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Summary Writing - Determining main idea in paragraphs

  • 23 April 2018
  • Posted by: Rochelle Taylor Brown
  • Number of views: 62
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Summary Writing   -  Determining main idea in paragraphs
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Determining main idea in paragraphs
 
Description: Step 1: A short paragraph will be projected on the board. Each group will be challenged to create a comic strip with no more than three panels to summarize the passage. Only two groups will be called on to do a presentation while the other groups will assess them.

Step 2: Students will be asked to rearrange the room so that they sit similarly to how a bowl looks, that is, a huge circle with a much smaller one on the inside (fish). Despite this arrangement though, students are still in their groups. Each group will be given a short newspaper clipping and challenged to find at least 5 main points.

Step 3: After twenty minutes, each group will take turns to sit in the inner circle of the bowl. Whenever a group is in the bowl, their article will be projected on the board so that the entire class will be able to read the article to assess the group presenting. This will allow for all students to be attentive so that each/ each group can offer meaningful criticisms.

Step 4: Each group will then be asked to share what they garnered from the activity. To clarify misconceptions and to move to the techniques of summary writing, teacher will do a power point presentation on finding the main ideas using the filtering technique. The presentation will seek to engage students’ participation and even at intervals students will direct the class. At this point students’ understanding of the topic would have been clearer.



Step 5: A short paragraph will be projected on the board. Each group will be challenged to create a comic strip with no more than three panels to summarize the passage. Only two groups will be called on to do a presentation while the other groups will assess them.

Step 6: Students will now be introduced to the filter technique. Here, one group will be called to the centre of the circle (students will still be sitting in the fish bowl arrangement) to demonstrate to the class how they would use the technique to properly summarize their article.

Naming Adjectives

  • 23 April 2018
  • Posted by: Deidre Bourne
  • Number of views: 442
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Naming Adjectives
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Naming Adjectives
 
Description: • The teacher will ask the students if they know the story of the “ Three Little Pigs”
• Inform the students that they will listen to the story of “ Three Little Pigs” (powerpoint presentation)
• Ask the students to look at the pictures and drawings as you read them the story.
• After reading the story, ask them which pig they like or dislike in the story.
• The teacher will ask the students why they like or dislike the pig which they answered.
• As they tell the teacher their reasons, write down all the adjectives that you hear in their answers. The teacher will write the adjectives on to the chalkboard.
• Inform the students that any word that describes things we like or dislike are called adjectives
• Invite some students to act out their favourite characters from the story.
• Then ask the rest of the students to describe the characters that they portrayed. Remind them that the words they are using to describe are called adjectives.
• The teacher will ask the students to write or draw at least two adjectives for every person, thing, place, or animal. They must write it on their paper. If some students are having trouble spelling, the teacher will write some adjectives on the chalkboard.

• Ask the class to tell you what they learned about adjectives.
• Ask them the best adjectives that they can give for their parents, family, and friends.

Road Safety

  • 23 April 2018
  • Posted by: Novelette Richardson
  • Number of views: 50
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Road Safety
Students’ age range: 08-10
Main subject: Life skills
Topic: Safety
 
Description: Firstly students will be asked to tell what they think safety is and based on their response(s) the teacher would then link it to road safety. The teacher would then tell the students a dictionary definition for safety and road safety, following a brief recall of what was said. The teacher would then set up road signs and role play a scenario where road safety is needed to resolve problems while doing the day to day activity of going home from school or even going to the supermarket.

Figurative Language in Poem Richard Cory

  • 23 April 2018
  • Posted by: Kurshner Telemacque-Rabess
  • Number of views: 217
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Figurative Language in Poem Richard Cory
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Poetry
 
Description: 1. The class will begin with a news clip of a death by suicide.
2. Students will then share why they believe people commit suicide.
3. Teacher will then verbalize class objectives
4. Then the teacher will distribute poem to the class.
5. Students will then listen to the poem while the teacher reads.
6. Students will then read poem individually.
7. Then they will use the Compass Points activity to get them to think deeply about
the text.
8. Students will write their thoughts on sticky notes.
9. They will then place them in the appropriate location on the compass points on the board.
10. Students will receive the opportunity to share their compass points in whole group
discussion.
11. To analyze the poem, the teacher will then direct students to list traits about the character that are stated.
12. The students will then underline figurative language used in the text.
13. For each figurative device identified, students will explain the image created by each.
14. Students will then be asked to state how the poem makes them feel. They will then make a connection of the text to the world or to what they heard/read in the radio announcement at the beginning of the class
15. Students will then write a summary of the poem.
16. Students will share summaries in class.
17. Having recognized the theme that wealth and status don't ensure happiness and looks may be deceiving, students will offer a kind word or two to their classmates reassuring them that they are valued and appreciated no matter what they are going through.
18. For homework, students will write a reflective piece.

Is is true?

  • 23 April 2018
  • Posted by: Shernette Shana Richards-Francis
  • Number of views: 45
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Is is true?
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Facts or Opinion
 
Description: I started the lesson by asking students questions if anyone has ever told a lie on them. I then allow students to share their experiences. After which students were asked to express how they felt when a lie was told about them. Then teacher explain the key concepts, Fact and opinion to students. Students were given the opportunity to apply the knowledge they gain from the explanation by giving an example of a fact and an opinion. students and teacher then formed the Fish Bowl Circle, where students shared their opinions on a given topic. Students were then taken to the computer lab where they researched the topic to find evidence for their opinions. Soon after, students worked in pairs to complete worksheets where they determine factual or opinionated statements. The lesson ended by reviewing the definitions and completing a short quiz on the topic facts or opinions.
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