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DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

Subject

LESSON PLAN: #3 in Unit plan School visit/Field Day

TEACHER: R. Phoolchan SCHOOL: Princes Town West Secondary DATE:

CLASS/FORM: 2 No. in class: 20 TIME: 9:00 am - 9:40 am No of period(s):1 Duration: 40 mins

Planning for the lesson

UNIT PLAN: Personal Development

TOPIC: Types of Groups

CONCEPT map /graphic organizer of knowledge required for lesson or Unit: see attached *

CURRICULUM INTEGRATION AREAS across subjects and materials needed (where relevant):
 Strategies for:
Planning for inclusiveness: Visual learners, Auditory, Intrapersonal & Interpersonal Learners

Planning for literacy improvement: Reading and Writing

Planning for Technology Integration: YouTube Video

Planning for VAPA integration: Youtube Video

Collaborative Learning- learning takes place through the interaction’s students have with their peers,
teachers and other experts - Social Learning Theory Vygotsky (1962)

Oral Presentations- “oral presentations help students to work collaboratively and make it easier to focus
on a specific area useful for future work”. Brown (1996) - Constructivist Learning Theory Brooks and
Brooks (1993)
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The lesson plan:

PRE-KNOWLEDGE required (what knowledge/experiences do students bring to this lesson?)

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

1. Identify 4 types of groups Knowledge Cognitive
2. Explain the difference between primary and Analysis Cognitive
secondary groups and formal and informal
groups.

3. Work co-operatively as a group to complete Responding Affective

assigned task

SET INDUCTION: – Students look at a short video clip, depicting the 4 different types of groups, and
the main characteristics of each Time allotted: 4 mins

From the video students will:

 Guess the topic today
 Identify the 4 different types of groups
 State the main characteristics of the groups

SECTION 1- Time allotted: 10 mins

Teaching points:
1. Students will engage in an activity using the Jig Saw strategy.
2. Students will work in groups of 5 to summarise a passage
3. Each member of the home group summarises a different paragraph
4. Students discuss key points with expert groups
5. Students return to home group and teaches each other about their paragraph
METHOD
Teaching Strategy Student Activity Resources
Students will engage in an  Coloured Chit
activity using the Jig Saw  Passage
strategy.  YouTube video link
 Speakers
They will be assigned in groups Students form their self in  Computer
of 5, with each member of the groups, ensuring each member  Projector
home group holding a different has a different colour chit.
 Whiteboard Markers
colour chit.
 Whiteboard duster
Each group has to summarise a
passage with each member of Students summaries a passage,
the group summarising a with each member responsible
different paragraph. of a different paragraph.
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Students will then join members Students form their expert

of their expert group (persons groups, as they join with the
with the same colour chit and same colour chit members and
same summarised paragraph) they discuss the main point
Students will discuss their within their paragraph.
passage and ensure member
understands it and has the main
points.

Students then move back to their Students move back to their

home group, whereby they will home group and discuss with
be given an opportunity to share each other the contents of their
the key points in their paragraph paragraph. Each student within
with the other members. the group gets an opportunity to
teach their members.
Students discuss with their
members the name of the group
that was discussed in their
paragraph and the characteristic
of the group.

SECTIONAL REVIEW: Oral Questioning - One person from each group will share for the class the main
points about their paragraph. Teacher ensures all 4 color codes get a chance to share

Time allotted: 2 mins

SECTION 2- Time allotted: 10 mins

Teaching points:
Students work co-operatively in their groups to complete two tables (Table 1 – comparing primary and
secondary groups and Table 2 – comparing formal and informal groups).

METHOD
Teaching Strategy Student Activity Resources

Students work co-operatively in Students use guided questions to  Guided Questions

their groups to complete two complete each table  Bristol Board
tables (Table 1 – comparing  Markers
primary and secondary groups  Rules
and Table 2 – comparing formal
and informal groups)

Students use guided questions to

complete the tables
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SECTIONAL REVIEW: Groups members present their charts (2 groups present on formal and informal
groups and the remaining 2 groups present on formal and informal groups). Time allotted: 8 mins

CLOSURE– A recap would be done listing the types of groups and explaining the differences in
characteristics. Time allotted: 2 mins

FINAL EVALUATION – Worksheet Time allotted: 4 mins

FOLLOW-UP ACTIVITIES/LESSON: Group Cohesion

TEACHER’S REFLECTION ON THE LESSON:

TUTOR’S COMMENTS
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Groups
Read carefully and summarise key points

Social groups can be classified according to their size and the nature of the relationship which
exists among the members. Your family, your class or the friends you study with are all example
of primary groups. They are primary groups because they are small and all the members interact
with each other face to face, frequently and intimately.

A secondary group is usually larger than a primary group. As a result, one would expect that the
intimacy associated with the primary group is lost. Secondary groups do not meet as frequently
as primary groups. A church, school, political party or trade unions are all examples of secondary
group.

Groups may be formally or informally structured. Formal groups usually have procedures
whereby persons may become members. They may have clear lines of authority with elected or
appointed leaders. A constitution maybe drawn up outlining the goals of the group and the rights,
duties and the obligations of members. Members are expected to conform to the norms of the
group. Examples of formal groups include a trade union, a national police force and a Parent
Teacher Association.

Informal groups have no formal structure, there is no written rules controlling the behaviour of
their members. Roles and goals arise spontaneously with the changing activities of the group.
Examples of informal groups include a study group, a group of friends at school or at the office
or a group of boys or girls who always spend a lot of time on the block.
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WORKSHEET # 1
Work in your “home group” to complete the both tables.

Table 1

Comparing Primary and Secondary Groups

FEATURES PRIMARY GROUPS SECONDARY

SIZE

DEGREE OF INTERACTION
AMONG MEMBERS
TYPE OF RELATIONSHIP
AMOMG MEMBERS
EXAMPLES

Table 2:

Comparing Formal and Informal Groups

FEATURES FORMAL GROUPS INFORMAL GROUPS

SIZE

LEADER

RULES

GOALS

MEMBERSHIP
REQUIREMENTS

EXAMPLES
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WORKSHEET # 2

1) Complete the following table

Groups which you belong to Type of Group Characteristic of the group
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HANDOUT