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¿Qué tiene Vd.?

  • 25 April 2018
  • Posted by: Jorge Alejandro Hernandez Perez
  • Number of views: 542
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¿Qué tiene Vd.?
Students’ age range: 14-16
Main subject: Foreign languages
Topic: ¿Qué tiene Vd.?
 
Description: ENGAGEMENT
The teacher will:
?Greet the students in Spanish: Buenas tardes estudiantes, ¿cómo están?
?Respond: Muy bien gracias. Siéntese por favor.
The teacher will:
?Greet the students in Spanish: Buenas tardes chicas, ¿cómo están?

?Respond: Muy bien gracias. Siéntese por favor.


?Select a random student and ask her:¿ Qué te duele?
?Verbally appraise the student by saying: Muy bien/Excellente/ bien.
?Tell the same student to pose the question to another student.
?Emphasize pronunciation and help students where necessary.
The teacher will allow four to five sets of students to ask and answer the question. After each response, the teacher will verbally appraise each students participate
EXPLORATION
?pair some students and some will be in groups of three.
?Give each group a handout on how to form the expression “tener + dolor” and the conjugation of tener.
?Visit and listen each group and pair discussions.
EXPLAINATION
?Collect the handouts from each the group and ask all students to close their books.
?Place an empty chart and two students to tape and paste in on the board.
?Instruct students to choose a representative from each group.
Place the strips of card (with the conjugated forms of tener) on the table.
Allow the class to look on the chart and decide if the strips of cards (of the verb tener) were placed at the correct pronouns.
ELABORATION
?Test how much the students have learnt by play the game Charades.
?Ask students to place themselves in groups of six and choose a representative.
?From that same group, members of the team will pose the question…. ¿Que te duele?

Christopher Columbus Voyages and its Impact

  • 25 April 2018
  • Posted by: Nekishair Gordon
  • Number of views: 1525
  • 0 Comments
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.

Tempo and Dynamics a true musical experience!

  • 25 April 2018
  • Posted by: Makeba Bain
  • Number of views: 828
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Tempo and Dynamics a true musical experience!
Students’ age range: 10-12
Main subject: Arts education
Topic: Music Education- How Tempo and Dynamics can enhance our music experience
 
Description: THE TEACHER WILL:
• Begin with a class discussion. Have students express prior knowledge of the effectiveness of having dynamics and tempo markings present in a piece of music.
• Lesson 1: Explain to the students that when a composer creates a piece of music it is based on a personal testimony, event in one’s life or an emotion that they wish to share through a piece of music. By changing the speed of the melody and the dynamics it helps the listener get a better concept or paint a visual picture of the emotions experienced by the composer.
A conductor is the one who first interprets what the composer has written and through hand gestures encourages the performers to implement the nuances of tempo and dynamic changes as written in the piece of music.
Give a basic vocabulary list with definitions of terms to be discussed.

• Lesson 2 and 3: Introduction of melody
Students imitate teacher by echoing phrases, “draw” melodic direction in the air as they sing, discuss the term melody. Introduce the story sample as the melody, explaining how the dynamic markings enhance the story. Have students get into groups to perform the story for the class, ensuring that the dynamic markings are observed.

• Lesson 4: Use the cartoon, the Tortoise and the Hare to reinforce tempo changes In watching the cartoon we will discuss how a tempo does not have to remain constant in a piece of music in order to evoke the intended message, but like the tortoise who exemplified a steady pace, the hare showcased a more entertaining race with presto tempo, largo at times and even restful pauses, before ending the race.
• Lesson 5: Discuss Tempo in terms of largo, moderato, and discuss the effects on the mood and feelings. Discuss dynamics in terms of diminuendo and crescendo, discuss the effects on mood and feelings. Use a tempo walk from www.musictechteacher.com to test understanding of the tempo terms discussed.
Lesson 6: Introduce improvisation, giving restrictions on time signatures, note range, rhythm etc, and have students write an eight measure excerpt using a 4/4 time signature, which they will be required to play for the class on the recorder incorporating two samples of dynamics and tempo markings. (class/homework activity )
Groups will perform their excerpts for their classmates which had been written in lesson 6 during lesson 7, and 8.

Reading Comprehension using the fish bowl technique

  • 25 April 2018
  • Posted by: Susan Rolston
  • Number of views: 402
  • 0 Comments
Reading Comprehension using the fish bowl technique
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Is it ever okay to lie and steal?
 
Description: Set the purpose: Form an opinion and supply evidence to address the question: Is it ever okay to lie and steal?
Demonstrate listening behaviors (track the speaker, don’t interrupt, use a friendly facial expression).
Demonstrate discussion behaviors, and remind students of sentence frames we have been using. (For example, I agree/disagree with ____ because ____. I would like to add on to ____’s idea ____. Can you tell us more about your idea?)
Guide and Scaffold: Questions to ask
Central question: The heroes in these two fairytales lied and stole. Is it ever okay to lie and steal? Why or why not?
Are there times when rules should be broken?
Is a good intention enough?
However, if a misconception arises that they can’t resolve on their own, focusing questions will be asked to come to an understanding of the concept or idea.
the moderators for this discussion. A list of possible clarifying questions will be provided to ask when needed. the moderators will keep time (5 minutes per circle session) until all students have participated in the inner circle. I will sit with the outer circle to encourage student leadership of this discussion and listen and watch for any students who are having difficulty in explaining
Moderators will summarize the fishbowl discussion at the end and provide a list of points, pro and con, that were discussed.
Closure: I will then review the learning intention and success criteria for the lesson, and move students back to their tables for independent writing.

Types of Family

  • 25 April 2018
  • Posted by: CARLENE MCCOOK-ALLEN
  • Number of views: 1069
  • 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
RSS
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