Section E1 - Lesson Plan

1
DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
Subject
Social Studies
LESSON PLAN: # in Unit plan School visit/Field Day
TEACHER: Miss. R. Phoolchan SCHOOL: Princes Town West Secondary School DATE:
CLASS/FORM:3 No. in class: 20 TIME:9:00 am – 9:40 am No of period(s): 1 Duration; 40mins

Planning for the lesson
UNIT PLAN: Indigenous People
TOPIC:– African Slaves
CURRICULUM INTEGRATION AREAS across subjects and materials needed (where relevant):
 Strategies for:
Planning for inclusiveness: Geography – Trace the movement from Africa to the West Indies
Planning for literacy improvement: Reading Activity and Journal Writing
Planning for Technology Integration: Video Clip, Google Earth
Planning for VAPA integration: Video Clip
 Instructional strategies to be used and their rationale: (link to relevant learning theories)
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
2
The lesson plan:

PRE-KNOWLEDGE: Students have celebrated Emancipation Day and have heard of the term slavery.
OBJECTIVES:
At the end of this lesson, pupils will be able to:
Objectives of the lesson Classification of objectives Domain

1. Accurately trace the movement from Africa Remembering Cognitive
to the West Indies
2. Describe the experience that the slaves had Understanding Cognitive
between Africa to the West Indies
3. Examine the life of the African Slave in the Analysis Cognitive
West Indies
4. Express sympathy to the Africans who Value Affective
suffered under the slavery system.
SET INDUCTION – A video clip of the song “I am a Slave” by Mighty Sparrow will be played. The
song is accompanied by visual aids depicting the life of the slave.
Time allotted:3 mins
Teacher led discussion based on the video clip. Students are asked to express their views on what the
video/song speaks about and determine the topic for the class.
SECTION 1- Time allotted: 3 mins

Teaching points:
Using google earth, students are asked to find the location of Africa, they then trace the movement from
Africa to the West Indies.
METHOD
Teaching Strategy Student Activity Resources
Teach led discussion on where Student Discussion Speakers

the African continent is located Projector
within a world map. Computer
Video Clip
Students volunteer to locate Students volunteer to go up and Google Map App
Africa and the West Indies using locate Africa and the West
a Google Earth. Indies
Students trace the movement Students use a white board

from African to the West Indies marker and traces the movement
from Africa to the West Indies
3
SECTIONAL REVIEW: Teachers randomly calls on students to trace the journey from Africa to the
West Indies Time allotted:
2 mins
SECTION 2- Time allotted: 13 mins

Teaching points:
Students form 5 groups of 4.
Each child is given a copy of the lyrics from the song “I am a Slave” and each group is given one
worksheet to complete using the lyrics from the song.
METHOD
Students form groups of 4. Students form themselves into Worksheet

groups of 4 Handout with lyrics
Students are given a copy of the
lyrics for the song “I am a Students use the words of the
Slave”. lyrics to complete the worksheet
Groups work together to

complete worksheet by using the
lyrics from the song.
Students read the lyrics together Students read the lyrics of the
as a class and share their songs as a class. Members from
responses different groups share their
answers to the worksheet.
SECTIONAL REVIEW: Oral Questioning Time allotted: 1 min
SECTION 3 - Time allotted:12 mins

Teaching points:
Each group is assigned a verse of the song and instructed to perform that verse
METHOD
Teacher assigns one verse to Speakers
each group and instructs them to Students prepare to perform Projector
perform the verse. their assigned verse. Computer
Video Clip
Students are informed that they Lyrics
4
should express the emotions

attached to the assigned verse
Teacher reminds student to

apply techniques learnt in their
music sessions such as using
their body as a rhythmic
instrument, whereby clapping or
stamping of the feet to help
depict the expression of the
assigned verse.
Students are also guided to Students during their

focus on the video shown in the performance give a pictorial
set induction to visualize the life representation using different
of the slaves. emotions to show the life of the
African Slave, while the music
Teacher plays the music slowly is played soft in the background
as students perform each verse. to enhance the performance
CLOSURE – Brief review of the concepts covered Time allotted: 1 min
FINAL EVALUATION – Students complete a Journal Time allotted: 5 mins
FOLLOW-UP ACTIVITIES/LESSON:
TUTOR’S COMMENTS
I am a Slave I'm a slave from a land so far

Mighty Sparrow I was caught
5
And I was brought here from Africa To answer me when ah call

I'm a slave from a land so far We had to chant and sing to express our feelings
I was caught To dat wicked and cruel man
And I was brought here from Africa That was the only medicine to make him listen
Well it was licks like fire And is so calypso began
From de white slavemaster
Everyday I down on knees Oh when dey make you work
Weeks and weeks before we cross de seas Oh Lord you work
To reach in de West Indies Good lord no pay
And den you toil and toil
And den they make me work And toil and toil
Oh yes ah work So hard each day
Good lord no pay I'm dying...
Ah toil, ah toil Yeah, oh Lord I'm crying...
Ah toil, ah toil Oh...
So hard each day Oh Lord I wanna be free!
I'm dying...
Yeah I'm crying... Times have changed in so many ways
Oh... Till one day somebody said
Oh Lord I wanna be free! "Free de bloody slaves"
I was then put out on the street
Many times ah wanted to run Ah got no food, got no clothes
But de English slavemaster And no place to sleep
Standing dey wit de gun I had no education
Oh I know he going to shoot to kill And no particular ambition
So ah stay, ah stay and ah pray This I cannot conceal
But ah planning still Forgot my native culture
I study night and day how to break away Ah lived like a vulture
Ah got to make a brilliant escape From de white boss ah had to steal
But everytime ah tink 'bout de whip an' dem He made me work
dogs
Meh body does start to shake Oh yes ah work
Oh Lord no pay
Because dey made me work Yeah yeah yeah ah toil and toil
Oh yes ah work And toil and toil
Oh good lord no pay So hard each day
And den ah toil, ah toil, I'm dying...
Ah toil, ah toil Oh I'm crying, oh dying...
So hard each day Oh...
I'm dying... Oh Lord, Lord I wanna be free
I'm crying...
Oh...
Oh Lord I wanna be free!
In my heart, there was much to say
Ah always hope de boss
Woulda listen to me some day
Although he knew
My request was small
It was de sting ah the whip there
6
African Slaves
Work Sheet
Write the answers to the following questions in the space provided.
1) The slaves were taken from ____________________ and brought to

_______________________.
2) How were the slaves recruited from their homeland?
______________________________________________________________________________
3) Describe how the slaves were treated while on the ship from their home land to the plantation.
______________________________________________________________________________
4) Based on the lyrics, how long did it take them to reach to the West Indies?
______________________________________________________________________________
5) State any 2 forms of hardship the slaves were faced with while on the plantation.
______________________________________________________________________________
______________________________________________________________________________
6) Explain what actions the slaves wanted to take while on the planation and state what held back
this action.
______________________________________________________________________________
______________________________________________________________________________
7) Describe how the slaves expressed themselves and state why this method was selected by
them.
______________________________________________________________________________
______________________________________________________________________________
8) Express what you believed would have happened after the slaves cried out “Oh Lord I want to
be free”.
______________________________________________________________________________
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NAME____________________________________
CLASS ___________________________________
ASSIGNMENT: Journal Entry
Instructions – Imagine your dad was an African Slave that worked on the plantation. Write one
paragraph on how this will make you feel and express why you would have such feelings.

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1

DIPLOMA IN EDUCATION PROGRAMME

CLASS/FORM:3 No. in class: 20 TIME:9:00 am – 9:40 am No of period(s): 1 Duration; 40mins

UNIT PLAN: Indigenous People

TOPIC:– African Slaves

Planning for literacy improvement: Reading Activity and Journal Writing

Planning for Technology Integration: Video Clip, Google Earth

Planning for VAPA integration: Video Clip

The lesson plan:

Objectives of the lesson Classification of objectives Domain

SECTION 1- Time allotted: 3 mins

Teach led discussion on where Student Discussion Speakers

Students trace the movement Students use a white board

SECTION 2- Time allotted: 13 mins

Students form groups of 4. Students form themselves into Worksheet

Groups work together to

SECTIONAL REVIEW: Oral Questioning Time allotted: 1 min

SECTION 3 - Time allotted:12 mins

should express the emotions

Teacher reminds student to

Students are also guided to Students during their

CLOSURE – Brief review of the concepts covered Time allotted: 1 min

FINAL EVALUATION – Students complete a Journal Time allotted: 5 mins

I am a Slave I'm a slave from a land so far

And I was brought here from Africa To answer me when ah call

Write the answers to the following questions in the space provided.

1) The slaves were taken from ____________________ and brought to

2) How were the slaves recruited from their homeland?

ASSIGNMENT: Journal Entry

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