Lessons Plans

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Shared Reading

  • 23 April 2018
  • Posted by: Cherla Leslie
  • Number of views: 58
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Shared Reading
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: The Story of Chicken Licken
 
Description: Tell students that I am going to read a story to them; it is going to be about farm animals. Can you guess which other farm animals the story will be about? To lay the foundation for exploring thoughts underlying feelings and comparing perspectives in the story, the teacher could first set up a role play in which several children are wearing pictures of various animals. Display the front cover of the book for students to see ask them if they know what that part of the book is called. Give opportunity for a few guesses. If no correct answers are given tell them it is called the front cover. Point to the title and tell students that is called the title and is usually written big on the front cover. Say: “Let’s read the title”. Turn to the back cover; tell students it is called the back cover. Tell them let’s read the blurb together. Now turn to the title page, tell students that this is the title page and usually has the author’s name, and the illustrator’s name. Ask them if they know who an author is, (person who writes the book) and an illustrator (person who draws the pictures). Next tell the students about the characters in the story. Read the story to the students showing them the pictures on each page. Have them predict what happens next. Read the story aloud and ask the following questions to encourage students to explore the story's meaning.

Arrange facts or events in the correct sequence

  • 23 April 2018
  • Posted by: Tracey Archer
  • Number of views: 98
  • 0 Comments
Arrange facts or events in the correct sequence
Students’ age range: 04-06
Main subject: Language arts and literature
Topic: Comprehension-Sequencing of Facts and Events
 
Description: SET INDUCTION: The teacher will show a short video clip entitled ‘Sequence of Events’.
LEARNING EXPERIENCES: The students will after watching the short video clip, briefly discuss what it was about. They will then be invited to read two the short passages entitled ‘Jack and Jill’ and ‘Mary in the garden’. The students will read aloud the passages several times while being guided by the teacher. They will then be given the opportunity to give an oral summary of each story read.

Persuasive Writing

  • 23 April 2018
  • Posted by: Kennetta Reid
  • Number of views: 168
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Persuasive Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Techniques of persuasion
 
Description: 1. Teacher will introduce the lesson by telling a sad story, to get the students in a particular mood.
2. Students will respond by conveying the way they feel about the situation, and why they feel that way.
3. They will be introduced to the Ethos, Pathos and Logos via the projector
4. The various persuasive techniques will be shown with the use of advertisements, on famous drinks, movie stars, singers etc
5. The students will then be shown different ads, and will identify the technique used.
6. In pairs they will complete a graphic organizer/persuasive sheet . Each pair will share their answers and the class will be engaged in discussion.
7. Individually, as many children will plan for 2 mins, an impromptu ad by using two techniques discussed in the class.
8. The students will judge
9. The prize will be two dollars.

Prose Comprehension

  • 23 April 2018
  • Posted by: Vanessa Kelly
  • Number of views: 46
  • 0 Comments
Prose Comprehension
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: The Effects of Smoking
 
Description: INTRODUCTION:
- Have students engage in a game.
- Two sets of 4 pieces of paper with the following words will be written on them.
SMOKING, THE, EFFECTS, OF (The Effects of Smoking)

Place students in two groups of two.
One student will be blindfolded then asked to pick one piece of paper from a bag.
The student will then be spun around and asked to walk in a straight line to their partners on the other end of the classroom.
After collecting all four papers, the first group to sick the papers in the correct order on the board will win.

DEVELOPMENT:
Step 1
- Present students with copies of the KWHL charts and explain how it is used.

- Draw KWHL chart on the board.
- Ask students what they know about the topic: Effects of Smoking.
- Write appropriate student responses o the board under the “K” column.
- Have students copy information to their own charts.
Step 2
- Have students formulate questions about what they want to know about the topic.
- Write appropriate student responses in the KWHL chart on the board.
- Have students copy information to their own charts.
Step 3
- Have students state how or where they can find information on smoking and its effects.
- Write appropriate student responses on the board in the “H” column of the KWHL chart on the board.
- Have students copy information to their own charts.
Expected Response:
- reading books, articles, advertisements (newspapers, magazines)
- looking at videos, online, campaigns, advertisements
Step 4
- Have students view two short YouTube videos.
(Title- “quit smoking” commercial, Channel- bo0fhead)
(Title- Tips from Former Smokers – Terrie, Channel- CDC)
- Have students orally state what they learned from about the effects of smoking from the videos.
- Write appropriate student responses in the “L” column of the KWHL chart on the board.
- Have students copy information to their own charts.
Step 5
- Have each student read a segment of the comprehension passage taken from the VIDE app.

Main Idea

  • 23 April 2018
  • Posted by: Samantha Anderson
  • Number of views: 46
  • 1 Comments
Main Idea
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Should a boy be considered a man because of his age? (Reading Comprehension)
 
Description: Before the lesson starts teacher will prepare students with background knowledge and tools for a discussion of the text. They will talk about different types of questions, practice writing open-ended questions and how they are to be answered. Students will be paired with a partner so that they can practice writing, asking and answering open-ended questions. The students will read the text “Should a boy be considered a man because of his age?” to get the main idea of the text. They will also prepare a higher-level question before discussing it with a partner. The class will then be arranged in two circles, each pair will send up one person to participate in the seminar. Students outside of the circle can use the “fire seat” which is in the circle, where they will be allowed to briefly participate in the discussion. Students are allowed to ask any question which pertains to the text and refer that question to anyone in the circle. There will be ten minutes for each session allowing students to switch partners within the seminar. During the seminar students are allowed to take notes and formulate more open-ended question which they are free to ask. Students will be to evaluate themselves and to keep track of their level of questions, making sure that they are giving other students the opportunity to ask and answer questions. Some of the rules are: Students are to stay on the topic being discussed. They must also speak so that others can hear them. Listen closely. Talk to others not just the teacher. Ask for clarification so that they do not stay confused, and know that they are responsible for the quality of the seminar. While the seminar is going on the teacher will evaluate each student making sure that they stick to the text. Give new insight and knowledgeable information. Ask questions and respond. Support others. Make real world connections and wait for their turn to speak. Students are not allowed to be distracted, joking for attention, speaking out of turn or repeating what others have said. After the seminar partners will share what they have learned with each other.
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