Lesson Plans - Details

Introduction to Expository Writing

  • 24 April 2018
  • Posted by: Erin Knowles
  • Number of views: 1653
Introduction to Expository Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Writing the Thesis Statement
Description: Each group of two students will be given a think-pair-share worksheet as well as a topic. (Topics include: the consequences of dropping out of school, why do you admire a person, why parents are sometimes strict, why do you enjoy a particular teacher, explain how moving from place to place affects teens, explain the major stressors in a teens life, explain why you like or don’t like working in a team?)

The teacher will explain the purpose of expository writing is to explain a topic in a logical and straightforward manner. Without bells and whistles, expository writing presents a fair and balanced analysis of a subject based on facts, with no references to the writer's opinions or emotions.

Encourage students to complete the think and pair section of the worksheet with their ideas and their partner's ideas on the topic.

Model a thesis statement for the group, ask them to explain what I just did and what purpose that would serve. Establish that a thesis statement is generally a complete sentence that outlines the writers stand and three main points to support that stand.

Project sample statements on the board and ask each group to evaluate what the statement includes or is missing.

Encourage students to return to their group and créate a thesis statement in the SHARE column that combines their ideas on the topic.


  • 24 April 2018
  • Posted by: Jessie Moxey
  • Number of views: 852
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:

Creation Stories

  • 24 April 2018
  • Posted by: Peta-Gay Neat
  • Number of views: 117
Creation Stories
Students’ age range: 12-14
Main subject: Religious education
Topic: Theories of Creation
Description: Given prepared observation sheets for students to use as a guide in watching videos related to nature. Students will give an oral report of their observations from the videos. Using observation sheets, students will be asked to identify the numerous plants and animals seen within the video. A guided discussion will develop to discuss the students’ observation and to help the students better understand the concept of nature.

After the discussion, the students will be brainstormed by the teacher to ascertain the definition for each key term. The terms nature, creation, stewardship, theories and stories will be recorded on the board in the form of a semantic web. The students will be instructed to look under their chair for a term or phrase that is associated with each term, which they will pin on the semantic web. The students will then be given 5 minutes to formulate a definition for each term. Selected students will share their definition for each term which will be recorded on the board. A guided discussion will ensue to discuss each definition given by the student and to clarify any misunderstandings.
The students will watch a digital story about the theories of creations. The students will be given purpose questions to guide them as they watch the digital story. As the students watch the digital story, the students will be interrupted at different intervals to answer the purpose question (s) associated with that particular theory as well as to get the students’ understanding of the theory. A discussion will develop to clarify the students’ misunderstandings.
The students will then be given a S.T.E.M activity in pairs to see how well they are thinking about the creation of the world.
What You Need
? 12-inch (30-cm) round latex balloon
? a permanent felt-tip marking pen
? 24-inch (60-cm) piece of string
? metric ruler

What to Do
1. Inflate your balloon until it is about 4 inches (10 cm) in diameter, but do not tie the end.
2. Using the felt-tip marker, make six dots on the balloon in widely scattered locations. Label one dot "home" and the others A-E. The home dot represents the Milky Way galaxy, and the others represent galaxies formed in the early universe. 3
3. Without letting air out of the balloon, use the string and ruler to measure the distance from home to each dot. Record the distances in the worksheet table under the heading "Time 1."
4. Inflate the balloon so that its diameter is about 2 inches (5 cm) bigger. Again, measure the distances to each of the dots, and record the distances under "Time 2" on the worksheet.
5. Inflate the balloon in 2-inch (5-cm) increments three more times. After each inflation, measure and record the distances on the worksheet.
6. Answer the follow-up questions on the worksheet.
The students will then engage in a fishbowl activity. The students will be given a series of guiding quest...

Chemical equations

  • 24 April 2018
  • Posted by: Verona Sutton
  • Number of views: 109
Chemical equations
Students’ age range: 14-16
Main subject: Sciences
Topic: Chemical name and chemical formula
Description: 1. The teacher will list the names and chemical formula of common cations and anions.
2. The teacher will demonstrate the steps involved in writing names and chemical formula using examples and referring to the previous chapter on bonding.
3. The students will be given examples to work on individually. Each student will then demonstrate how they got their answer.

Would you eat that???

  • 24 April 2018
  • Posted by: Kathryn Stewart
  • Number of views: 100
Would you eat that???
Students’ age range: 16-18
Main subject: Sciences
Topic: Genetic Engineering - Applications to Modern Life
Description: 1. Having introduced the method and established the rules in a previous class, relevant materials in the form of articles on reputable websites and a podcast would be shared via email at least 3-5 days before the actual class.
2. Students should think carefully about what they have read and listened to, make personal notes/observations and engage in further research on the topic. The basics of Genetic Engineering having been already completed, students should come with an informed opinion on the question: Would you eat that? (referring to GM foods). Yes and No should be written on coloured papers on entry to the classroom. On cue, these will be displayed.
3. The Fish Bowl discussion would ensue, with minimal teacher interference. Teacher takes note of how well the material was assimilated, understood and challenged in the course of the discussion.
4. The wrap-up exercise includes not only consideration of the question at hand but also how well the Fish Bowl method worked. Conclusions should be drawn on the potential benefits vs harms of consuming, producing and relying on GM foods. Consideration of context will be encouraged. Students should share whether or not their views were the same at the end of the session, explaining their answers. The Yes or No coloured papers will be held up. Analysis of the Fish Bowl method should also be conducted through class discussion.
5. Students should write a reflective piece on the class, including their personal views on GM foods (whether or not they would eat them) and how they felt about the exercise overall.