Lesson Plans - Details

What is leadership?

  • 25 April 2018
  • Posted by: HARRY HANSON
  • Number of views: 5953
What is leadership?
Students’ age range: 14-16
Main subject: Social studies
Topic: Social Groups
Description: Engagement: Teacher will create two groups of five students who will compete against to move from one point in the class to another. Students will be placed in a queue, each holding the shoulder of the person in front of him or her. The first four in the line would be blindfolded while person at the back of the line will maintain vision. The person at the back of the line will guide the team across the class, voiding obstacles, using hand signals demonstrated to class by teacher. After activity, students will be asked to identify the leader in each group and to state the type of group that has established leaders. (10 minutes)

Exploration: Following discussion on engagement activity students will be asked to construct a definition of leadership in pairs. Before sharing, students will then watch a video on the types of leadership. Students will create a Pros and Cons Grid (PCG) for each of the leaderships styles identified in the video. (10 minutes)

Explanation: Using round-robin, teacher will solicit responses from students as to the definition of the term leadership and the characteristics of a democratic Leader, an autocratic leader and a laissez faire leader. They will also present the PCG while the other groups will analyize the merit of each point. (20 minutes)

Elaboration: Teacher will asked students what would be qualities of a good leader despite the leadership style of that leader. Students will also be given some examples of school leaders and national leaders and asked to identify the leadership style of each. Students will also explain the importance of leadership in a group. (10 minutes)


  • 25 April 2018
  • Posted by: Helena Walters
  • Number of views: 6702
Students’ age range: 12-14
Main subject: Mathematics
Topic: Circumference
Description: ? Engage
o Select students will participate in an exploration of the historical event whereby Columbus set sail in search of the East by going West.
o Students will be given cue cards to indicate their roles in the game (Captain, W - white, Queen, C – colored, North Star, Pinta, Santa Maria, Nina).
o They will journey from a little distance from the East (designated by sign) and head to the West (designated by sign) where they will meet and greet the C’s.
? Elaborate
o Select students will engage for ten minutes in Explo Collaborative Discussion Model (ECDM) discussing the Historical event depicted and the possibilities of reaching the East by sailing West.
o One student will be the facilitator whose job it is to keep the discussion flowing. Another is the time keeper who indicates when the time has expired. Another is the mapper who will track the flow of the conversation.
o The question that will be given to the facilitator is: “Could Columbus achieve his goal?”

The Christian and Muslim Leaders

  • 25 April 2018
  • Posted by: Kisha Palmer
  • Number of views: 8382
The Christian and Muslim Leaders
Students’ age range: 12-14
Main subject: Religious education
Topic: The Christian and Muslim Leaders
Description: Lesson #1
Engagement (5 minutes)
Teacher will ask students to make a list of various church leaders.
Possible answers; Vicar, Priest, Monk, Bishop etc. Teacher will record answers on board.
Exploration (15 minutes)
The teacher will highlight four Christian leaders and their roles, titled “Church Leaders and their Roles”. (see below lesson)
Explanation (5 minutes)
The meaning of the terms; convent and monastery will be given here.
Extension (15 minutes)
Vows kept by monks and nuns:
• To live their life in total poverty.
• To abstain from all sexual relationships. This is called chastity.
• To live in religious obedience to the will of God and the will of their religious community. This is expressed by the Mother Superior of the convent.
Evaluation (15 minutes)
How much have I remembered?
-Students will be given questions to match the name of the religious leader beside them.

1) I write sermons and articles?
2) I lead two or three services in my church?
3) I belong to a Roman Catholic Church?
4) I live in a monastery?
5) I arrange prayer meetings?
6) I lead the school assembly?
7) I organise trips for the local youth group?
8) I go to the Parish every day to say Mass?

Lesson #2

Engagement (10 minutes)
-My learning line #1 will be introduced (see end of lesson)
Starter: Students will write down the important words and their meanings; Imam, Adhan, Rak’ah, Khatib and Hadith.
Exploration (5 minutes)
The Imam will be highlighted in detail.
Explanation (20 minutes)
Students will be asked to draw the table seen at end of plan in their books.
Then the strips of information seen below the table will be written at one side of the board.
Group Task: Students will be asked to join a group of two to four students and sort the information strips, placing them into the correct categories…they must all agree.
Extension (10 minutes)
• Why is it important for the imam and his family to be known as good Muslims?
• Why do Muslims place authority in the Imam?
Evaluation (20 minutes)
Write a job advertisement for the local Imam in Mandeville.
Writing frame:
We at Mandeville Mosque are looking for a new Imam….
He must be…..
His roles and responsibilities will be…..
The position is…..

Internet safety

  • 25 April 2018
  • Posted by: Shermin Warrican
  • Number of views: 7064
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.

Characterization in Emil and the Detectives

  • 25 April 2018
  • Posted by: Marritta Stephenson
  • Number of views: 7376
Characterization in Emil and the Detectives
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Understanding the main characters
Description: 1. Students form relay teams. First persons on teams run up, select pre-prepared question from pool, read, write answer on card,then tag another team member who does the same thing. At the end, answers are checked. Team with all correct answer gets prize.
2.Teacher introduces lesson with learning objectives and content to be explored.
3. Separate class into two groups. Divide each half into five groups.
4. Brainstorm previous knowledge about how the writer lets reader learn about the characters. Place information on semantic map.
5. Each group on either side gets one area of the STEAL to exploe one main charácter (Emil/Grundeis). Students find evidence in the text to support.
6. The five groups get into one large group and make a charácter sketch of their designated charácter. Students place information on charts for exhibition.
7. Representatives from each character group speak about their charácter.
8. Students compare their personality to Grundeis or Emil.