Thematic Project Part III Lesson IINelson Mandela<br />Lennox Miller <br />University of Phoenix <br />CMP 555<br />Instructor: Kelly Gentry<br />April 27, 2011<br />
Assure Model Lesson Plan<br />Subject: History / Social Studies<br />Title: The Life and Times of Nelson Mandela<br />Grade: 10th<br />Analyze Learner <br />There are 30 students. <br />Their ethnic make-up are: <br />10 Black<br />8 Hispanics<br />7 Asians<br />And 5 Whites. <br />
Analyze Learner Continued<br />The results of the learning styles evaluation showed that there is no one learning style over the other. <br />They all seemed to be both kinesthetic and visually inclined. <br />Though culturally diverse, the Black and Hispanic population make up the predominant class of below or bordering poverty line students. <br />Nelson Mandela is an internationally known ex-convict, president, and elder statesman of South Africa.<br />Imprisoned for his political belief of democracy, he served 27 years in South Africa’s notorious prison complex on Robin Island<br />Upon his release, he was elected president in South Africa’s first one-man-one-vote election. <br />Grade ten students knew very little of such a renowned figure. <br />It became incumbent upon the teacher to make sure they knew.<br />
S: State Objective <br />The State of California’s objectives will be utilized as the unit objective. <br />California’s Arts, Media, and Entertainment Industry Sector: Career Pathway<br />Specific applications of Historical Interpretation standards (grades nine through twelve)<br />Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.<br />Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.<br /> (California Department of Education)<br />
Lesson Objective<br />The object of this lesson is two-fold. The first is to teach students about the life and tines of Nelson Mandela.<br />Secondly, this lesson will, through the use of technology, teach students how to properly use technological tool<br />
S: Select Method, Media, Materials<br />For this lesson, the teacher will use the cooperative methodology of group learning. The class will rely heavily on the medium of technology such as the Internet, Word Processing, and PowerPoint software<br />Materialistically speaking, the computer will be the main piece of equipment in use. However, prior to the lesson, the teacher will prepare handouts of the rules pertaining to use of the computer<br />He will, prior to the class, research appropriate websites and prepare research questions pertaining to the various website to be used as handouts <br />Based on the websites that the teacher approved he will create a list of test questions <br />
U: Utilize Media and Materials <br />Preview the Material:<br /> The teacher will preview appropriate websites in his search for material for the lesson.<br />Prepare the Materials:<br /> All hand-outs, Rules for use of the computer, websites and questions etc., will be printed and copied before the class<br />Prepare the Environment:<br />The teacher will use the computer lab where the environment is always set-up for working in teams.<br />Prepare the Learner:<br />The teacher will distribute the handouts.<br />Based on the handouts, there is a ten minutes discussion to make sure that students clearly understand their instruction. <br />
R: Require Learner Participation<br />Students will work collectively in teams of six persons per group. The breakdown of the groups is as follows:<br />Internet surfing team – 2 students, each will take turns at surfing pre-determined sites<br />Word processing team – 2 students, 1 will act as note taker while the other will be the compiler<br />PowerPoint team – 2 students, 1 will be the compiler while the other will be the presenter.<br />
E: Evaluate and Revise<br />The teacher prepared several evaluation tools for this class: <br />To make students aware of what the teacher will be looking for while evaluating, a rubric was prepared. <br />To get feedbacks of his teaching style, a survey was prepared for students to evaluate him. <br />Revision was done at the beginning of the following class. <br />The day before the following class, the teacher told the students to revise their notes on Nelson Mandela. <br />This was to prepare them for questions that would be asked before class via a prepared revisionary crossword puzzle quiz.<br />
References<br />California Department of Education: (n. d.) Arts, Media, and Entertainment Industry: Career Pathway; Retrieved from: <br /> http://www.cde.ca.gov/ci/sf/documents/ctestandards.pdf<br />
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