Lesson Plans - Details

How do you feel today?

  • 25 May 2018
  • Posted by: Jazmin Infante
  • Number of views: 485
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How do you feel today?
Students’ age range: 06-08
Main subject: Foreign languages
Topic: Emotions and feelings vocabulary
 
Description: Ask to my classmates what make them feel happy guide by questions like, What make you feel happy, what make you feel sad?, etc and then write the answers in their notebooks. Draw a picture of each feeling. Change mask, and ask “what make you feel happy”? How do you look when you are bored? When they’ve finished, each group present each drawings to the class.

Argumentative essay

  • 25 April 2018
  • Posted by: Patrina Morris Bain
  • Number of views: 516
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Argumentative essay
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: The education system is failing our students. The system is not diverse enough and does not met the needs of many students.
 
Description: Before the lesson, students will be told that they will participate in an exercise called a fishbowl discussion. The teacher will ask them to describe an actual fish bowl and its purpose in order for them to make analogies and try to guess why this strategy has been so named. Students may write their thoughts freely on how they think the lesson will proceed. The students will then be shown a short video clip of the fishbowl strategy being used in a classroom. They will be asked to share their views on how they think this can be helpful to them. Again, students will be asked to write their thoughts freely on this. The protocol will be explained to the students and the classroom will be arranged accordingly – five chairs in the middle of the room and the other ten forming an audience around the inner circle. The students will be told to make any necessary notes which they think will help the discussion or which will help them clarify their thoughts. They will be told that they are expected to listen to each other and respect each other’s opinions. If they do not agree or if they have a counter-argument, they must not be judgemental but rather, speak constructively and think about all opinions offered as they try to arrive at their own conclusions. They will be told to try to provide evidence to support their claims. They will be unable to interrupt a speaker and each person must wait until her turn to speak. The topic will be intoduced and all students will be given five minutes to write their thoughts on it. A few articles on the topic will then be circulated among the students in order to help them generate discussion. Students will continue to make notes or write their thoughts and this will continue throughout the lesson. The topic will be displayed on a whiteboard for the duration of the lesson. The first five students will then enter the inner circle and the discussion will proceed. When the students have completed ten minutes within the inner circle, members of the outer cirlce will have an opportunity to ask questions. This will be done for five minutes before the next group takes their place in the inner circle. The lesson will be recorded on an iphone and replayed afterwards in order to let the students evaluate both themselves and the technique. The teacher will intervene as a facilitator when necessary.

Theme: Attitude towards Work or Nation Building

  • 25 April 2018
  • Posted by: Bobbette Barrett
  • Number of views: 175
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Theme: Attitude towards Work or Nation Building
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Poetry Appreciation: Identifying Literary Devices
 
Description: Engage: Six selected students will be asked to share their experience of either farming or the market place. Two of the students will talk about farming, two will talk about the market and two will illustrate through drawing of pictures of (one student) things that can be found in the market place and (one student) those used for farming. These accounts and drawings of experiences are geared towards helping students to understand and appreciate the time, effort and energy farmers put in to care for others by first caring for their crops. A brief revision on the literary devices looked at in class will be done to stimulate students’ prior knowledge which will be needed to make connections to this lesson. Students will be asked to explain five of the literary devices explored and provide one example of each: simile, metaphor, personification, alliteration, mood and tone. (15mins)
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Explore: Students will be asked to listen to a recorded reading of the poem “Market Women”. While they are listening, they should make note of all the words/phrases/expressions that they do not readily understand. These words will then be discussed and meanings clarified where ever necessary. (5 mins)
Expected words to be selected are in bold: Stride: walk stirred the steep dark: farmed the bred, and dug and reaped: cared for the plants and harvested them toil: work hand-maids: women
The students will be asked to turn to page 329 in The New Language Arts textbook and read aloud the poem: “Market Women” by Daisy Myrie in order to answer questions which will be posed to them later. After the reading, two students will be asked to explain the similarities and one student to explain the differences between the experiences shared at the beginning and the one shared in the poem. The intention here is to assist students to make the connection between the written work and the real-life experiences. (5 mins) ((The DRTA Strategy will be employed here.))

Explain: Students will now be asked to think critically about the farmers’ attitude towards farming as well as feeding the town people and share how they know the farmers care about/for the food they grow. This will be done individually. Two selected students will be asked to state and support the mood that can be found at the end of the poem. Teacher input and feedback will be provided when and where needed. (15mins)

Extended: Students will now be given a list of questions relating to the poem which they will answer in their notebooks. These questions are to further assist students to understand and appreciate the creative beauty of the poem as well as the experience shared through words. (15mins)
Questions:
What does the poet suggest about farming?
Which word(s) best describe(s) the mood of the market women?
List two of the literary devices used in the poem and explain each effectiveness in enhancing the theme emerging from it. What is the poet’s feeli...

Reading Comprehension and Literary Device- Imagery

  • 25 April 2018
  • Posted by: Veniese Brennan
  • Number of views: 407
  • 0 Comments
Reading Comprehension and Literary Device- Imagery
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Reading for Understanding and Critical Thinking ; Imagery in literature
 
Description: Prior to the introductory activity students will randomly select their compass assignment via Hat Pick.
Introductory Activity : Students will watch a 10 minutes animated video production of the Princess and the Frog downloaded from You tube
https://www.youtube.com/watch?v=Dhq_FEUEc8Y..
They willl then engage in a brief discusión as they share their thoughts on the video presentation.
Step 1. Teacher will guide the class to focus on the requirements of the compass activity and using the video they will orally suggest answers to compass questions/ requirements.
Step 2. Teacher will then read aloud the Poem “A Story Wet as Tears” by Marge Piercy from the Smart Board. ( This may be done twice) Final time ( third time)by the students them selves.
Step 3. Class will the discuss the literal ad interpretative meaning to the poem
Step 4. Using their notebooks students will revise and refresh their memories what is Imagery and see how it is brought out in poem
Step 5-6. GROUP SESSION Students will conduct their own individual reading of the poem first aloud and then silently. This will be conducted while in their groups to facilítate team discussion and the writing of brief responses to the focus questions. Teacher will walk around and provide assistance to groups
Step 7-8: Teacher open Compass Discussion and introduce ‘yhello ball ‘ to maintain attention and keep the discourse singular centered ( one group at a time will speak) when ball is on the table of group.
Step 9: Sudents will orally justify the evidence of Imagery in the poem.
Step 10; Wrap up

WHAT TIME IS IT, PLEASE?

  • 25 April 2018
  • Posted by: CECILIA UBE
  • Number of views: 92
  • 0 Comments
WHAT TIME IS IT, PLEASE?
Students’ age range: 10-12
Main subject: Foreign languages
Topic: THE TIMES
 
Description: 1. Know and understand the question “what time is it?”
2. Say the time.
3. Know the time for (breakfast, lunch, dinner, go bed, go school).
4. Know the bithday’s date.
5. Know the Word “when”.
6. Know the months of the year.
7. Spell simple words about birthday’s party.
8. Know phonics (short u, long u)


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