Lesson Plan

Date: Wednesday 29 November 2017 Time: 1.55 pm- 2.245 pm

Subject: Integrated Humanities
Grade: 8
Teacher: Mr. Oliver
Unit: The Silk Road/ East Meets West.
Teaching and learning objectives
Define the term trade
Identify goods traded along the Silk Road.
Describe how goods were traded along the Silk Road
Teaching and learning activities.
(a) Question one
i. Write the words which come into your mind when you think of the term trade.
ii. Teacher asks the learner to give out the words and writes them on the board. Words expected are
like; goods, services, buying, exchange, money, selling
iii. Ask directing questions to learners with irrelevant answers to bring them in line on the discussion.
iv. Use the words given by the learners and modify them if need be to come up with the definition of
the term trade.

(b) Question two

i. Which goods do you think were traded in different areas along the silk Road. Why do you think
those goods were traded along the areas you have identified?
ii. Learners are supposed to think, pair and share with partners in their group then share their
thoughts as a class.
iii. The teacher projects some images of goods traded along the Silk Road and learners are supposed
to give the names of the goods and where they were traded and why they think they were traded
in those areas along the silk road.
iv. After the activity, learners are given a worksheet to answer questions and stick the worksheet in
their exercise books,

The lesson ends by having a summary of what was learned by giving learners random ‘exit
ticket’ questions on what was covered.
Lesson observation Feedback

Name of the Teacher: Mr. Oliver Subject: Integrated Humanities

Location: 2.1.03
Name of the observer: Ms. Cynthia Class: 8M Time: 1:55pm-2.45pm

The lesson started around three minutes late and students were given opportunity to explore on
various aspects of the lesson before in-depth coverage, enabling them to link previous lessons to
that particular lesson. Questions were written on the board and the first activity required students
to work individually in order to settle promptly for the lesson. The first activity on identifying
terms that link to trade took around 25 minutes. Students were required to share their responses
and use the same to come up with definitions of trade. Many students were excited to share their
thoughts, however, due to time constrains the number of responses had to be limited. This task
was followed by a PowerPoint presentation on some of the goods traded along the Silk Road
The second task required students to identify the good that were traded along the silk and discuss
with specific focus why they were found in those specific places. For this task students were
required to work in groups.

What went well?

1. Students were engaged in the lesson as evident by their responses to questions. Most of
the students’ hands were up in readiness to answer the questions
2. The teacher was very audible and instructions given were clear to the students
3. The teacher moved around the class during the lesson which ensured attention of
students was attracted.
4. Positive reinforcement was used to encourage students participation
5. Students were given opportunity to ask the questions and the questions were thrown back
to them or were ask to do research to expand their learning
6. The teacher was observant and realized people were talking out of turns and discouraged
the behavior by emphasizing that those out of turns won’t be picked to share
7. Students were given work that was supposed to be covered in class as homework hence
meeting all the day’s objectives

Areas of development

1. Students especially ones sitting at the back, talked out of turn or were distracted. Maybe
you could have asked them to take notes on the point discussed in class to keep them
engaged.
2. You were very familiar with the content of the presentation, you perhaps needed to ignite
in depth discussions of the material to cater for higher order thinking, through questions
that challenge students to reflect on their answers e.g. Silk originated from China, does it
mean that other countries that had developed the art of sericulture didn’t trade on silk?
3. The set entire set material was not covered because the first two activities took longer
than expected. Perhaps checking and beeing conscious about time might help
4. The lesson should have started on time so that the rules are clearly spelt out to the
students especially when teaching them at the first time. this may limit distractions.