Lesson Plans - Details

Compound words

  • 23 April 2018
  • Posted by: Tamar Amos-Thompson
  • Number of views: 8446
Compound words
Students’ age range: 08-10
Main subject: Arts education
Topic: How can I identify compound words and use them correctly
Ice Breaker/ Motivation

? The teacher will model song about compound words. The students will join in singing the song. The students will solve the brain teaser given to find as many compound words as posible using two words to make one, the student who finds the most t the end of the timer will be awarded a sticker.

? Try to define the meaning of the Word compound words without the use of a dictionary. This will be done in groups and the teacher will utilise the hand in, pass out strategy. Each group will be given a blank paper on which to write their understanding of what they think a compound Word is. At the end they will Exchange their definition for others to read and agree whether it is a feasible response or not.
? Read meaning on a chart displayed “ A compound Word is a Word that is made up of two smaller words to make a new word.
? The students will give their responses of examples of compound words.
Partner Activity
? Teacher will group students in groups of 5’s
? A writer and a reporter will be assigned to each group.
? Hand out small square picturesbof compound words, scissors, glue, markers and construction paper.
? Each group will work together to match words to créate the compound words that is shown in the picture. Students will then cuto ut the picturea and glue them unto the construction paper to créate a compound Word. They will then use markers to insert the plus sign and equal sign and paste the compound Word created at the end. For example


? Teacher will monitor and supervise as well as using the oral questioning technique to see whether students understand what they are doing.

? Groups will be given ten minutes each to make a presentation on what they have done.

? They students will be given a game card to play “Compound words and Ladder.” Here the card will have words as well as snakes. The student will be given a dice to throw. He or she cannot play unless the dice lands on six. After which the student will move accordingly as the number the dice lands on. The trick here is that if the child land on the head of the snake, must move down to the tail of the snake. The winner will be the first person to reach the top and will identify all the compound words that they encountered.

Whole Group

? Use the compound words encountered from the Compound word ladder to créate sentences of their own. They will underline the compound Word used then separate root words. For example :- Mary got a football for her gift. The Word football is a compound Word. The two words that were joint together to make one are foot and ball.

Describe the evaluation process / evaluation instrument (150 words max):
A combination of worsheet, Word card as well as the metacognition table will be used.

Sample 1- Metacognition Table (ALL Students)



  • 23 April 2018
  • Posted by: Tasheika Stewart-Watson
  • Number of views: 4751
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Adjectives
Description: Students will say what they think adjectives while the teacher continues to engage them using the Socratic teaching method to test their understanding. Students will observe pictures and use adjectives to describe them in smaller groups.

el futuro- The Future

  • 23 April 2018
  • Posted by: Kadean White
  • Number of views: 5246
 el futuro- The Future
Students’ age range: 18+
Main subject: Foreign languages
Topic: Los Planes para el futuro-Future Plans
Description: Students will look at some pictures that teacher will use to tell which tense they will be looking at. For instance, teacher will show a little boy who is thinking of becoming a doctor. Students will have to guess that the boy is grown and wants to become a doctor in the future. Hence, identifying that the tense they will be looking at is the future tense. Teacher will ask questions such as “¿Qué vas a hacer esta noche?” “¿Qué vas a estudiar mañana? Students will respond using the same construction, e.g. “Voy a mirar la television”, “Voy a estudiar matemáticas”. The students will speak with a classmate and both will alternate in asking and answering the question. Teacher will ask some students to share. Students will record the information given in their notebooks and then allow them to ask questions. Students will draw and write sentences of future plans.


  • 23 April 2018
  • Posted by: Kemoy Thomas
  • Number of views: 7413
Students’ age range: 14-16
Main subject: Life skills
Topic: Careers in the Fashion Industry
Description: The objectives of the lesson were written on the board and explained, along with the expectations for the class.
Students will be asked to define and explain the difference between a job and a career and List careers that are directly or indirectly linked to the fashion industry. Students will make notes and ask questions for clarification and participate in discussion session by answering questions pertaining to careers.
Teacher Will discuss with students the various roles performed by employees in the fashion industry. Handouts will be distributed. Students Will make the necessary notes, sign for, collect and read through handouts. They Will ask questions for clarity.
Teacher Will discuss with students the skills required for entry into specific occupations in the fashion industry and the opportunities that can be sought for employment in the fashion and garment industry teacher Will allow students to demonstrate safe personal presentation standards in the workplace. Students Will make the necessary notes and ask questions for clarification and take the necessary notes for reading. Teacher will supervise students as they work in pairs to research information on Careers and also to view videos of careers in the Clothing and Fashion Industry. Students will watch videos on YouTube of individuals talking about the various careers in the Clothing and Fashion Industry.

Language Arts: Drawing Conclusions

  • 23 April 2018
  • Posted by: Anthia Knowles
  • Number of views: 8919
Language Arts: Drawing Conclusions
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Drawing Conclusions
Description: At the start of the lesson, the teacher will play the last few minutes of the 2018 Super Bowl. The teacher will pause the clip right before the announcement is made and ask the students "From the clip, what is happening, what is going to happen and how did they arrive to this answer?" The students will answer "It is the Super Bowl and the Eagles have just won or is about to win. The score on the video clip and the timer being on zero shows they've won the game. The teacher will explain to the students this is called Drawing Conclusions.
The teacher will explain to students that drawing conclusions is using information that is implied or inferred to make meaning out of what is not clearly stated.
The teacher will demonstrate to the students how to draw a logical conclusion. The teacher will go through a few examples. The teacher will explain how it may help you to think about an inference as a math problem. What you read + what’s in your head = an inference.
Using a “What Am I?” poem and the Drawing Conclusions Graphic Organizer, students will pair clues from author with background knowledge to infer/conclude what is being described. Students will share their answers with the class.
The teacher will let the class listen to the song "Lost Boy" by Ruth B. Using their graphic Organizer, students will draw logical conclusions about the meaning of the song. Students will discuss their answers to each other.