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Perfect Tense

  • 29 April 2018
  • Posted by: RENECE CLARKE
  • Number of views: 1007
Perfect Tense
Students’ age range: 12-14
Main subject: Foreign languages
Topic: What did you do last week-end?
Description: 1st double session:
Objectives: At the end of the class, the students should be able to:
1. Talk about activities they did on the weekend.
2. Conjugate the Passé Composé of regular ER verbs.

Step 1: The teacher will greet the students and they will recap what was done in the last class.
Step 2: The teacher will ask the class what they did last week-end. They will give a response. Teacher will also ask them if the tense that they used to give the response.
Step 3: Teacher will ask the students if they think that they can come up with the formation of the perfect tense/passé compose just by looking at the topic. Students will try and give their take on this.
Step 4: The teacher will show the class a PPT presentation with information on the perfect tense.
Step 5: Students will take notes and complete exercises that follow. **These are all on the PPT.
**Students are to bring their French First Year to next class with the homework.

2nd double session: (French First Year)
Topic: Est-ce que tu as regardé les Grammys ?
At the end of the class, the students should be able to:
1. State what they or others did.
2. Give detailed descriptions about what happened at different events.

Step 1: The students will complete a reflexive test in the first session/ 45 mins.
Step 2: Subsequently, the students will be talking about the grammys. The teacher will show various clippings of same for those who didn’t watch. They will be introduced to verbs/words such as gagner-to win, un prix-prize, les chanteurs- la chanteuse/le chanteur and other ‘er’ verbs that are necessary.
Step 3: Based on the clips shown, students will make sentences to describe the events.
Step 4: Worksheet will be given to the students to complete in class and for homework. Due next week.

Single session
At the end of the class, the students should be able to:
3. Review the conjugation of the verb Avoir in the Present tense.
4. Create sentences using the verb avoir.

Step 1: The students will greeted by the teacher.
Step 2: They will recap what was done in the previous classes.
Step 3: The teacher will write the topic on the board. The students will be asked if they can identify any word from the topic. The students will tell the teacher the words that they know and what they think the sentence means. The teacher will tell the students if they can’t figure it out. (perfect tense)
Step 4: The teacher will scramble the different forms of ‘avoir’- to have on the board. This will be done on two sides of the board.
Step 5: Two students will come up each time and circle the form of the verb that matches the subject/ sentence that will be read. For example, the teacher reads: 1. My brother has two sisters. The students will have to circle ‘a’.
Sentences: 2. How old are you (familiar)? 3. I am 13 years old. 4. The boys have 10 app...

Use of Language and Characterization

  • 25 April 2018
  • Posted by: Joye Ritchie
  • Number of views: 796
Use of Language and Characterization
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Evaluating how word choice is used to develop characters
Description: Whole Class Discussion - Teacher will use a seres of guided questions to get students to think about word choice and the kinds of words used to describe the main characters; Small Group Discussion: Each group is given several words and will discuss their effectiveness with regards to developing the characters; Small Groups will dramatize their selected words to demonstrate who important they are in understanding a specific character. Whole Class Evaluation: Students will then critique each performance and evaluate whether or not they now have a better understanding of the character. Independent Learning: Students will evaluate how the juxtaposition of words help to reveal specific characters by connecting the discussions and dramatizations.

Water and Aquatic Life

  • 25 April 2018
  • Posted by: Princess Lawrence
  • Number of views: 1131
Water and Aquatic Life
Students’ age range: 14-16
Main subject: Sciences
Topic: The effects of water pollution on Aquatic Life
Description: Teacher used the Compass strategy in developing the reader’s skill in identifying the causes and effect of wáter pollution in the article.

Steps involved were

Teacher introduce the topic.
Students will use four sheets of paper that could be taped to the walls. Students will use markers to jot down their ideas.
Students moved through the four sections of the Excitements, Worries, Needs and Suggestions in the alloted time. After which teacher invited students to respond to ideas under each of the compass points.

Poems Strand: Language Structure (Grammar and Conventions)

  • 25 April 2018
  • Posted by: Sabrinea Buchanan-Anderson
  • Number of views: 745
Poems Strand: Language Structure (Grammar and Conventions)
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Adverbs
Description: The teacher wants pupils to learn the meaning of adverbs and the different types/ classifications of adverbs. An adverb is a Word that modifies or adds meaning of a verb, an adjective or another adverb.
Adverbs may be divided into different clases. For example:
a) Adverbs of time-which answers when
b) Adverbs of frequency or number-which shows how often
c) Adverbs of place-which shows where
d) Adverbs of manner-which shows how or in what manner.
Our school follows the ministry’s 5E model of lesson planning.
Step 1: Engage: The whole class will sing the adverb song. Discussion will follow-
*What is an adverb?
*How can you identify an adverb?
*Give examples of adverbs.
Step 2: Explore: In groups of 6, pupils will use materials given to write adverbs and sentences. These will be placed into two separate containers. Volunteers will select a paper from each container and act/mime it out. The class will try to guess what action and adverb were being acted out.
Step 3: Explain: Pupils will use chart to explain how adverbs are classified.Pupils will be shown sentences to identify the adverbs and tell which class it belongs to. (Use chart on adverbs to help.)
Step 4: Elaborate: Pupils will be placed into two teams who will compete against each other. Teacher will draw the following table on the chalkboard. Each team will take turn placing adverbs under the correct heading. The winner will be the team who got the most answers correct.
How( adverbs of manner) When( adverbs of time) How often (adverbs of number)

Words: twice, badly, soon, loudly, again, tomorrow, often, quickly, before, lazily, yesterday, outside, backwards, beautifully, far, well, before, now
Step 5: Evaluation:
Differentiation-(Slow learners) Underline the suitable adverb in brackets in each sentence.
1. We will reach our destination (before, soon, then).
2. It (often, seldom, again) rains in the desert.
3. He is (very, too, almost) skilful in his work.
4. We can go (everywhere, there, nowhere) while the storm rages.
Advanced students: Select two adverbs from each heading on the chalkboard (6 in all) and use in sentences.

Food Groups

  • 25 April 2018
  • Posted by: Eleanor Brown-Simpson
  • Number of views: 851
Food Groups
Students’ age range: 12-14
Main subject: Not specified
Topic: The six Caribbean food groups
Description: Different food items were placed on the head table in the classroom.
The topic and objectives were written on the whiteboard and explain to the students
Students were placed in groups of six
Each group was given 5 minutes to go to the table and arrange the food items into the six Caribbean food groups (writing information down in their notebooks)
The written information was checked and feedback given to students after they explained why they chose to put the food items into a particular group
Groups were also asked to use their cellphones, tablets or text books to research the importance of eating from the food groups
The food groups charts were mounted after students had finished their discussions for them to see what the groups looked like and as a feedback tool
Groups were given stars in their notebooks for effort