Model Lesson 2 Overview Ghana and Mali

Lesson Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, and slaves; and the growth of the Ghana and Mali empires.

The Prompt Ghana and Mali were two great empires that arose in West Africa. In one paragraph, explain three characteristics of either Ghana or Mali and explain why these were significant.

Divide up the sections of the lesson overview. Take a minute to review your sections. Share out with your team. Divide up the sections of the lesson overview. Take a minute to review your sections. Share out with your team.

Goals of Lesson Students will understand the key features of Ghana and Mali through primary and secondary sources. Students will analyze the recorded experiences of travelers to the empires of Ghana and Mali. Students will write an expository paragraph explaining the key characteristics of Ghana or Mali and why they are significant.

Lesson Overview Day One: Introduction, GRAPES, and Summary Day Two:Background Reading and Summary Day Three:Primary Source Analysis Day Four:Writing

Day One

Imagine you are a trader who must traverse the region represented in one of the images. Write a diary entry for one day, describing the problems or challenges you faced as you traveled through the region. Turn to a partner at your table and share your diary entry. Hook

Review GRAPES Working with a partner, complete the GRAPES review.

Summary Practice Highlight key terms as you read. Compare your highlighted terms to your neighbor’s terms. Write a text message that summarizes the story using no more than 18 words ($1.80). Highlight key terms as you read. Compare your highlighted terms to your neighbor’s terms. Write a text message that summarizes the story using no more than 18 words ($1.80).

Homework: GRAPES Challenge Complete the GRAPES challenge with a partner at your table.

Day Two

Ghana and Mali Analysis As you read, look for information related to GRAPES. Record information on Student Handout 5 Then, work with a partner to summarize the reading. As you read, look for information related to GRAPES. Record information on Student Handout 5 Then, work with a partner to summarize the reading.

GRAPES Organizer

Reading Strategies Pre-Reading Tour of the Ghana and Mali Readings  Differentiation of Process Reciprocal Reading of the Ghana and Mali Readings  Instructional Conversation  Cooperative Learning Completing a graphic organizer  Enhances and Clarifies Student Thinking

Page B-10

Ghana and Mali: Text Tour Vocabulary Support Title Headings

GRAPES Organizer

Page B-10

GRAPES Organizer

Differentiation Diary

Day Three

GRAPES Analysis: Primary Sources (Whole Group/Small Group) Working with the people at your table, shoulder partners analyze one set of primary sources and share the information with your face partners.

EL Support - Frontload Vocabulary Ghana  imams  muezzins  jurists  audience  profess  dinar  levies  archers Mali  worn garments  turban  dons  humility  dejection  unjust  abhorrence  injustice  sultan  zeal

imams -Islamic religious leaders

27 Word Mapping examples Commonalities: What does it mean?

turban -head covering

29 Word Mapping examples Commonalities: What does it mean?

GRAPES Organizer

Day Four

Day Four: Writing Writing prompt: Ghana and Mali were two great empires that arose in West Africa. In one paragraph, explain three characteristics of either Ghana or Mali and explain why these characteristics were significant.

Writing Task

Rubric

Brainstorming Chart

Graphic Organizers The Graphic Organizers are the same from the first lesson.

EL Strategies in Days 3 and 4 Vocabulary support Pre-writing graphic organizer Writing graphic organizer What other strategies or types of differentiation beyond this might be needed in your classroom? Refer to Appendix B (Meeting the Needs of All Students) for additional ideas. Record any ideas in your Differentiation Diary. What other strategies or types of differentiation beyond this might be needed in your classroom? Refer to Appendix B (Meeting the Needs of All Students) for additional ideas. Record any ideas in your Differentiation Diary.

School Discussion What works well for our students? What do we need to modify? When would you give the lesson? What support do we need to give the lesson?

Show Me the Evidence Protocol 1. Examine the standard. 2. Consider the prompt. 3. Identify the evidence you would expect to see in a specific task. 4. Examine student work samples. Is the evidence there? 5. Discuss the implications of your findings. 6. Identify next steps. Today we will look at steps 1 - 3

Standard Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

The Prompt Ghana and Mali were two great empires that arose in West Africa. In one paragraph, explain three characteristics of either Ghana or Mali and explain why these characteristics were significant.

What evidence do we expect to see that would demonstrate mastery of the standard? 1.