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DIPLOMA IN EDUCATION PROGRAMME

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

Subject: History

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

TEACHER: Mr. J. Spence SCHOOL: St. James Secondary DATE: 07/02/2020

CLASS/FORM: 2 No. in class: 15 TIME: No of period(s): 1 Duration: 35 mins

Planning for the lesson

TOPIC: Historical Sites and Landmarks

CURRICULUM INTEGRATION AREAS: Social Studies, Geography, Art, English

 Strategies for:
Planning for inclusiveness: Cooperative Learning (group work)

Planning for literacy improvement: Reading of passages about specific historical sites, Vocabulary
building exercise (word association)

Planning for Technology Integration: Use of Doodly and YouTube videos and PowerPoint

Planning for VAPA integration: Creating a poster to raise awareness

 Instructional strategies to be used and their rationale: (link to relevant learning theories)
1. Video and PowerPoint serves to integrate verbal and visual representation of new as well as
prior knowledge - Cognitive Theory
2. Interactive Presentation Method serves to make the students into “active learners” as well as
build on their previous experiences. - Constructivist Theory
3. Inductive Concept Method where the students, using examples that are provided, are led to a
conceptual understand. – Constructivist Theory
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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. Define the term historical sites Knowledge Cognitive

2. Identify at least three historical sites in their Knowledge Cognitive

community

3. Classify historical sites into various categories Application Cognitive

4. Examine the historical significance of these sites Analysis Cognitive

to their community

5. Show a concern for preserving these sites for Valuing Affective

future generations

SET INDUCTION: A virtual tour of St. James and the Port of Spain environs using a Doodly video.
Time allotted:

SECTION 1- Time allotted:

Teaching points:
- Identify words associated with historical sites
- Define the term “historical site”
- Identify categories of historical sites

METHOD
Teaching Strategy
Teacher will give word puzzles
for the students to be able to
piece gain an insight into what is
a historical site (Egs. Old, past,
ancient, heritage, story,
important, culture, pride, place,
environment, community,
nation, location, monument,
memorial, legacy)
Student Activity Resources
Students will work in groups to Computer, projector,
figure out the word puzzles and PowerPoint presentation,
identify words associated with speakers, worksheets, cardboard,
historical sites markers, whiteboard
Work in groups to come up with
a working definition of what a
historical site is using the words
highlighted in the concept map.

Teacher uses a concept map to

identify the words associated
with historical sites to provide
enough context for creating a
definition.
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SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted:

Students work in groups to classify the historical sites put on display into the categories (cultural, civic, ecological,
architecturally important)

SECTION 2- Time allotted:

Teaching points:
- Identify some historical sites in their community i.e. St. James Barracks, Fort George, Roxy
- Examine details of each locations and why they are important

METHOD
Teaching Strategy
Teacher uses pictures of
historical sites in the area to
bring awareness to the
significance of these sites.
Student Activity
Students will work in their
groups to put together a puzzle
together and identify three
historical sites
Resources
Worksheets, puzzle, glue,
excerpts (readings), markers,
rulers, cardboard sheets

Students will read different

articles about the historical sites
they have identified and take
note of the facts.

Students will present their

findings to the class afterwards.

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted:

SECTION 3 - Time allotted:

Teaching points:
- There is a great need for us to preserve our historical sites: for future generations, national pride,
tourism etc.

METHOD
Teaching Strategy
Teacher uses videos to initiate a
discourse with the students
about why and ways in which
they can preserve historical
sites.
Student Activity
Students after watching video
will brainstorm:
-reasons why they should
preserve their historical sites
-ways in which they can
preserve historical sites.
-demonstrate at least one way in
which they can raise awareness
about preserving historical sites.
Resources
Computer, projector,
PowerPoint presentation,
speakers, worksheets, cardboard,
markers, whiteboard, coloured
pencils, ruler
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CLOSURE (How will you end the lesson?)– Time allotted:

- Use quotes about our history and the importance to preserve

FINAL EVALUATION – Time allotted: Reasonable level of achievement: Related Objective(s)

to be tested and accompanying Table of Specification

FOLLOW-UP ACTIVITIES/LESSON:

TEACHER’S REFLECTION ON THE LESSON: (minimum of 250 words)

use the DIEP model –( https://emedia.rmit.edu.au/learninglab/content/how-use-diep-0)

 Describe the insight

 Describe the circumstances
 Interpret what the insight means
 Evaluate
 Plan and transfer new learning

TUTOR’S COMMENTS