Lesson Plans - Details

Communicable diseases

  • 25 April 2018
  • Posted by: Lelleith Nembhard
  • Number of views: 6513
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Communicable diseases
Students’ age range: 10-12
Main subject: Sciences
Topic: Communicable diseases
 
Description: To engage students,use questioning e.g.when last they had a cold. Did you get it from someone else or did you give it to someone else
Class will watch a video on the topic.
Using a Scenario, students will explain their understanding of a comunicable/non communicable disease, pandemic, epidemic
Present a list of communicable disease
Each group will be assigned a disease. They will research its causes and effects then write about it.

Geography as a branch of Social Studies

  • 25 April 2018
  • Posted by: Jonnett Johnson
  • Number of views: 4037
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Geography as a branch of Social Studies
Students’ age range: 10-12
Main subject: Social studies
Topic: Introduction to Geography
 
Description: Engagement:
Students will be shown a video entitled ‘Geography Matters’. They will be asked to deduce the meaning of geography after watching the video. Teacher and students will then work together in order to create a working definition of the concept; this will be noted on the w/board.

Exploration:
Students will be placed in groups; they will be asked to re-watch the video. As a group they will identify and discuss the different aspects/ branches of geography showcased in the video. The groups will ask a representative to share their findings. These will be captured on the w/board. A discussion will ensue, and the non-responses will be eliminated.

Explanation:
Students will be asked to explain the importance of geography in helping human beings to manage their environment properly in order to have a clean and safe place to live, work and grow their families. Teacher and students will be engaged in discussion in order to justify the student’s findings.

Elaboration:
Students will be given blank graphic organizers and use relevant pictorial evidence to complete the graphic organizers highlighting the branches of geography from the class discussion. They will be asked to write a paragraph to explain their graphic organizers. The teacher will supervise them as they work collaboratively.



Acquiring Content for Persuasive Essays

  • 25 April 2018
  • Posted by: Judith Whyte
  • Number of views: 7801
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Acquiring Content for Persuasive Essays
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Persuasive Writing
 
Description: Engagement
Students will role-play a scene where someone is sick and goes to the hospital for medical treatment.
Exploration
Students will be placed in two groups. They will be given the topic: It should become a law that all patients pay hospital fees.(Currently, the situation in Jamaica is that patients do not pay hospital fees). One group will give reasons why they disagree with the topic and the other group will give reasons why they agree with the topic. This will be a discussion session
Explain
Students will then individually write three pros for the topic or three cons against the topic, based on which groups they were previously in. Students will share at least one pro or one con with the group
Elaborate
Students will decide if the arguments put forward are major or minor arguments. Students will then research online for countries that have similar policies as well as those who have different policies

‘Market Morning’ by Grace Walker Gordon

  • 25 April 2018
  • Posted by: Tracia Morgan-Brown
  • Number of views: 7659
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‘Market Morning’ by Grace Walker Gordon
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Poetry
 
Description: Students will talk about their experiences that they have the market. Students will be shown pictures of several markets and teacher will lead them in a discussion about them.
The teacher will recite the poem ‘Market Morning’ for the students.
The students will volunteer to recite the poem and talk about it.
The teacher and students will discuss what the poem is about.
The students will identify the literary device in the poem and produce examples. (Device- Personification / examples ‘green banana fingers’, ‘grinning cobs of corn’)
The students will also identify the words that rhyme. The students should realize that the words rhyme at the end of each line.
The teacher will inform the students that a “rhyme scheme” is a way of describing the pattern of end rhymes in a poem. Each new sound at the end of a line is given a letter, starting with “A,” then “B,” and so on. If an end sound repeats the end sound of an earlier line, it gets the same letter as the earlier line.
The students will watch a short video, which will further explain what rhyme scheme is and give examples ( https://www.youtube.com/watch?v=XSSmrIZ7zJU).
Students will be are asked to individually list three things that a fellow student might misunderstand about the topic/concept. The responses are collected and reviewed by the teacher. The teacher and students will clear up any misunderstanding of the content .
Students will be placed in small groups to write the rhyme scheme for the poem ‘Market Morning’.
Teacher will check students’ work and make corrections where necessary.

This is my community

  • 25 April 2018
  • Posted by: Opal Smith-Alexander
  • Number of views: 4649
  • 0 Comments
This is my community
Students’ age range: 06-08
Main subject: Social studies
Topic: What is a community? What does my community look like? Who are the people in my community?
 
Description: Step One:
Students will illustrate the meaning of community by a drawing or performance piece.

Step Two:
Students will then compose and sing a song introducing people in their community.

Step Three:
In groups of 5's students will go on a walk-about to observe the community in action.

Step Four:
Upon their return to class, students will write two or more sentences on what the persons in the community were doing.

Step Five:
Teacher will arrange the class in fish bowl position. Six students will be selected to sit in the center of the large circle. The other students will sit in the large outer circle. The students in the inner circle will read their sentences aloud in the group and list the most common activities. Teacher will lead discussion.
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