## Mollusks

• 23 April 2018
• Posted by: Esther Thompson
• Number of views: 4321
• 0 Comments
Students’ age range: 10-12
Main subject: Sciences
Topic: The Queen Conch

Description: Display lyrics and Play the Bahamian song: Conch Ain't Gat No Bone." Written by: Alphonson Higgs (Blind Blake)
Allow students to sing the song together along with music.
Model the 'conch style dance', and have students "knock the conch style' while singing "Conch Ain't Gat No Bone".
Invite students to view the video: "Ain't Got No More Lip- A Film About Conch.
Allow students to share their views about the video.
Distribute copy of the story the queen conch to each student.
Allow students to number each line.
Read the text aloud to students, then allow them to mark words which they are unfamiliar.
Include the following terms: mantle, operculum, delicate, discourage, delicacy
Elicit vocabulary students identified as unfamiliar .
Encourage students to write the meaning of the unfamiliar words on their copy of the poem.
Allow students to read the poem in pairs.
Display topic for the fishbowl discussion and share it with students.
Invite the first four participants to join the fishbowl circle.
Remind class that only students in the fishbowl circle are allowed to talk, the students in the outer circle are to remain quiet and make notes.
Probe questions to prompt a deeper discussion.
Ensure that students have an opportunity to talk and rotate in and out of the circle.
After the topic has been completely exhausted allow students to write on the topic: "Should there be an Open and Closed Season to Capture the Queen Conch?"

## Algebraic Expressions

• 23 April 2018
• Posted by: Camisha Gallant
• Number of views: 3665
• 0 Comments
Students’ age range: 12-14
Main subject: Mathematics
Topic: Substituting a numeral for a symbol

Description: Teacher will write the objectives on the board

Step1: Students will be asked to sit in pairs. Each student in a pair will be given a card with a problem. For example

If x = 2, y = -3 and z = 4, calculate the value of 3x + 2y + z and 4x + 3y – 2z

Each student will work on a problema and then exchange cards and work on the other problem.

Step 2: After completing these problems they will discuss what they did (steps taken) to solve the problem and any área that they had to pay close attention to.

Step 3: Selected pairs will then be asked to share their results with the entire class. Other students will agree or disagree and give suggestions

Teacher will facilítate and make any necessary clarification.

Step 4: Students will do other related activites from text: Mathematics A Complete Course with C.X.C. Questions Volume 1 By Raymond Toolste. Pp 232 Ex. 6b #41, 46 and 47

## Types of Persuasive Writing

• 23 April 2018
• Posted by: rachael hinds
• Number of views: 3184
• 0 Comments
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Argumentative Writing

Description: The teacher will show a short Proactive advertisement. After viewing the advvertisement the teacher will ask students if they can identify any persuasive techniques used. The teacher will note the student’s responses on the board and will focus the student’s attention to be used in the following lesson.

## Violence in society

• 23 April 2018
• Posted by: Rachell Samuel
• Number of views: 3653
• 0 Comments
Students’ age range: 10-12
Main subject: Social studies
Topic: Why is there so much violence in our society

Description: Set up the fish bowl
Remind the students of the rules
Show the whole class a picture of a newspaper clipping of a recent act of violence
Have students discuss the picture as it relates to type of violence and effect it can have on society
Each child will have the opportunity to participate
Teacher will not interrupt discussion of the topic
If discussion is not going staying on the topic, teacher can pass out slips to chosen students with related questions to the topic.
At the end of the session, have the reporter review the points mention
Using a PAC table, student can then decide which points are pros and which ones are cons

## The Main Idea and Supporting Details

• 23 April 2018
• Posted by: Deidre Bourne
• Number of views: 5372
• 0 Comments
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Reading Comprehension

Description: Ask the students to write 4 lines about something you did over the weekend. When you are finished underline what line you think best describes the main idea of your paragraph
Have you ever wondered what the big deal with this main idea is? Like why is my teacher spending so much time teaching me about the main idea when so frequently I have to find out so much other information besides the main idea? Well that is because knowing the main idea is important. When we know the main idea we are really understanding the just of what we are suppose to be learning about. We have an idea about the topic and what we are going to learn from our reading. Frequently we are asked to answer questions about the main idea, or rename a title of a passage, which is also another way for teachers to figure out if we know what the main idea is. When we figure out the main idea, we can actually do three things to realize that we are really strong readers.
When we think of a main idea, we ask ourselves what is this mostly about? While we are asking ourselves that think to yourself, we can actually answer some important questions about main idea. When we know the main idea we can more than just identify what the passage or story is mostly about. We can also identify the topic, can create a new title, and can write a sentence that supports why you have chosen your main idea. When we have a clear vision of our main idea we are able to state three things that show we have a strong understanding as readers. Today we will learn how to declare the main idea of a passage, article, book, or reading, and then be able to state the topic, create new or main idea centered title, and then write a sentence the supports our choice in a main idea. When we can support our main idea we can confirm our findings and support our thinking that is what makes us good readers.
Distribute copies of your reading to my students. Read aloud the passage with the students , read it once thoroughly and then read it again using out loud thinking, jotting down notes, questions, and highlighting important information. Talk out how you would generate a main idea.
Then do another reading, have students do think aloud, highlight, add questions and talk through information. Have them come up with the topic, title, and sentence to support.
Divide students up into groups and complete the worksheet that is the same as what I modeled using different types of passages. Distribute different passages to different students to differentiate
Pose the following question:
What are three things we can also determine when we determine the main idea of a passage?