Lesson Plans - Details


  • 23 April 2018
  • Number of views: 9271
Students’ age range: 10-12
Main subject: Language arts and literature
Description: Teaching/Learning Activities
1. Students make predictions using pictures and scenes.
2. They draw conclusion about story before reading.
3. Students identify words on Flash Cards.
4. Students read story practicing word attack skills to unlock troublesome words.
5. Students reread story more fluently.
6. Students watch short video of story highlighting main idea.
7. Students summarize in one paragraph the main idea of story.
8. Students enact key scenes.
9. Students divided in 2 teams- A & B
10. Team A sit in Fish Bowl
11. Team B stand around fish bowl.
12. Team A reflects on story giving their views of open ended questions.
13. Team B responds to questions giving their views.
14. Each Team required to draw conclusion highlighting the central message in their public announcement.

Male & Female Reproductive Organs

  • 23 April 2018
  • Posted by: Lakeisha Gossner
  • Number of views: 7462
Male & Female Reproductive Organs
Students’ age range: 10-12
Main subject: Health
Topic: Are teens Ready To Be Parents?
Description: 1. Briefly review male & Female reproductive organs
2. Present topic and scenario of Sally unable to complete high school because she got pregnant
3. Distribute compass point stategy and information to students. discuss
4. Distribute materials to each group
5. Have student groups discuss the four compass points as it relate to the topic.
6. Give students time to créate list and design poster
7. Have each group present to the class

The Importance of Vocabulary and Fluency in Reading Comprehension

  • 23 April 2018
  • Posted by: Guadalupe Ordóñez
  • Number of views: 8731
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.


  • 23 April 2018
  • Posted by: YOLA CHICA
  • Number of views: 5965
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?

Naming Adjectives

  • 23 April 2018
  • Posted by: Deidre Bourne
  • Number of views: 5346
Naming Adjectives
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Naming Adjectives
Description: • The teacher will ask the students if they know the story of the “ Three Little Pigs”
• Inform the students that they will listen to the story of “ Three Little Pigs” (powerpoint presentation)
• Ask the students to look at the pictures and drawings as you read them the story.
• After reading the story, ask them which pig they like or dislike in the story.
• The teacher will ask the students why they like or dislike the pig which they answered.
• As they tell the teacher their reasons, write down all the adjectives that you hear in their answers. The teacher will write the adjectives on to the chalkboard.
• Inform the students that any word that describes things we like or dislike are called adjectives
• Invite some students to act out their favourite characters from the story.
• Then ask the rest of the students to describe the characters that they portrayed. Remind them that the words they are using to describe are called adjectives.
• The teacher will ask the students to write or draw at least two adjectives for every person, thing, place, or animal. They must write it on their paper. If some students are having trouble spelling, the teacher will write some adjectives on the chalkboard.

• Ask the class to tell you what they learned about adjectives.
• Ask them the best adjectives that they can give for their parents, family, and friends.