanding, making sure students are on task, and also making sure that groups are working well
with each other. Over the course of the activity, the teacher will be asking groups questions about their
regions, such as What did your group find on the natural resources found in this area? or Where
were some of the customs of the people living in this region?
Assessment/Evaluation Informal Assessment: While students are working on assignment and researching their specific region, the
teacher will walk around making an observational assessment, making sure all students are on task and
checking for understanding. Students will also be assessed on the accuracy of the information presented to
the class and the worksheet that will be uploaded to Google Classroom.
Reflection I would change the presentations of the each region. While I liked that each group had to present their
information on their region to the rest of the class, I did not like the fact that students were not writing down
the information. All of the students were engaged in the presentation and were on task, but I would of liked to
include some type of questions that students would have had to answer for each region, such as the names
of the people or the natural resources in that region. Having students answer questions for each region or
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create an outline of that region would have been helpful when learning about Africa as a continent. During
lesson one we ended up not having enough time to discuss the exit ticket at the end of class. Students
completed the exit ticket but was not able to discuss the answers as a class due to the lack of time in class,
and so the exit ticket was discussed at the beginning of the next lesson. One change I would make would be
to spend less time on the research or take out some questions of the worksheet and focus more on the
presentations and exit ticket.
_X_Whole Group _ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students
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Lesso Apartheid in South Africa. Grade: 9th
n Title: Date: 04/04/2017
Classroom/Lesson Context (please check the following that apply):
_X_Whole Group __ Small Group ___ One-on-One ___ Students with IEPs/504s ___ ELL Students
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