Вы находитесь на странице: 1из 3

Week 1 Teachers: Brainstorming : how much do kids know about the people of Mombasa and where they have

sa and where they have come


Help learners make from.
Connect connections; dev They could be aware of the different cultures but do they understand why the people and their
and wonder vocabulary; recognize ‘ancestors’ came to Mombasa.
content of text Pictures of people from different backgrounds could stimulate this discussion easily.
structure;
interdisciplinary Teacher questions to facilitate discussion: look at these buildings. Who built them? Why are they
different? The food of Mombasa – different cultures and yet we call it our own. Why?
Students:
Make connections to The purpose of this discussion is to make the children aware that Mombasa has a lot of history where
self, text, and world; people from all parts of the world have come and contributed to the current flavor of the city
ask questions and
make predictions. Summary of activities this week:
Brainstorming using imagery. Lots of oral discussion to activate prior knowledge.
Strategies: Once they kids are “aware” of what they know, we can hand them the KWL chart. While discussing,
Imagery, KWL, small their queries can be put up on the board. Kids who are quiet will be given the option of using post- its to
group discussion, plant their questions on the query board. The kids will fill up questions they feel are relevant.
brainstorm, webbing. Empowerment!
Go to 280slides for imageryhttp://280slides.com/Viewer/?user=55345&name=Old%20is
%20gold&fullscreenesentation
Monday: imagery (structures)
Students will be: Tuesday: continue showing imagery (food)
Wednesday: Introduce central idea etc…Draw concept map of what you know so far
Sort questions Thursday: Use concepts to ask meaningful questions (change, connection etc)
Friday: KWL chart
Week Organizing
2 and 3 Students will generate and sort questions. They can use linoit.com to sort questions according to their
Skimming level of importance (at least 9 questions) They will choose two questions that they feel passionate about
Investigate and predict the answers to the best of their ability. They will then decide which source of information to
Scanning pursue (library, people, and internet) For this activity they can work in pairs. They will collaborate using
http://ietherpad.com to collaborate from home as well. All their analysis (including prediction) will be
Observing posted on the blog.
This is an independent research activity that they will need to carry on throughout this week. Teachers
Collaborating will create a monitor chart where students will visually indicate at which stage of inquiry they are.
(This will be their unit homework every day)
Composing In the meantime, during class time. Teachers will set up centers which will aid investigation in order to
build up their appreciation skills etc.
Drawing Monday-Before this, we will spend one day creating an archaeologists journal using tea and candles.
Centre 1: Students will watch YouTube videos and write in their journals as a follow up activity.
Discussing Center 2: students will go to the artifact centre where they will draw the artifact in their archaeologists’
journal, label and use concept questions to stimulate their thinking. They will be encouraged to answer
Reflecting the questions themselves. (This can be a group activity).They will also measure length, width, volume,
area and perimeter wherever applicable. Teacher will be guiding them at this station.
Centre 3: Students will use Exploring History Africa by I.Ibazebo. They will have to answer some
Teacher will have questions which the teachers will pose. They will need to skim, scan and use post-its to record
following mini lessons: information and answer in paragraphs using their own words (research skills) Two books (two groups)
will be available. They share and revise their answers when they collaborate with the other group after
 Skimming they complete their work
 Scanning Center 4 : Students will use a world map and trace the trade routes using the above book to guide
 Descriptive them. They will need to focus on what was being traded and also find out and indicate in the map why
language the people came to Africa(?)
 Features of a Centre 5: Students will look at pictures of old artifacts and describe them in great detail. (mini lesson
non-fiction with sample of some descriptive language should be up on classroom walls)
text

Week 4 In this phase, students In order to revise thinking:


will look back at their Class conversations
construct inquiries and see Peer to peer discussions
whether they have Quick speaks
built new Quick writes
understanding, gained Journaling
new knowledge and Filling up the L in the KWL chart after these activities.
can explain then in
context to their
previous knowledge

Express Organizing work


phase Writing reports using
editing process
Choose format of
expression

Вам также может понравиться