Lesson Plans - Details

Resistencias

  • 25 May 2018
  • Posted by: jose antonio patiño basantes
  • Number of views: 725
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Resistencias
Students’ age range: 16-18
Main subject: Technology education
Topic: -Motivación inicial. -Repaso de la clase anterior. -Enunciación e Introducción al tema de aprendizaje. -Análisis y desarrollo del contenido. -Lectura del Folleto. -Ejemplificación -Formulación de preg
 
Description: - Motivación inicial.
- Prentacion del tema
- Análisis del contenido
- Presentación del material didáctico (cartel tabla de Código de colores).

- Ejemplificación y utilización de la tabla de colores
- Formación de grupos de trabajo
- Identificación del valor de las resistencias según la tabla.
- Ejercicios de prueba.

Internet safety

  • 25 April 2018
  • Posted by: Shermin Warrican
  • Number of views: 440
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Internet safety
Students’ age range: 12-14
Main subject: Life skills
Topic: The Internet
 
Description: • Teacher presents the following question as a springboard for the lesson: Which social media platform is your favorite? Why?
• Teacher guides the ensuing oral discussion as students provide responses to the stimuli questions.
• Teacher provides website for the reading passage and asks students to find the passage using their electronic device.
• Teacher instructs students to read and complete the cloze passage in pairs.
• Whole class discussion of passage follows
• Students are placed in small groups and instructed to identify the pros and cons of using the internet, writing their responses in a pros and cons grid (PCG) template provided by the teacher. Teacher instructs students on how to use the PCG.
• Students work on developing the PCG in small groups.
• After students have developed the grid they are invited to share their views and reasons with the class, and identify the major arguments as compared to the minor arguments.

Story Writing

  • 23 April 2018
  • Posted by: Jacquelyn Allen
  • Number of views: 366
  • 1 Comments
Story Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Using Dialogue in Story writing
 
Description: In introducing the lesson,parts of two stories will be presented to students. One of the story will highlight dialogue and the other has no dialogue. Teacher reads story highlights and allow students to identify which story they prefer and why. A guided discussion about the highlight differences will ensue. Students will say what makes the difference between the one with the dialogue and the other other with the dialogue. Students will note that dialogue is more interesting. Teacher will elicit from students a definition for dialogue and they will write it in their books.
Step 1- Teacher elicit from students the role dialogue plays in story highlight that contains dialogue and will explain to them that some writers may opt to include dialogues in their stories.
Step 2- Teacher presents story "The Lie" to students. Story contains a great deal of dialogue. Students will read story, and extract from it the elements of the story, with a view to find out what the story is about.
Step 3 Teacher will ask students the role that dialogue plays in the story they just read. Teacher will correct errors and misconception. Students will be made aware that dialogue serves a particular purpose in story writing.
Step 4 Teacher will asked students to identify the purpose mentioned in the story, "The Lie"

Peripheral Devices

  • 23 April 2018
  • Posted by: Tanesha Wright
  • Number of views: 767
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Peripheral Devices
Students’ age range: 12-14
Main subject: Technology education
Topic: Storage Devices
 
Description: ENGAGEMENT
The teacher will write a set of questions on the whiteboard. The students will be told that they should listen to the scenario and try to catch the answers to the questions on the whiteboard. For e.g. Identify the two categories of storage
Identify the two types of storage.
Primary storage consists of two types of memory chips. What are they?
EXPLORATION
The students will be asked to give their responses to the questions given at the beginning of the lesson. These will be recorded on the whiteboard. The teacher will inform them if their answers are correct.
EXPLANATION
The students along with the teacher’s assistance will define primary storage. A further analysis of primary storage will be done. The teacher and the students will examine together to the two memory chips into which primary storage is divided. The difference between the two will be examined. The teacher will also emphasize the point that RAM on ‘volatile’. The students will say the word aloud and spell it for emphasis. They will be required to use context clues to determine the meaning of the word.
ELABORATION
The students and teacher will examine the ROM chip. The variations of ROM will also be examined. Differences between RAM and ROM will be highlighted. A definition of secondary storage will be ascertained and examples of secondary storage devices will be identified. Using the fish bowl technique the students will discuss the importance of secondary storage devices. A small group will discuss the importance while the other students will listen and join in the discussion by patting a member of the small group on his/her shoulder. The teacher will monitor the discussion to ensure that the students stay on the topic.

Reading Comprehension

  • 23 April 2018
  • Posted by: Wendy Mitchell
  • Number of views: 245
  • 0 Comments
Reading Comprehension
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: The Monkey's Heart
 
Description: The title of the story will be introduced. Students will predict what they think the story is about. Whole class discussion will be done. Students will skim and scan story for unusual words. These words will be listed on whiteboard. Individuals will be allowed to read sentences or paragrahs in which words are found and then use context clues to give meanings. Students will watch a video with one versión of the story.
Individuals, then whole class will read the story.
Students will be questioned so as to analyse the story to say who is the bad and good charácter. They will then tell whether or not their predictions about the story was correct. Socratic questioning will be done.Students will compare the two versions of the story and tell what differnces there are..


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