Lesson Plans - Details

Mr "Tri"

  • 25 May 2018
  • Posted by: Taneille Skeete
  • Number of views: 888
Mr "Tri"
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Prefixes
Description: Content outline: Word origin involves the study of the history of words, their origins, and how their form and meaning have changed over time. The Origin of words are determined by their basic elements, earliest known use, and changes in form and meaning, tracing its transmission from one language to another, identifying its cognates in other languages, and reconstructing its ancestral form where possible.

Word origin is important because it offers the background knowledge that is necessary to create a bond or connection with the users and to determine the words’ meaning, formation, construction, and how it should be correctly used.

Prefix: A prefix is a group of letters placed at the beginning of a word to modify or change its meaning.

Word Origin of tri: The word was derived from the Latin word tres that means having three, or to have a combination of three things.

Words starting with ‘tri’

Familiar Words

Triangle: A three sided figure.

Tricycle: A bike/vehicle with three wheels

Triplet: Three offspring/children born at the same time.

New Words

Tripod: A three legged stool, table or stand holding things.

Trio: A group of three people or things

Trilingual: Being able to speak three languages.

Trisect: To cut into three pieces.

Tricolour: Having three colours.

Introduction: Words attached with pictures of prefixes that start with ‘tri’ will be displayed on the board and student will be asked to share what they have notice is similar between all the words.

Step 1: Students will be asked if the know what prefixes are and the responses will be documented on the board after which a clarified answer to what a prefix is will be given in the song ‘I am a Prefix’.

Step 2: Students will be asked to give examples of some prefixes they know, after which the word ‘Triangle’ will be placed on the board and students will tell if a prefix is attached to the word. After which a discussion will take place on ‘tri’, the origin, and meaning and how prefixes can be used.

Step 3: The students will be asked to give additional ‘tri’ words they can think of and give the words in sentences with assistance from their fellow peers. The teacher will also share additional words that the students haven’t mention. These words will be written on the board and student will be asked to document them in their note books as vocabulary words.

Culminating activity: Students will be grouped and each group will be given a flashcard with either the prefix ‘tri’ or the remainder of the word. Two groups will be chosen to stand one with tri and the other with a word ending and they will say their word and together form two adjoining sentences. After all the groups have been chosen the collective class with sing the ‘I am a Prefix’ song.

Homonyms in action

  • 25 May 2018
  • Posted by: Carolyn Barker
  • Number of views: 385
Homonyms in action
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: The definition and use of Homonyms
Description: Play a game of charades.
Teacher will do the dramatization in order to elicit from students, words which could end up having a different meaning. For example the use of the word watch. By the end of the set induction, students should be able to decipher that the one word given has two meanings called homonyms.
? Establish with students that we are talking about words which are spelt the same but have different meaning based on the context. Give the example sentences using a word in the sentence which has the different meaning and ask students to give the meaning of the word when used in both context.
? Present students with a sentence using the word sea and see and elicit from them the response that the words are used as homophones and ask the students to state the meaning of homophones. The same will be done using a sentence with a synonym and antonym where students will state that the highlighted words are used as such.
? Ask students to think of words which if given in a different context would have a different meaning, for example the watch from earlier discussion.

Introduction to Mandarin

  • 25 May 2018
  • Posted by: Julie Campbell
  • Number of views: 361
Introduction to Mandarin
Students’ age range: 12-14
Main subject: Foreign languages
Topic: Introduction to Mandarin, Culture and Pronunciation
Description: 1. Think on questions such as – “Where is Mandarin spoken? What does it sound like?”, pair for research, as a whole class, students share what they find.

2. Notes covering these main points are sent to students in advance so they can preview the basics of the language structure. In class, they summarize and discuss the differences in triads with assigned roles (a secretary, investigator and discussion moderator). Moderators present each group’s findings to the class and new groups give feedback to either add or question facts presented.

3. Essential questions are presented in a fish bowl discussion – “How much cultural understanding is required to become competent in using a language? How can I explore and describe cultures without stereotyping them?” Teacher models examples good and bad of speaking about the culture to get students started. Students judge the statements as being stereotypical or non-stereotypical.

4. Pronunciation drills of 4 tones and examples of how changes of tone affect meaning. Students independently work on pinyin strings using an online interactive pinyin chart. Then, in pairs, they test each other step by step – first initials, then finals and then full pinyin strings with tone symbols. Teacher isolates the most difficult points of pronunciation for English-speakers and creates a graphic organizer on the board for students to note.

5. In groups, create and critique a list of criteria for learning the language from a free technology-based resource. They then decide on the best aspects needed and begin research in pairs to look for the best apps, blogs, video playlists etc.


  • 25 May 2018
  • Posted by: Kellie Brown
  • Number of views: 84
Students’ age range: 12-14
Main subject: Social studies
Topic: Slave Resistance
Description: Teacher will:
Have students watch a short video of slavery. After watching the video the teacher will ask students to express their thoughts on what they watched
Discuss with the class how slaves resisted enslavement.

Additionally, the teacher will discuss with students the slave revolt in Exuma. How it came about, Who was involved and was it successful?

Instruct students pretend to be slave during the slave revolt in Exuma. Draw a map of an escape route. The map must have all of the parts of a map.
Have students as a class role play the Pompey Revolt

Area of Plane Shapes

  • 25 May 2018
  • Posted by: Samantha Saunders
  • Number of views: 257
Area of Plane Shapes
Students’ age range: 12-14
Main subject: Mathematics
Topic: Finding the Area of Plane Shapes and Applying it to Real-life Situation
Description: Students will be given an engaging start-up exercise which will require them to observe a diagram, and then state the number of squares they see.

An introductory video related to Area will then be shown: https://www.youtube.com/watch?v=xCdxURXMdFY (up to 1:57 mins)

Jigsaw Discussion- Students will be placed in 6 groups of 5 students. Each member would have been preassigned a category, along with text and video content, and asked to become on expert on area related questions. Each of them will then present their mini-lesson, while making use of tablets, mini white boards or any other useful resource. During each lesson the other group members will complete the supplied Area formula sheet, and make notes on calculation procedures. The teacher will observe each group, make notes and use a check list to check for particular features.

At the end of the lesson, students will be asked to provide feedback on the lesson, using a metacognition table via www.padlet.com

In the next class session. students will be provided with Activity Sheets in which they will be asked to:
1) calculate the area of each plane shape and composite shapes
2) draw two plane shapes - triangle and trapezoid- on square paper. They will draw the diagram based on given dimensions, estimate it's area by counting squares, calculate it's area by using the formula and then compare the answers. (Were your answers the same? If not, what do you think can account for the difference?)

Students will then be shown a brief video related to tiling a floor: https://www.youtube.com/watch?v=txt4xk5-W6w
They will be asked to go into groups of three, and complete an area application activity- "Which tile size is most cost effective to tile your classroom?" (Students will be supplied with data, and would have been asked to measure the dimensions of their classroom ahead of class time)

This task will be collected for marking.