Lesson Plans - Details

Literary Uses of Language - Using Character Traits to Describe Correctly

  • 23 April 2018
  • Posted by: Keva Johnson
  • Number of views: 723
Literary Uses of Language - Using Character Traits to Describe Correctly
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Using Character Traits to Describe Correctly
Description: 1. The teacher will ask the students to (on a graphic organizer) write a character trait to describe the woman based on what the woman was doing or singing and the evidence to support this trait.
2. The teacher will invite various students to share their trait and give the evidence (Using the Fishbowl Strategy)
3. The teacher will then invite the students to learn more about character traits.
4. The teacher will ask students to create a more vivid list of character traits based on given traits.
5. The teacher will ask various students to differentiate between positive and negative character traits
6. The teacher will ask groups to share their character maps and say if the traits for the particular character are predominantly positive or negative. Using the Socratic method of questioning, the teacher will ask students to ponder certain questions
Example: Why are some people in life mean? What can cause someone to have a negative out view on life? Are these people evil?
7. The teacher will instruct the students to create a rap or poem based on their selected character traits, providing evidence for the character trait within the poem or rap

Students Activites
1. The students will provide a trait for the character and provide evidence – using a graphic organizer.

2. Using the Fishbowl technique, various students will share their trait and give evidence. Once they are correct they get to keep their seat. If not, they stand on the outside of the seating arrangement until correct.

3. Various students will read notes on character traits.

4. The students will create a more vivid list of character traits based on character traits given.

5. A few students will share their lines.

6. Selected groups will share their character maps and state whether or not the traits used are predominantly negative or positive.

7. The students – in groups – will write a poem or rap with lines containing character traits and alternate lines evidence or proof.

Cells and Cellular Organization

  • 23 April 2018
  • Posted by: Arietha McIntosh
  • Number of views: 116
Cells and Cellular Organization
Students’ age range: 10-12
Main subject: Sciences
Topic: Parts of a Cell
Engage - How can I get students interested in this? Use of an interesting activity.
1. Students will be given unlabeled diagrams of plant and animal cells. Student will then label the parts as the teacher calls/write the parts of the cells. This is also a revision activity. Students will assess each other’s work.
Explore - What tasks/questions can I offer to help students puzzle through this? Use of a simple investigation
2. Students will work in pairs to compare the animal and plant cells. Each pair will be given a Venn diagram to use for their comparison. The use of a Venn diagram will be explained linked to how it is used in mathematics.
Explain - How can I help students make sense of their observations? Class presentation and discussions.
3. Students will be asked if they think that all the parts of the cells do the same thing or carry out the same functions. Students will take turn to speak and listen to each other.
4. Students will view a video on the parts of the cell. The video will stop at intervals to discuss the function.
Elaborate - How can my students apply their new knowledge to other situations? Application of what they learned.
5. Students will work in groups of four. Each group will be given a structure of the cell. Students will create a dub/song/DJ/jingle about the function of that structure of the cell. Students will be given handout to help in their preparation. Each group must include at least two parts of the cell in their presentation.

Parts of Speech

  • 23 April 2018
  • Posted by: Shevern Bobb
  • Number of views: 161
Parts of Speech
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Adjectives
Description: 1. The teacher enters the class and greets the students. They are informed reminded of the classroom rules, and that they are going to look at a video clip in order to determine the topic for the lesson.

(5 minutes)
2. Upon looking at the video clip which lasts a minute and thirty seconds they are going to brain storm for two minutes and give their opinions of what an adjective is.
3. Students then coin their own definition of adjective and copy it into their exercise books.

(10 minutes)
4. Create three sentences in their books based on adjectives that were used in the video clip.
5. Students communicate the sentences to their teacher, where they are guided as to whether what is being said is grammatically accepted.

(5 minutes)
6. Teacher then invites students to select a piece of paper from a jar (which was brought to class by the teacher) with an adjective written on it. The student has to act out the adjective without using words and then the other classmates has to guess it.

(15 minutes)
7. Students are randomly placed in groups of three to discuss the importance of adjectives and how they make sentences more colourful.
8. At the end of the discussions, students would be asked to give their opinions. The passive learners would be encouraged to represent their groups.

Reading Comprehension

  • 23 April 2018
  • Posted by: Wendy Mitchell
  • Number of views: 151
Reading Comprehension
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: The Monkey's Heart
Description: The title of the story will be introduced. Students will predict what they think the story is about. Whole class discussion will be done. Students will skim and scan story for unusual words. These words will be listed on whiteboard. Individuals will be allowed to read sentences or paragrahs in which words are found and then use context clues to give meanings. Students will watch a video with one versión of the story.
Individuals, then whole class will read the story.
Students will be questioned so as to analyse the story to say who is the bad and good charácter and explain why they chose that character. They will then tell whether or not their predictions about the story was correct. Students will tell why they think the monkey reacted the way it did.Students will analyse the situation and tell how they felt about the Alligator whe it turned back thinking that the monkey's heart was really in the tree.

Functions, Relations and graphs

  • 23 April 2018
  • Posted by: Andrea Woodhouse
  • Number of views: 142
Functions, Relations and graphs
Students’ age range: 12-14
Main subject: Mathematics
Topic: functions in real life context
Description: • Teacher will outline the objectives to be met on the chalkboard and explain the importance of learning function, relations and graphs.
• Students will be asked to write the objectives set for the specified time period in their note books and after which teacher will explain the objective so that it is clear to students. In this case, students will know their goal and will work assiduously to achieve it by the end of the session.
• Students will be given 10 words to spell.
• A quick review of previous lesson will be done.
• Quadrants will be explained to students using seating positions. Selected students will be asked which positions they hold based on pairs of coordinates.
• students guided by teacher will then clear up any misconceptions observed.
• Students and teacher will explore relations functions and graphs using powerpoint presentation.
• Students will complete tables to find the corresponding values in a relation or function using worksheet.
• Students will explore a few examples.
• Students will be selected randomly to go to the board to solve similar problems set by the teacher.
• More experiments will be done.
• In groups, students will set up a germination experiment of a seedling. Then determine the function/relationship of the age and height of the seedling over a period of time, (i.e. containers, peas, water, newspaper/cotton/tissue paper). After 3 or 4 days of germinating, observe then measure the height of the seedling (i.e. young plant) with a ruler for at least one school week (5 days). Record the height of the plant in tabular form i.e.
1 3cm
2 6cm
3 9cm
4 12cm
5 15cm

• With teacher’s guidance, discuss observations made after 5 days. Predict the height of the seedling after 6 days, 9 days, 14 days etc. Draw conclusion that there is a relationship between the height and age (i.e. number of days) of the seedling as it germinates.

• As a whole class, note that the seedling grows 3 cm every day, so the height of the seedling is related to its age:
height(age) = (3 x age) cm So, if the age is 10 days, the height is:
• h(10) = (3 x 10) cm = 30 cm

• In pairs, complete the table below. Share and compare results with other pairs and then as a whole class.
age h(age) = (age × 3)cm
0 0
1 3
3.2 9.6
5 15
• In groups, with teacher’s guidance, present the data above on a bar graph using the geogebra software. Share and compare results with other groups and then discuss any patterns formed based on the data shown.

Experiments will be done at home as well as at school. Recordings will be done by each student and comparisons will be made.

• Students will be given oral questions thrown out by the teacher to calculate. The top 3-5 students will be awarded with stickers. This will promote listening skills,...