Lessons Plans

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Part of Speech

  • 23 April 2018
  • Posted by: Sany-kay Mundle
  • Number of views: 3880
Part of Speech
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Metaphor and Simile
Description: Engagement.
Students will be asked to share with a partner the definition of metaphors and tell their partner an example of a metaphor they have read lately or heard before. Students should turn and talk. Teacher will allow a few partnerships to share out their responses. Students will be reminded that, a simile is also a comparison between two things but similes use the words “like’ or “as”. Selected students will be asked to share out their responses.
Students will be informed that poets use figurative language to help us create images in our mind as we read. Students will listen as the reads a poem; they will also be instructed to paying close attention to the metaphors and similes as they create pictures in their minds.
Teacher will place the poem, Butterflies on the whiteboard.

Butterflies are as light as feathers
They a paper bags floating in the air
And are as beautiful as dancing spirits
I think they are small stars in the sky.
Sometimes they are as blue as tear drops
I bet they love flowers swaying in the breeze
Butterflies are so cool!
Students will listen as the teacher reads aloud the first two lines of the poem
Teacher will inform students that as she was reading the first two lines, she noticed both a metaphor and simile. The first line, butterflies are as light as feathers, is an example of a simile. The author is comparing the butterfly to a feather. I can see in my head a feather floating in the breeze; this helps me image a light butterfly floating in the air as well.
The second sentence is an example of a metaphor. Once again the author is comparing the butterfly to something that is light floating on the air, but this time a paper bag. This creates a very different image in your head. The feather is very peaceful while the paper bag makes me thing of litter or trash blowing in the wind. Students will be asked did you notice, how with each of the examples I stopped to determine if the line was a metaphor or simile then created a mental image of the comparison.
Students will listen as teacher reads aloud the next two lines of the poem. Students will be asked to tell their partner which metaphors or similes are present in those lines. Students will discuss.
Selected students will be asked to share their responses.
Students are expected to respond that line 3 is an example of a simile and line 4 is an example of a metaphor.
Students will be reminded that each time they read a poem; they must pay close attention to the metaphors and similes to create mental images.

The Food We Eat

  • 23 April 2018
  • Posted by: Ragesheree Johnson
  • Number of views: 7199
The Food We Eat
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: how do I write and talk about the endless variety of food we eat
Description: Teacher began lesson with showing slide show of some foods in our culture. Students list the ones they liked. The most liked food was written on the board. Teacher asked student if they found it strange that we are discussing food in language art s class. Students discussed in in pairs and then shared it with the class. Teacher showed video of someone discussing food. students discussed video. Teacher selected one of the meal written on the board used and asked students to brainstorm and write the ingredients for the meal and the procedure.


  • 23 April 2018
  • Posted by: Shanelle Polson
  • Number of views: 4761
Students’ age range: 00-04
Main subject: Language arts and literature
Topic: Verbs - Action Words
Description: Students and teacher will sing a song about verbs. (Song tune to itsy bitsy spider… Verbs are action words, like walking, talking, running, skipping, hopping, jumping; they are action words.)
After we introduce the lesson with this song, teacher will first read the passage for students. Students will repeat after teacher as the passage is read together.
Students will be asked a couple of questions, do you know what are verbs? Name some verbs you Heard in the song earlier? Can you do any of these?
Students will be encouraged to attempt to tell/identify some of the action words from the passage. Students will take turns by raising their hands and waiting to be acknowledged.
Students will copy the sentences from the whiteboard and then underline the verbs in each sentence.

Compound words

  • 23 April 2018
  • Posted by: Tamar Amos-Thompson
  • Number of views: 7209
Compound words
Students’ age range: 08-10
Main subject: Arts education
Topic: How can I identify compound words and use them correctly
Ice Breaker/ Motivation

? The teacher will model song about compound words. The students will join in singing the song. The students will solve the brain teaser given to find as many compound words as posible using two words to make one, the student who finds the most t the end of the timer will be awarded a sticker.

? Try to define the meaning of the Word compound words without the use of a dictionary. This will be done in groups and the teacher will utilise the hand in, pass out strategy. Each group will be given a blank paper on which to write their understanding of what they think a compound Word is. At the end they will Exchange their definition for others to read and agree whether it is a feasible response or not.
? Read meaning on a chart displayed “ A compound Word is a Word that is made up of two smaller words to make a new word.
? The students will give their responses of examples of compound words.
Partner Activity
? Teacher will group students in groups of 5’s
? A writer and a reporter will be assigned to each group.
? Hand out small square picturesbof compound words, scissors, glue, markers and construction paper.
? Each group will work together to match words to créate the compound words that is shown in the picture. Students will then cuto ut the picturea and glue them unto the construction paper to créate a compound Word. They will then use markers to insert the plus sign and equal sign and paste the compound Word created at the end. For example


? Teacher will monitor and supervise as well as using the oral questioning technique to see whether students understand what they are doing.

? Groups will be given ten minutes each to make a presentation on what they have done.

? They students will be given a game card to play “Compound words and Ladder.” Here the card will have words as well as snakes. The student will be given a dice to throw. He or she cannot play unless the dice lands on six. After which the student will move accordingly as the number the dice lands on. The trick here is that if the child land on the head of the snake, must move down to the tail of the snake. The winner will be the first person to reach the top and will identify all the compound words that they encountered.

Whole Group

? Use the compound words encountered from the Compound word ladder to créate sentences of their own. They will underline the compound Word used then separate root words. For example :- Mary got a football for her gift. The Word football is a compound Word. The two words that were joint together to make one are foot and ball.

Describe the evaluation process / evaluation instrument (150 words max):
A combination of worsheet, Word card as well as the metacognition table will be used.

Sample 1- Metacognition Table (ALL Students)


el futuro- The Future

  • 23 April 2018
  • Posted by: Kadean White
  • Number of views: 4322
 el futuro- The Future
Students’ age range: 18+
Main subject: Foreign languages
Topic: Los Planes para el futuro-Future Plans
Description: Students will look at some pictures that teacher will use to tell which tense they will be looking at. For instance, teacher will show a little boy who is thinking of becoming a doctor. Students will have to guess that the boy is grown and wants to become a doctor in the future. Hence, identifying that the tense they will be looking at is the future tense. Teacher will ask questions such as “¿Qué vas a hacer esta noche?” “¿Qué vas a estudiar mañana? Students will respond using the same construction, e.g. “Voy a mirar la television”, “Voy a estudiar matemáticas”. The students will speak with a classmate and both will alternate in asking and answering the question. Teacher will ask some students to share. Students will record the information given in their notebooks and then allow them to ask questions. Students will draw and write sentences of future plans.