Units on African-American Culture

Title: The Five "W's"
Time: Day 1- 50 minutes
Objective: Students will be able to list five aspects about Africa in their journal.
Materials: Notebook, pencil

Pre-Lesson
1. Review with the class what the five "W's" are (who, what, when, where, why).
2. Write the five "W's" on the chalkboard using the harrying bone strategy.
3. Ask the students to verbally describe what each of the five "W's" mean.

Lesson
1. Write a question using one of the five "W's" as the beginning of the question.
a. What- What is Africa?
b. Where- Where is Africa?
c. Who- Who lives in Africa?
d. When- When do you come in contact with Africa in your every day life?
e. Why- Why are we learning about Africa?
6. Ask the class to write and answer the questions in their notebooks.
7. Give the class about twenty minutes to answer the questions. After twenty minutes, start to discuss the different answers to the questions.
8. Ask the class for their answer for question, What. If no one says it is a continent that is made up of countries, the teacher should write the correct answer on the board.
9. Ask the class to answer the question, Where. After everyone has given an answer the teacher will point out where Africa is located on a map or globe.
10. Ask the class to answer the question, Who. List their answers on the board. If no one says African-Americans then add it to the list.
11. Ask the class to answer the question, When. The teacher may add some items to help the class think of more items that could be associated.
12. Ask the class to answer the question, Why. If no one answers that it is African-American month, remind them.
Post Lesson
1. On a separate sheet o paper, from their African-American notebook, ask the students to write down questions and/or things they would like to know about or research during the month.
2. Have the class hand in their notebooks and their question sheet with their names and the date printed on them.

Assessment
The students will not be given a grade , but will be called upon a lot more if these certain items are missing from their notebooks and question sheets.
· Name and date clearly written.
· The five "W's" and the questions written down in their notebooks.
· At least one question or item they would like to know more about during this unit.

Title: Vocabulary
Time: Day 2- 50 minutes
Objective: Students will be able to pronounce and define the vocabulary in their own words.
Materials: Student's African-American notebooks, pencil, overhead projector, vocabulary on overhead transparency

Pre-Lesson
1. The teacher will pronounce the first vocabulary word. The students will repeat the word. Do this for all of the vocabulary.
2. Ask the students to raise their hand if they know the vocabulary word that is pronounced.
3. Have the class write down the vocabulary words in their notebooks. Be sure they leave at least two lines between each word.

Lesson
1. The teacher will pronounce the first vocabulary word. The class will verbally define the word from their own knowledge.
2. After discussing the class' definition the teacher will write the correct definition on the overhead.
3. The students will write the definition, in their own words, in their notebooks.
4. Continue this for every vocabulary word.
5. If there is a word that a student does not understand after discussion, have the student write the correct definition in their notebook instead.

Post Lesson
1. Have the class place their notebooks on the back table to be checked later.
2. Take the overhead transparency off and put the overhead away.
3. The teacher will say a vocabulary word and if a student knows the word, raise their hand.
4. The student will give a definition of the word. If the class does not agree then another student may answer.
5. When the class agrees on a definition continue on to the next vocabulary word.
Assessment
The class will not be graded on the vocabulary words. However, their notebooks should include the following because they will receive a check if these items are included:
· name and date clearly written
· correctly written vocabulary word
· definition
· at least 11 definitions should be in their own words

Title: Physical Map
Time: Day 3- 50 minutes
Objective: Students will be able to state verbally and show, on a map, globe or atlas, three different types of environments and three different bodies of water in Africa.
Materials: Student African-American notebooks, pencil, map, globe and/or atlas, crayons

Pre-Lesson
1. Break the class into three groups. Group A will use a map. Group B will use the globe. Group C will use the atlas.
2. Have each group locate Africa on their group resource material.
3. In their notebooks, have them write what material their group is using and the information they already can find out about Africa by using their group resource material.
4. After five minutes ask each group to share two pieces of information they have found out.

Lesson
1.Hand out the first worksheet titled, Let's Look at Africa, and the map titled, A Physical Map of Africa.
2. In their group they are to read the directions on the worksheet and follow them.
3. After about twenty minutes hand out the second worksheet titled, Environments.
4. Give the class fifteen minutes to complete this worksheet.
5. Have each group raise their hands when they are done.
6. Have each group share the answers to their worksheets with the other groups.

Post Lesson
1. Have the class put their name and the date on their worksheets and turn them in to be graded.
2. In their notebooks have the class write and give a brief explanation of the three different environments and three different bodies of water found in Africa.
3. When the students are finished they may turn in their notebooks to be checked.

Assessment
1. Notebooks will not be graded , but will be checked for the required information.
· name and date clearly written
· explanation of three different environments in Africa
· explanation of three different bodies of water in Africa
2. Worksheets - must include
Five points
· name and date on each worksheet
· all 18 items (Let's Look At Africa) are clearly labeled on the physical map
· the environments are correctly colored
· all items under question two are correctly answered (Environments)
Four points
· name and date on each worksheet
· 16 items (Let's Look At Africa) are clearly labeled on the physical map
· the environments are partially colored
· the items under question two (environments) are partially answered
Three points
· name is clearly written
· 14 items (Let's look At Africa) are clearly labeled on the physical map
· the environments are poorly colored
· the items under question two (Environments) are poorly answered
Two points
· at least 10 items (Let's Look At Africa) are clearly labeled on the physical map
· the environments are not colored
· no items under question two (Environments) are answered
One point
· at least five items (Let's look At Africa) are poorly labeled
· no environments are colored
· no answers to any questions
Zero point
· no attempt was made by the student

Title:Political Map
Time: Day 4- 50 minutes
Objective: Students will be able to list at least five countries of Africa.
Materials Needed:
Map/globe, worksheets- The Countries of Africa and North or South?
Pencil

Pre-lesson
1. On the worksheet, the students will list as many countries in Africa they can name.
2. the students will sleet the person to their right to be their partner.
3. The students will share their list with their partner to se which countries they have the same and different.

Lesson
1. One member from the group will get either the map, globe or atlas. If there are not enough then two groups will have to share.
2. In three group have the students complete the two worksheets.

Post lesson
1. Go around the room and have each student name one of their countries.
2. the student has to say whether the country is north or south of the equator.
3. If the answer is north ten the student wills stand o the north end of the room and vice versa.

Assessment
Observation
When the student names a couture and goes to the right end of the room.

Title: "Ashanti To Zulu"
Day 5-50 minutes
Objective: Students will be able to list and describe five items about Africa from the letters, A-E, in their journals.
Materials Needed:
"Ashanti To Zulu" by Margaret Musgrove
African-American journals

Pre-Lesson
1. have the class state a item for the first five letters of the alphabet that deal with Africa.
2. They can not use the word Africa for the letter A.
3. Write their answers on the board.

Lesson
1. In their journals the students will write the first five letters of the alphabet leaving at least three to four lines in between.
2. The teacher will read the book "Ashanti To Zulu" to the letter E.
3. After reading have the students write in their notebook an tie that goes with each letter.

Post Lesson
1. have the students turn in their journals to be checked.
2. Hand out the sheet labeled: books I've Read About Africa.
3. Ask the students to read as many books they can.

Assessment
If every student turned I a journal and if there is the correct entry for every day they used their journal, they will receive a check to show it is done.

Title: Talk, Talk, Talk
Time: Day 6-50 minutes
Objective: Students will be ale to perform a play with African background.
Materials Needed:
The play Talk, Talk, Talk, and the instruments named in the play
highlighter

Pre-Lesson
The teacher will assign the roles in the play to each student.

Lesson
1. the teacher will pass around a highlighter. Each student will highlight their part.
2. The students will sit in a semi-circle and read their lines, out loud, in order.
3. the teacher will hand out the instruments to the members in the band part.
4. The members in the band will practice their parts.
5. Let the students know they can use their scripts. they do not have to memorize and lines.
6. practice the play once through with just the readers.
7. Practice the play again with the band and the readers.
8. Practice the play two more times or until the students know what they have to do.

Post Lesson
Ask another teacher if the students may perform their play for their class. If not, the students will perform play for the teacher.

Assessment
Students must write about their experience in the play in their African-American notebooks.

Title: Ahsnati to Zulu
Time: Day 7-50 minutes
Objective: Students will be able to listen and draw a picture of what they hear.
Materials Needed:
book- Ashanti to Zulu
white paper (six sheets for every student)
crayons, markers or colored pencils- what ever the students wan tot use to draw with

Pre-Lesson
1. The teacher will say an object and the students must draw that object. For example, apple. The students could use the color red, green or yellow and draw the apple since apples are that color.
2. Do this a few more times so the students understand what you want.

Lesson
1. Every student will write the letter of the letter of each page the teacher will read on the sheets of paper in front of them. The teacher will read the pages for the letters, F-K.
2. The teacher will read the letter F.
3. When the teacher is done the students will draw a picture that depicts what they heard. Be sure the students know that there is NO WRONG PICTURE!
4. Do this for the rest of the letters to K.

Post Lesson
1. The teacher will say on each of the letters and the student will hold up their picture that goes with that letter.
2. Do this for the letters to K.

Assessment
Every student must have a drawing for all of the letters from F-K. Have the students turn in their pictures so the teacher can hang them up in the room on the African-American board.

Title: Ashanti to Zulu
Time: Day 8-50 minutes
Objectives: Students will be able to write a haiku about one of the tribes discussed during the day.
Materials Needed:
Ashanti to Zulu book
paper, pencil
How to writ e a haiku on the chalkboard

Pre-Lesson
1. Read the section lettered L-r in the Ashanti to Zulu book tot he class.
2. Divide the class into groups of three.
3. Each group will be assigned a letter from L-R.
4. The letter (which is the first letter of the tribe) will be their title for their poem.

Lesson
1. The teacher will discuss how to write a haiku. The teacher will take a letter from the book, that is not the same letter as the students have, and create a haiku on the chalkboard.
2. Have the class work in groups to create their haiku.

Post-lesson
have each group stand up and say their haiku.

Assessment
Have each group put their names on their haiku and put the haiku’s on the bulletin board.

Title: Acrostic
Time: Day 9-50 minutes
Objective: Students will be ale to create and acrostic about an African tribe u sing the letters in their name.
Materials Needed:
Ashanti to Zulu book
computer lab
paper and pencil

pre-Lesson
1. Read the rest of the book to the class.
2. Assign each student a letter and tribe.
3. have the student write down the correct spelling of that tribe on their paper.
4. Have the students brainstorm for r a few minutes about what they would like to say about their tribe. Have them rite their ideas down on their sheet of paper..

Lesson
1. Move the class into the computer lab.
2. Have the class get into the word processor on their computer.
3. On the first line in the font 40 have the students type in the first letter of their name.
4. Change the font back to 14.
5. Have the class type a word or phrase that begins with that letter that is related to their tribe.
6. Have the class do this for each letter of their name.
7. If their name is more than six letters have them shorten their name.

Post Lesson
1. Have the class print off their acrostics.
2. Put the acrostics on the bulletin board.

Assessment
Every student must turn in an acrostic.

Title: Find the countries
Time: Day 10- 15 minutes
Objective: Students will be able to locate and circle all of the words in the word search.
Materials needed:
Word search- Find the Countries
pencil

Pre-lesson
Ask the class to name as many countries they can that are in Africa. Write these countries on the board. Ask them if they think this is all of the countries in Africa?

Lesson
1. Hand out the word search-Find the Countries to each student.
2. Tell them they have to find all of the countries and circle them when they find one.
3. Give the class fifteen minutes to find the countries.

Post Lesson
1. At the end of fifteen minutes ask how far the students are o the word search.
2. If people are not done they can take it home and finish it.

Assessment
When the students are finished with their word search they must hand it in with heir name on it. They will not be graded. The teacher wants to know if they have completed the assignment or not.
Title: Writing
Time: Day 11- 15 minutes
Objective: Students will be able to write for fifteen minutes in their journal and reflect on every thing they have done so far in the unit.
Materials Needed:
African-American notebooks
pencils

Pre-Lesson
Have the class think quietly to themselves about what they have done in the last two weeks. The teacher can be talking about some of the activities they have done.

Lesson
For the next fifteen minutes have the class write in their notebooks about what they have done and how they feel about what they have dome in the last to weeks.

Assessment
Each student must turn in their notebooks. They will get a star in their notebook if they name one item they have draw and how they felt about that item.

Title; research the People of Africa
Time: Day 12-60 minutes
Objective: Students will be able to research different people of Africa and tell the class their results.
Materials Needed:
Book- Ashanti to Zulu
Encyclopedia
library in school
Encarta CD for IBM or Mac computer (which ever is in the school)

Pre-Lesson
Have the class do the crossword puzzle. After fifteen minutes have the class break into groups of no more than three.

Lesson
1. Hand out the sheet -People of Africa.
2. Tell the class in groups you wan them to answer the questions on the worksheet. They may use the library, computer lab, encyclopedia or any other resource they feel they need to complete the worksheet.
3. The class will get 35-40 minutes to complete the worksheet.

Post Lesson
Have each group name the people they chose. Then have the group read the questions and answer them. Do this for every group.

Assessment
Have each group member put their name on the worksheet and hand in The class will get a star on their worksheet if they were able to answer all of the questions.

Title: discovery Center
Time: Day 13- 15 minutes
Objective: Students will be able to answer all fifteen questions correctly on the search cards.
Materials Needed:
Map, globe, atlas, search cards cut out and laminated, paper am pencil

Pre-Lesson
1. On the back table is the Discovery Center. Sometime during this unit every student must visit the center and complete the cards.

Lesson
1. the teache will hold up a card and read the quesiton.
2. The teacher will then say they have to find the answer by using the resources on the back table.
3. When they have found the answer they must writ the question and the correct answer on a sheet of paper.
4. When all of the cards have been answered they will turn in their sheet.
5. Each question is worth six points.

Pre Lesson
1. Ask the students if they have any questions.
2. The students are able to work on the center when all other homework is done or during recess or before or after school.

Assessment
each student must hand in a sheet with he correct answers on it for all fifteen questions.

Title: Math-Do You Know?, Science-The Animals of Africa
Time: Day 14- 60 minutes
Objective: Students will be able to complete the worksheets, Do You Know and The Animals of Africa, with 100% accuracy.
Materials needed:
Worksheets- Do You Know, The Animals of Africa
pencil
African -American notebook

Pre-Lesson
1. Hand out the worksheet- Do You Know.
2. Each student must complete this worksheet with 100% accuracy before they can continue.
3. When they are done, turn I their worksheet to be corrected. If all of the answers are correct the teacher will send the e student back to his/her seat with he worksheet titles- the Animals of Africa.
4. They may chose a partner to help them with the second worksheet.
5. The groups may be gin o their worksheet and go where they need to complete their worksheet.

Post Lesson
Ask the students what they found out about the animal of Africa. Did they find an interesting fact? If so, what taws the fact?

Assessment
1. The students must turn I both worksheets. They must be done with 100% accuracy.
2. Have each student write in their journal one interesting fact they found out about an African animal and name the animal. Turn in the notebooks to be checked.

Title: An African ABC book
Time: Day 15-19, 50 minutes each day
Objective: Students, in groups, will be ale to create, draw pictures, write an publish an ABC book of Africa.
Materials Needed:
Map, globe, atlas, African-American notebook, Ashanti to Zulu, all completed worksheets, paper, pencil, computer lab, laminator, yarn

Day 15
Pre-Lesson
1. The students will be creating an ABC book of Africa in groups.
2. Hold up the Ashanti to Zulu book as a reference.
3. The students will be given the next three days to put their book together.
4. The last day they will present their books.

Lesson
1. Divide the class into five groups.
2. Have the class brainstorm ideas that they could write about for each letter of the alphabet.
3. In each group have them put their ideas in an affinity diagram. The categories can be the letters of the alphabet.
4. The students must also draw a picture that relates to each letter and what the letter stands for.
5. the students must type out each letter an an aspect of that letter on the computer.

Post Lesson
The teacher r will answer any questions the students have.

Day 16
Work in groups on ABC book.

Day 17
Work in groups on ABC book.

Day 18
Final work day. At he end of the hour the teacher will take ether type sections and their drawings and laminate them. During the last fifteen minutes of the day the students will put their book together with yarn.
Day 19
Each group will present their book and read their book to the class.

Assessment
20 points-
every one in group participated
drawing for every letter
words, grammar and punctuation are correct
18 points
every one participated
drawing for every letter
there is at least two mistakes in their:
word spelling, grammar, punctuation
16 points
every one participated, but there was some difficulty
drawing for at least 20 letters
there were at least four mistakes in:
word spelling, grammar, punctuation

14 points
not every one participated
drawings for at least 15 letters
At least six mistakes in :
word spelling, grammar, punctuation

12 points
not every on participated
drawings for at least10 letters
At least 8 mistakes in:
word spelling, grammar, punctuation

10 points
If any attempt was made. Then grading will depend on the worksheets they completed and o their journal in their notebooks.

Bulletin Board
the board will have the name of the tribes or the names of the countries we will be studying for that day. There will also be a place on the board to hang up students work. The title on the bulletin board will be AFRICA?