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Types of families

  • 25 April 2018
  • Posted by: Julie Anne Phillips-Castello
  • Number of views: 791
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 Types of families
Students’ age range: 06-08
Main subject: Social studies
Topic: Identifying types of families
 
Description: Briefly describe the lesson including the steps you followed during implementation. (700 words max):


The students viewed a short video about types of families. Students were asked to give insight to what the video was about.
They were asked for a defintion of a family. They were then asked to identify the types of families they knew. The teacher informed them that over the next two weeks they will be exploring different types of families.
The teacher showed students pictures with varying types of families. Students were asked to identify each family which was shown.
Four students were selected and asked to identify the persons who lived in their family. The class was asked to identify the type of family that the four students belonged to.
The teacher asked the students to give reasons why they think some of these families were formed. The other students were given the opportunity to state the type of family they belonged to if it was different than the families already identified.
Students were placed into groups of four’s according to their varying abilities.The teacher distributed worksheets to three groups and the remaining group was given drawing paper..
Teacher instructed first three groups to complete the worksheet. The teacher instructed students in the last group to draw a picture of their family. The teacher told the class tan the can work collaboratively with their classmates to complete the task.
Students in the first three groups were asked questions about their given assignment. The final group was allowed to explain the pictures which they drew with the members of their families.
Students were instructed to copy the note which was written on the chalkboard.
The teacher ended the lesson by reviewing and teaching the children a short song about the family.

Why Fruits are important to us

  • 25 April 2018
  • Posted by: Jonell Webley
  • Number of views: 163
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Why Fruits are important to us
Students’ age range: 08-10
Main subject: Health
Topic: Fruits
 
Description: To begin the lesson teacher will sing a jingle spelling the word FRUITS. After singing the jingle students should be able to identify that the topic is on Fruits. Teacher will do a brainstorming activity asking students what is a fruit, why should we eat fruits. Teacher will asked students to identify some fruits that they know, these responses will be written on the white board. Random students will be selected to describe a fruit on the board, students will be selected to sit in a circle to carry out the fish bowl technique. After completing such activity each students will write a short sentence on their favourite fruit.
Students will view a slideshow/ powerpoint presentation by the teacher with other fruits that were not mentioned by them. This powerpoint will give a description of the fruit and it origin.
Both teacher and students will engage in a class discussion on fruits and why its is important for people to eat it in their meals. At the end of the lesson teacher will tell the students that the Spanish word for fruit is Fruta. This is a form of integration.

The Christian and Muslim Leaders

  • 25 April 2018
  • Posted by: Kisha Palmer
  • Number of views: 490
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The Christian and Muslim Leaders
Students’ age range: 12-14
Main subject: Religious education
Topic: The Christian and Muslim Leaders
 
Description: Lesson #1
Engagement (5 minutes)
Teacher will ask students to make a list of various church leaders.
Possible answers; Vicar, Priest, Monk, Bishop etc. Teacher will record answers on board.
Exploration (15 minutes)
The teacher will highlight four Christian leaders and their roles, titled “Church Leaders and their Roles”. (see below lesson)
Explanation (5 minutes)
The meaning of the terms; convent and monastery will be given here.
Extension (15 minutes)
Vows kept by monks and nuns:
• To live their life in total poverty.
• To abstain from all sexual relationships. This is called chastity.
• To live in religious obedience to the will of God and the will of their religious community. This is expressed by the Mother Superior of the convent.
Evaluation (15 minutes)
How much have I remembered?
-Students will be given questions to match the name of the religious leader beside them.

1) I write sermons and articles?
2) I lead two or three services in my church?
3) I belong to a Roman Catholic Church?
4) I live in a monastery?
5) I arrange prayer meetings?
6) I lead the school assembly?
7) I organise trips for the local youth group?
8) I go to the Parish every day to say Mass?

Lesson #2

Engagement (10 minutes)
-My learning line #1 will be introduced (see end of lesson)
Starter: Students will write down the important words and their meanings; Imam, Adhan, Rak’ah, Khatib and Hadith.
Exploration (5 minutes)
The Imam will be highlighted in detail.
Explanation (20 minutes)
Students will be asked to draw the table seen at end of plan in their books.
Then the strips of information seen below the table will be written at one side of the board.
Group Task: Students will be asked to join a group of two to four students and sort the information strips, placing them into the correct categories…they must all agree.
Extension (10 minutes)
• Why is it important for the imam and his family to be known as good Muslims?
• Why do Muslims place authority in the Imam?
Evaluation (20 minutes)
Write a job advertisement for the local Imam in Mandeville.
Writing frame:
We at Mandeville Mosque are looking for a new Imam….
He must be…..
His roles and responsibilities will be…..
The position is…..

Internet safety

  • 25 April 2018
  • Posted by: Shermin Warrican
  • Number of views: 208
  • 0 Comments
Internet safety
Students’ age range: 12-14
Main subject: Life skills
Topic: The Internet
 
Description: • Teacher presents the following question as a springboard for the lesson: Which social media platform is your favorite? Why?
• Teacher guides the ensuing oral discussion as students provide responses to the stimuli questions.
• Teacher provides website for the reading passage and asks students to find the passage using their electronic device.
• Teacher instructs students to read and complete the cloze passage in pairs.
• Whole class discussion of passage follows
• Students are placed in small groups and instructed to identify the pros and cons of using the internet, writing their responses in a pros and cons grid (PCG) template provided by the teacher. Teacher instructs students on how to use the PCG.
• Students work on developing the PCG in small groups.
• After students have developed the grid they are invited to share their views and reasons with the class, and identify the major arguments as compared to the minor arguments.

Types of Family

  • 25 April 2018
  • Posted by: CARLENE MCCOOK-ALLEN
  • Number of views: 295
  • 0 Comments
Types of Family
Students’ age range: 12-14
Main subject: Social studies
Topic: The Family
 
Description: 1. Lesson introduced with a riddle
2. Students draw image to illustrate their family
3. Students with similar drawing form group so each group represents a family type
4. Students watch video on family types and in their groups identify the type of family they belong to
5. Students use their smart phones to come up with definition and characteristics of their family type
6. New groups formed with at least one member from other groups. They will share information on their family type then compare with other members of group
7. Students will identify advantages and disadvantages of being members of each family type based on what was learnt in group
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