Kartick Wk2 His (f3) t1 Journal

School of the Nations
Lesson Plan Template
Society Grade 9
Title of Lesson Grade Level
History Week 1
Subject Time Frame
A. Kartick
Teacher (s)
Date Developed 8th September, 2023
Date Modified 14th September, 2023
Stage 1 - Identify Desired Results
Established Goals (Transfer of Knowledge)

Students will be able to independently use their learning to:
develop:
• an interest in and enthusiasm for learning about the past
• knowledge and understanding of individuals, people and societies in the past
Learning Outcomes (Established Goals)

What relevant goals will this unit address?
(Must come from curriculum – Ministry of Education, IGCSE, AS/AL)
1. Develop an understanding of key historical concepts: cause and consequence, change and continuity, and similarity
and difference
Enduring Understandings (Meaning) Essential Questions (Meaning)

What understandings about the big ideas are desired? (What you want What provocative questions will foster inquiry into the content? (Open-
students to understand & be able to use several years from now? ended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Students will understand
1. some of the factors shaping Caribbean Society and Culture. 1. What is the difference between society and culture?
2. Define the term society.
3. How do Caribbean people determine the borders of their society?
Knowledge (Acquisition) Skills (Acquisition)

What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit.
Students will know... Students will be able to…

1. the terms “society,” and “culture.” 1. use sociological concepts in explaining ‘society,’ and ‘culture.’
2. appreciation for the diverse as well as the common features of Caribbean 2. evaluate the relevance of concepts associated with society and
Society and Culture. culture to their roles, values, choices and behaviours.
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? Typically, the P.T. describes a scenario
or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task
scenario below)
By what criteria will performances of understanding be judged?
Formative and summative assessments used throughout the unit to arrive at the outcomes.
Students will engage in discussions the age of exploration.
Students will observe YouTube video and make notes.
Students will describe the age of exploration.
Students will explain the reasons for the various explorations and voyages.
Identifying key persons during this period.
Documenting the information/facts for future reference.
Create the rubric/mark scheme for the Performance Task
Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the desired
results?
Class discussion Peer discussion

Observations In class work (feedback on topic)
Stage 3 – The Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Help students to know Where the unit is going and What is expected. Help the teacher to know Where the students are coming from. (prior knowledge
interest. Hook all students and Hold their interest. Equip students, help them Experience the key ideas and Explore the issues. Provide opportunities to
Rethink and Revise their understandings and work. Allow students to Evaluate their work and its implications. Be Tailored to the different needs, interest
and abilities of the learners. (personalized). Be Organized to maximize initial sustained engagement as well as effective learning.
After classroom discussions Students will:

1. Describe the age of exploration
2. Identify the causes of the exploration/expeditions
3. List the findings of those voyages and expeditions
4. Observe video on the topic
5. And write important facts on the topic.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities Resources
Lesson One: Introduction

Society The Teacher will write two questions on the board:
What makes us different from each other?
What factors shape our actions, thoughts and beliefs?
The teacher will engage students in discussion of these questions.

Development
The teacher will guide students in reading pages two to five of the text.
The students will read the text.
The teacher will explain what was read.
The students will listen to explanation.
The students will highlight and notate key points.
The teacher will instruct students to form small groups and answer the following questions:
1.Why is understanding culture and society important?
2. How can we improve our awareness on the social, cultural and political changes using the activity?
Conclusion
The teacher will explain the following homework
1. Students will be asked to visit a mall or a market or any public place and observe how people inside
the place to conduct themselves individually and collectively. The following questions serve as
observation guide: What sort of people go to malls/ public market? What sort of things do they buy?
What sort of interaction takes place between people at different categories ( e.g. gender and age)?
History
Lesson Two: Introduction Compilation
Society The teacher will guide students in recapping what they learned in the previous lesson. Form 3
The students will recap previous lesson.
Development
The teacher will ask students to form groups and brainstorm for five minutes features of Guyanese
Culture.
The teacher will then encourage students to create a mind map of their ideas.
The students will form groups and brainstorm features of Guyanese Culture then create a mind-map of
their ideas.
The teacher will check responses.
The students will receive feedback.
The teacher will guide students in reading pages six to eleven of the text.
The teacher will read pages six to eleven of the text.
The teacher will discuss the section read with class.
The class will discuss section read and ask question for clarification.
Conclusion
The teacher will recap and summarize the lesson.
The students will pay attention.

Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
What went well in this lesson/unit? Why Students were able to examine the terms society and culture with little difficulty.
What challenges did I/we experience in this lesson/unit? Why?
What would we/I do differently?
Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum content
(not outcomes), instructional practices, and/or the learning Youtube videos and translators used.
environment to meet the learning needs and diversities of all my
students?
What went well? Why? For students who need a challenge:
What challenges did I/we experience?
What would we/I do differently? Students were sufficiently challenged.
Instructional Approaches:
Did I use a variety of teacher directed and student centered
instructional approaches? Yes
Were students involved in the lessons? How?
Were the lessons presented clearly?
What would we/I do differently?
Resource Based Learning:
Do the students have access to various resources on an ongoing Most students have text books
basis?
What additional resources could we/I make available to students?
Other notes of reflection
90% of students understood concepts taught.

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School of the Nations

Lesson Plan Template

Stage 1 - Identify Desired Results

Established Goals (Transfer of Knowledge)

Learning Outcomes (Established Goals)

Enduring Understandings (Meaning) Essential Questions (Meaning)

Knowledge (Acquisition) Skills (Acquisition)

Students will know... Students will be able to…

Stage 2 – Assessment Evidence

Students will observe YouTube video and make notes.

Students will describe the age of exploration.

Identifying key persons during this period.

Documenting the information/facts for future reference.

Create the rubric/mark scheme for the Performance Task

Other Evidence Student Self-Assessment

Class discussion Peer discussion

Stage 3 – The Learning Plan

After classroom discussions Students will:

Lesson One: Introduction

The teacher will engage students in discussion of these questions.

The students will read the text.

The teacher will explain what was read.

The students will listen to explanation.

The students will highlight and notate key points.

1.Why is understanding culture and society important?

The teacher will explain the following homework

The teacher will check responses.

The students will receive feedback.

The teacher will read pages six to eleven of the text.

The teacher will discuss the section read with class.

The students will pay attention.

Adaptive Dimension: For struggling students:

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