Lessons Plans

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Our Environment

  • 25 April 2018
  • Number of views: 262
Our Environment
Students’ age range: 14-16
Main subject: Social studies
Topic: The Benefits of Recycling
Description: Procedure

1. Whole class will watch as teacher shows a form of trash and and the new product that it has been converted to. Through this activity students will infer what topic will be the focus of the lesson (Recycling).
2. Students will work in pairs to complete a KWL about recycling. They will document what they know about recycling and what they want to know about it.
3. The fishbowl activity will be used to facilitate a discussion entiled “ Is recycling a waste of time that does not benefit the environment? Students will share points and make notes.
4. Assessment/evaluation activities:
-Students will work in pairs to read passage on benefits of recycling and ways to recycle. Working together they will use information from the psaage and from the fishbowl discussion to complete the ‘L’ column of the KWL chart. They will also use their tablets to watch video about recycling to learn more about it.
-Individually students will respond to questions about recycling.
-Students will write short essay on the benefits of recycling.

Identifying ‘the main idea’ and ‘supporting details’ in writing.

  • 25 April 2018
  • Posted by: Marko Scantlebury
  • Number of views: 1374
Identifying ‘the main idea’ and ‘supporting details’ in writing.
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Comprehension
Description: Students will view a video presentation entitled ‘Batman versus Superman’ and the teacher will ask several questions such as “What is video about?”, “State two things that recall from the video” and ‘Which part of the video did you enjoy the most?” to generate discussion. Answers will be conferred and students asked if they could guess what will be discussed today. The teacher will introduce the lesson.
Learning Activities/Experiences:
The students will be asked to recall meanings of the terms, ‘main idea’ and ‘supporting details’ in their own words. Students will understand the concept of finding the main idea and supporting details.
The teacher will organize students in groups and engage them in “Two-Minute Talks”, an activating strategy. Students will listen attentively and follow the instructions of the teacher. They will be asked to read a short information passage on elephants.

Students will work in pairs and share by brainstorming everything they know about elephants. Students will retell a portion of their findings in their “two-minute talks” or the fishbowl technique to share ideas and evaluate written information and the information presented by their peers.
The teacher will do a close reading of a comprehension passage about elephants questioning students before, during and after the reading. Then, students will re-read passage and complete their assessment.

Identifying Main Idea

  • 25 April 2018
  • Posted by: Tashieka Burris-Melville
  • Number of views: 973
Identifying Main Idea
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Literal Level Comprehension
Description: Teacher will elicit from students what a main idea is
Students will respond by sharing what they know about main idea
Teacher will present a short paragraph on the board.
Saturday at the Carnival
James and his sister Anna went to the carnival on Saturday. They rode the merry-go-round, the roller coaster and the Ferris wheel. James ate popcorn and a hot dog. Anna drank lemonade and ate an apple. They saw many exciting shows. They were tired when they went home.
Teacher and students will read the paragraph
Students will be asked to say what the paragraph is mainly about.
Teacher will guide students in discussing main ideas and supporting details.
Students will be asked to identify at least three of the details that support the main idea in the paragraphs.
Students will be asked to identify the main ideas of a number of paragraphs.

Discussion Training Workshop

  • 23 April 2018
  • Posted by: Kimmera Grant-Garrick
  • Number of views: 129
 Discussion Training Workshop
Students’ age range: 16-18
Main subject: Language arts and literature
Topic: Teaching Discussion foe External Examination
Description: Previous Knowledge: The students are familiar with the meaning behind stage 2/ level 3. They also have contento n the scenario to be spoken about the discussion.

• The teacher will engage students in a discussion of the objective behind conducting the training workshop.Then the teacher will give individual students the discussion assessment rubric.
• The students will read assessment rubric to discuss the expected rules/features of doing the discussion done at stage 3/ level 2.They will relate the expected rules/features of doing this discussion as both members of the inner and outer circle, and then collect individual folders with sheets of papers. [Pros and Cons Grid, Critique results sheets for video and outer circle documentation]

• Teacher will encourage students to watch the videoed discussion with members of the inner circle engaged in a bad practice and best practice involved in doing a discussion competently at stage 3/level .
• While watching these video clips, the students will be asked to use the rubric given to critique this videoed discussion and document their results on sheets of papers given with a pros and cons grid.
• Students will return the pros and cons sheets of papers to the teacher.

• The teacher will view the students Pros and Cons sheeted responses on an overhead projector, and by way of whole classroom discussion the students will note and share the rules and features expected of them when they partake in being in the inner or outer circle member.

Extension and Evaluation
• The students will be asked to arrange themsevles as members of the outer circle.
• Teacher will choose members for the inner circle members once unless they failed the assesment.
• Each member will engage in their expected roles [ as either inner circle member and outer circle members] when encouraged to do so. Each student will be graded according to the specifications of the rubric for stage3/level 2 at that time.
• Each has at mínimum five minutes to engage in the meaningful discussion of the given scenarion. The teacher will use a stop watch to ensure the time is adhered to. After a group discussion presentation, he outer group members will present their scores for the individual students as they are asked to do, once their names are called. When a student is awarded a failing grade that students will remain to be part of the next group members to be called to the inner circle.