Lesson Plans - Details

Rites of Passage in the four major religions

  • 25 May 2018
  • Posted by: Cleopatro Facey
  • Number of views: 587
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Rites of Passage in the four major religions
Students’ age range: 12-14
Main subject: Religious education
Topic: Rites of Passage associated with birth in the four major religion
 
Description: (Engage) Introduction:
Students will be asked if they know the song “when mothers of Salem”. Students who are familiar with the song will be asked to sing it aloud. After song is complete students will be asked to state the event the song is associated with. Students will also be asked to explain what takes place at this event and the importance of it. Students will be informed that a similar ceremony is done in the other three major religions.
(Explain) Step 1: Definition of key terms.
Students were given the key words in objective one to define from the previous session. Selected students will stand and share their definition with the rest of the class. Discussion will be held after each definition is given.

(Explore) Step 2: Birth Ceremonies in the four-major religion.
The class will be divided into eight groups. Each group will be given a birth rite of passage to look at. Groups will be given a section from their text " Religious Education for Jamaica" pages 82 – 85 to read and discuss in their groups. Students will be permitted to use internet to do further research on the rites of passage they were given. The teacher will walk around the class and assist students where needed.
(Extend) 3: Group presentation
After group discussion and research, each group will present what they have learnt to the rest of the class. Students will be asked to give a brief demonstration of the rites of passage their group looked at. A guided discussion will take place after each presentation.
Students will be asked to used the information they have gathered to create their own notes for the topic.

Adverbs of Time

  • 25 May 2018
  • Posted by: schantelle tonny
  • Number of views: 361
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Adverbs of Time
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Adverbs
 
Description: Step 1- Students go into groups of threes.
Step 2- They decide who will be the spoke person for the group to hold up the flash cards.
Step 3- Explain how adverbs are able to be identified.
Step 4- Analyze and answer questions relating to topic.

The treatment of Racism in text To Kill A Mockingbird

  • 25 May 2018
  • Posted by: Teri Ann Paisley
  • Number of views: 168
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The treatment of Racism in text To Kill A Mockingbird
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: How Writer Develops Theme of Racism
 
Description: Step 1
Students will watch a clip of a popular trial involving a black man and a white woman. Students will discuss what impact the race of the defendant and victim had on the outcome of the trial. Students will be asked to compare the issue on the video clip to the situation described in the novel To Kill A Mockingbird.

Step 2
Students will in pairs discuss how racism is shown (a) in 2018 and (b) in 1950 and discuss which era was better/worse and give reasons for their response. Students will be told to google search 'Black lives matter' and explain the reason behind the movement.

Step 3
Students will use graphic organizer to detail the steps that lead up to selected characters being treated unfairly because of their race. Students will listen as a section of the text is read and discuss how the think the character should have responded.

Step 4
Students will listen to clips of various civil rights advocates using their smartphones to identify them and make comments on the ways in which those people would have responded to the situation faced by the characters in the text. Students will identify specific examples of racism and the response of selected characters and give reasons for their responses.

Geography as a branch of Social Studies

  • 25 April 2018
  • Posted by: Jonnett Johnson
  • Number of views: 115
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Geography as a branch of Social Studies
Students’ age range: 10-12
Main subject: Social studies
Topic: Introduction to Geography
 
Description: Engagement:
Students will be shown a video entitled ‘Geography Matters’. They will be asked to deduce the meaning of geography after watching the video. Teacher and students will then work together in order to create a working definition of the concept; this will be noted on the w/board.

Exploration:
Students will be placed in groups; they will be asked to re-watch the video. As a group they will identify and discuss the different aspects/ branches of geography showcased in the video. The groups will ask a representative to share their findings. These will be captured on the w/board. A discussion will ensue, and the non-responses will be eliminated.

Explanation:
Students will be asked to explain the importance of geography in helping human beings to manage their environment properly in order to have a clean and safe place to live, work and grow their families. Teacher and students will be engaged in discussion in order to justify the student’s findings.

Elaboration:
Students will be given blank graphic organizers and use relevant pictorial evidence to complete the graphic organizers highlighting the branches of geography from the class discussion. They will be asked to write a paragraph to explain their graphic organizers. The teacher will supervise them as they work collaboratively.



Elements of a Story

  • 23 April 2018
  • Posted by: shushannie Allen
  • Number of views: 202
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Elements of a Story
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Analysing Characters
 
Description: Procedure :
1. Introduction
Students will be shown a video which demonstates how identify character traits and how to analyse a character. The video has caption for the student that is hearing impaired.
Teacher will show students the cover of the novel and the students will state what kind of characters might be in it and the trait tey might possess.

2. Teacher and students will read chapter 1 alternately and discuss the Little they learn about the character

3. The class will be seperated into five groups where the Jigsaw technique will be employed. Each group will be assigned a chapter between chapters 2 and 6. They will be given the responsibility of Reading the chapter assigned to them and summarize and share and at the end of each chapter. The teacher will facilitate this process to ensure no main point gets lost.

4. students will use the Fish bowl tecnique stategy to discuss the characters. Teacher will write questionson the board to facilitate discussion. Teacher will also intervene where necessary as a praticipant in the Fish bowl to put ideas accross. Before the activity begins, the teacher will explain the technique and lay the ground rules.


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