LESSON PLAN

Name: Jeremiah Beaver Date: 2/1/2024 Lesson Start and End Time:
9:29-10:19 (50 minutes)

Academic Area: Grade Level: 11th Co-op initials with date:

Social Studies
Pre-Instruction Planning
Topic Research Assignment on Nigeria
PA Anchor/Standard or Standard - CC.1.4.9-10.V
Eligible Content
Conduct short as well as more sustained research projects
to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
Lesson Objectives Students will be able to:
 Navigate the web to locate accurate answers to content
specific questions.
 Identify key characteristics of Nigeria that will be
referenced in the novel study.
Materials Chromebooks, Modern Nigeria WS, Igbo Culture WS,
Colonialism in Nigeria WS, Pencils/Pens, PowerPoint
Planning for Learners Differentiation:
Process:
The process of the lesson will be differentiated through multiple
means of engagement. Students will engage with the content
through online research, peer teaching, and collaborative
groupwork.
Modifications/Accommodations:
Pd 3: Students will be given additional information to find and
encouraged to make deeper connections to the content.
Pd 5: GIEP students will be encouraged to lead their discussion/
research groups.
Pd 7: IEP students will be given the option to complete the
assignment online so that they can complete it at home if they
aren’t able to finish in class.
Lesson Presentation
Introduction 1. Review Kahoot

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 To begin the class, students will play a Kahoot that covers
questions about Chinua Achebe and answers to the exit slip from
Monday. Several students will miss Wednesday’s lesson on the
Yeats poem so take a moment to cover the key points and
provide any materials they did not get.
Sequence of activities 2. Lecture Segment (5-7 minutes)
including assessments Following the Kahoot, pass out the worksheet for Modern
Nigeria. Inform students that they will be conducting
independent research today on some topics relevant to the novel.
Then, as a class, have students research the answers for the
Modern Nigeria WS. Make sure to model for students the
following skills:
 How to locate information using a search engine
 How to tell if a source is reputable
 Validating source information
3. Research Activity (15-20 minutes)
Following the introduction activity, divide students into 2
different groups and give each group a different portion of
Nigeria to research. The 2 portions are as follows:
 Colonialism in Nigeria
 Ibo Culture
Each group will use their devices to research the answers to
these questions. After doing research, each group will answer a
final question that forces them to think critically about the
content they wrote down.
4. Peer Teaching Activity (8-10 minutes)
After each group has completed their research, each group will
come to the front of the class and tell students what they found.
The groups that are listening will write down the answers
provided by the other groups. Prep students as they are doing
research by letting them know that they will be presenting their
findings. Encourage them to provide additional information that
is helpful to answering the assigned questions. If students do not
provide the information, ask questions during their presentation
to help clarify the content.

Lesson Wrap-up 5. Potential Bonus Activity

At the end of the class, provide students the opportunity to
complete a bonus assignment by doing additional research. To
complete the assignment, students simply have to write 4-5
sentences on an interesting fact about Nigeria, or the Igbo, and
why it is important. Students can submit it before they leave or
when they come to class tomorrow.
Self-Evaluation Today’s lesson went extremely well. The scaffolded design of
the lesson provided the students with an example of how to
conduct research before they were released into groups which
resulted in them being much more productive. Students were
engaged in communication with their group members and were
focused on their research topics. Students felt comfortable
asking questions when they needed help or were confused. In
the future, I would make this a 2-day lesson and have each
group create a visual for their research information. This
addition would give students an opportunity to work on their
public speaking skills and would help the other group make sure
that they wrote down all relevant information. I also would give
students more time to answer questions. I felt that I rushed
during the lesson at times. By making it a two-day lesson,
students would have plenty of time to think of meaningful
responses.

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