Revisedlessonplans1 15

Learning Segment: Nelson Mandela Fitle, Rebecca
English as an Additional Language TC TESOL K-12 Program
1 of 15: Stations
Central Focus: The central focus for this learning segment is the ability to infer how Nelson Mandelas
actions changed the lives of South Africans. This learning segment has been specifically developed
within a larger thematic unit on heroes who have fought for human rights in an effort to help ELLs acquire
the descriptive language and background knowledge, as well as the reading and inference skills they will
need to be successful in a Global History class. Over the course of this learning segment, students will
gather and discuss information relating to the geography, history and people of South Africa from a broad
range of sources before reading a short biography of Nelson Mandela and an adaptation of a fictionalized
account describing the first democratic election in South Africa in 1994. This learning segment develops
entering and emerging students reading, writing, speaking and listening abilities, with a particular
emphasis on descriptive language, the recognition and production of both regular and irregular verbs in
the past tense and pragmatics in speech.
Grade Level: 9-11 Date:
Content Objectives: Language Objectives:
1. SWBAT to use geographic reasoning to SWBAT to describe the location, geographic
locate South Africa on a map and describe features and people of South Africa and explain
the countrys geography, natural resources why South Africa is a diverse country in writing.
and people.
2. SWBAT to explain why South Africa is a
diverse country in writing.
Assessment of Content Objective: Assessment of Language Objective
I will informally assess students as they work. I will informally assess students as they work.
Students will also complete an organizer that Students will also complete an organizer that
details South Africas location, geographic details South Africas location, geographic features,
features, natural resources and people and an exit natural resources and people and an exit slip that
slip that asks them to explain if they think South asks them to explain if they think South Africa is a
Africa is a diverse country and why. diverse country and why.
CCSS Standard: NYS TESOL Standards:
10.10c Students will examine the policy of 1.1 Read, gather, view, listen to, organize, discuss,
apartheid in South Africa and the growth of the interpret, and analyze information related to
anti-apartheid movements, exploring Nelson academic content areas from various sources.
Mandelas role in these movements and in the 1.13 Engage in collaborative activities through a
variety of student groupings to read, gather, share,
post-apartheid period.
discuss, interpret, organize, analyze, synthesize,
and present information.
4.7 Follow oral and written directions to participate
in classroom activities, and provide directions to
peers in selected interactions.
Materials: Vocabulary poster from prior units; handout with do now on one side and South Africa web on
the other; computer, projector and slide show; station materials, including photographs, maps and printed
text; exit slip.
Prior Knowledge: This learning segment is a part of the final unit of the semester. During the preceding
units on identity, culture and geography, students developed the vocabulary associated with the theme of
each unit as well as both receptive and productive use of the present tense, with an emphasis on the
verb to be. In the month leading up to this learning segment, students began working with verbs in the
past tense to describe leaders who fought for human rights, such as Malala and Iqbal as well as
describing the similarities and differences between people and things. This learning segment builds on
the vocabulary and grammatical knowledge presented in prior units.
Knowledge Gaps: Much of the descriptive vocabulary in this lesson is new to the students. The images
as well as the group work will provide scaffolds to support students understandings.
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Supporting English Language Development in the Content Areas: Academic Language

Language Function: Seek information and Describe.
Academic Language Competencies: Vocabulary and Key Terms:
Discourse Competence: Students will move from Key Terms: hero, fight for rights, help, natural
station to station as a group and discuss the resource, economy, the coast, plateau, diverse,
information that they record on their graphic diversity,
organizer.
Grammatical Competence: Students will review Sentence Frames:
the definitions of keywords from prior lessons on Malala and Iqbal are both ____________.
human rights and world leaders and build their
vocabulary through the stations, which include Malala and Iqbal are different. Malala is_______.
definitions and illustrations for new vocabulary Iqbal is ________________.
words.
South Africa is a diverse country
because__________.
Language Supports:
Graphic: Students will use South Africa web to sort and record information from each station.
Linguistic: Students will talk to each other at each station as they read the station instructions &
questions.
Visual: Each station includes images to illustrate the text. Images will also be projected on the screen
for the do now.
Instructional Strategies and Learning Tasks

Lesson Format: Support Structures
10 Do Now & Share Out Language-
06 Station Instructions Focused
24 Stations Structured
05 Exit Slip & Closure Practice and
Application
Total Lesson Time: 45 Minutes including transitions (LF)
Differentiation/
Planned
Support
(D/PS)
Leveled
Questions (LQ)
Assessment (A)
Introduction
[10 Minutes]
Do Now: As the students enter the class they will be handed the Do
Now/South Africa Handout and directed to sit in their seats and to begin writing LF
an answer to the Do Now question: What do Malala and Iqbal have in
common? What is the same about them? What is different about them? The
question will also be projected onto the screen with drawings of Iqbal and D/PS
Malala from the covers of the books the class read during the weeks prior.
The teachers will circulate to help students & identify students who may be A
prepared to share an answer with the class during the share out.
LQ 1-2
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Share Out: Teacher will bring the class together and read the first question -- LF
What do Malala and Iqbal have in common? What is the same?--and ask for a
volunteer(s) to share his/her answer before repeating the same procedure with
the second question--What is different about them?
Connection: Teacher will remind students that Malala and Iqbal are both D/PS
heroes from Pakistan and explain that the class will be learning about a hero
from a different part of the world, Nelson Mandela from South Africa. The
teacher will show students a picture of Nelson Mandela in the slide show. The
teacher will remind students of the definition of hero by pointing to the
multilingual vocabulary poster that students made in the weeks prior.
Instruction [30 Minutes]

Station Instructions [6 minutes]: Teacher will explain that we must learn D/PS
about where Nelson Mandela comes from, South Africa, to better understand
why he is a hero. Teacher will explain that students will be working in groups
to learn about the geography and people of South Africa at stations and point
to the four stations set up throughout the room. The teacher will hold up the
South Africa web and model moving from station to station, where she will first
read the instructions and then gather information to answer the questions
posted at the station and to fill in the web. The instructions will be projected on
the slide show as she explains the activity. The teacher will then divide the
students into four groups and send them to their stations, where they will have D/PS
6 minutes per station.
Stations [24 minutes]: Students will rotate clockwise after spending 6 minutes
at each of the following stations: Station A: Mapping; Station B: Geography; LQ 3-6
Station C: Natural Resources; Station D: The people. The teachers in the
room will position themselves at stations throughout the room to assist groups
with answering the station questions on their South Africa web and to insure
that the groups are working together.
Closure
[5 Minutes] D/PS
The lead teacher for the day will call students back to their desks and hand out
the exit slip with the question: Is South Africa a diverse country? Why or why
not? It it good for a country to be diverse? Teacher will go over the definition
of the word diverse by pointing to a poster with the word and its definition at LF
Station B. She will offer students examples of things that are diverse, like the
class. She will model the language students can use to answer the question
by talking about the class. She will say that the class is diverse because the
students speak many different languages and come from many different A
places. She will write her answer on the board and direct students to answer
the question on their exit slip about South Africa. Students will turn their exit
slip and their South Africa web into the teacher as exit the classroom.
Leveled Questions:
Level 1 Level 2
1. What is the same about Malala and Iqbal? 2. What is different about Malala and Iqbal?
3. Where on the map is South Africa? 4. What continent is South Africa on?
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5. How many languages are spoken in South Africa? 6. How do South Africans use song and dance?
2 of 15: Timeline
SWBAT to order seven events in South Africas 1. SWBAT to both recognize and begin to
history in order to create a timeline that provides produce regular and irregular verbs in the
historical context for Nelson Mandelas life. past tense.
2. SWBAT to pronounce dates according to
standard convention in English.
Assessment of Content Objective: Assessment of Language Objective:
Teachers will circulate to assess students progress Teachers will circulate to assess students progress
on the timeline activity, which will be collected at identifying past tense verbs in the matching/timeline
the end of the period. activity, which will be collected at the end of class,
along with the exit slip. Students will read dates
from the timeline aloud in order for the teacher to
assess the second language objective.
10.10c Students will examine the policy of 1.9 Convey and organize information, using facts,
apartheid in South Africa and the growth of the details, illustrative examples, and a variety of
anti-apartheid movements, exploring Nelson patterns and structures.
Mandelas role in these movements and in the 1.12 Convey information and ideas through spoken
and written language, using conventions and
features of American English appropriate to
audience and purpose.
1.13 Engage in collaborative activities through a
variety of student groupings to read, gather, share,
discuss, interpret, organize, analyze, synthesize,
and present information.
Materials:
Slide show, computer, projector, students notebooks, list of common irregular verbs, pictures and
descriptions of historical events for matching activity (each event and each picture on a separate slip of
paper), timeline handout, board and dry erase markers.
Prior Knowledge: Students will draw upon the knowledge of South Africa as a diverse country from the
prior lesson in order to begin to question how its history contributed to its diversity. In addition to building
on their prior content knowledge, they will build on their knowledge of how to construct the past tense with
both regular and irregular verbs from prior units.
Knowledge Gaps: Some of the vocabulary from the descriptions of historical events will be new to the
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students. The pictures that accompany each historical description will help students to comprehend the
meaning of new words. Students will also possess a minimal understanding of how to form irregular
verbs in the past tense and will therefore be heavily dependent on the irregular verb sheet.

Language Function: To Order
Academic Language Competencies Vocabulary and Key Terms:

Grammatical Competence: Students will review
how to from the past tense and that the word in was born, founded, independent, came, tribe, built,
(preposition) is used before years. lived, took, found,
Metalinguistic Competence: Students will
understand that historical writing almost always
necessitates the usage of the past tense.
Pragmatic Competence: Students will pronounce
dates according to the conventions of standard
English.
Discourse Competence: Students will work on and
discuss the matching and timeline activity in pairs.
Language Supports:
Graphic: The timeline will help students to order and sort historical information.
Linguistic: Students will talk to each other in pairs to practice speaking and pronunciation. The class
will do a choral reading of the dates.
Visual: Each historical event includes an image to help students comprehend the text. The text and
images will be projected in the slideshow along with visual supports for reading the dates.

10 Matching/ Timeline Instructions Focused
10 Matching/Timeline Partner Work Structured
05 Class Review of Number & Date Pronunciation Practice and
10 Class Review of Timeline with Choral Date Pronunciation Application
05 Exit Slip & Closure (LF)
Total Lesson Time: 45 Minutes including transitions Differentiation/
Planned
Support
(D/PS)
Leveled
Questions
(LQ)
Assessment
(A)
Introduction [5 minutes]
As students enter the classroom students will be given a list of irregular verbs
and directed to sit at their usual seats (pairs), take out their notebooks and start
working on the Do Now Activity (changing sentences from the past to the present D/PS
tense using the list of irregular verbs as support). The sentences will be
projected on the whiteboard, along with a model showing them how to change a LF
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sentence from the present to the past tense. Students will write their sentences
in their notebooks. Teachers will circulate to offer support to students and A
identify students with the correct answers who will then be directed to write their
answers on the whiteboard at the front of the class.
Instruction [35 minutes]

Connection [3 minutes]: Teacher will bring the class together and tell the
students to compare their Do Now sentences with the sentences that students
wrote on the board. Teacher will say that we use the past tense when we talk
about events or things that happened in the past. We therefore use the past
tense to talk about history. Teacher will remind students that in the last class we
learned that South Africa is a diverse country and today we will learn how it
became a diverse country by looking at its history (slides will project important
points for students to follow explanation). Teacher will instruct students to keep
their list of irregular past tense verbs close for the rest of the unit. D/PS
Activity Instructions [7 minutes]: The cooperative teacher will hand out the
matching activity and timeline to the pairs of students as the lead teacher
explains the activity for the day. The instructions will be projected on the slide
show for students to follow as the teacher talks. Lead teacher read the following
instructions and then model with the example of the event from the 1400s. The
script for the teacher is as follows:
D/PS
1. Work with your partner.
2. Match the pictures to their description.
3. Underline the verbs in the descriptions.
4. Fill in your timeline with the written description.
I will model with the example from the 1400s. Find the description that says In
the 1400s before the Europeans came, the Zulu and Xhosa tribes lived in
kingdoms. We say fourteen-hundreds for this date (the pronunciation of the
date is spelled out and projected on the whiteboard for the students). Which
pictures matches that description? Start by locating keywords in the text that LQ 1-2
you know. What word do you recognize? (Waits for students to respond) What
is a tribe? We learned about tribes at the People Station from last class (points
to Station C). Which picture shows a tribe? (Waits for students to respond
before moving on). Good, this picture shows a group of people who share
customs or traditions (pointing at the picture projected on the screen.) This is a
tribe. All of the people in this picture are wearing the same clothing. This picture
matches this description. Now we must underline the verbs or action words in LQ 3
the past tense in the description (the description is projected onto the
whiteboard). Remember that you can use your list of irregular verbs to help.
Where are the verbs or action words in this description? (Waits for the students
to respond). Yes, we underline came and lived because they are verbs in the
past tense (teacher underlines verbs on whiteboard). Next, I will take my
timeline (timeline is projected on the whiteboard) and write this description next
to the correct year on the timeline (teacher writes description on the timeline
projected on the whiteboard). Now work with your partner to match the
remaining six pictures with their description, identify the verbs in the past tense & D/PS
complete the timeline. A
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Timeline Partner Activity [10 minutes]: As the students work with their partner
on the activity, the teachers will circulate to provide support and informally
assess student work.
D/PS & LF
Class Review of Numbers & Date Pronunciation [5 minutes]: Lead teacher
will bring the class together in order to review number pronunciation using the
slide with the numbers spelled out and to go over how to pronounce dates.
Teacher will use the examples of 2007 two-thousand and seven and 1952
nineteen fifty-two (see slide in instructional materials) as she explains that the LF
word in usually appears before the year.
Class Review of Timeline with Choral Date Pronunciation [10 minutes]: LQ 4-6
teacher will then explain that they are going to read over the events on the
timeline as a class (the images and the description of the events will be
projected on the slide show) and to underline the verbs in the past tense on the
whiteboard. Teacher will pause after each event and call on students to repeat
the dates & to ask comprehension questions in order to give them more
language focused practice.
D/PS & LF
Closure [5 minutes]
Exit Slip: Teachers will ask students to tell their partner the answer to the
question projected on the screen: When were you born? She will refer to the
birth of Nelson Mandela on the timeline as a model before giving the students
the sentence stem I was born in ________________.
Leveled Questions:
Level 1 Level 2
1. Which pictures shows a tribe? 2. What is a tribe?
3. What are the verbs or action words in this 4. What is Cape Town?
sentence?
5. What year? 6. What country do British people come from?
3 of 15 : Reading Biography
SWBAT to describe who Nelson Mandela was and 1. SWBAT to both recognize regular and
what he fought for. irregular verbs in the past tense.
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2. SWBAT to describe Nelson Mandelas

personality and achievements using the past
tense.
Teachers will ask students periodic Teacher will ask students to identify the verbs in the
comprehension check questions while reading the past tense as the class reads the book and collect
book and collect the do now, reading questions the do now, reading questions and exit slip at the
and exit slip at the end of class. end of class.
10.10c Students will examine the policy of 1.1 Identify and use reading and listening strategies
apartheid in South Africa and the growth of the to make text comprehensible and meaningful.
anti-apartheid movements, exploring Nelson 1.5 Formulate, ask, and respond to various
Mandelas role in these movements and in the questions forms to obtain, clarify, and extend
information and meaning.
2.6 Read aloud with confidence, accuracy, and
fluency.
Materials:
Slide show, computer, projector, list of common irregular verbs, copies of books Boothroyd, J. (2007)
Nelson Mandela: A Life of Persistence. Minneapolis: Lerner Publications., ELMO, Do Now/Reading
Questions/Exit Slip Hand out.
Prior Knowledge: Students will draw upon their background knowledge of South Africas geography
and history from the prior classes in order to have a context to understand the events of Nelson
Mandelas life. Students will also draw upon the vocabulary that they used to describe heroes and
villains and their knowledge of the past tense as they read the story. The teacher will refer to the
multilingual illustrated vocabulary chart as needed.
Knowledge Gaps: Some of the vocabulary in the book will be new to the students. The teacher will
use the pictures in the text to help students understand new or unfamiliar terms.

Language Function: Seek information & Analyze
Academic Language Competences: Vocabulary and Key Terms:

Grammatical Competence: Students will Persistence, persistent, biography, tribe, could,
recognize and practice the formation of both couldnt, goal, rights, village, unfair, arrested, obey,
regular and irregular verbs in the past tense and against, spoke, told, jail, made, elected, voted,
learn new vocabulary words. refused
Metalinguistic Competence: Students will
continue to see that the past tense is used to
describe historical events.
Discourse Competence: Students will use models
to respond to guided reading questions on their
handout.
Language Supports:
Graphic: The students will follow along with the story as the teacher reads from a copy projected onto
the screen using the ELMO.
Linguistic: Students will listen and repeat what the teacher says as they engage in the choral reading
with the support of their own copy of the book.
Visual: The book is heavily illustrated to facilitate comprehension of the text.

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03 Instructions Focused
30 Class Reading Structured
Total Lesson Time: 45 Minutes including transitions Application (LF)
Differentiation/
Planned
Support
(D/PS)
Leveled Questions
(LQ)
Assessment (A)
Do Now [5 minutes]: As the students enter the class the teachers will
hand them their Do Now/Reading Questions/Exit Slip Hand Out and LF
instruct students to take their seats and begin working. The Do Now D/PS
question will be projected on the screen and will ask students to
describe the picture of Nelson Mandela using the past tense. The
conjugated third person form of the irregular past tense verbs to be, to
have and to wear will be projected on the slide along with the image
and the question. Teachers will circulate to provide assistance to
students and identify students ready to share their answers with the
class.
LF
Share Out [2 minutes]: Teacher will ask for volunteers to share their LQ 1-2
answers with the class.
Reading Instructions [3 minutes]: Teacher will explain that today we

will be reading a biography of Nelson Mandela. Teacher will explain that
a biography is a story about a persons life. She will then direct students
to the reading questions: What words describe Mandela? And What did
Nelson Mandela fight for? She will then explain that they will read the D/PS
story together and underline the verbs in the past tense as they go. The
questions and the instructions will be projected on the slide show as the
teacher explains the instructions for the day. LF
LQ 3-6
Class Reading [30 minutes]: Teacher will read the biography and the A
students will repeat as a class. Teacher will stop to ask comprehension
question questions and to ask students to identify the action words.
Closure [5 minutes]
LF
Exit Slip: After completing the reading the teacher will instruct students LQ
to answer the following questions that will projected on the screen: A
Describe Nelson Mandelas personality. Nelson Mandela was ________. D/PS
What did Nelson Mandela fight for? He fought for ________________.
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Students will be directed to answer these questions on their handout,

which will be collected at the end of class. The teachers will circulate to
assist students with this final task.
Leveled Questions:
Level 1 Level 2
1. What did Nelson Mandela look like? 2. What did he wear?
3. What are the action words? 4. What word describes Mandela?
5. Where did Mandela go in 1962? 6. What did Mandela fight for?
4 of 15: Apartheid
SWBAT describe pictures showing what apartheid SWBAT use prepositions to describe pictures and
was like in South Africa. correctly conjugate verbs with noncount nouns.
Assessment of Content Objective: Assessment of Content Objective:
Groups will hand in their written descriptions of each Groups will hand in their written descriptions of
picture on a sheet of looseleaf paper and present each picture on a sheet of looseleaf paper and
their description to the class. present their description to the class.
CCSS Standard: TESOL ELP Standards:
10.10c Students will examine the policy of 1.2 Read, gather, view, listen to, organize,
apartheid in South Africa and the growth of the discuss, and interpret information related to
Mandelas role in these movements and in the 1.4 Present information clearly in a variety of oral
and written forms for different audiences and
purposes related to all academic content areas.
Materials:
Slide show, project, pictures for students to describe, notebooks, loose leaf, preposition handout.
Prior Academic Knowledge and Conceptions:

Students will draw upon the descriptive language that they have been building as well as their knowledge
of the history and geography of South Africa and Nelson Mandelas biography to understand how
apartheid came to exist in South Africa.

Language Function: Describe and analyze
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Grammatical Competence: Students will learn Bench, apartheid, white, black, separate, rules,
how to use prepositions, review the verb different, apart, nannies, stop, check, papers.
conjugations for non-count nouns and develop
their vocabulary.
Discourse Competence: Students will use models
and sentence starters to describe what they see in
the pictures.
Metalinguistic Competence: Students will learn
what a preposition is.
Language Supports:
Visual: the images in the do now and in the activity
Graphic: the vocabulary written on the slide show

10 Mini-Lesson on Prepositions Focused
10 Group work writing Picture descriptions Structured
10 Group presentations of picture Practice and
05 Exit Slip & Closure Application (LF)
Planned
Support
(D/PS)
Leveled Questions (LQ)
Assessment (A)
Introduction:
__10__Minutes
Students will enter the classroom and see the do now
question asking them to describe what they see in two
pictures projected on the screen. Students will write LF, A, D/PS
descriptions of what they see in their notebooks using the
words projected on the screen for support. Teachers will
circulate the room to informally assess students individually
and provide support as needed.
Instruction:
__30__Minutes
Teacher will conduct a mini-lesson on prepositions. She will
first provide students with a handout that provides basic D/PS, LF
visuals to illustrate the most common prepositions of location.
She will then inform students that they will be working in
groups to use prepositions as well as the vocabulary that
they have been building to work in groups to show pictures
that illustrate life in South Africa during apartheid. She will D/PS, LF
model the activity using the pictures from the Do now activity.
She will then divide the class into heterogeneous groups (10
minutes).
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Students will work in groups to describe the pictures. They LF, A, D/PS
will write their descriptions of the pictures on looseleaf.
Teachers will circulate to provide assistance as needed and
to informally assess each groups work(10 minutes).
Teacher will tell students that they will now be presenting

their pictures to the class as a group. She will model how to LF, A, D/PS
read a description of a picture while pointing out what she is
talking about in the picture as she goes. Students will have 3
minutes to practice and 7 minutes to present. Teacher will
write down what students say on the board as the students
present. The class will make any needed corrections
together.
Closure:
__5__Minutes
Students will hang their pictures and descriptions on the
bulletin board after writing the descriptions with any needed
corrections on poster-size sheets of paper.
Leveled Questions:
Level 1 Level 2
Is the woman seated on or in the bench? What do you see in the picture?
5 of 15: Prison Cell Simulation

SWBAT to describe the injustice of Nelson SWBAT to follow instructions to build a simulation
Mandelas prison sentence. of the space that Nelson Mandela had in prison
and describe what the space of the cell was like.
Students will write a reflection on the prison Students will use written instructions to create a
simulation activity as an exit slip. simulation of the amount of space that Mandela
had in prison.
CCSS Standard: TESOL ELP Standards:
10.10c Students will examine the policy of 1.13. Engage in collaborative activities through a
apartheid in South Africa and the growth of the variety of student groupings to read, gather,
anti-apartheid movements, exploring Nelson share, discuss, interpret, organize, analyze,
synthesize, and present information.
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Mandelas role in these movements and in the

Materials:
Print out of Mandela biography, tape, slideshow, projector, measuring tape
Students will be building on their knowledge of Mandela, South Africa and apartheid from prior classes as
well as their knowledge of how to follow written instructions.

Language Function: Descriptive and analytical

Discourse Competence: Students will use models Prison, cell, for life, just, unjust, injustice, justice,
and sentence starters to describe what they see in alone, solitary
the pictures.
Discourse Competence: Students will learn what a
preposition is.
Language Supports:
Visual: illustrations from the biography, the cell simulation

15 Layout cell dimensions Structured
10 Answer questions about cell Practice and
05 Exit Slip & Closure Application (LF)
Planned
Support
(D/PS)
Assessment (A)
Introduction:
_10___Minutes
Teachers will greet the students as they enter the classroom

and instruct them to take out their Nelson Mandela biography
and review pages 9-17 before writing an answer to the
following questions in their notebooks: D/PS, A, LF
1. Why was Nelson Mandela arrested and sent to jail for

life?
2. Was it fair or unfair that Mandela was sent to jail?
3. Have you ever been treated unfairly? When? Why?
What did you do
Teachers will circulate to assess students and provide

assistance as needed. Teacher will also identify students
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who will be prepared to participate in the share out. LQ, D/PS
Teacher will ask for volunteers to share what they wrote in

response to the do now questions. She will write answers on
the board.
Instruction:
__30__Minutes
D/PS
Teacher will explain that today the class is going to talk about
Mandelas time in prison. Students are to think about if it was
fair or unfair that Mandela went to prison. Teacher will
explain that they are going to see how big his cell was by
making a simulation of a cell. The instructions for the activity
will be projected on the screen as the teacher explains the
task. Students will then be divided into heterogeneous
groups and will be instructed to begin the activity (5 minutes).
D/PS, A
Students will work in groups to follow instructions and lay out
the dimensions of their cells. They will have a total of 25
minutes to work together to properly layout the cell
dimensions, take turns sitting on a chair in the simulated cell
and to answer questions about their experience and to infer
what it was like for Mandela. They will answer the questions
individually while still seated in their groups and then share
their responses to the questions in their cell activity groups.
Teachers will circulate to informally assess students and
provide support.
Closure:
__5__Minutes D/PS, LF, LQ 1-4
Students will be asked to think about a time when they were

treated unfairly or unjustly. They will be asked to describe
the experience and to explain why it was unjust. Teacher will
show students how to use their answer to final question
about Mandela as a model.
Nelson Mandela was treated unfairly when he was sent to

prison for fighting unfair apartheid laws. This was unfair
because the laws were unfair.
I was treated unfairly when __________________________.

This was unfair because
_____________________________.
Leveled Questions:
Level 1 Level 2
1. Is the cell small or big? 2. Was it fair that Mandela went to prison for 27
years?
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3. How does the cell make you feel? 4. When were you treated unfairly?
6 of 15: Dictation
SWBAT to infer that because of Nelson Mandela, 1. SWBAT to listen for and write down
the grandmother in the story got to vote for the first irregular verbs in the past tense as the they
time in her life. are read aloud.
3. SWBAT to make inferences about the
historical context of the story.
Teacher will ask students comprehension based Teacher will collect the dictation sheet that students
questions to insure that students understand what will complete as the teacher reads aloud. The exit
is happening in the story and how it relates to slip will also assess students ability to make
Nelson Mandela. The exit slip question will also inferences.
provide an assessment opportunity.
10.10c Students will examine the policy of 1.1 Identify and use reading and listening strategies
apartheid in South Africa and the growth of the to make text comprehensible and meaningful.
anti-apartheid movements, exploring Nelson 1.6 Make and support inferences about information
Mandelas role in these movements and in the and ideas with reference to features in oral and
post-apartheid period. written text.
CCELA Reading Standard: 2.5 Make predictions, inferences, and deductions,
6. Analyze a particular point of view or cultural and discuss the meaning of literary works with
experience reflected in a work of literature from some attention to meaning beyond the literal level,
outside the United States, drawing on a wide to understand and interpret text presented orally
reading of world literature and in written form.
CCELA Listening Standard:
1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades
1112 topics, texts, and issues, building on others
ideas and expressing their own clearly and
persuasively.
Materials:
Slide show, list of common irregular verbs and dictation handout.
15
and history and Nelson Mandelas life from the prior classes in order to have a context to understand the
events of the story in the dictation. Students will also draw upon the vocabulary that they used to
describe heroes and villains and their knowledge of the past tense. The teacher will refer to the
multilingual illustrated vocabulary chart as needed.
Knowledge Gaps: Some of the vocabulary in the dictation will be new to the students. The teacher will
project illustrations from the story onto the screen to help students understand new or unfamiliar terms.

Language Function: Seek information & Infer

Grammatical Competence: Students will Ballot box, voting, election, grandmother, old, little,
recognize and practice the formation of both smiling,happy, blue, excited
regular and irregular verbs in the past tense and
learn new vocabulary words.
Discourse Competence: Students will learn how
to formulate sentences describing a picture as
well as sentences answering the exit slip
question.
Language Supports:
Graphic: The students will fill in the blanks on their dictation handout by selecting the correct irregular
verb from the word bank at the bottom of the sheet.
Linguistic: The teacher will repeat each sentence several times.
Visual: After each sentence the teacher will project an illustration of the described scene from the
book to support students comprehension of the text.

30 Dictation Structured
Differentiation/
Planned
Support
(D/PS)
Leveled Questions
(LQ)
Assessment (A)
Do Now [5 minutes]: As the students enter the class the teachers will
hand them their Do Now/Dictation Hand Out and instruct students to LF
take their seats and begin working. The Do Now question will be D/PS
projected on the screen and will ask students to describe an illustration
from the book. The picture shows a little girl watching her grandmother
place a ballot in a ballot box. Along with the image, helpful vocabulary
words will be projected on the screen. Students will be instructed to
16
write their answers on the top of their handout. Teachers will circulate A
and identify possible students to call on during the share out.
Share Out [2 minutes]: Teacher will ask for volunteers to share their LQ 1-6
answers with the class. Teacher will tell students that the picture is an LF
illustration from a story that they are going to read and will ask students
to predict or guess what the story will be about.

LF
Reading Instructions [3 minutes]: Teacher will explain that today we
will be reading a story that teaches us about the impact that Nelson
Mandela had on the lives of people in South Africa. The teacher will
then explain that rather than reading the story as a class like yesterday,
that she will read sentences from the story and the class will have to fill
in the missing past tense verbs from a word bank on their dictation hand
out. This will help students develop listening skills. The teacher will
explain that she will read the sentences at least three times and then
project the sentence with the answer on the screen along with a picture
from the story so that students may follow along.
D/PS
Class Reading [30 minutes]: Teacher will read the six sentences that LQ
form the dictation. After reading each sentence she will project an LF
illustration from the story along with the sentence with the missing verb A
filled in to support students comprehension of each sentence and the
story overall. Teacher will ask students comprehension questions as
she goes.
Closure [5 minutes]
LF
Exit Slip: After completing the dictation the teacher will instruct LQ
students to answer the following questions that appear at the bottom of A
their handout: How did Nelson Mandela change Grandmas life? Why D/PS
was voting important to her?
The following sentence stem will be projected in the slideshow in order
to help students answer the question: Nelson Mandela changed
Grandmas life because he fought _____________________. Voting
was important to Grandma because ________________________. D/PS
Teachers will circulate to provide support.
Leveled Questions:
Level 1 Level 2
1.Who is in the picture? 2. What is the grandmother doing?
3. Who is old? Who is young? 4. What is the girl doing?
5. Are they happy or sad? 6. Why is the grandmother happy?
7 of 15: Readers Theater

Central Focus:The central focus for this learning segment is the ability to infer how Nelson Mandelas
17
1. SWBAT to explain that because of Nelson 1. SWBAT to read with expression and a
Mandela, the grandmother in the story got demonstration of comprehension of the text.
to vote for the first time in her life.
Teacher will ask students comprehension based The teachers will score each students reading of
questions to insure that students understand what the script on a rubric before asking the groups
is happening in the story and how it relates to comprehension questions.
Nelson Mandela at the end of each groups
reading of the scene.
10.10c Students will examine the policy of 1.6 Make and support inferences about information
apartheid in South Africa and the growth of the and ideas with reference to features in oral and
anti-apartheid movements, exploring Nelson written text.
Mandelas role in these movements and in the 2.6 Read aloud with confidence, accuracy, fluency,
and expression to demonstrate understanding and
to convey an interpretation of meaning.
CCELA Reading Standard:
3.1 Form and express responses to a variety of
6. Analyze a particular point of view or cultural
literary, informational, and persuasive material
experience reflected in a work of literature from through reading, listening, viewing, discussing, and
outside the United States, drawing on a wide writing; use details and evidence as support.
reading of world literature 3.6 Speak and write, using the conventions and
CCELA Listening Standard: features of American English, to effectively
1. Initiate and participate effectively in a range of influence an audience (e.g., to persuade, negotiate,
collaborative discussions (one-on-one, in groups, argue).
persuasively.
Materials:
Slide show, list of common irregular verbs and dictation handout, script with highlighted lines.
and history and Nelson Mandelas life and from the dictation in the prior class in order to understand the
dialogue in the scene. Students will also draw upon the vocabulary that they used to describe heroes
and villains and their knowledge of the past tense. The teacher will refer to the multilingual illustrated
vocabulary chart as needed.
Knowledge Gaps: Students may be unfamiliar with the the pronunciation of many of the words and
speak with little expression. The teachers will therefore model how to read the scene for the students at
the start of class.
18

Language Function: Seek information & Infer

Pragmatic Competence: Students will better Ancient, vote, grandma, script, part,
understand how to read with proper intonation and
expression.
Grammatical Competence: Students will
recognize the formation of both regular and
irregular verbs in the past tense.
Language Supports:
Linguistic: The students will read their scenes from a script. They will have several chances to
practice.
Visual: The illustration from the book that corresponds to the dialogue will be projected in the
slideshow as the students practice reading their parts at the start of class.

15 Do Now Scenes Language-
30 Writing Focused
05 Exit Slip Structured
Total Lesson Time: 45 Minutes including transitions Practice and
Application (LF)
Differentiation/
Planned
Support
(D/PS)
Leveled Questions
(LQ)
Assessment (A)
Do Now [25 minutes]: Students will be randomly assigned to four groups

of four as they enter the classroom. The assignment will take place with LF
a script, which the teacher will hand them as they enter. Their parts will D/PS
be pre-highlighted on their script. The teachers will tell students to start
practicing their parts as a group. The teachers will circulate to make
sure that students understand the instructions and to answer any
pronunciation questions students might have. Once the majority of the
students have arrived, the lead teacher will explain that they will be A
reading a scene inspired by the dictation from the day before. She will
point to the illustration on the screen and explain that the words of the LQ
script acts out that scene. The teachers will then model how to read the LF
scene with expression. The lead teacher will explain that the students
will read the scene for a teacher and answer comprehension questions.
The teachers will allow the students a few more minutes to practice
before going from group to group to listen to the students and ask them
comprehension questions about the story. Once the students have read
19
for a teacher, they will be instructed to continue working in groups to

answer the questions about the script.
Script Analysis [15 minutes]
The students will work in their groups to to answer questions about the LF, D/PS
script that draw attention to the differences between the language used
in description and narrative versus dialogue. They will conduct a sorting
activity to identify phrases that they could imagine each character from
the scene saying. The teachers will circulate to provide assistance as
needed. In the last 5 minutes the teacher will lead a discussion of the
sorting activity as a class.
Closure [5 minutes]
Teacher will explain that they are going to spend the next 4 class
periods preparing to write and perform their own scenes. Their scenes
will be based on a picture from story adapted from The Day Gogo Went
to Vote. Students will be shown the pictures from the story that they can
choose from and will order their choices.
Level 1 Level 2
Who would say May I eat a cookie? Who would say I am tired. Why?
8 of 15: Illustration Description

SWBAT use their knowledge of South Africa to SWBAT to use descriptive language to explain
describe pictures. what is happening in their picture.

Groups will turn in written descriptions of their Groups will turn in written descriptions of their
pictures. pictures.
CCSS Standard: NYS TESOL ELP Standards:
10.10c Students will examine the policy of 1.2 Read, gather, view, listen to, organize,
apartheid in South Africa and the growth of the discuss, and interpret information related to
Mandelas role in these movements and in the 1.4 Present information clearly in a variety of oral
and written forms for different audiences and
purposes related to all academic content areas
experience reflected in a work of literature from
20
outside the United States, drawing on a wide

reading of world literature
persuasively.
Materials: projector, pictures, loose leaf for written descriptions, slideshow, handouts of illustrations with
vocabulary
Prior Academic Knowledge and Conceptions: Students will continue to draw on the knowledge of
South Africa, apartheid, and Nelson Mandela that they have developed in this unit.

Language Function: To describe

Discourse Competence: Students will talk to each standing in line, blue dress, voting, ballot box,
other as they work to formulate descriptive photographer, dancing in the streets, celebration,
sentences about their illustrations. victory, celebrating, crowds, nighttime, dark
Grammatical Competence: Students will review all night, pose for a picture
the definitions of keywords from prior lessons on
human rights and world leaders and build their
vocabulary through the vocabulary words overlaid
on the illustration.
Language Supports:
Visual: the pictures
Linguistic: Copies of the illustrations with vocabulary words

05 Do Now: Dictation Review Language-
20 Writing Descriptions Focused
10 Sharing Descriptions Structured
10 Exit Slip/Closure: Cast List Practice and
Differentiation/
Planned
Support
(D/PS)
Assessment (A)
Introduction:
_05__Minutes
As students enter the classroom they will be seated in their
groups and instructed to reread the section of the dictation D/PS, A
that goes with their illustration. Teachers will circulate to
provide assistance as needed.
21
Instruction:
_30___Minutes
The teacher will explain that today students will be working to
understand what is happening in their picture and that the
goal for the day is to make a cast list or a list of the people D/PS
that will be talking in each scene. Teacher will explain that LF
each person in each group must have a speaking part. But LQ 1-2
first students must understand what is happening in each
picture by describing it. Teacher will instruct students to look
at the printout of their illustration that includes vocabulary for
assistance. Teacher will circulate to informally assess
students and provide support (20 minutes).
Students will share their descriptions with one other group to

practice speaking (10 minutes).
Closure:
__10__Minutes
Teacher will explain that students must now write their cast
list. They must select the people in the picture that will be
talking and decide which part each person in the group will
read. Students will hand in cast list at the end of class for the
instructor to evaluate.
Leveled Questions:
Level 1 Level 2
Which people will speak in your scene? What is happening in this illustration?
9 of 15: Character Development

SWBAT use their knowledge of South Africa to SWBAT select phrases that their character would
select phrases that are appropriate for their say from a list.
character.
The teacher will collect and assess the character The teacher will collect and assess the character
development handout at the end of class. development handout at the end of class.
10.10c Students will examine the policy of 2.8. Create stories, poems, sketches, songs, and
apartheid in South Africa and the growth of the plays, including those that reflect traditional and
popular American culture, using typical features of
22
anti-apartheid movements, exploring Nelson a given genre; create an effective voice, using a
Mandelas role in these movements and in the variety of writing styles appropriate to different
post-apartheid period. audiences, purposes,and settings.
CCELA Reading Standard: 2.9. Engage in collaborative activities through a
6. Analyze a particular point of view or cultural variety of student groupings to create and respond
to literature. Such groupings include small groups,
experience reflected in a work of literature from
cooperative learning groups, literature circles, and
outside the United States, drawing on a wide
process writing groups.
reading of world literature
persuasively.
CCELA Writing Standard:
11d. Create poetry, stories, plays, and other literary
forms (e.g. videos, art work).
Materials:
written description of scene and cast list from last class with feedback from the teacher, slideshow with
project, pictures , dictionaries (electronic or books), character development handout.
Students will continue to draw on their knowledge of South Africa, apartheid and Nelson Mandela as well
as their knowledge of pragmatics in everyday language.

Language Function: Everyday communication & description
Pragmatic Competence: Students will build their Script, dialogue, greeting, formal, informal, young,
knowledge of how people speak depending on old, character development, exhausted, nervous,
their setting. energetic, confused, sad, victorious, excited,
excuse me, please, wow.
Language Supports:
Visual: Students will continue to work from their illustrations.
Linguistic: Students will continue to use the vocabulary that accompanied the illustrations in addition
to the character development handout.

10 Do Now: Reviewing feedback Language-
25 Character Development handout Focused
10 Exit slip/closure Structured
Application (LF)
Differentiation/
Planned
Support
(D/PS)
23

Assessment (A)
Introduction:
_10___Minutes
As students enter the classroom, the teacher will hand them

the description and cast list from last class and instruct them D/PS, A
to review the feedback in their groups. The teacher will
circulate through the class to assess students and provide
support to each group as she distributes the handout for the
next activity.
Instruction:
__25__Minutes
Teacher will explain that everyone will work on developing
their characters today in order to think about what their
character will say in the script that they are writing as a
group. She will hold up a copy of the character
development handout students have and explain that today D/PS, A, LF, LQ 1-2
they will work on this worksheet alone for the first ten minutes
in order to imagine which sentences their character would
say. After the ten minutes of individual work the students will
move into their groups to decide which sentences on the
handout that each character might say as a group. Teachers
will encourage students to use bilingual dictionaries on their
phones to search for meanings for any confusing vocabulary
words. She will also have some bilingual dictionaries on
hand for students to work with if they do not want to use their
phones.
Closure:
___10_Minutes D/PS, A
In the last 5 minutes of class, each group will explain the

lines that they assigned to two characters and why. They will
use the handout to scaffold their discussion. The teacher will
circulate to assess students discussion skills. Students will
hand their groups character development sheets to the
instructor as they leave the classroom.
Leveled Questions:
Level 1 Level 2
Which sentence would your character say? Why do you think your character would say that?
10 of 15: Dialogue
24
SWBAT use their knowledge of South Africa to SWBAT order the dialogue in their scene a logical
order the dialogue in a scene based on an and appropriate fashion.
illustration from a fictional account of the 1994
election.
Students will write a script that the teacher will Students will write a script that the teacher will
assess before the next class. assess before the next class.
anti-apartheid movements, exploring Nelson popular American culture, using typical features of
Mandelas role in these movements and in the a given genre; create an effective voice, using a
variety of writing styles appropriate to different
audiences, purposes,and settings.
2.9. Engage in collaborative activities through a
variety of student groupings to create and respond
experience reflected in a work of literature from to literature. Such groupings include small groups,
outside the United States, drawing on a wide cooperative learning groups, literature circles, and
reading of world literature process writing groups.
persuasively.
Materials:
Character development from last class with feedback from the teacher, projector, slideshow, script hand
out and exit slip handout

Language Function: Everyday communication
25
knowledge of how people speak depending on old, character development, exhausted, nervous,
their setting. energetic, confused, sad, victorious, excited,
excuse me, please, wow.
Language Supports:
Visual: Students will continue to work from their illustrations.
Graphic: Script handout
Instructional Strategies and Learning Task

10 Do Now: Character description feedback review Language-
30 Writing Dialogue Focused
Application (LF)
Differentiation/
Planned
Support
(D/PS)
Assessment (A)
Introduction: Reviewing feedback
___10_Minutes
Teacher will greet the students as they enter the class and
give them their character development handout from the day
before with feedback. Students be instructed to review their D/PS, A
feedback individually for the first 5 minutes of the Do Now
period before moving into their groups to discuss their
feedback on the group level. Teacher will circulate to assess
both individual and group work and give each group a script
handout for the day.
Instruction:
_30___Minutes
Directions (5 Minutes):
Teacher will hold up the script handout and explain that each
group will work together to order the dialogue that they
assigned to each character into a scene, where characters D/PS
take turns talking to one another. The teacher will explain
that one person in each group will act as the group scribe
and write out the dialogue. In other words, there will be one
script per group.
Group Work (25 Minutes): D/PS, A, LQ 1-2

The students will work in their groups to complete the script
handout. The teacher will circulate to assess and offer
groups support as needed. Teacher will pass out e
Closure:
26
__5__Minutes
In the last 5 minutes the students will be asked to engage in
a metacognitive writing task that asks them to self-assess
their effort on the script and asks them how the teacher might D/PS
offer further support for them to complete this project.
Teacher will circulate the room to provide support as needed.
As students exit the class, they will give the teacher their exit
slips and their scripts.
Leveled Questions:
Level 1 Level 2
1. Who is your character talking to? 2. How is this character responding to the other
character?
11 of 15: Movement
SWBAT use their knowledge of South Africa to SWBAT explain how they will speak and move
understand and explain the body language of the with expression in accordance with the emotional
characters in the film and the character that they will state of their character.
play.
They will learn the following sentence structures:
1. The guard _____________________ (sat or

stood) to show that he was ______________
(powerful or exhausted).
2. The guard ____________ (yelled or
whispered) at Winnie to show that he has
____________ (power or no power).
Teacher will collect the movement handout. Teacher will collect the movement handout.
post-apartheid period. variety of writing styles appropriate to different
CCELA Reading Standard: audiences, purposes,and settings.
27
6. Analyze a particular point of view or cultural 2.9. Engage in collaborative activities through a
experience reflected in a work of literature from variety of student groupings to create and respond
outside the United States, drawing on a wide to literature. Such groupings include small groups,
reading of world literature cooperative learning groups, literature circles, and
process writing groups.
5.3 Interpret and demonstrate knowledge of
nonverbal and oral communication features, and
collaborative discussions (one-on-one, in groups, understand the contexts in which they are used
and teacher-led) with diverse partners on grades appropriately. Such features include gestures,
1112 topics, texts, and issues, building on others body language, volume, stress, and intonation.
persuasively.
Materials:
Script from last class with feedback from the teacher (copies will be made of each groups script so that
everyone in the group has the same script), projector, slideshow, speakers, notebooks
as their knowledge of pragmatics and body movement everyday language.

Language Function: Descriptive
knowledge of how people speak & move old, character development, fast, slow, tired,
depending on their setting. exhausted, power.
Discourse Competence: Students will develop the
language skills and sentence structures to
describe actions and movements. In particular The guard _____________________ (sat or
they will learn how to say what a characters stood) to show that he was ______________
movements reveals about his or her emotional (powerful or exhausted).
state or personality.
Language Supports:
Visual: Students will continue to work from their illustrations as they think about their character's
movements. The video will also provide visual support.
Graphic: Movement handout

08 Do Now: Review of feedback from script Language-
35 Developing movements for scene & practicing scene Focused
Application (LF)
Differentiation/
28
Planned
Support
(D/PS)
Assessment (A)
Introduction:
__8__Minutes
As students enter the classroom the teacher will give each
group their scripts with feedback. Each group will read and
discuss the feedback that the instructor gave them and make
any necessary adjustments to their script. Teacher will A, D/PS
circulate to assess group progress and offer support as
needed while also distributing the movement handout.
Instruction:
__35__Minutes
Video Clip [15 minutes]
Teacher will first explain that they are going to watch a clip
from a film about Nelson Mandelas wife, Winnie Mandela.
Teacher will provide some context for the clip by saying that
like Nelson Mandela, Winnie Mandela was imprisoned for
fighting for the rights of black people in South Africa.
The teacher will then show students the video clip (2 D/PS, LF
minutes) from the 2011 biopic about Winnie Mandela,
starring Jennifer Hudson. The teacher will show the clip 3
times to allow the students several opportunities to watch
and take notes. The first time students will watch the clip
without sound; their pencils will be on their desks. After
watching the clip the first time and taking notes, the teacher LQ 1-2
will distribute a copy of the dialogue from the scene for the
students to read over. Teacher will ask students which
words or phrases are new. During the second viewing (with
sound and closed captioning) students will also be asked to
just listen and watch with their pencils on their desks. After
the third viewing, students will be asked to complete the D/PS, LF
movement handout. They will be given two minutes to
discuss their findings with a partner.
Character Work [25 minutes]

Teacher will then explain that the clip serves as a model for
thinking about how actors move when performing a scene. D/PS, LF, A
Students will be instructed to think about what movements
their characters will make in their scenes. Students will then
be instructed to return to their script-writing groups and talk
about what movements each character will make. The
students will be instructed to complete the second half of the
movement handout about their own character. Students will
then practice acting out their scenes. The teacher will
circulate around the classroom to assess students progress
29
and offer support as needed.
Closure:
__2__Minutes
As the students leave the instructor will collect their
movement handouts.
Leveled Questions:
Level 1 Level 2
1. Who was tired? 2. How did the guard move?
12 of 15: Practice
Central Focus:The central focus for this learning segment is the ability to infer how Nelson Mandelas
SWBAT use their knowledge of South Africa to act SWBAT speak and move with expression.
out their scene with a sense of historicity.
Teacher will record videos of each group performing Teacher will record videos of each group
their scene. performing their scene.
experience reflected in a work of literature from to literature. Such groupings include small groups,
outside the United States, drawing on a wide cooperative learning groups, literature circles, and
reading of world literature process writing groups.
persuasively.
30

forms (e.g. videos, art work)..
Materials:
Script, movement handout with feedback from the teacher, camera for recording
as their knowledge of pragmatics in everyday language and their new knowledge of the role of movement
in acting

Language Function: Everyday communication & description
knowledge of how people speak depending on old, character development.
their setting.
Discourse Competence: As students work in
groups they will practice using language
structures to make suggestions.
Language Supports:
Visual: Students will continue to work from their illustrations as they think about their scene
Graphic: Script handout

10 Do Now: Historical context Language-
30 Practicing & recording dialogue Focused
Application (LF)
Differentiation/
Planned
Support
(D/PS)
Assessment (A)
Introduction:
__10__Minutes
As the students enter the classroom the teacher will hand
them their movement handout and ask that they review the
feedback she offered on the physical actions of their D/PS, A
characters. She will circulate to assess the students
engagement with the task and to offer support. The students
will sit in groups to discuss the feedback and make any
needed changes.
Instruction:
__35__Minutes
31
The instructor will explain they they are going to continue

practicing their scenes and that the teacher will record each
group in order to provide feedback. The teacher will explain LQs 1-2
that she will send an email with the video and feedback after
class and that the students will be expected to review the A
video as homework in order to prepare for their final D/PS
performances during the next class. It is in this class that the
instructor will give students props that are appropriate for
each of their scenes. When the teacher is filming one group,
the other groups will be practicing.
Closure:
Teacher will tells students to take their scripts home to
practice and remind them to look out for the homework email
with feedback. Students be required to submit an audio
recording of themselves practicing their lines as homework
Leveled Questions:
Level 1 Level 2
1.How can you move when you say this line ? 2. Why did you move like that?
13 of 15: Performance
SWBAT use their knowledge of South Africa to act SWBAT speak and move with expression and
their scene out with a sense of historicity and explain how the events in the scene relate to
explain how each scene relates to what they Mandela.
learned about Mandela.
Teacher will record videos of each group performing Teacher will record videos of each group
their scene. performing their scene.
CC ELA Reading Standard:
32
6. Analyze a particular point of view or cultural to literature. Such groupings include small groups,
experience reflected in a work of literature from cooperative learning groups, literature circles, and
outside the United States, drawing on a wide process writing groups.
reading of world literature. 3.3 Recognize and communicate personal and
multiple points of view within and among groups,
CC ELA Listening Standard:
in discussing,interpreting, and evaluating
information, make inferences about a writers or
collaborative discussions (one-on-one, in groups, speakers point of view.
persuasively.
CC ELA Writing Standard:
Materials: scripts, graphic organizer, slideshow, projector, Historical Context Hand out

Language Function: Provide evidence and analysis to support a claim.
Pragmatic Competence: Students will build their Historical context, role,
knowledge of how people speak depending on
their setting. We do not see Nelson Mandela in this scene, but
Discourse Competence: Students will practice Nelson Mandelas actions are a part of the
sentence structures that allow them to make historical context for this scene. At this time,
inferences and describe how the historical context Nelson Mandela was _____________.
impacts events in a work of fiction.
Language Supports:
Visual: Clip from Winnie, Students will review the illustrations that inspired each scene before each
scene is performed.
Linguistic: Students can use their scripts as they perform, students of a lower proficiency will be given
scripts to follow along with the performance.
Graphic: Script & handout

10 Do Now: rehearse one last time Language-
30 Performances & writing Focused
Application (LF)
Differentiation/
Planned
Support
(D/PS)
33
Assessment (A)
Introduction:
__14__Minutes
Do Now: As the students enter the classroom will give them
the historical context, which includes reading the definitions D/PS, A, LQ 1 & 3
of historical, context and historical context and then looking
up the translations of these terms in their native languages.
Teacher will instruct students to check in with a student who
speaks their L1 to see that they got the same definitions
before going over the terms in English.
Mini-Lesson: Teacher will then explain that as each group D/PS

performs their scenes, the rest of the class is going to think
about the historical context for the scene by answering the
following question:
What role did Nelson Mandela play in this scene?
The teacher will explain that they are going to watch the clip D/PS, LQ 2 & 4
from Winnie Mandela again so that she can model what
everyone must do while watching the the performance of
each scene. The teacher will show the clip and guide the
students in a discussion to answer the question. She will
write an answer to the question on the board so that students
will have a sentence structure to follow in order to answer the D/PS
question. The model sentence will depend on what students
say, but is likely to read something like:
We do not see Nelson Mandela in this scene, but Nelson

Mandelas actions are a part of the historical context for this LF
scene. At this time, Nelson Mandela was in jail too. He was
fighting for the rights of black people in South Africa.
Once the students have copied this answer on this paper,

she will erase some words to make it a more general
sentence starter:
We do not see Nelson Mandela in this scene, but Nelson D/PS, LQ, A
Mandelas actions are a part of the historical context for this
scene. At this time, Nelson Mandela was _____________.
Instruction:
__30__Minutes
Assuming that there are three groups, the following 10
minute procedure will be repeated three times:
0:00-03:30: The teacher shows the students the illustration

that inspired the scene that they are about to see. D/PS, LQ, A
3:30-07:00: The students perform perform their scene
7:00-10:00: The students answer the questions on the
34
historical context handout. Teacher will circulate to provide
Closure:
__1__Minutes
Teaches will collect the historical context handout as
students exit the classroom.
Leveled Questions:
Level 1 Level 2
1. How do you say historical in your language? 2. What role did Nelson Mandela play in this
scene?
3. How do you say context in your language? 4. What is the historical context for this scene?
14 of 15: Writing
SWBAT write a paragraph citing evidence for why SWBAT cite evidence to support a claim. They
Nelson Mandela was a hero. will focus on using the words because and this
shows for analysis.
In addition to informal assessments conducted by In addition to informal assessments conducted by
the instructor, students will turn in a written draft of the instructor, students will turn in a written draft of
their paragraph at the end of class. their paragraph at the end of class.
10.10c Students will examine the policy of 1.5 Formulate, ask, and respond to various
apartheid in South Africa and the growth of the questions forms to obtain, clarify, and extend
anti-apartheid movements, exploring Nelson information and meaning.
Mandelas role in these movements and in the 1.6 Make and support inferences about
information and ideas with reference to features in
oral and written text.
1.9 Convey and organize information, using facts,
6. Analyze a particular point of view or cultural details, illustrative examples, and a variety of
experience reflected in a work of literature from patterns and structures.
outside the United States, drawing on a wide 1.12 Convey information and ideas through
reading of world literature. spoken and written language, using conventions
CC ELA Writing Standard: and features of American English appropriate to
2b. Develop the topic thoroughly by selecting the audience and purpose.
most significant and relevant facts, extended
35
definitions, concrete details, quotations, or other 3.6 Speak and write, using the conventions and
information and examples appropriate to the features of American English, to effectively
audiences knowledge of the topic. influence an audience (e.g., to persuade,
negotiate, argue).
Materials: Slideshow, computer, projector, all student work from unit, graphic organizer with sentence
starters.
Prior Academic Knowledge and Conceptions: Students will continue to draw on their knowledge of
South Africa, apartheid and Nelson Mandela as well as the writing skills they developed throughout the
semester. This is partially a formative assessment to see what conventions of argumentative writing and
citing evidence they do and do not know.


Discourse: Students will begin to develop the Cite, citation, evidence, prove, according to,
sentence structures used for argumentative shows, tells, implies, infer
writing.
Grammatical: Students will continue to work with Students will continue to practice sentence
the formation of the past tense using irregular structures used for the analysis of characters
verbs. actions in Lesson 11:
Metalinguistic: Students will continue to see that
the past tense is used to describe historical Nelson Mandela ________________. This shows
events. that _________________.
Nelson Mandela was a hero because he _______.

Language Supports:
Linguistic: Sentence starters & materials from throughout the unit as models.
Graphic: Organizer
Visual: Several of the materials that they used throughout the unit that they will use as evidence
incorporate visuals.

10 Do Now Language-
30 Writing Focused
Application (LF)
Differentiation/
Planned
Support
(D/PS)
Assessment (A)
Introduction:
__15__Minutes
As the students enter the classroom teacher will hand them
36
the graphic organizer. When students get to their desks.

They will find their timeline, Mandela biography and other
assignments from the unit that will help to scaffold their
writing. Students will be instructed to start on the Do Now on D/PS, LQ 1-2, A, LF
the top of the graphic organizer and to use these materials to
assist them. Teacher will circulate to assess and provide
individual assistance with the Do now as needed. As
teachers find students that have written a sentence for each
picture, she will direct them to the board to write their
sentence out.
Instruction:
__32__Minutes
Teacher will explain that for the last two classes of the unit
students will be writing paragraphs that explain why Nelson D/PS, A, LF
Mandela was a hero. They will be reminded that they must
write in the past tense and can use the support of all of the
assignments from throughout the semester to talk about how
Nelson Mandela is a hero. Teacher will explain that they
have the rest of the class period to work on the assignment.
She will then circulate to provide assistance.
Closure:
_3__Minutes
In the last few minutes of class the students will hand the
teacher their paragraphs as they leave the room.
Leveled Questions
Level 1 Level 2
1. What is the verb? 2. What is happening in this picture?
15 of 15: Writing
SWBAT write a paragraph citing evidence for why SWBAT cite evidence to support a claim. They
Nelson Mandela was a hero. will focus on using the words because and this
shows for analysis.
In addition to informal assessments conducted by In addition to informal assessments conducted by
the instructor, students will turn in a written draft of the instructor, students will turn in a written draft of
37
their paragraph at the end of class. their paragraph at the end of class.
10.10c Students will examine the policy of 1.5 Formulate, ask, and respond to various
apartheid in South Africa and the growth of the questions forms to obtain, clarify, and extend
anti-apartheid movements, exploring Nelson information and meaning.
Mandelas role in these movements and in the 1.6 Make and support inferences about
information and ideas with reference to features in
oral and written text.
1.9 Convey and organize information, using facts,
6. Analyze a particular point of view or cultural details, illustrative examples, and a variety of
experience reflected in a work of literature from patterns and structures.
outside the United States, drawing on a wide 1.12 Convey information and ideas through
reading of world literature. spoken and written language, using conventions
CC ELA Writing Standard: and features of American English appropriate to
2b. Develop the topic thoroughly by selecting the audience and purpose.
most significant and relevant facts, extended 3.6 Speak and write, using the conventions and
features of American English, to effectively
definitions, concrete details, quotations, or other
influence an audience (e.g., to persuade,
information and examples appropriate to the
negotiate, argue).
audiences knowledge of the topic.
Materials: Slideshow, computer, projector, all student work from unit, graphic organizer with sentence
starters.
Prior Academic Knowledge and Conceptions: Students will continue to draw on their knowledge of
South Africa, apartheid and Nelson Mandela as well as the writing skills they developed throughout the
semester. This is partially a formative assessment to see what conventions of argumentative writing and
citing evidence they do and do not know.


Discourse: Students will begin to develop the Cite, citation, evidence, prove, according to,
sentence structures used for argumentative shows, tells, implies, infer
writing.
Grammatical: Students will continue to work with Students will continue to practice sentence
the formation of the past tense using irregular structures used for the analysis of characters
verbs. actions in Lesson 11:
Metalinguistic: Students will continue to see that
the past tense is used to describe historical Nelson Mandela ________________. This shows
events. that _________________.
Nelson Mandela was a hero because he _______.

Language Supports:
Linguistic: Sentence starters & materials from throughout the unit as models.
Graphic: Organizer
Visual: Several of the materials that they used throughout the unit that they will use as evidence
incorporate visuals.
38

10 Do Now Language-
30 Writing Focused
Application (LF)
Differentiation/
Planned
Support
(D/PS)
Assessment (A)
Introduction:
__5__Minutes
As students enter the class, the teacher will hand them their
paragraph from the day before with feedback. They will D/PS, A
review the feedback for the first five minutes of class.
Teacher will circulate to provide assistance and assess.
Instruction:
__40__Minutes
Teacher will teach a mini-grammar lesson based on what she
observed when reading their paragraphs the night before. It LF
is likely that the lesson will focus on the past tense or
sentence structures in the graphic organizer.
After the mini-lesson, the students will have the rest of the D/PS, A
period to write. The teacher will circulate to provide support
and assist students.
Closure:
Students will turn their paragraphs in as they exit the
classroom.
39
INSTRUCTIONAL MATERIALS: LESSON 1
Multilingual illustrated vocabulary poster from prior unit
40
Cropped Do Now slip, South Africa culture web sheet & exit slip
41
Stations A and B
42
Stations C and D
43
Slides from slide show
44
Do now slide and slides from slide show that show the images matched to the historical
description with past tense verbs underlined.
45
Slides from Slide Show that show work with the pronunciation of years and the images matched
to the historical description with past tense verbs underlined.
46
Slides from slide show that show the images matched to the historical description.
47
Slides from slide show that show the images matched to the historical description and the exit
slip activity.
48
Image of the timeline students will produce after matching the images of historical events with
their descriptions.
49
Do now/reading questions & notes/exit slip
50
Sample of page from Nelson Mandela: A Life of Persistence
Do now slide
51
Exit slip slide
52
53
Slides from do now and mini-lesson on prepositions
54
Pictures for group activity on apartheid
55
Slides for do now & cell simulation activity
56
Hand out about feelings
57
Do now slide with vocabulary words
Exit slip slide showing sentence starters
58
Do now/ dictation/ exit slip handout
59
Slides showing dictation and illustrations to be projected
60
Do now slide with instructions & illustration
Dialogue sorting activity
61
Script (note that the students parts will be highlighted)
62
Rubric for script reading
63
64
Pictures that students will choose from to write their scenes.
Standing in line Blue dress

Voting Ballot box
Photographer Dancing in the streets
Celebration Victory
Celebrating Crowds
Nighttime Dark
All night Pose for a picture
Vocabulary to assist students with describing their pictures
65
66
Script Handout
67
Self-Assessment Exit Slip
68
Movement handout
69
70
71
Do now slide & handout
72

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Learning Segment: Nelson Mandela Fitle, Rebecca

English as an Additional Language TC TESOL K-12 Program

Supporting English Language Development in the Content Areas: Academic Language

Instructional Strategies and Learning Tasks

Instruction [30 Minutes]

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competencies Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Instruction [35 minutes]

2. SWBAT to describe Nelson Mandelas

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competences: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Lesson Format: Support Structures

Instruction [33 minutes]

Reading Instructions [3 minutes]: Teacher will explain that today we

Students will be directed to answer these questions on their handout,

Prior Academic Knowledge and Conceptions:

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competencies: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Teacher will tell students that they will now be presenting

5 of 15: Prison Cell Simulation

Mandelas role in these movements and in the

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competencies: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Teachers will greet the students as they enter the classroom

1. Why was Nelson Mandela arrested and sent to jail for

Teachers will circulate to assess students and provide

who will be prepared to participate in the share out. LQ, D/PS

Teacher will ask for volunteers to share what they wrote in

Students will be asked to think about a time when they were

Nelson Mandela was treated unfairly when he was sent to

I was treated unfairly when __________________________.

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competences: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Instruction [33 minutes]

Teachers will circulate to provide support.

7 of 15: Readers Theater

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competences: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Do Now [25 minutes]: Students will be randomly assigned to four groups

for a teacher, they will be instructed to continue working in groups to

8 of 15: Illustration Description

Assessment of Content Objective: Assessment of Content Objective:

outside the United States, drawing on a wide

Supporting English Language Development in the Content Areas: Academic Language

Academic Language Competencies: Vocabulary and Key Terms:

Instructional Strategies and Learning Tasks

Students will share their descriptions with one other group to

9 of 15: Character Development

Supporting English Language Development in the Content Areas: Academic Language

Instructional Strategies and Learning Tasks

Leveled Questions (LQ)

As students enter the classroom, the teacher will hand them