Lesson Plans - Details

Analyzing Poetry using Critical Thinking Skills

  • 25 May 2018
  • Posted by: Marshalee Laing
  • Number of views: 287
Analyzing Poetry  using Critical Thinking Skills
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Themes for English B by Langston Huges
Description: Students were asked to :
1. Read the poem prior to being taught as well as do a research on the author Langston Huges
2. Identify the image of Langston Hughes during delivery of the lesson and share information found about him as a result of their research.
3. Teacher will review the poem in the form of whole group discussion
4. Students guided by teacher will share their opinion on at least one literary device coming from the poem

The Case for Conchservation

  • 25 May 2018
  • Posted by: Bodine V Johnson
  • Number of views: 1319
The Case for Conchservation
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Persuasive Writing: Saving the Conch
Description: *Context* Conch in The Bahamas is slowly becoming endangered due to overfishing and poor regulation of fishing laws. The conch aerates sand, allowing smaller animals to live underwater, provides a source of food for larger organisms, appears on The Bahamas' Coat of Arms and is part of the cultural diet of Bahamians as an internationally acclaimed delicacy. Furthermore, conch shells are used to create jewelry and craft items, and are ground up for calcium carbonate and used in natural supplements. When conch is endangered so is the livelihood of many Bahamians. (lesson can be adapted for any culturally appropriate animal or organism).

Teacher plays the Conch Gone Music Video for students.
CONCH GONE [OFFICIAL MUSIC VIDEO] - https://www.youtube.com/watch?v=IYCsTSjc4N8
Teacher asks students about the characters represented, which words, phrases or images stood out and why, and what is the message of the song, i.e. how effective is the music video.

Explanation of Objectives:
Teacher outlines the objectives of the lesson and explains what will happen during each of the 3 parts of the course.

Teacher Lecture:
Teacher explains persuasive writing, using the Conch Gone Music video as a guide.

Literary Appreciation:
Teacher provides students the song lyrics, students underline key words and phrases. Students should be able to identify the appeal to logic (industries affected – creative, restaurant, fishing), emotions (loss of income and work, sense of purpose), expert opinion (explaining why the conch is important to the ecosystem)

Teacher divides students into groups of four and explains the purpose of the survey. Surveys are distributed to students. Students are asked to canvas their schoolmates during the break time.

Lesson Two:

Group Presentation: 10 mins
Students share the findings of their survey. They should be able to explain what people know and identify what their presentations should focus on. Teacher facilitates the conversation.

Interviews: 30 mins
BNT Education Officer Agnessa Lundy and Businesswoman, Gandhi Pinder make presentations on Conch and the Bahamian ecosystem and Conch and Bahamian businesses. Student ask additional questions.

Fishbowl Discussion: 10 mins
Students discuss different aspects of the growing conch shortage and implications for Bahamians.

Wrap Up: 5 mins
Students share one sentence/phrase that convinces others to preserve conch which focuses on one of the three forms of persuasion.

Lesson Three:

In Groups students refine the main issue that they want to present on and complete their poems, speeches, presentations, videos, etc.

Making Inferences

  • 25 April 2018
  • Posted by: Lana Spencer
  • Number of views: 181
Making Inferences
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Inference
Description: 1) Teacher will introduce the term Inference and inform students of the objectives of the lesson and discuss why skills like inference may be useful in life). Teacher will inform students that there are different techniques that can be used to employ inference. Teacher will inform students that the set induction followed the “Use of clues” technique. Teacher will summarize method and explain.
2) Teacher will hand out comic strips and instruct students to pay attention to how she makes inferences from the comics. Teacher will model finding inferences using visual clues and graphic organizer 2. Teacher will explain to students that visual clues can be used to make inferences. Teacher will instruct students to make inferences from another comic panel. Teacher will question students about what they can infer from the strip. Teacher will model if students are having difficulty. Teacher will instruct students to use graphic organizer 2 to illustrate their use of inference. Teacher will discuss with the class how their conclusions were drawn. Teacher will ask students to share answers.
3) Teacher will share out comprehension passage and ask students to read aloud the passage. Teacher will introduce the 3-2-1 strategy. Teacher will explain the strategy (define) and model use of 3-2-1- strategy using comprehension 1 and 3-2-1 Graphic Organizer. (Explain that 3 details must be factual)
4) The teacher will inform students that they will have to answer the questions that accompany the passage as well as provide 2 of their own. Teacher will model using inference to answer them.
5) The teacher will ask students to work in pairs and state 2 predictions about the passage. The teacher will ask students provide evidence from the passage to support their predictions. Teacher will ask each pair of students to share ONE of their questions from step 4 with another pair of students who will be instructed that they are to answer the questions later on in the lesson,

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

  • 25 April 2018
  • Posted by: Marko Scantlebury
  • Number of views: 1314
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.

Language Arts: Drawing Conclusions

  • 23 April 2018
  • Posted by: Anthia Knowles
  • Number of views: 2313
Language Arts: Drawing Conclusions
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Drawing Conclusions
Description: At the start of the lesson, the teacher will play the last few minutes of the 2018 Super Bowl. The teacher will pause the clip right before the announcement is made and ask the students "From the clip, what is happening, what is going to happen and how did they arrive to this answer?" The students will answer "It is the Super Bowl and the Eagles have just won or is about to win. The score on the video clip and the timer being on zero shows they've won the game. The teacher will explain to the students this is called Drawing Conclusions.
The teacher will explain to students that drawing conclusions is using information that is implied or inferred to make meaning out of what is not clearly stated.
The teacher will demonstrate to the students how to draw a logical conclusion. The teacher will go through a few examples. The teacher will explain how it may help you to think about an inference as a math problem. What you read + what’s in your head = an inference.
Using a “What Am I?” poem and the Drawing Conclusions Graphic Organizer, students will pair clues from author with background knowledge to infer/conclude what is being described. Students will share their answers with the class.
The teacher will let the class listen to the song "Lost Boy" by Ruth B. Using their graphic Organizer, students will draw logical conclusions about the meaning of the song. Students will discuss their answers to each other.