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DIPLOMA IN EDUCATION PROGRAMME

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

Subject: History

LESSON PLAN: #8 in Unit plan

TEACHER: Mr. J. Spence SCHOOL: St. Mary’s College

CLASS/FORM: 1 No. in class: 15 TIME: No of period(s): 1 Duration: 160 mins

Planning for the lesson

TOPIC: The African Legacy in Trinidad and Tobago

CURRICULUM INTEGRATION AREAS: Geography, English, Social Studies, Integrated Science,

Art, Maths

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

Planning for literacy improvement: Reading information on Doodly Video and handouts

Planning for Technology Integration: Use of Doodly Video, YouTube Videos

Planning for VAPA integration: Tie Dye (Art)

 Instructional strategies to be used and their rationale: (link to relevant learning theories)
1. Interdisciplinary Approach- multiple academic disciplines will be taught in this extended
session each connecting to the discipline before.
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:
History: Africans came to Trinidad and Tobago as slaves and have influenced our culture in many ways.
Definition of culture.
Science: Safety protocols involved in doing lab work. How to write up a lab.

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

Objectives of the lesson Classification of objectives Domain

1. Identify four different forms of the African Knowledge Cognitive
Legacy in T&T
2. Examine each form of the African Legacy in Knowledge Cognitive
Trinidad
3. Express in writing how the African culture has Comprehension Affective
influenced their lives.
4. Duplicate the process to prepare items for tie Imitate Psychomotor
dyeing.
5. Record the process of how tie dyeing Knowledge Cognitive
6. Execute the process of tie dyeing certain patterns Manipulate Psychomotor

SET INDUCTION: Students get assigned into groups and fill out a table assessing their existing
knowledge of African cultural forms in Trinidad and Tobago based on their living experiences. Then
present. Time allotted: 5mins

SECTION 1-Time allotted: 30mins

Teaching points:
- Africans were brought as slaves to the Caribbean.
- They’ve influenced the culture of the Caribbean in many ways.
- Class focuses on specific ways in which the Africans have influenced our present way of life (Food,
music, religions, fashion)

METHOD
Teaching Strategy Student Activity Resources
-Mr. Spence shows a Doodly -Students watch the video and Computer,
video talking about the reason then attempt add more cultural projector,
for the Africans coming to the forms to the tables they worked speakers,
Caribbean and some examples on in the set induction. whiteboard,
of how they’ve impacted on our worksheets,
present culture in Trinidad and cardboard,
Tobago. markers,
glue
-Mr. Spence uses jigsaw -Students have to assemble the
classroom to and gives the first picture puzzle first and stick
package to each of the groups. them onto the sheets of
(Each group gets a package cardboard given to them. Then
based on a different form.) read and analyse the handouts.
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-Mr. Spence switches the groups

around using the jigsaw method -Students in their new groups
and allows the groups to complete the exercise.
compile the information from
different sources. On new sheets
of cardboard.

SECTIONAL REVIEW and feedback (formative assessment strategies): Oral questioning. Time
allotted: 5 mins

SECTION 2-Time allotted: 40mins

Teaching points:
- Lab protocols for safety which mixing dyes and chemicals for tie dyeing.
- Mixing of the dyes.
- Preparing the jerseys

METHOD
Teaching Strategy Student Activity Resources
-Mr. Buckmire goes through the -Students write their names on Plastic squeeze bottles
process of pre-soaking the their jerseys using permanent Salt
jerseys in a mix of water soda markers. Soda ash
ash and salt. Procion Dyes
-Students pre-soak their jerseys. Plastic gloves
-Mr. Buckmire demonstrates Permanent markers
how to mix the dyes. -Students mix the dyes in the 100% cotton jerseys
plastic squeeze bottles. Spray bottles
Water
-Students write up the process as
a lab.

SECTIONAL REVIEW and feedback (formative assessment strategies): Oral questions based on their
presentations

SECTION 3 - Time allotted: 80 mins

Teaching points:
- There are many patterns and techniques to tie dyeing.
- Patterns to be learnt are the spiral, the horizontal fold and the scrunch methods.

METHOD
Teaching Strategy Student Activity Resources
-Ms. Ramdeen shows some - Boys choose their pattern and Jerseys. Rubber bands, twine,
YouTube videos displaying are assigned to respective group. dye, gloves, salt
three different tie dye patterns
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and showing how to fold the -They fold their jerseys

jerseys to get them. accordingly and apply dye using
the bottles that they mixed
-Ms. Ramdeen divides the boys during the previous session.
into three groups where each
group will do a different pattern.

-Mr. Buckmire and I will

oversee the other two groups
and assist the boys to make sure
they do the correct folds.

CLOSURE (How will you end the lesson?)– Time allotted:

-

FOLLOW-UP ACTIVITIES/LESSON: Boys have to finish writing up the process of tie dyeing in
their lab books and return to rinse the jerseys the next day.