Lessons Plans

Resources Map

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Christopher Columbus Voyages and its Impact

  • 25 April 2018
  • Posted by: Nekishair Gordon
  • Number of views: 226
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Christopher Columbus Voyages and its Impact
Students’ age range: 12-14
Main subject: Social studies
Topic: Eurpoean Exploration ( Christopher Columbus)
 
Description: To introduce lesson using students previous knowledge teacher places some broad headings in the class one is marked , Villain, Hero and Neutral.. Students will stand under which heading they think Columbus belongs to. Inform students that they will discuss their feelings about Christopher Columbus in the lesson.
Have each student read a few pages from their E-Text books on the life of and journey of Christopher Columbus.
Briefly discuss Discuss this reading with the students and ask them if they still feel the same way about Columbus based on the text. Using their response inform them that we will use the fishbowl method to discuss the changes this one event from history would have on the entire future of the world.
Place 4 students in the middle of the class these students will take their position at the round table. The students would have given mixed reviews on how they feel about Christopher Columbus and his impact. The other 7 Students will remain on the outside and listen carefully to what is taking place in the inner circle , once one person in the fishbowl is ready to leave he or she indicates as such and leaves. The fishbowl ends when everyone has contributed.
In closing the teacher summarize the discussion.

Water

  • 25 April 2018
  • Posted by: Pamela Ifill
  • Number of views: 81
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Water
Students’ age range: 08-10
Main subject: Social studies
Topic: Using the Jigsaw Strategy to learn about Water
 
Description: Students were invited to listen to a song called “Water, Water” and questioned to determine what the lesson would be about. Having determined it would be about wáter, pupils were told that they would be using the Jigsaw Strategy to research different facts about wáter in their groups in order to compile a class booklet on the topic. Through questioning, the Jigsaw method was reviewed.

Students were placed in Jigsaw groups (small groups of four students. The students were asked to number themselves one through four in each Jigsaw group until everyone had a number. All the students numbered one were asked to leave their original groups to form an expert group. This was repeated for the other numbers until four expert groups were formed. The different topics to be researched were placed in a box- uses, sources, properties, conservation, pollution, workers associated with wáter. Each group was instructed to select a leader who was then invited to pull a topic from the box.

In their expert groups, pupils used the Internet, reference books and prior knowledge to find at least 6 facts related to their topic. Students used questioning, brainstorming and other strategies to gather the needed information. Each person also completed the part of the concept map which related to their topic.

After the alotted time, each student was asked to return to his/her original group (Jigsaw group) to share what they had learned.through discussion and recording on chart paper. Concepts maps were also completed as various group members shared the information learned in their expert groups.

The teacher walked around during this process, making notes of students’ participation, etc. and recorded on the rubric whether they were exhibiting the appropriate behaviours during the activity.

Word Recognition- Sight Words

  • 23 April 2018
  • Posted by: Celina Roach
  • Number of views: 63
  • 1 Comments
 Word Recognition- Sight Words
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Water Words Class
 
Description: The lesson will commence with the pupils watching a video clip of Sesame Street on you tube entitled “Don’t Waste Water”: https://www.youtube.com/watch?v=Ovn7s7lvWi8

The pupils will then be asked to guess the topic for the day and a few minutes will be given for the desired response which is “Water”. The teacher will then go on to show students the water pond chart which would contain in the first instance the words to be learnt for the first few lessons. The teacher will use a different chart of words in the water pond when the students would have mastered the first set of words. The students will be taught various ways to remember the words via music as well as having word walls posted on the chalk board. There will also be a picture word wall to complement the written words. The students will then play a short game of pulling words from a box and practice using the water words in a sentence. The teacher will then give the students work sheets to have them fill out and find the water words. The students will also be reminded of the value and importance of water and be informed that there are individuals in all parts of the world that may not have the privilege of having potable water. The students will engage in a discussion about the importance of water. The students will be asked to imagine if they could drink or cook or wash laundry in unpotable water. This will start the discussion. The teacher will guide the discussion accordingly. All resource teachers would work along with the English teacher or vice versa such as the Science teacher, Home Economics and Art teacher for an Integrated approach.

The Importance of Vocabulary and Fluency in Reading Comprehension

  • 23 April 2018
  • Posted by: Guadalupe Ordóñez
  • Number of views: 845
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The Importance of Vocabulary and Fluency in Reading Comprehension
Students’ age range: 10-12
Main subject: Foreign languages
Topic: Reading Fluency
 
Description: This is a strategy that can be used throughout different age levels of EFL learners. Students at all levels work in small groups and have various roles to help understand the reading
The lesson plan prepared below is for basic learners. The roles of the students are made a little simpler at this level. This strategy can help at basic and independent
This strategy works best when students are given various leveled readers to choose from.

1. Introduce levelled readers which are short stories directed specifically to a student’s level of
English. (The example we will use is: ExoticPlaces .
Explain that these types of readers are developed specifically for EFL learners to support reading comprehension and other reading skills. These readers are available for all ages and levels from adult

2 A simulation class for basic learners will now occur.
Break into groups of 4-5 students.
Review the title and the title page of the example book. Brainstorm ideas in groups about.

3.The students look at the pictures of exotic places and try and guess what country,
where each place is and the nationality of the people from that place. They write
their answers on poster paper in groups. The teacher then reads about each exotic
place and the students check their answers. They then correct any information and compare answers with another group. The teacher can observe and help when needed.
Watch short YouTube video about places and people around the world (this is
something you could have them do at home too)

4. Students can use the words and pictures from the previous activity to order the
story as they watch

5. Look through the book and write down 5 words designated to their role.

Street fashion

  • 23 April 2018
  • Posted by: Monica Alomoto
  • Number of views: 400
  • 0 Comments
Street fashion
Students’ age range: 12-14
Main subject: Foreign languages
Topic: What are you wearing? students can identify what people are wearing around they and can describe the clothes in different places of their city and country.
 
Description: In this lesson, present words about clothes through pictures. Practice the vocabulary individual and group thought board race.
Then, rrganize the class in two circles. In the middle of the class, they have a small circle with six chairs and other chairs will be located around the small circle.
The students must listen carefully the rules to apply in this discussion
Give different pictures each student to do and answer questions.
Six students participate sitting in a small circle in a discussion and if someone in the big group can participate and change the place in the small group.
They can understand the topic with help their classmates.
Do a graphic organizer about clothes that people in different situations or places.
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