Lessons Plans

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Que estas haciendo?

  • 25 May 2018
  • Posted by: Odette Christian-Samuels
  • Number of views: 86
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Que estas haciendo?
Students’ age range: 14-16
Main subject: Foreign languages
Topic: Present Continuous tense
 
Description: Engagement: Song with content for introduction.
Exploration: elicit information from students based on content of the song for forming the progressive tense in Spanish.
Explanation: explain how the estate verb is conjugated.
Extension: dramatise actions for students to describe in the present Continuous tense.
Evaluation: work in pairs to describe actions in picture handout.

Introduction to Mandarin

  • 25 May 2018
  • Posted by: Julie Campbell
  • Number of views: 68
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Introduction to Mandarin
Students’ age range: 12-14
Main subject: Foreign languages
Topic: Introduction to Mandarin, Culture and Pronunciation
 
Description: 1. Think on questions such as – “Where is Mandarin spoken? What does it sound like?”, pair for research, as a whole class, students share what they find.

2. Notes covering these main points are sent to students in advance so they can preview the basics of the language structure. In class, they summarize and discuss the differences in triads with assigned roles (a secretary, investigator and discussion moderator). Moderators present each group’s findings to the class and new groups give feedback to either add or question facts presented.

3. Essential questions are presented in a fish bowl discussion – “How much cultural understanding is required to become competent in using a language? How can I explore and describe cultures without stereotyping them?” Teacher models examples good and bad of speaking about the culture to get students started. Students judge the statements as being stereotypical or non-stereotypical.

4. Pronunciation drills of 4 tones and examples of how changes of tone affect meaning. Students independently work on pinyin strings using an online interactive pinyin chart. Then, in pairs, they test each other step by step – first initials, then finals and then full pinyin strings with tone symbols. Teacher isolates the most difficult points of pronunciation for English-speakers and creates a graphic organizer on the board for students to note.

5. In groups, create and critique a list of criteria for learning the language from a free technology-based resource. They then decide on the best aspects needed and begin research in pairs to look for the best apps, blogs, video playlists etc.

Understanding and Appreciating Poetry

  • 25 May 2018
  • Posted by: Simone Brooks Clarke
  • Number of views: 40
  • 0 Comments
Understanding and Appreciating Poetry
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Reading for meaning, fluency and engagement with text and critically responding to literature
 
Description: Step 1 (5 minutes): Students will work in pairs to identify the six (six) hidden words in cartoon. A discussion will ensue about the scene. A link will be made between the rainy scene and the rainy weather we have been experiencing in Jamaica
Step 2 (10 minutes): Each student will be given a copy of the poem Nature by H.D. Carberry. Two students will be selected to do a reading of the poem. A YouTube video of a reading of the poem will be shown. Students will be asked to say how the reading makes them feel about the poem. Teacher will explain that how a poem is read helps to bring out the meaning of the poem and evoke specific feelings in the poem. NB: The slow pace helps you to feel calm and at peace in much the same way nature does.
Step 3 (15 minutes): Students will be asked to volunteer to identify the four seasons and their characteristic features. They will be asked to compare the four seasons with the type of climatic conditions we experience in Jamaica. A brief PowerPoint presentation will be shown on the background of the poet. Students will be asked to say how his background contributes to an understanding of the poem.
Step 4 (5 minutes): Students will use the Compass Points strategy to explore to topic of figurative devices in the poem.
Step 5 (15 minutes): Students will be placed in ten (10) groups of four (4) and each group assigned two lines of the poem. From the two lines they will find words related to nature. A brief discussion will follow on why these words are used and how they add to the meaning of the poem. Each group will be given a line from the poem which contains a figure of speech. The will say what figure of speech it is and how it adds to the meaning of the poem.

Character Analysis and Author's Intended Purpose

  • 25 May 2018
  • Posted by: Lora Crawford
  • Number of views: 126
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Character Analysis and Author's Intended Purpose
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Discussion and Analysis of the major characters in the text Green Days By The River
 
Description: Set Induction – The teacher will enter the classroom and make a general statement: “All men are worthless. They do not know how to treat a woman”. This statement is menat to evoke a response from a very opinionated group of students. After hearing their input, the teacher will ask them to ponder on those thoughts for a bit while we engage in an in-depth discussion of this as it relates to the text Green Days by The River.

The students will then be directed to set up the classroom in the format of a fish bowl. The rules of the class discussion to follow will be explained to them so that all students have a sound understanding of the intended exercise and its purpose.

Those students who had a burning desire to make a response to the teacher’s statement as it relates to the text being discussed were encouraged to take a seat in the fish bowl first. Thorough and in-depth discussion will ensue and all students will be given the opportunity to participate in the fish bowl during the lesson giving their views, using evidence from the text to support their comments.

After the discussion, students will be encouraged to return to their seats and then using the bristol boards provided, créate their own graphic organizers outling their previous views and opinions about the major characters in the text before the discussion and the thoughts and opinions of said characters after the discussion. They will also indicate whether their opinions have in any way changed or have been solidified after the discussion.

These graphic organizers will be presented to the class with an explanation by each student.

The computer

  • 25 May 2018
  • Posted by: Eugenie Douglas
  • Number of views: 75
  • 0 Comments
The  computer
Students’ age range: 12-14
Main subject: Technology education
Topic: Function of the Computer
 
Description: 1. Begin the lesson by reading watching the video presentaion
2. Teacher will then introduce the questions: How can we use the computer and it many input, output and storage devices to more adequately assist us in our daily lives, and how they believe their parents and grand parents would operate in their daily lives without computers to assist them
3. Have student volunteers read the parts that speaks particularly to input, output storage
4. Write down the definition of each of the functions then .
5. Take a moment to discuss the many, input, output, processing and storage devices that are utlized to carry out the functions of the computer
6. Concluding event, will take place with the students summarizing what they have learnt
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