Lesson Plans - Details


  • 23 April 2018
  • Posted by: CATRINA DOTTIN
  • Number of views: 496
Students’ age range: 06-08
Main subject: Social studies
Description: • Students will be asked to state the vehicle in the picture and describe it. If student is unable to describe, questions will be provided to assist.
• The question will be posed what the name is given to these special vehicles.
• After this, the question will be asked what is the purpose for vehicles or why do we have these special vehicles.
• When some answers are given, the students will be told that they will now look at some pictures to assist in understanding the use of these vehicles: Police car, Ambulance, Hearse, Rocket and Fire truck.
• Students will be placed in groups. They will discuss the special types of transportation and the reason why they think these forms of transportation are special.


  • 23 April 2018
  • Posted by: Nicola Bowe
  • Number of views: 164
Students’ age range: 10-12
Main subject: Sciences
Topic: Renewable and Non Renewable Energy
Description: Definition of renewable and Non renewable energy
Categories the energy forms displayed as renewable and Non Renewable
Research each form of energy in terms of cost, environmental impact and possibility of use to replace present main energy used.
As a group present findings to the class
Questions arising from. Presentation are written on the board for everyone to address.
Every member of a group must present

Plot Development- My Father Sun Sun Johnson by C. Everard Palmer

  • 23 April 2018
  • Posted by: Tracia Morgan-Brown
  • Number of views: 124
Plot Development- My Father Sun Sun Johnson by C. Everard Palmer
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Plot
Description: ? The teacher will lead the students in a discussion about the following:
1. What are the qualities should a man/woman should seek to find in a man/woman before he/she marries him/her?
2. What are your views on divorce?
3. How are children affected by divorce?
4. How are parents affected by divorce?
5. How kind should, one be?

? After discussion, students will volunteers to read sections of chapters one and two of novel.
? Teacher will stop students at regular intervals and initiate discussions about important sections, for example:
1. ‘I was there when the blow fell. And Father took it like a man.’
2. ‘Father had borrowed money against his property from Jake.’
3. Page 9 line 14, page 11 line 6 etc.
The students will underline the important sections in their books for future reference.

Drug Awaerness

  • 23 April 2018
  • Posted by: Yaneek Laing
  • Number of views: 540
Drug Awaerness
Students’ age range: 14-16
Main subject: Life skills
Topic: Popular Music and Drugs
Description: 1. Write the following on the chalk board:
“Bail extended for reggae Singer on ganja charge”
“Pop Singer fined $50,000 for possession of cocaine”

2. Students will identify the similarities in each headline
3. Students suggest reasons why some pop singers use drugs
4. Let students evaluate each reason given and comment on it
5. Let students discuss why some members in the audience may take drugs at a pop concert
6. Let students say what they would do if they were pop singers or members of the audience at a pop concert where drugs were openly used.

Teacher recalls the example of local ‘Pop’ Singer Gem Myers and the Culture Club (Boy George) Band


  • 23 April 2018
  • Posted by: YOLA CHICA
  • Number of views: 192
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?