UNT COMMON LESSON PLAN INSTRUCTIONS

Teacher Candidate: Eden Bevington

Grade Level and or Subject: 6th Grade Social Studies
Date: 02/11/2018
Unit Topic (if applicable): Colonization of Africa review/Research project intoduction
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of this Over the past week we have focused on what Africa looked like
lesson? before it was colonized, what events led to the colonization of
Africa, and on now we will be looking in what the effects of the
colonization were. Today we will be seeking specific effects of
colonization, it will include analytical questions and key
information that will be on the test. After that we will introduce
the research project that will revolve around in-depth research
over one country in Africa.
National / State Learning TEKS:
Standard/s:
. §113.18 (b)(1)(A) trace characteristics of various contemporary
**Your instructor will tell you societies in regions that resulted from historical events or factors
which standards to use in such as invasion, conquests, colonization, immigration, and trade;
addition to TEKS and ELPS.
§113.18(b)(23) (A) follow the research plan to collect data from
a range of print and electronic resources (e.g., reference texts,
periodicals, web pages, online sources) and data from experts;

ELPS:

(5) (F) write using a variety of grade-appropriate sentence

lengths, patterns, and connecting words to combine phrases,
clauses, and sentences in increasingly accurate ways as more
English is acquired; and

Goal/s of the lesson
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning target(s) /
objectives:
By the end of the this lesson the students will be able to recognize
the effects of the colonization of Africa. They will also have clear
expectations on what to do for the country research project.
After a brief review of colonization, students will be able to
recognize the effects of colonization by filling out a graphic
organizer and answering the analytical questions throughout the
PowerPoint. The students will also be able to communicate back
to the teacher what the expectations of their country research
project are after I review them in class.

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 PART III TEACHING THE LESSON
This is the body of the lesson plan. Here you explain the instructional and learning
activities/actions that will best ensure all learners will successfully achieve the objective/s?
Regardless of format selected, you MUST address components A-F:
A. Opening/Introduction Prior knowledge
(also referred to as a “motivator”
Before beginning the PowerPoint of explaining the effects, we will
or “hook”)
review information taught in prior classes reviewing pre-
colonization and the colonization of Africa. I will specifically draw
out information from the test to ensure that we are addressing
some important material.

Anticipatory Set
To gain the students attention I will introduce this lesson with a
bell ringer, this is just to get their brains moving. But to help the
students continue to stay connected and interested with the
lesson I will have analytical question that they will be able to
connect with from past lessons.

B. Procedures
** Include enough detail so that
someone else could replicate your
lesson. Unless your instructor
directs you otherwise, this section
should read almost like a script.
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1) “Good morning class! Before we jump into the lesson we are
going to do a few things. First, we will grade our culture
grams/ scavenger hunt, then we pre-assessment of the effects
to see what you already know. The we will begin a brief review
on the pre-colonization and colonization of Africa. This
information will be helpful with the project we are going to be
introducing today if we have time.”
- We will spend no longer than 10 minutes grading our
culture grams and scavenger hunt.
- The pre-assessment should take no longer than 5 minutes.
- The questions I ask to review will include information
about:
o The three groups Africa was split into pre-
colonization
o What an empire vs. kingdom was
o The partition of Africa
o What the three reasons for colonization were
2) “Now that we have reviewed what happen before and during
the colonization, let’s discuss the effect after. We will have our
student of the day pass out graphic organizers, make sure you
put your name on the them. With the graphic organizer, do
not write anything down until I instruct you too.”
- The graphic organizer will have the layout of the
PowerPoint, everything they will need to write down on
the sheet will be highlighted in blue.
- The teacher will make sure that students are writing down
the notes by constant monitoring during this time.
 3) We will go through the PowerPoint. This should take around
15 minutes. After each slide the teacher will stop and check for
understanding. These questions include:
a) What is the connection between these political cartoons
and the economic effects of colonization?
b) What is cultural diffusion?
c) Why would cultural diffusion cause arguments?
4) After the PowerPoint has ended we will go into a time of
review. This time of review will include an activity where
students will have to match causes and effects with their
table. This activity will be in the red bin at the end of the table.
They will be given 10 minutes to complete this activity. If they
finish early I will ask them to identify which are political,
cultural and economic.
5) If we have time, we will begin to introduce the country study
project. Direction below.
6) There will be a PowerPoint stating clear expectations of what
this project will look like. We will go through each slide
explaining what resources the can and cannot use, that copy,
and pasting/plagiarism is not acceptable, and what their
notes should look like (paragraph format, at least 4 sentences)
- When showing the resources, go through them on the
board so they can see how to use each of them.
7) Once the expectations have been set, the teacher will review
each question and explain exactly what information they
should be writing in response to each question. At the end of
explaining I will ask “Does anybody have any questions on the
expectations or research?”
8) At the end of class students will be given a deadline for each
question. Each day they must complete a certain amount
work, the teacher we state that their will be a participation
grade. Each question is worth 10 points and whatever you do
not complete will be taken of your completion grade.
9) That last thing that will be done in class is they will pick sticks
for which country they will be researching. We want an equal
representation of each country. They will be assigned in
google classroom and be given a link that gives them the
questions that need to be answered and resources for their
specific country.
10) If we have time available after that we will let them begin
their research.
C. Formative To measure the students progress I will be going around to check
assessment the student’s graphic organizers. They should have filled out all
methods/tools: the notes. On top of that I will be asking question throughout the
“Effects of Colonization” PowerPoint I will have question that will

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 measure their understanding based on their responses. Based on
what they say, I will reiterate the material as necessary.
D. Grouping structure/s: During the PowerPoints it will be whole group instruction.
For the bell ringer they will be communicating with their table
group.
For the research it will be individual work.
E. Accommodations/ For English Language Learners:
Modifications - We will have a copy of the notes for each ELL in the
classroom.
- When they use their chrome book, they will be able to
access “Snap and Read”, this resource will read in material
to them.
For the SPED Learners:
- They will be given a copy of the lesson notes.
- We have already put into action preferential seating so
they we can answer any question and make sure they are
on task.
- For the students with ADHD, the teacher will remind them
every 2 minutes to stay on task.

F. Instructional - 30 copies of the graphic organizers

Materials, Equipment - Each student will bring their chrome books
and Technology: - Pencil/Pen
-Popsicle Sticks

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE LESSON?
Summative For the summative Assessment, I will be giving the pre-assessment that I gave
Assessment: at the beginning of the class. I will also be adding in questions from the
material that we reviewed.
This assessment will be given on Tuesday before their research begins. This
will give me time to formulate a PowerPoint on information that needs to be
reviewed before their assessment.
Assessment -The post-assessment will be given orally to the students who need it
Accommodations -The student will also have access to the “Snap and read” resource if needed.
&
Modifications

V. REFLECTION ON THE EXPERIENCE

Reflection Write a brief reflection on what worked in the lesson and what you could
improve upon for the next lesson. (If you did not actually get to teach it,

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 reflect on your planning experience. What challenged you? What do you still
need to know? How could you find out?)
TEKS: Texas Essential Knowledge and Skills
ELPS: English Language Proficiency Standards
CCRS: College Career and Readiness Standards
IEP: Individualized Education Plan
BIP: Behavior Intervention Plan
ELL: English Language Learner

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