Lesson Plans - Details


  • 24 April 2018
  • Posted by: Jessie Moxey
  • Number of views: 436
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Show how Owen's use of imagery in his poem "Dulce et decorum est" brings out his anti war feelings about war.
Description: Teacher’s Steps


1.Show a 2minute video clipping from the poem showing soldiers fighting

Development of lesson:

Using the Socratic method, teacher elicits from students their feelings about war.

Next they get ten minutes to prepare a mini debate about war:

Four students with pro ideas go to the centre and voice their opinions while the others listen and rake notes. This is done until all teams have a turn

Fort he remaining time students will listen to the poem being rea don You tube and follow on their sheets

For homework they should select the appropriate imagery that fit Owen’s anti war outlook

Describe the evaluation process / evaluation instrument (150 wordsmax):
They make comments on the clipping and have mini discussions
She praises and commends the students answers

She rewards them for their performance

Students listen and follow and she commends them
Students’ Evaluation:

Language Arts: Comprehension Integrating Social Studies, Reading and Spelling

  • 23 April 2018
  • Posted by: Cherry-Ann Layne
  • Number of views: 92
Language Arts: Comprehension Integrating Social Studies, Reading and Spelling
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Black History Month
Description: SET INDUCTION: Teacher will inform the students that they will be playing a game. Teacher will instruct the students to look under their chairs for letters that are hidden there. Teacher will then asked the students to place the letters on the chalkboard and to arrange them in the correct order so that they will spell out the topic of the day’s lesson. The teacher will question the students as they work if they know the answer. Students should arrange the letters to spell Black History Month.
LEARNING EXPERIENCES: Teacher will ask the students to get into groups of twos. The teacher will then distribute pieces of paper to each group with facts about Black History Month written on them. Students will be allowed a few minutes to read the facts with their partner. Afterwards each group will be given an opportunity to read their fact to the class. Students will be asked to discuss the fact and look for any unfamiliar words. The teacher will distribute a word list sheet and instruct the students to write these words on their word lists. The students will then use the dictionary to look up the meaning of the words.

ASSESSMENT PROCEDURE: The teacher will distribute a semantic map to each group
and instruct them to record the facts about Black History Month that they can remember on
the map.

CLOSURE: Teacher will call upon selected students to share some of the facts with their classmates.

FOLLOW UP ACTIVITIES: Students will be asked to complete a quiz on Black History Month.

The Importance of Vocabulary and Fluency in Reading Comprehension

  • 23 April 2018
  • Posted by: Guadalupe Ordóñez
  • Number of views: 1294
The Importance of Vocabulary and Fluency in Reading Comprehension
Students’ age range: 10-12
Main subject: Foreign languages
Topic: Reading Fluency
Description: This is a strategy that can be used throughout different age levels of EFL learners. Students at all levels work in small groups and have various roles to help understand the reading
The lesson plan prepared below is for basic learners. The roles of the students are made a little simpler at this level. This strategy can help at basic and independent
This strategy works best when students are given various leveled readers to choose from.

1. Introduce levelled readers which are short stories directed specifically to a student’s level of
English. (The example we will use is: ExoticPlaces .
Explain that these types of readers are developed specifically for EFL learners to support reading comprehension and other reading skills. These readers are available for all ages and levels from adult

2 A simulation class for basic learners will now occur.
Break into groups of 4-5 students.
Review the title and the title page of the example book. Brainstorm ideas in groups about.

3.The students look at the pictures of exotic places and try and guess what country,
where each place is and the nationality of the people from that place. They write
their answers on poster paper in groups. The teacher then reads about each exotic
place and the students check their answers. They then correct any information and compare answers with another group. The teacher can observe and help when needed.
Watch short YouTube video about places and people around the world (this is
something you could have them do at home too)

4. Students can use the words and pictures from the previous activity to order the
story as they watch

5. Look through the book and write down 5 words designated to their role.

Plot Development- My Father Sun Sun Johnson by C. Everard Palmer

  • 23 April 2018
  • Posted by: Tracia Morgan-Brown
  • Number of views: 148
Plot Development- My Father Sun Sun Johnson by C. Everard Palmer
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Plot
Description: ? The teacher will lead the students in a discussion about the following:
1. What are the qualities should a man/woman should seek to find in a man/woman before he/she marries him/her?
2. What are your views on divorce?
3. How are children affected by divorce?
4. How are parents affected by divorce?
5. How kind should, one be?

? After discussion, students will volunteers to read sections of chapters one and two of novel.
? Teacher will stop students at regular intervals and initiate discussions about important sections, for example:
1. ‘I was there when the blow fell. And Father took it like a man.’
2. ‘Father had borrowed money against his property from Jake.’
3. Page 9 line 14, page 11 line 6 etc.
The students will underline the important sections in their books for future reference.


  • 23 April 2018
  • Posted by: YOLA CHICA
  • Number of views: 207
Students’ age range: 16-18
Main subject: Foreign languages
Description: Pre-reading activities
By reading the title of the text and by looking at a picture of a tree with bills instead of leaves the students predict what the reading will be about. Also, they answer some questions such as where the story takes place, when it happens, who are the characters of the story. The answers are copied on the board without confirming any one of them.
Afterwards, the teacher asks them to match some words with their definitions.
Words Definition
____Speechless a. the line that forms the apparent limit between earth and sky
b. a small body of still water
c. entire
d. silent, mute
e. journey, voyage
f. rural districts
g. arroyo
h. garden, field

While reading activities
1. The teacher asks the students to read the story How Rich Are We, by an unknown author, and to confirm the ideas they had about it.

How Rich Are We?
One day a father and his rich family took his son on a trip to the country with the firm purpose to show him how poor people can be. They spent a day and a night on the farm of a very poor family. When they got back from their trip, the father asked his son, "How was the trip?" "Very good Dad!" "Did you see how poor people can be?" the father asked. "Yeah!" "And what did you learn?"
The son answered, "I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of the garden; they have a creek that has no end. We have imported lamps in the garden; they have the stars. Our patio reaches to the front yard; they have a whole horizon." When the little boy was finished, his father was speechless. His son added, "Thanks, Dad, for showing me how 'poor' we are!"
Isn't it true that it all depends on the way you look at things? If you have love, friends, family, health, good humor and a positive attitude towards life -- you've got everything! You can't buy any of these things. You may have all the material possessions you can imagine, provisions for the future, etc.; but if you are poor of spirit, you have nothing! ( Author Unknown) http://www.jokearchives.com/inspire/howricharewe.html

2. The students have to read the story again. They will work in pairs, and then they will answer the following questions:
1. What is the main purpose of the author for writing this story?
2. What do you think the question in mind of the author were when he/she wrote the story?
3. What facts, experiences, or data the author uses for supporting his/conclusions?
4. What are the main conclusions in this story?
5. What are the key concept(s) we need to understand in this story?
6. What are the main assumption(s) underlying the author’s thinking?
7. What consequences are likely to follow if people take the author’s line of reasoning seriously?