Lesson Plans - Details

The Visual Elements of art

  • 25 April 2018
  • Posted by: Lee-Andra Thompson
  • Number of views: 8686
The Visual Elements of art
Students’ age range: 14-16
Main subject: Arts education
Topic: The Elements of Art
Description: The class started from 1:00 to 2:00in which I outlined the specific objective for the lesson which was to Define at least three (3) Elements of art, Sketch three(3) Elements of Arts,Identify six (6) or more Elements of art in their environment. We brainstormed as a class what the Word elements mean while using a projected image.I explain the various types of elements of art, giving an example of each. Example .. Line- A line is a dot going for a walk. One example of a line is ______..........______. Using a media of your choice take a dot for a walk in your sketchpad and créate your own line.
Secondly i’ll divide the class into groups of 5, explainging the importance of the time that we need to work. For example to form groups 10minutes because some of them were shy and lack confidence in their abilities to illustrate a drawing and answer questions orally.
However they could form their groups, third they choose the specific place they wanted to do their presentation and they give to know after choosing the place they started to draw the place, while one student was drawing another was writing the descriptive text, some of them was speaking to each other to find information and finish the task, otherswere researching artwork or how to use the elements to créate an interesting piece of work, it last 30 minutes. We. At the end they explain their drawing and 5 minute per group. At the end of the task each group should explain their drawing while answering oral questions

British Industrial Revolution- Causes

  • 25 April 2018
  • Posted by: Tracian Condappa-Anderson
  • Number of views: 15403
British Industrial Revolution- Causes
Students’ age range: 08-10
Main subject: Social studies
Topic: British Industrial Revolution
Description: Introductory Activity:

Simple Sailboat Craft Activity:
Six students will be selected randomly and divided into teams of 1, 2 and 3. Each team will be given craft materials and instructions to make a sailboat in 4 mins. The first team to complete the task will be rewarded. Before the activity, the remaining students will be asked to make predictions on what team will make the sail boat quickly.

This activity will initiate a discussion on the means of manufacturing goods in factories.
What are the conditions one would need to establish a factory?
What is the impact of having one person do one job repeatedly?

Students will be instructed that they will be examining the birth of the Industrial Revolution (manufacturing) in Britain.


Step 1: Students will watch the video “Flocabulary: The Industrial Revolution.” Video will provide an overview of the industrial revolution, introducing students to the main concepts. They will answer the following questions.
• Provide a definition for the industrial revolution.
• Name TWO ideologies of the industrial revolution. State TWO ways in which these ideologies differ. (You can use additional resources to help you respond to this question.)
Step 2: Students will be divided into 7 groups of 4 or 5. Each group will be assigned the task of analyzing one source that features one of the causes and present it to the class using the guided questions. The groups will receive 15mins to organize their presentation.

Group 1: Source A: A graph showing population growth of European cities in the period 1470-1750
Group 2: Source B: A map of the British Empire in 1763 highlighting the colonies of the British Empire
Source C: The British colonial policies in the 16thand 17th centuries.
Group 3: Source D: A map showing the coalfields in England in 1800
Group 4: Source E: A dialogue between two persons who are introducing their universities
Group 5: Source F: Excerpt from The Industrial Revolution by Thomas S. Ashton (Oxford University Press, revised edition, 1962)
Group 6: Source G: An excerpt from Landmarks in English Industrial History, a book written by George Warner in 1899 (London: Blackie and Son, 1924).
Group 7: Source H: Excerpt from The Industrial and Commercial Revolutions in Great Britain During the Nineteenth Century by L.C.A. Knowles (E.P. Dutton & Co., 1921)
During each presentation students will complete a chart, highlighting the conditions that existed in Britain to have facilitated the Industrial Revolution.
Step 3: The teacher’s chart will be projected and use to review the conditions that led to the birth of the Industrial Revolution in Britain.

usage of articles

  • 25 April 2018
  • Posted by: simone renfurm
  • Number of views: 5056
usage of articles
Students’ age range: 16-18
Main subject: Foreign languages
Topic: articles
Description: Before I start, I tell the students that a prize can be won if they complete the task in their group. I also give them the instructions. First listen then write only the articles and nouns in your notebooks. Then you sit in your group and I appoint a team leader. You will have to discuss the usage of the article within you group and correct where necessary. I will read a passage. There will be an incorrect usage of the articles . the students listen to a passage that I read two to three times and each time I come across an article they have to write down the article that is used and the noun that follows.
After that I put them in groups and they have to look at each others list to see if they have the same things that was read out loud.

They then have to correct where the article is used incorrectly and discuss amongst themselves why it is used incorrectly.

Here they also practise the pronunciation of the nouns.

Persuasive Speech

  • 25 April 2018
  • Posted by: Tasha-Gay Swaby- Allen
  • Number of views: 12112
Persuasive Speech
Students’ age range: 16-18
Main subject: Language arts and literature
Topic: Persuasion in Speech
Description: Step One {5 minutes}
Students will be instructed to view a brief clipping from the movie A Time to Kill. Teacher will give the following Guided questions before viewing of film:
? Who is the speaker and why is he speaking?
Expected responses: The speaker is a lawyer and he is speaking in defense of his client/ he wants his client to receive a fair trial
? To whom is he speaking?
Expected responses: He is speaking to the jury/ persons who will decide the fate of his client.
? Are you able to identify any technique or device that grabbed your attention? Give an example
Expected responses: rhetorical question, loaded words, appeal to emotion, and use of anecdote.
? How did this speech make you feel?
Expected responses: I feel angry, sad, hurt, sympathy for the defendant, admiration and respect for the lawyer.
Developmental Activities
Step Two: Activity 1 {5 minutes}
Teacher will engage students in a discussion based on the guided questions related to the film viewed earlier. Volunteers will supply answers to each question followed by a brief discussion. Teacher will conduct a brief Question and Answer segment on famous speeches:
? What are some famous speeches that you have heard?
? Why do you think that these speeches have become so well-known?
Activity 2 (5 minutes)
Teacher will give students hand outs with a brief extract from Martin Luther King’s famous “I Have a Dream” speech. Teacher will read the speech first then students and teacher will read the speech together and then identify the dominant techniques and devices used. Students will share opinions on why they think this speech has endured the test of time. Why are we still reading and enjoying this speech today?
Activity Three (10 minutes)
Teacher will ask “what are the unique characteristics of a speech as opposed to an essay?”
Expected responses: The speech must focus more on audience; the audience may be addressed specifically for example, ‘ladies and gentlemen’. Also, in the speech, the speaker pauses for effect, makes eye-contact, stands in a particular way, pauses after asking a rhetorical question, and so on.
Teacher will then hand out graphic presentation of the unique characteristics of a speech encompassing all those characteristics mentioned as well as other characteristics.
Step Three: Activity 1 (5 minutes)
In groups of three, students will discuss for 5 minutes and come up with an interesting topic they would like to write a speech on. They will write three or four opening sentences of a speech that they will eventually write, to persuade a selected audience. One student from each group will present the mini-speech to the class.
In groups of three, select an interesting topic that you would like to speak about. Write three or four opening sentences for a speech to be presented to the class. Be sure to use at least two techniques in these sentenc...

Decipher the meaning of unkown words

  • 25 April 2018
  • Posted by: Sadreka Shand-Black
  • Number of views: 8227
Decipher the meaning of unkown words
Students’ age range: 18+
Main subject: Language arts and literature
Topic: Context Clues
Description: Introductory Activity: The lesson will be introduced by informing students that they will be learning a strategy for figuring out the meaning of words. Students will be asked if they know the strategy that is used for figuring out words. Expected response: context clues

Step 1: Students will imagine that they are in a restaurant and reading a menu. Under the dessert section of the menu, they see the item creamy, cold grape nut. Students will then be asked to figure out the clue that they saw in the dessert. Expected response: it is a dessert and it is described as cold and creamy.
Step 2: Students will be asked to think of three ways that the word “bill” is used in context. Example: 1. statement of amount owed 2. paper money 3. bird’s beak
Step 3: The following sentence will be written on the instructional board. “We have not received a bill for the stove we bought”. Students will then review the word “bill” as used in step 3 to figure out the correct usage of the “bill” as used in context. They will be required to give the correct response. Expected response: number 1
Step 4: Students will be informed that sometimes there is not enough information in one sentence to determine the meaning of the unknown word. They may need to read surrounding sentences to help.
Step 5: Students will be asked to state what “elepods” could be. Expected response: “elepods” is a nonsense word that could be any article of clothing that may be worn at the pool
Step 6: The following sentence will be written on the instructional board. “The girls wanted to show off their pretty painted toenails”. Students will be told that if they read this next, they could tell clearly what the meaning of “elepods” since it gives the clue about showing off their toenails.
Step 7: Students will be told that from this example, we can determine that “elepods” are sandals or flip-flops.