Students’ age range: 14-16

Main subject: Language arts and literature

Topic: Understanding Text Features

 

Description: There are two classes consisting of thirty-six studnets each that were taught the lesson over six sessions. The groups are being taught the curriculum for City and Guilds English Language which comes with core units that students must cover. Sessions were 80 minustes long and the lesson was covered in 6 sessions.
The lesson began with the students placed in small groups and the distribution of City and Guilds source documents to all students. The source documents which were colourful and had various text features on them that spanned the five categories. Students were asked to focus on questions related to the source document and the various features on it in their groups and select a reporter to respond to the questions and any other ideas they had about the source document.
Groups gave their responses and their points which ranged from having seen the some of the features before to knowing why some were used were note don the board for further discussion. Class is then led into a discussion where they are given the names of the categories under which the features fall and allowed to research each type of features and find examples on the source documents as well as from their research under each category. They will also look at the function of each of the features. Groups made their presentations to the class where they were critiqued by their peers and the teacher.
The students were then given an article on drugs taken from an English Language text and guided Reading followed. This was done to get the students understanding of the content as well as for them to identify the áreas for which they could use the text features to make the document more reader-friendly without losing the salient points from the article. Students were allowed to re-create their source document as a group homeowrk assignment and present their new source document for whole critiquing.
Students were allowed to interact with documents individually and in pairs where they recreated documents using text features and written assignments that involved them naming the features highlighted by the functions. Lesson ended with students individually completing a mini quizz involing matching and identifying text features that could be used in various areas of a given article

Students’ age range: 14-16

Main subject: Social studies

Topic: Introduction to Communication

 

Description: Students will participate in a game of Chinese telephone. Teacher or a student will whisper a message to another student and the message is whispered to each student until all students get the message. The last student to receive the message will say it aloud. This message will be compared with the original message. The students will be led into a guided discussion for them to provide definitions for the concepts based on participation in the game; the discussion will also center around why the message changed or did not change. This will be noted on the board.
Students will be placed in groups of six (6). Students will use their devices to conduct research on the forms of communication on their devices. The stronger students will work with the slower ones.
Students will choose representatives from their groups to share the information they found on the forms of communication. Stronger students will be chosen to construct a concept map that will show the different forms of communication and examples of each. Teacher will assist students in constructing this. They will be shown pictures of the different forms of communication.

Students’ age range: 14-16

Main subject: Not specified

Topic: Introduction to Communication

 

Description: The students will be questioned to come up with a definition for the term communication. They will be asked what does it mean to communicate? How many parties are needed to have a conversation? These responses will be written on the board. The students will be ask to read the responses on the board. The teacher will then make clarifications and then allow the students to write the most suitable response.

Two students will then be asked to come to the front of the class in which one of them will write a short note to the other student. The teacher will use this to question students in order for them to identify the five (5) elements of the communication channel. The teacher will record the responses on the board. The teacher will probe students in order to get the appropriate answers. The students will then be asked to record the responses in their books. They will be given 5 minutes to do so.

Five students will then be given strips of paper in order to come to the board to identify each part.
Whenever the student have identify the correct parts, the class will be asked to read the answers
given in order to make corrections. The teacher will help the students to make corrections where
necessary.

The teacher will then show the students a powerpoint presentation in which they will be asked to
identify the different communication channels. The teacher will make clarifications and ask
questions to help students with the understanding of the content at hand. The students will then
be asked to record the appropriate information from the slide shown. They will be given 10
minutes in order to do so.

The lesson will be summarized with an interactive game on communication. The students will be
provided with a list of numbers and one by one students will be asked to come and choose a
number of their choice. The number will represent a question in which the students will be asked
to answer. The teacher will supervise the activity to ensure that the students are carrying out the
game effectively and clear up any misconceptions that the students may have.