Lesson Plans - Details

Characteristics of the 4 Gospels in the Catholic Bible

  • 25 May 2018
  • Posted by: Luis Coronado Vielman
  • Number of views: 561
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Characteristics of the 4 Gospels in the Catholic Bible
Students’ age range: 14-16
Main subject: Religious education
Topic: The evangelists
 
Description: By completing the cycle of six five-minute interventions, which will have been done circulate all the sheets, orderly and once for each of the participants, eighteen ideas will be available on each sheet, which can mean one hundred and eight ideas in only half an hour.

Mis Vacaciones de Verano

  • 25 May 2018
  • Posted by: Kerry-Ann Bell Fearon
  • Number of views: 180
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Mis Vacaciones de Verano
Students’ age range: 16-18
Main subject: Foreign languages
Topic: Mis Vacaciones de Verano
 
Description: ENGAGEMENT: The teacher will greet the students in Spanish and then instruct them to listen to a Spanish song about the summer holiday. The song is entitled “Verano y Sol”. Students will be encouraged to dance and sing along with the song.
-The students will say what the song is about, as they respond to the question, “De qué se trata esta canción?”
-The teacher will proceed to ask students general questions about the summer vacation, using the present tense. Eg. ¿Cuándo son las vacaciones de verano?, Normalmente, ¿qué hace la gente durante las vacaciones de verano?, ¿Normalmente, qué haces tú durante las vacaciones de verano?, /Por lo general, ¿cómo pasas las vacaciones de verano?, ¿Te gustan las vacaciones de verano?, ¿Por qué?, ¿Qué prefieres?, ¿Las vacaciones de verano o La Navidad?, ¿Por qué?, ¿Qué te gusta más de las vacaciones de verano?, ¿Qué piensas de las vacaciones de verano en Jamaica?

EXPLORATION: The teacher will give students a template of a concept map. Individually or in groups, they will explore different expressions in Spanish that can be used to talk about their last summer vacation. In the first box, they will jot down adjectives that can be used to describe the vacation. In box 2, they will jot down places where they spent the holiday. In box 3, they will jot down persons with whom they spent the holiday. In box 4, they will jot down activities done in the holiday and in box 5, they will jot down things they liked/disliked most about the holiday.
EXPLANATION: Using the think-pair-share technique, the students will share their findings. At this point corrections, clarifications, explanations and justifications will be made by both students and teacher (NB.The teacher will visit each group). The teacher may also give additional expressions.
ELABORATION:
a) The students will use the information found in the exploration stage to talk about how they spent the recent summer vacation, using both the preterite and imperfect tenses. The teacher will write down five questions to guide the students. N.B. Each question relates to one of the boxes on the concept map. The teacher will allow students to pass around a ball and whoever has the ball when she says “paren”, will stand and talk about how he/she spent the holiday, using the questions along with the information on their concept maps.

Los Medios de transporte

  • 25 May 2018
  • Posted by: Richard PALMER
  • Number of views: 1975
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 Los Medios de transporte
Students’ age range: 12-14
Main subject: Foreign languages
Topic: Los Medios de transporte
 
Description: Utilizing Media, Materials, and Methods: Video? entitled “Los Medios de Transporte” taken from youtube will be used to introduce the lesson. The video will prompt students into coming up with the topic for the day. The Interactive Chart? will be used to solidify students’ understanding of the topic. The will classify the various types of transportations into their respective modes. The interactive powerpoint ?will be used as a reinforcer to the interactive chart and will be used to facilitate the inclusion of high tech into the classroom. Educational Game? will be used to get students excited about the lesson and to show their understanding of the concepts being taught. Speakers? will be used to amplify the sounds being played by the teachers. Projector? will be used to project information that is to be seen by all students. Markers and Whiteboard ?will be used to present visual representations of the information being presented and to highlight salient points of the lesson. 1. Preview the materials?: The Video, Educational Game and Chart will be reviewed to ensure that the content is relevant to the topic and that there are no errors presented in them. 2. Prepare the materials:? The Powerpoint presentation , educational game and interactive chart will be meticulously searched for, downloaded and made respectively prior to the commencement of the class. 3. Prepare the environment:? Class will be held in the Early Childhood computer lab. Teachers will go to the class before the start time to see to it that the necessary equipment are in places,ensure lighting is proper and Air conditioning temperature is at a tolerable level for all students. 4. Prepare the learners?: Students will engage students by firstly creating a positive psychosocial environment (greeting the students and ensuring that they are doing fine today). Teachers will then introduce and ask students to watch the video ‘Los Medios de Transporte” and take notes of what they have watched to discuss with class afterwards. Learner Participation This lesson will be split into five sections each lasting between 5-10 minutes for a duration of 35 of 40 minutes. The five minutes of the 40 not planned for is to accommodate student questions, delays in technology and transition or thinking time. Segment 1 - 5 Minutes Teacher will: 1. Allow students to watch a video based on modes of transportation and monitor as they take meaningful notes. 2. Ask students about the types of transportation they use and that which is present in Jamaica. Students will: 1. Watch attentively the short video and make notes about types of transport. 2. Share information about the types of transportation they know of and use. Segment 2- 10 minutes Teacher will: 1. Allow students to sit in their groups to research information on types of transportation 2. Teacher will pay attention as students explain and ask questions to guide students. 3. Explain the concept of land, air and sea transport and the different transport...

Analysis of cause and effect text.

  • 25 May 2018
  • Posted by: Judith Nazareth Madriz Alvarez
  • Number of views: 228
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Analysis of cause and effect text.
Students’ age range: 14-16
Main subject: Health
Topic: The Negative Health Effects of Heavy Backpacks, and How Your Kids Can Avoid Them
 
Description: 1- attendance list.
2- review last class with the following chart
What I remember What we did


3- Technique: Consequence and Sequel (C&S)
1- Introduce the topic- write on the board the topic
2- Dive the group into sub group- no more than 4
3- Multiple time ranges (medium)
4- Before analyze the text with help of a dictionary (cellphone) look for the unknown words you find in the reading.
5- Read the text and share ideas and thinking about what is your thought about the reading? (Teacher can use a The Logic of “Critical Thinking: Frameworks and Models for Teaching)
Give to the Students the following framework
1.
The main purpose of this article is __________________________________________ .
(State as accurately as possible the text’s purpose for writing the article.)
2.
The main idea that the text is addressing is ________________________________ .
(Figure out the question in mind)
3.
The important information in this article is ____
________________________________.
(Figure out the facts, experiences, data the author is using to support his/her
conclusions.)
4.
The main inferences/ conclusions in this article are ______________________________ .
(Identify the key conclusions that comes to and presents in the article.)
5.
The key concept(s) we need to understand in this article is (are)
_______________________________ . By these concepts the author means
6. Write causes and consequences you find in the reading. ________________________________________________________. Use links of cause and effect.

6- Discussion- during discussion make sure all student participate and share ideas about the topic.
7- Share ideas with another group.
8-Teacher as monitor put the name of Student in a box, selecting randomly names make question referring to the reading. (use the framework).

Perfect Tense

  • 29 April 2018
  • Posted by: RENECE CLARKE
  • Number of views: 914
  • 0 Comments
Perfect Tense
Students’ age range: 12-14
Main subject: Foreign languages
Topic: What did you do last week-end?
 
Description: 1st double session:
Objectives: At the end of the class, the students should be able to:
1. Talk about activities they did on the weekend.
2. Conjugate the Passé Composé of regular ER verbs.

Step 1: The teacher will greet the students and they will recap what was done in the last class.
Step 2: The teacher will ask the class what they did last week-end. They will give a response. Teacher will also ask them if the tense that they used to give the response.
Step 3: Teacher will ask the students if they think that they can come up with the formation of the perfect tense/passé compose just by looking at the topic. Students will try and give their take on this.
Step 4: The teacher will show the class a PPT presentation with information on the perfect tense.
Step 5: Students will take notes and complete exercises that follow. **These are all on the PPT.
**Students are to bring their French First Year to next class with the homework.

2nd double session: (French First Year)
Topic: Est-ce que tu as regardé les Grammys ?
At the end of the class, the students should be able to:
1. State what they or others did.
2. Give detailed descriptions about what happened at different events.

Step 1: The students will complete a reflexive test in the first session/ 45 mins.
Step 2: Subsequently, the students will be talking about the grammys. The teacher will show various clippings of same for those who didn’t watch. They will be introduced to verbs/words such as gagner-to win, un prix-prize, les chanteurs- la chanteuse/le chanteur and other ‘er’ verbs that are necessary.
Step 3: Based on the clips shown, students will make sentences to describe the events.
Step 4: Worksheet will be given to the students to complete in class and for homework. Due next week.

Single session
At the end of the class, the students should be able to:
3. Review the conjugation of the verb Avoir in the Present tense.
4. Create sentences using the verb avoir.

Step 1: The students will greeted by the teacher.
Step 2: They will recap what was done in the previous classes.
Step 3: The teacher will write the topic on the board. The students will be asked if they can identify any word from the topic. The students will tell the teacher the words that they know and what they think the sentence means. The teacher will tell the students if they can’t figure it out. (perfect tense)
Step 4: The teacher will scramble the different forms of ‘avoir’- to have on the board. This will be done on two sides of the board.
Step 5: Two students will come up each time and circle the form of the verb that matches the subject/ sentence that will be read. For example, the teacher reads: 1. My brother has two sisters. The students will have to circle ‘a’.
Sentences: 2. How old are you (familiar)? 3. I am 13 years old. 4. The boys have 10 app...
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