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Sequencing Pictures to tell A Story

  • 25 May 2018
  • Posted by: Allison Bend
  • Number of views: 5070
Sequencing Pictures to tell A Story
Students’ age range: 06-08
Main subject: Language arts and literature
Topic: Sequencing
Description: Teacher had students view a brief clip with persons in disarray as well as those performing actions in logical order. This was done to make students aware of the topic to be discussed. Random students were then be chosen to demonstrate to the class steps they take when performing certain actions, for example cleaning shoes, dressing oneself and so on. Teacher asked students to recall what was done at various stages using transitional words- then, first, next, after. Through questioning, students were then asked what they think would be the result if various steps were taken before others. The teacher then, through questioning, illicited from students that actions must be done in order or in a particular sequence if they are to make sense.
The fishbowl strategy would be utilised, where students would be given a paper with an activity, and given an opportunity to discuss what steps should she taken at which points. Teacher will observe students as they engage in discussion. Students will also be observed as they work cooperatively in pairs to arrange picture cards in order to tell the story shown. Students will also be given the opportunity to share with classmates the story shown by the cards.

Expository Writing

  • 25 May 2018
  • Posted by: Lisa Proverbs-Ballantyne
  • Number of views: 4993
Expository Writing
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Facts and opinions
Description: Teacher will inform students of the objectives of the lesson and following this, students will present their topic and main idea of their cultural event to the class.

Students will present their foldable flap book on their event to the class. Teacher will ask students to listen attentively to their classmates’ presentation to find out if the main idea which they wrote on the ice cream cone was the correct one. Students will also participate in a discussion on each event and the facts which they learnt from the event. They will also give any opinions on the events and if they agree with the writer’s opinions. A link will be made here, where the reiteration of opinions being something someone thinks or believe, will be made.

After the discussion, the teacher will share out a letter on a cultural event in Barbados. Students will follow as the teacher reads the letter. After this, following teacher guidelines of placing the facts along with their own opinions of the event, students will write a letter to a friend inviting them to the cultural event on their foldable. Students will use correct grammar, punctuation, main idea and supporting details in paragraph and letter writing.

Poems Strand: Language Structure (Grammar and Conventions)

  • 25 April 2018
  • Posted by: Sabrinea Buchanan-Anderson
  • Number of views: 9048
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.

Persuasive Speech

  • 25 April 2018
  • Posted by: Tasha-Gay Swaby- Allen
  • Number of views: 4241
Persuasive Speech
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Persuasion in Speech
Description: Step One {5 minutes}
Students will be instructed to view a brief clipping from the movie A Time to Kill. Teacher will give the following Guided questions before viewing of film:
? Who is the speaker and why is he speaking?
Expected responses: The speaker is a lawyer and he is speaking in defense of his client/ he wants his client to receive a fair trial
? To whom is he speaking?
Expected responses: He is speaking to the jury/ persons who will decide the fate of his client.
? Are you able to identify any technique or device that grabbed your attention? Give an example
Expected responses: rhetorical question, loaded words, appeal to emotion, and use of anecdote.
? How did this speech make you feel?
Expected responses: I feel angry, sad, hurt, sympathy for the defendant, admiration and respect for the lawyer.
Developmental Activities
Step Two: Activity 1 {5 minutes}
Teacher will engage students in a discussion based on the guided questions related to the film viewed earlier. Volunteers will supply answers to each question followed by a brief discussion. Teacher will conduct a brief Question and Answer segment on famous speeches:
? What are some famous speeches that you have heard?
? Why do you think that these speeches have become so well-known?
Activity 2 (5 minutes)
Teacher will give students hand outs with a brief extract from Martin Luther King’s famous “I Have a Dream” speech. Teacher will read the speech first then students and teacher will read the speech together and then identify the dominant techniques and devices used. Students will share opinions on why they think this speech has endured the test of time. Why are we still reading and enjoying this speech today?
Activity Three (10 minutes)
Teacher will ask “what are the unique characteristics of a speech as opposed to an essay?”
Expected responses: The speech must focus more on audience; the audience may be addressed specifically for example, ‘ladies and gentlemen’. Also, in the speech, the speaker pauses for effect, makes eye-contact, stands in a particular way, pauses after asking a rhetorical question, and so on.
Teacher will then hand out graphic presentation of the unique characteristics of a speech encompassing all those characteristics mentioned as well as other characteristics.
Step Three: Activity 1 (5 minutes)
In groups of three, students will discuss for 5 minutes and come up with an interesting topic they would like to write a speech on. They will write three or four opening sentences of a speech that they will eventually write, to persuade a selected audience. One student from each group will present the mini-speech to the class.
In groups of three, select an interesting topic that you would like to speak about. Write three or four opening sentences for a speech to be presented to the class. Be sure to use at least two techniques in these sentenc...

Time to write

  • 25 April 2018
  • Posted by: Flora M. Zibas Page
  • Number of views: 4857
Time to write
Students’ age range: 16-18
Main subject: Foreign languages
Topic: Writing creativity
Description: • Research or write out, on your own, an interesting beginning to a text. One of the sentences must be incomplete. For example:
“In a town far away from any medical service, there once lived a small community. Most of its people were descendants from an old tribe and lived very happily with one another. Most people, in this community, had fallen ill with cholera due to their contaminated water system. All the doctors and voyagers feared to come near this place. One day, … “
• The text must be written on wallpapers. Depending on the number of groups. Each group should have a wallpaper.
• Divide the class into groups of 4.
• Handout a wallpaper (with the chosen beginning) to each group.
• Handout a marker to each group. Each group must have a different color.
• Tell students that they will write as fast as possible on a topic for 2 minutes without worrying about correct language or punctuation. Writing as quickly as possible, if they cannot think of a word they leave a space or write it in their own language. The important thing is to keep writing. Later this text is revised. Working together in groups, students can share ideas.
• When the 2 minutes are up they switch papers and they continue writing on the other group´s paper. The other 2 minutes are up and they switch papers again. It continues this way until all the groups have written on each paper.
• Once you have gathered all the markers and all the students are back in their place, all the papers are read and discussed with the whole class.