Lesson Plans

Instructional strategies can be defined as techniques that teachers use to help students become

independent, strategic learners.

The instructional strategies utilized in Lesson Plan #1 are:

 Verbal cues, questions to activate prior knowledge

 Cooperative learning – small groups, each with students of different levels of ability

 Modelling

 Graphic organizers

The instructional strategies utilized in Lesson Plan #2 are:

 Cues, questions to activate prior knowledge

 Cooperative learning – small groups, each with students of different levels of ability

 Drama

 Adapting to learning styles/multiple intelligences

 DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

SOCIAL STUDIES
LESSON PLAN # 1

TEACHER: Ms. Giselle Johnson

SCHOOL: Valencia Secondary DATE:

FORM: 2 S No. in class: 27 students No. of period: 1 Duration: 40 mins.

UNIT PLAN: How We Govern Ourselves

TOPIC OF LESSON: Why Do We Need A Government?

PRE – KNOWLEDGE: Students know that they reside in a democratic society which is ruled

by a group of elected individuals.

OBJECTIVES: Students will be able to:

1. Derive a definition for the term government. (Cognitive-Remembering)

2. Create a graphic organizer examining the consequences for citizens and a

country if there is no government. (Cognitive-Creating)

3. Explain the need for government in any country. (Cognitive-Understanding)

4. Participates in a class discussion about government. (Affective-Responding)

5. Listen to others with respect by remaining silent when another student is making

their oral and visual presentation. (Affective-Receiving)

 SET INDUCTION: Time allotted (3mins)

The teacher will begin the class by displaying a poster with the word “Government”

written in bold type, brightly coloured letters.

SECTION 1 – Time allotted 30 mins

Teaching points:

1. A government can be defined as a group of people who manage the affairs or goals
of a country, as well as regulate activities of its society.
2. We need a government for the following reasons:

- convenience

- qualification of leaders

- a group accomplishes more than an individual

- law and order

Teaching strategy: Student Activity: Resources:

The teacher will elicit from Students will respond orally. A poster with the word
students’ the main concept ‘Government’ written in bold
of the lesson: type brightly coloured letters

1. What word is
written on the
poster?’
2. Where have you
seen this word
before?
Group work:

Students will be divided Students will be placed in Brightly coloured sheets of

into groups of no more than small groups of no more than bristol board, coloured
four students per group. four students per group. pencils, markers, metric
rulers and instruction sheets.

The teacher will provide The students will receive the

each group with two brightly coloured sheets of
brightly coloured sheets of bristol board.
bristol board.

The teacher will create a

replica of a graphic The students will view the
organizer on the graphic organizer on the
whiteboard. whiteboard to create a replica
of one.

The teacher will give each

group instructions that will The students will use the
be used to create their instructions given to create.
graphic organizers.

Teacher led discussion:

Teacher will ask each Students will use the brightly

group to make a coloured graphic organizers to
presentation based on the make an oral and visual
graphic organizers they presentation.
created.

The students will listen

The teacher will listen to attentively to the teacher’s
each group present and feedback.
offer feedback.
Teaching strategy:

Teacher will elicit from Students will respond orally. Whiteboard, whiteboard
students’ a definition for markers and teacher made
the government. The handouts.
teacher will extend these
definitions where
necessary to include
aspects not included.

Students will be provided

Students will receive and read
with a handout on the
silently the handout given.
definition for the term
government and the
reasons for government.

Time allotted 3 mins

SECTIONAL REVIEW: and feedback (formative assessment strategies)

Students will write one paragraph explaining the need for government in any country.

LESSON CLOSURE: Time allotted 4 mins

Students will recap the main points of the lesson orally.

FINAL EVALUATION:

 Define the government. (Objective #1)

 Examine the consequences for citizens and a country if there is no government
(Objective #2)
 Explain the need for government in any country (Objective #3)

FOLLOW UP ACTIVITY- Structure of central government

TEACHER’S REFLECTION ON THE LESSON:

TUTOR’S COMMENTS:
 DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

SOCIAL STUDIES
LESSON PLAN # 2

TEACHER: Ms. Giselle Johnson

SCHOOL: Valencia Secondary School DATE:

FORM: 2 S No. in class: 27 students No. of period: 1 Duration: 40 mins.

UNIT PLAN: How We Govern Ourselves

TOPIC OF LESSON: Functions of Government

PRE – KNOWLEDGE: Students can define the term local government. Students will also

have experiences with school transportation, the school feeding programme and are students

of a government school.

OBJECTIVES: Students will be able to:

1. Identify the functions of local government. (Cognitive-Remembering)

2. Design a poster illustrating the functions of central government.

(Cognitive-Creating)

3. Participates in a class discussion about the functions of government.

(Affective-Responding)

4. Listen to others with respect by remaining silent when another student is making

their oral and visual presentation. (Affective-Receiving)

SET INDUCTION: Time allotted (3 mins)

Four students will enter the classroom wearing a sanitation workers clothing. The skit rendered

will be on the functions of local government.

SECTION 1 – Time allotted 30 mins

Teaching points:

 The functions of local government includes:

- land and development activities such as drainage, clearing and maintenance of rivers
in accordance with national laws
- constructing and maintaining minor roads, bridges, road signs and pedestrian
crossings
- providing and maintaining community services such as taxis and shelters, water
supplies, markets, abattoirs, cemeteries
- collecting and disposing of garbage.
 The functions of central government includes:
- raise revenue
- infrastructure including roads, schools, hospitals, water, electricity, sewage disposal
- build relationships with other countries to manage potential conflicts
- national security by providing the police, armed forces and coastguards to ensure
external as well as internal security
- social services such as health and education
- economic policies to encourage businesses to flourish and grow and help create
employment.
Teaching strategy: Student Activity: Resources:

The teacher will elicit from Students will respond orally. Sanitation workers’
students’ the functions of uniforms, whiteboard,
local government whiteboard markers.
identified in the skit used in
the set induction.

The teacher will engage the

students in a class The students brainstorm
discussion on “Functions functions of local government.
of local government”.
Group work:

Students will be divided Students will form mixed Handouts illustrating

into groups of no more than ability small groups of no more functions of central
four students per group. than four students per group. government, markers,
pictures, bubble cut outs.

The teacher will provide The students will receive the

each group with handout handout and the bubble cut
illustrating functions of outs.
central government and the
bubble cut outs.

The teacher will give the Students will work in groups.

students questions based
on the handout given to
each group.

Teacher led discussion:

Teacher will ask each Students will use the handout

group to make a given to make an oral and
presentation based on the visual presentation explaining
handout given to them. the function of central
government on the bubble cut
outs.

The teacher will listen to Students will give their

each group present and responses orally.
offer feedback.
 Teaching strategy:

Students will be provided Students will receive and read Whiteboard, whiteboard
with a handout on the silently the handout given. markers and teacher made
functions of local and handouts.
central government
identified in the lesson.

Time allotted 3 mins

SECTIONAL REVIEW: and feedback (formative assessment strategies)

Explain the functions of central government (oral and written responses will be provided by
students).

LESSON CLOSURE: Time allotted 4 mins

Students will be given an exit slip by the teacher.

Students would:

 State two things they liked about the lesson

 List two things they learnt
 Identify one term or word they are not clear on
FINAL EVALUATION:

 Identify the functions of local government (Objective #1)

 Explain the functions of central government (Objective #2)

FOLLOW UP ACTIVITY– Systems of government

TEACHER’S REFLECTION ON THE LESSON:

TUTOR’S COMMENTS: