LESSON PLAN OUTLINE

JMU Elementary Education Program

Maci Dyer
Walker
IDLS 400
3rd Grade
November 20, 2013

TITLE OF LESSON (Day 2) Tanzania: geographical, culturally, and religiously

CONTEXT OF LESSON
The lesson is appropriate for children at this time, because it allows them to see
other cultures, while showing diversity of the area. Books that show other cultures,
brings up questions and when those questions are answered it builds knowledge.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will use effective

Plan for Assessment

I will be roaming around as the students are reading and

communication in their groups.

discussing what they read and I will be able to observe

2. The students will be able to

if they are able communicate within their groups.

After discussing what they read in their group they will

read the book and present to the

then share as a group what they came up with. Each

class what they read and why it

person must participate and I will be able to observe if

relates to the lesson.

they understood what they read by their reasoning of

the importance.

3. The students will be able to

I will provide an assignment for each student

compare what they read about the

individually to make a van diagram to compare and

people in Tanzania to their own

contrast their life with the people from Tanzania

lives, rather it be alike or very

according to books.

different.

RELATED VIRGINIA STANDARDS OF LEARNING

English
o 3.1 the student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said.
b) Ask and respond to questions from teacher and other group members.
c) Explain what has been learned.
d) Used language appropriate for context.
e) Increase listening and speaking vocabularies
o 3.2 The student will present brief oral reports using visual media
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to
communicate ideas.

MATERIALS NEEDED

Books:
o Feelings, M. (1992). Jambo means hello. Puffin.
o Kroll, V. (1992). Masai and i. New York City, US: Aladdin.
o Smith, A. (1990). Akimbo and the elephants. U.K.: Mammoth.
o Weil, A. (2008). Meet our new student from tanzania. Mitchell Lane
Publisher.
Paper
Van Diagrams

PROCEDURE:

PREPARATION OF THE LEARNING ENVIRONMENT: I will have the desks

grouped with names of where I want the students to sit. I want to group the children
together based on reading levels. I have three different groups and three different
books of different levels; I did this because I dont want any group to feel that they
are to the advantage or disadvantage. Each book share similar messages about life
in Tanzania. Based on their reading level will be the book I choose for their group.
Masai and I will be placed at the table of lower level readers, Meet Our New
Student From Tanzania for the students that are on a third grade reading level, and
Akimbo and the Elephants for the more advanced readers.
INTRODUCTION AND ORGANIZATION: Look through the book and see
what do you think the book will be about. Write a sentence or two of what you think
the book is going to say about Tanzania. Then refer back to the KWL Chart if there
are any more questions you want to know add them into the second column and as
they are answered write them in the third column. Once you finish writing, begin
reading. Each group will begin reading out loud in their groups.
IMPLEMENTATION: Then each group is to talk with each other what they
thought of the book and come up of what they are going to share with the class.
Each group will be different, which will help the class get a better picture of
Tanzania and the citizens within. Then I will add to what they say by saying that
Tanzania has two native languages Swahili and English. Why do you think they
have to know two languages? Do you think it has to do with the location of the
land? (Some will say yes and we can have a discussion on two languages is how
they communicate.) There are over 100 tribal languages and in order to
communicate they need to know English. The group who read Masai and I can tell
us more about the Masai tribal group. (Let them talk on what they learned.) How
many of you know another language?(You might have a few and if you do let them
share why they learned two languages and the reasoning will be similar.) All of the
National Exams in Tanzania are in English, when the majority of population speaks
Swahili. (Let the students comment on what they think.) How would you like to
take a test in another language? (Not me, not me) Most of the schools in
Tanzania are private boarding schools where they have to pay to go to school. They
do have public, but they are in certain locations and do not provide a good

education. The United States citizens pay taxes that allow us to come to school for
free every day. The people that cant pay to go to school cant learn. Students have
to have a uniform to attend public or private school. This makes everyone look the
same even though they come from different tribes. (Show them a list of ethnic
groups and tribe just to show them how diverse the population is in the schools and
why English is important for them to communicate even though it is hard for them.)
CLOSURE: To finish the day off I want for everyone to make a diagram of how
your life is similar or different from a Tanzanian students life. (Individual work)
We will use this again later on in the week. Make sure you put some thought into
what you are writing. Everyones will be different, because every one of us is
unique.
DIFFERENTIATION: I have set my lesson plan in groups based on reading levels and
different books, so no group feels left out. Not one group is secluded. There are many
skills being used throughout this lesson that students can ask me questions and their
peers. I have created a safe environment so all student can talk with all attention focused
on them.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
The students might not understand what diverse means; I would have to take time to
explain having people of different race, religion, and ideas that are in one place for
similar reasons in this case.