Unit Title: Geography of Africa

Lesson Title: Compare/Contrast

Subject Area: Geography

Grade Level: 7th Grade

Name: Sara Burks

Date(s): To Be Determined

I. Standard(s) and Objective(s)

Standard(s):
RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version.
W.7.3b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
Objective(s):
At the end of this lesson, students will be able to compare and contrast visual art, video, and
reading literature through writing.
Students will be able to evaluate diverse media and formats and discuss it in small groups.

II. Assessment
Pre-assessment:
Students have read the book The Ghost and the Darkness, and drawn their own views of certain
scenes; therefore, we will now transition into orally communicating through discussion and
writing what they see and read. The purpose is for them to interpret the story through comparing
and contrasting different forms of the text.
Formative assessment: Students were able to demonstrate knowledge of comparing and
contrasting methods through technology, homework, and discussion in class. By walking around
the room observing their group notes, refreshing the writing process, and grading their
homework I was able to see how knowledgeable they have become throughout this lesson.
Post-assessment: I have created a rubric for their writing assignment. I will explain the rubric
with great depth so the students will understand how their work will be graded. The discussion
and participation in the videos are part of the rubric for the students with IEPs to earn credit for
their work! All students will gets these points, yet students who show skills of writing above and
beyond will be scored with higher grades.

III. Planning
Before planning this lesson, I researched some YouTube video clips in order to:

Get student's used to using this technology

Make this transition in learning fun and reduce stress and/or confusion
Break the ice, so the second half of class can be dedicated to interaction, writing, and
creating.

504 or IEP was reviewed prior to the lesson.

Classroom management strategy: pre-planned heterogeneous groups for discussion.

IV. Engaging the Learner

Bell work: Use last weeks drawings to describe a scene from the book The Ghost and the
Darkness. After getting the students attention I will use technology to engage the learner through
visual aids.
Details: Seeing and hearing a clip from the movie after reading and exploring it through writing
and drawing, will set off many different senses for the students (i.e. seeing, hearing, feeling with
writing, imagery smelling, tasting, and feeling), the discussion will be fun for them, and the
comparing and contrasting will interest them.

V. Methods, Activities and Resources

Methods:

Direct the students attention to the bell-work.

Discuss the drawings to tie the standards and objectives to previous lessons.

Show video clip, and have students discuss in groups.

Discuss answers with other groups and why.

At the end of class, I will explain a short homework assignment, an introduction

paragraph, one body paragraph, and a conclusion paragraph. I will explain the rubric for
this assignment.

Activities:
Guided practice: Students worked together as a group and then as a class in the discussion.
Independent practice: Student's worked as individuals on assigned homework.
Resources:

Print and make copies of rubric for homework assignment and visual aid.

Research YouTube videos and copy the links.

Make PowerPoint

Reference:

https://www.youtube.com/watch?v=G-JJSDYkwwQ
The Ghost and the Darkness text pages

VI. Potential Adaptations to the Lesson {PAL}

504 or IEP was reviewed prior to the lesson for implementing differentiated teaching, however,
all students can participate in discussion, write feelings, what they seen, and what they heard,
and can revise their work. Some students require extra time for revising.
If I cannot make it to class, all resources for today are locked in closet with spare key with the
principal, sub is to follow lesson plan.
For students who will need extra help understanding the concept behind the activity, they will be
paired with someone advanced or of the same culture: Advanced/Culture-similar student is
challenged by explaining process and why it is important in real life context and the special
needs student learns from a peers language.

VII. Collaboration
I collaborated with science teacher on exploring and researching the rainforest of Africa.
I collaborated with the math teacher for the students to explore the import and exports of Africa,
currency, and population.