Lesson Plans - Details

Ecuadorian Ethnic groups

  • 25 April 2018
  • Posted by: Jorge Hamilton Leal Cevallos
  • Number of views: 444
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Ecuadorian Ethnic groups
Students’ age range: 12-14
Main subject: Foreign languages
Topic: Ecuadorian Ethnic groups
 
Description: In order to create a learning environment, an icebreaker activity is developed. In order to activate students previous knowledge a map of Ecuador is showed to them. After that, the teachers introduces the topic and the content objective to the pupils. Next, the teacher explains the students what they will do after the class.
Markers and vocabulary quilts are provided to the students. After that the teacher asks students that, focused in the topic to draw/write their own ideas, background knowledge about the new topic. The teacher emphasizes students that at this stage of the class there are not right or wrong answers in order to promote the whole class participation. After that, the teacher asks students to share their information, ideas and opinions with the small group and the rest of the class. For the second stage of the lesson which is the part where the content is provided to students by the teacher. The educator presents students specific information about the topic while students watch and listens the data about the topic they could made connections with their previous knowledge. Next the teacher provides students sticky notes to add more words in the vocabulary quilt and at the same time that learners have opportunity to reflect about the new input. The intentionality of this action was based in the premise that at this moment students get a better understanding and had the opportunity to compare other’s understanding.
For the affirmation phase, formative assessment is used. The teacher asks questions about the topic so he could figures out if the students get the new information. The teacher confirm the knowledge or reinforced it with the use of different techniques like revoice, rephrase, modeling and asking for the participation from other members of the community of learners.

Identifying ‘the main idea’ and ‘supporting details’ in writing.

  • 25 April 2018
  • Posted by: Marko Scantlebury
  • Number of views: 2224
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Identifying ‘the main idea’ and ‘supporting details’ in writing.
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Comprehension
 
Description: Students will view a video presentation entitled ‘Batman versus Superman’ and the teacher will ask several questions such as “What is video about?”, “State two things that recall from the video” and ‘Which part of the video did you enjoy the most?” to generate discussion. Answers will be conferred and students asked if they could guess what will be discussed today. The teacher will introduce the lesson.
Learning Activities/Experiences:
The students will be asked to recall meanings of the terms, ‘main idea’ and ‘supporting details’ in their own words. Students will understand the concept of finding the main idea and supporting details.
The teacher will organize students in groups and engage them in “Two-Minute Talks”, an activating strategy. Students will listen attentively and follow the instructions of the teacher. They will be asked to read a short information passage on elephants.

Students will work in pairs and share by brainstorming everything they know about elephants. Students will retell a portion of their findings in their “two-minute talks” or the fishbowl technique to share ideas and evaluate written information and the information presented by their peers.
The teacher will do a close reading of a comprehension passage about elephants questioning students before, during and after the reading. Then, students will re-read passage and complete their assessment.

Daily routines

  • 23 April 2018
  • Posted by: SILVIA CARDENAS
  • Number of views: 1143
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Daily routines
Students’ age range: 18+
Main subject: Foreign languages
Topic: Describing daily routines
 
Description: This lesson was applied in a university in an English class level I. Students got organized in groups of 3 and then they used some pictures provided by the teacher to create their daily routine and inform their partners including time or frequency. In addition, they also integrated a speaking practice where they had to present their peers daily routine in front of the class.
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