THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
CROSS CURRICULAR/ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS:

SIXTH

FORM

GOVERNMENT SCHOOL:

UNIT TWO

SIXTH

FORM

LITERATURES IN ENGLISH
DATE: 17th February, 2016
ESTIMATED DURATION: 150 Minutes
THEME/TOPIC: UNDERSTANDING DRAMATISTS INTENT: DRAMATISTS USE
SEVERAL METHODS SUCH AS STAGING, REALISM, LANGUAGE AND
CHARACTERIZATION TO HELP THE AUDIENCE UNDERSTAND HIS INTENT.
CURRICULUM STANDARD: DRAMA: DENNIS SCOTTS AN ECHO IN THE BONE, TO
BE COMPARED WITH SHAKESPEARES OTHELLO.

TEACHING POINT: Dennis Scott uses the Flashback as a staging technique with dramatic
effect so the Audience would understand and appreciate the impact of slavery in the
Caribbean and on the Characters.
CROSS CURRICULAR REFERENCES: HISTORY, SOCIOLOGY AND ECONOMICS.
INSTRUCTIONAL OBJECTIVES:
1. Identify the ideas discussed to highlight the dramatists purpose of specific scenes in the
play.
2. Justify why Scott uses the Flashback technique on stage, demonstrate how it is staged via
acting.
3. Use props, language and stage directions to re-create Scotts vision.
4. Construct the stage according to Scotts view, so the audience can feel the experience as
Scott intended.
PRE-KNOWLEDGE:
1. Students know what the Flashback technique is.

2. Students know what Stage Directions are.

3. Students should know how to engage in acting/ voicing etc.
ANTICIPATED DIFFICULTY:
1. Students may not know how to discern the dramatists intent because of language used.
2. They may have difficulties constructing their own responses to the content of the play.

TECHNOLOGIES AND RESEARCH RESOURCES:

1.

Video clips: see below

2.

Power Point Presentation

3.

The Laptop and Overhead Projector

4.

Graphic Organisers, Pictures, and coloured markers.

5.

Vocabulary Lists and Worksheets

SET INDUCTION:
1. Teacher will begin the class by engaging in a discussion on race:
https://www.youtube.com/watch?v=8eTWZ80z9EE
2. Teacher would follow up the discussion on various interpretations on the matters of race,
such as what the slaves would face in the Middle Passage. Use of E. Kamau Braithwaites
Limbo poem: https://www.youtube.com/watch?v=FlEfhim_36U
ACTIVITIES: FORMATION OF LITERATURE CENTERS WITH DIFFERENT
ACTIVITIES
TEACHER
STUDENTS
1. Teacher asks students to identify the
4. Work in groups to decipher what the
markers where the flashback sequence
flashback markers were.
5.
Explain what ideas are used on stage
takes place in the play.
2. Students are asked to give an account
to discuss the identification process.
6. Students will formulate ideas about
of the incidents that lead to the
how to re-enact a similar scene.
flashback sequence i.e. the spiritual
7. Students interpret the scene, using
resurrection as demonstrated by Scott.
similar props, different accents etc.
3. Students are asked to identify issues of
race as seen in the dialogue and on
stage.
8. Teacher distributes questions on the
9. Students form into groups and discuss
slave trade. Students will apply
the impact of the slave trade, and its

Historical, Sociological and Economic

perspectives on the topic.
11. Teacher asks students to write in their
journals how they felt after enacting
the scene.

applications in the play.

10. Students indulge in QAR and KWL
Activities.
12. Students discuss from varying
perspectives, from actor to audience
how they felt when re-enacting the
scene.
13. Students discuss and journal whether
or not the flashback sequencing
worked in understanding the
characters, themes etc.

CLOSURE:
1. Students are asked to do present their ideas in a post mortem.
LESSON EVALUATION:
1. Students will participate in comparing the issues of race from the two plays.
CONTINGENCY PLAN:
Students will continue to study the impact of the slave trade, which is what Scott uses as his
main motif. The following videos will be sent to them for further research and discussion:
https://www.youtube.com/watch?v=bmWWfDPzA7s
https://www.youtube.com/watch?v=hP3j5qIPETk
https://www.youtube.com/watch?v=2aj9Rqh-k3Q