Lesson Plans - Details

Entrevista

  • 23 April 2018
  • Posted by: Yolanda Michelle Morales Gómez
  • Number of views: 79
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Entrevista
Students’ age range: 14-16
Main subject: Foreign languages
Topic: how do I ask about pleoples information?
 
Description: First we talk about the first time you meet someone, and the first intercourse is about questions, starting for What´s your name? and it will depend on the contexts and kind of relationship that people agree to give some personal information to make connections. So, the teacher asks about common questions on a first date. The students make a list of 5 to 10 questions to get to know somebody. Later on, they will show them to the teacher to make sure the structure of the questions are written with a good grammar. After they practice, asking the questions to the teacher, so She or He makes sure the pronunciation of the student has proper speech, fluency and rhythm. The final activity is to take the questions, and make an interview to a partner and collect information that is going to be recorded on their smartphone to show the teacher at the end.

How to Improve Reading Comprehesion through the Creation of Different Types of Questions

  • 23 April 2018
  • Posted by: Diana Navarro
  • Number of views: 103
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How to Improve Reading Comprehesion through the Creation of Different Types of Questions
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: The Island of Dr. Moreau, Chapters 1-5
 
Description: Teacher plays paragraph # 1 of audiobook: The Island of Dr. Moreau – Chapter 1
Teacher asks Ss to define what MAIN IDEA refers to as a reading strategy. T: What is the main idea of the paragraph we have just read? Students provide answers.
Teacher explains the three levels of reading comprehension: literal, inferential, and evaluative.
Teacher models how to take notes in the margins and how to create different types of questions: literal, inferential, and evaluative by eliciting answers from students.
Teacher hands out reading instructions WS: students must create a # questions at a certain level.
While the class listens to the audiobook for Chs. 1, Ss contribute with information to write in the margins and create at least 10 questions (overall).
Students read Ch. 2 at home and create a # of different types of questions per chapter.
While the class listens to the audiobook for Chs. 3, Ss contribute with information to write in the margins and create at least 10 questions (overall).
Students read Ch. 4 at home and create a # of different types of questions per chapter.
Teacher uses Ss’ evaluative questions in order to start a discussion of Chs. 1-5. Students are required to support their answers with specific examples.

Using definition to figure the meaning of an underlined word

  • 23 April 2018
  • Posted by: Jannice Ross-May
  • Number of views: 84
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Using definition to figure the meaning of an underlined word
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Using context clues
 
Description: Step 1:
• Teacher displays reading of short story on the board using a chart or projector.
• Teacher models the reading to the students by reading the story aloud.
• Students follows along as teacher reads story.
• Teacher then asks students to read the story aloud together as a whole class, while teacher assist along the way if needed.
• Students read story with appropriate pacing and fluency.
• Teacher asks students to make connection to what they have just read, by stating their experience if any with the story. (text to self, text to text or text to world)
• Students volunteer to make connection to the text.
• Teacher asks students questions based on the story they read.
• Students answer questions in complete sentence orally and then written.

Sentence level
Step2:
• In groups of four teacher distributes short passages to students with selected words underlined. Students are asked to figure the meaning of the underlined words using clues in the passage.
• Students read passage and use think aloud to figure the meaning of the word which is underlined.
• Teaching visit each group and offer assistance by asking leading questions to help students bring out the meaning of each word.
• Students share answers with whole class about they think the meaning of the word is and what clues they use to figure it out.
Step3:
• Teacher then explains to students what they are doing is using context clues to decipher the meaning of unknown words.
• Teacher then states that there are different types of context clues and what they are using is context clues by definition.
• Teacher then displays chart on the board about context clues
• Students and teacher read and discuss contents of the chart.
Step 4:
• Teacher distributes graphic organizers and sentence stripes to students in groups to figure out the meaning of the underlined word using clues in the sentences.
• Students use clues in the sentence to come up with the meaning of the underlined word.
• Differentiation- Teacher works with struggling and weaker students in small groups by reading sentences and asking probing and leading questions.
• Students in each group share their answers.


What is the Jamaican Culture

  • 23 April 2018
  • Posted by: Angela Mitchell
  • Number of views: 1713
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What is the Jamaican Culture
Students’ age range: 10-12
Main subject: Social studies
Topic: Aspects of the Jamaican Culture
 
Description: View short video clips/teacher-created multimedia presentation/pictures of food, music, dances, mode of dress, folktales etc… and tell the cultural aspect/s of life portrayed. Through discussion get an understanding of the concept of culture. Collect pictures of the various aspect of culture discussed, paste in scrap book/journal and write a sentence for each picture.

Talk about foods that they like to eat and how they are prepared. E.g. ackee and saltfish, rice and peas, run down, ducknoo, cornmeal pudding etc. through guided research investigate the origins of these dishes.
In groups collect/search for pictures online/offline sources and make collage depicting aspects of Jamaican food. Compile responses and transfer to a word processing software. Print and place in class cultural display area.

Identify the various festivals and cultural celebrations on a calendar. For example, National Heritage Week, Jamaica Day, Jamaica Independence Celebration, Maroon New Year’s Celebration etc. Talk about the activities related to national events and national symbols. For example, The National Anthem, the National Pledge, The National Song and The National Coat of Arms. Rehearse one aspect of any festival of their choice. Wear the appropriate dress for the depicted festival.

Attend a field trip and take pictures of important buildings, heritage sites, herbs for folk medicine and those used for Jamaican dishes. Take pictures of various murals. Talk about the many uses of art in our culture and create art work of their own. Mount a display in the classroom and answer questions about their work.

Geometry-Trigonometry

  • 23 April 2018
  • Posted by: Simone Tingling
  • Number of views: 847
  • 0 Comments
Geometry-Trigonometry
Students’ age range: 14-16
Main subject: Mathematics
Topic: Geometry-Trigonometry - Subtopic Sine - Content Summary Trigonometry at its simplest level is a branch of Mathematics that deals with the length of sides and angles in right angled triangles. The
 
Description: Revision: students will be asked the following questions; a. Draw a right angled triangle; label the hypotenuse and put in the right angle symbol. b. Give each angle and sides a name (angles A, B, C and sides a, b, c). c. Draw an isosceles triangle with the sides measuring the following lengths; 4cm, 4cm and 8cm. students will draw a perpendicular bisector from the apex of a triangle to the base. Students will correctly place in the two right angles. Step1: Students will draw a right angled triangle and label the sides. They will write on the hypotenuse, adjacent and opposite sides. Students and teacher will discuss what makes a side the opposite. Students will participate in class activity to identify the side based on the angle in question. Step2: 1. Teacher will introduce students to the sine ratio. Students will find the ratio on their calculator. 2. Students will attempt to fine the sine of given angles using their calculators, eg 30º, 45º, 75º, etc. 3. Students will use their calculators to find angles using sine inverse of numbers, eg 0.5, 0.98, 0.45, etc. 4. Teacher will draw a right angle triangle on the board with a specific angle (30 degrees) and the hypotenuse measuring 20cm, student will be asked to locate the opposite side. 5. Teacher will introduce students to the formula for sine. Students will attempt to use the formula to find the length of the opposite side. Teacher will assist the students if they are having difficulty applying the formula. 6. Students and teacher will work a problem together. Students will ask any further questions that they have. 7. A question will be written on the board where the hypotenuse is the unknown. Students will attempt to use the formula to find the length of the hypotenuse. Teacher will assist the students if they are having difficulty applying the formula. 8. Students will be given another question to calculate the unknown angle. Students will attempt to find the size of angle using sine ratio and convert the answer to degrees using sine inverse. Teacher will assist the students if they are having difficulty applying the formula and converting from decimal to degrees (sign inverse) correctly. 9. Students will be presented with a real life question to apply the sine formula to; Question: Eddie needs a new stay wire on his sailboat to replace one that broke in a high wind. The mast on his sailboat is 4.5m tall, and the stay wire must make an angle of 60 degrees with the deck of the boat. What length of wire stay does he need? Students will sketch and label the diagram correctly. Assessment Students will: 1. Do independent practice problems from page572-574 exercise11a #2-5,17, 18, 24, 27 Mathematics A Complete Course Volume 1 by Raymond Toolsie, 2. Living Mathematics for Jamaica Book 3 by I.S. Ferguson & P.Hill pp 206-207 exercise 14C # 1a,3,6, and 14D #1, 3 Evaluation2: Procedure: Revision: students will be asked the following questions; d. Draw a right angled triangle; label the hypotenuse and ...
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