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The Three Billy Goats Gruff

  • 25 May 2018
  • Posted by: Julia Moore
  • Number of views: 465
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The Three Billy Goats Gruff
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Recalling details
 
Description: Students will be encouraged to listen to the story as they would be questioned at intervals.
The teacher will tell the students the title and proceed to read the story.
The story will be read with the teacher stopping at intervals to check listening skills. The following questions will be asked:
- What is the name of the story?
- How do you think the goats got their names?
- Where did they live?
- Why were they moving from one place to another?
- Who lived under the bridge?
- What happened when the little Billy Goat Gruff tried to cross the bridge?
- What did the little Billy Goat Gruff say?
- Was he/she allowed to go on the other side of the bridge?
- Who came along next?
- What happened to the second Billy Goat Gruff?
- Was he/she allowed to cross over the bridge?
Students will be called to dramatize parts of the story.
At the end of the story’s reading, students will be asked to propose a different ending to the story by responding to the questions below using the fish bowl strategy. There will be three groups and each group will be given one of the questions below. They will follow the structure of the fish bowl strategy. However, instead of tapping to enter the circle, there will be a time factor involved and each group will respond to all the questions.
- If you were the troll how would you feel about the goats using your bridge?
- If you were one of the goats would you have tried to go on the other side knowing that a troll lived under the bridge?
- If you were big Billy Goat Gruff would you butt the troll?
Students will begin to illustrate their favourite part of the story.

Comprehension

  • 25 May 2018
  • Posted by: Devin Saunds-Dunkley
  • Number of views: 142
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Comprehension
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


Persuasive Writing

  • 25 May 2018
  • Posted by: Sylbena Scott
  • Number of views: 78
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Persuasive Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Many students have part -time jobs after school .It has been suggested that businesses should employ only those students who are successful in their studies .Is it a fair suggestion?
 
Description: I wrote the prompt for the essay on the whiteboard. Then ,I wrote a question derived from the topic on the board. Question :' Do you think that students with a G.P.A below 2:00 , should be allowed to work in business establishments ?' I asked students to indicate their responses to the question by standing in either the left or right hand side of the room.Next, I divided he class into small groups (about six(6) in each group) and assigned each member of the group the task of writing three reasons to support his/her stance. Each group member was given five( 5) minutes to prepare three (3) pros or three( 3) cons based on his/her group assignment.Group members were given an opportunity to share their arguments with the other members , select ,and record the three (3) major arguments presented.I moved around to each group so as to listen to the responses and to provide feedback . ( I had prepared a list of pros and cons before the lesson began) Class discussion ( debate)followed.(I called on students of each group to share their responses )

Development and Underdevelopment

  • 25 May 2018
  • Posted by: Karen Young
  • Number of views: 56
  • 0 Comments
Development and Underdevelopment
Students’ age range: 16-18
Main subject: Sciences
Topic: Defining Development and Underdevelopment
 
Description: At the beginning of the class students were asked to give their meaning of development, underdevelopment and sustainable development and site examples to support their response. This sparked lively discussions as students sought to justify their responses.
Reading from text and doing internet search allowed for better understanding of the terms and to identify the indicators that influence development-economic and non economic

Homonyms in action

  • 25 May 2018
  • Posted by: Carolyn Barker
  • Number of views: 277
  • 0 Comments
Homonyms in action
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: The definition and use of Homonyms
 
Description: Play a game of charades.
Teacher will do the dramatization in order to elicit from students, words which could end up having a different meaning. For example the use of the word watch. By the end of the set induction, students should be able to decipher that the one word given has two meanings called homonyms.
? Establish with students that we are talking about words which are spelt the same but have different meaning based on the context. Give the example sentences using a word in the sentence which has the different meaning and ask students to give the meaning of the word when used in both context.
? Present students with a sentence using the word sea and see and elicit from them the response that the words are used as homophones and ask the students to state the meaning of homophones. The same will be done using a sentence with a synonym and antonym where students will state that the highlighted words are used as such.
? Ask students to think of words which if given in a different context would have a different meaning, for example the watch from earlier discussion.
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