Students’ age range: 06-08

Main subject: Language arts and literature

Topic: The Main Idea and Supporting Details

 

Description: The teacher will ask the students to write four lines about something they did over the weekend. When they are finished underline what line they think best describes the main idea of their paragraph. When we think of a main idea, we ask ourselves what is this mostly about? While we are asking ourselves that think to yourself, we can actually answer some important questions about main idea. When we know the main idea we can more than just identify what the passage or story is mostly about. We can also identify the topic, can create a new title, and can write a sentence that supports why you have chosen your main idea. When we have a clear vision of our main idea we are able to state three things that show we have a strong understanding as readers. Today we will learn how to declare the main idea of a passage, article, book, or reading, and then be able to state the topic, create new or main idea centered title, and then write a sentence the supports our choice in a main idea. When we can support our main idea we can confirm our findings and support our thinking that is what makes us good readers.
The teacher will choose a passage for the students. Distribute the passage, do a simple read aloud with the students. The students will read silently at first. Then they will read aloud the passage. The teacher and the students would read it once thoroughly and then read it again using out loud thinking, jotting down notes, questions, and highlighting important information. Then talk about how you would generate a main idea. Have an anchor chart that looks as the model below. Fill in each area and model thinking aloud how you are to create each object.
Then do another reading, have students do think aloud, highlight, add questions and talk through information. Have them come up with the topic, title, and sentence to support.
Anchor Chart
Title of Passage:
My Main Idea:
Topic of my passage:
New Title:
Sentence to support:
S-1 Thinking Independently
Rather than having students discuss only those ideas mentioned in their in their text, the teacher can have them brainstorm ideas and argue among themselves.
S-6 Developing Intellectual Courage
Intellectual courage is fostered through a consistently open-minded atmosphere. Students who disagree with or doubt their peers or text should be given support. The teacher should raise probing questions regarding unpopular ideas which the students have.
S-21 Reading Critically: Clarifying and Critiquing Texts
Critical thinkers read with a healthy scepticism but they do not doubt or deny until they understand. They clarify before they judge.
S-31 Distinguishing Relevant Facts from Irrelevant Facts
Students will read the passage with one or more issues in mind and note relevant details. Students could then share and discuss their lists. Students can then discover that sometimes they must argue for the relevance o...

Students’ age range: 12-14

Main subject: Foreign languages

Topic: Hispanic Countries

 

Description: 1. Students will place themselves in groups of threes. A member of each group will select a strip with a Hispanic country. Students will be required to conduct a brief research on the selected Hispanic country. They will provide information on the following: capital, location, flag of the country, religions practiced, main exports, any information of interest. Each group will receive copies of the book World Atlas and a tablet. Each group will also receive a link to website. 2. Groups will then present their information in a creative manner. 3. Each group will be required to provide feedback at the end of each presentation.

Students’ age range: 12-14

Main subject: Foreign languages

Topic: JOBS AND OCCUPATIONS

 

Description: Introduction
Ask the students about the people in their neighborhood, aside from family members.
o Take responses from volunteers.
o Tell the students that today, they're going to learn about the people in a community.

Explicit Instruction/Teacher Modeling
o Tell the students that the people in a community each have a specific job to do.
o Tell the students that we all depend on the people in our community to do their job to help us. When everyone does their job, they help each other maintain a great neighborhood.
o Give some examples: The librarian helps people find books at the library. The cashier collects the money for the items at the grocery store. The teacher helps the students learn their lessons. The mail carrier makes sure people get all their mail. The doctor helps to find out why people are sick and gives them medicine so they can get better. The trash truck driver comes to collect the trash so that the neighborhood is clean and tidy.
o Emphasize that everyone in the neighborhood has a job to do to make it a great community to live in.
Guided Practice/Interactive Modeling
o Show the students a picture of a librarian, a cashier, a teacher, a mail carrier, a doctor, and a trash truck driver.
o Ask the students what each person does.
o Take responses from volunteers.
o Make a list on the board of their responses.
o Ask the students about other people in a community who help every day.


Who fights crime?
Who studies at school?
Who teaches students at school?
Who takes care of teeth?
Who drives a bus?
Who brings our mail?
Who sings songs?
Who fights fires?
Who serves food in a restaurant?
Who drives a truck?
Who cooks in a hotel or restaurant?
Who looks after sick people and helps doctors?
Who treats patients (sick people)?


Independent Working Time
o Provide each student with the worksheet Jobs crossword puzzle.
Retrieved from the website http://www.eslkidslab.com/worksheets/set3/jobs/jobs%20crossword%20puzzle.pdf
o Read the instructions to the students.
o Collect the papers for grading.

Differentiation
o Enrichment: Allow advanced students to make their own list of community helpers using illustrations, symbols and pre-writing skills.
o Support: For struggling students, introduce only one community helper at a time, and focus on the role of that individual.

Review Assessment
o Review students' work to assess their understanding of the lesson using a Formative Assessment as a Quiz in the webpage Kahoot.com. They will use their cell phones with internet connection and a TV to watch the quiz projected on it.
o Give reinforcement where needed.

Review and Closing
o Allow students write a paragraph and have an oral presentation t...

Students’ age range: 12-14

Main subject: Technology education

Topic: Herramientas TICs

 

Description:
Students will make a slide after conducting the research on what ICT tools they know and what is important in education.

Students’ age range: 14-16

Main subject: Language arts and literature

Topic: the persuasive speech

 

Description: Introductory Activity (Engagement) o Through activation of schema, the teacher will facilitate a brainstorming sessión of the concept of language as a tool for persuasión. o Students will be asked to contemplate upon the purpose of persuavive texts, various types of persuasive texts and how they are used to enhance our daily lives. o The responses will be jotted down on the white board. o The teacher will then inform students the persuasion is intended to convince us to feel, think or act a certain way. Developmental Activities (Exploration, Explanation & Elaboration) Exploration o Students will then be encouraged to relate from their experiencial backgrounds, any memorable/ impactful speakers and speeches they have heard and state what made the speeches impactful. o Next, an excerpt from Dr. Martin Luther King Jr.s’ ‘I have a dream’ speech will be played using an audio visual médium and students will listen keenly and follow the written text on a handout. o Volunteers will be guided into commenting on the speech and its effect in illuminating the issue of brotherhood and peace. Explanation o From the discussion and presentation, students will be guided into formulating a comprehensive definition for the term ‘persuasive speech’ through discovery learning. o Students had previously learned about persuasive techniques and devices. As a measure of memory retention and critical thinking, they will engage in an activity using the fishing bowl. o A fishing bowl with ten persuasive techniques will be presented and students will select one piece of paper with a technique. Each student will be asked to orally explain his/ her persuasive technique selected to the class. o Students’ questions and responses with then be accommodated. Elaboration o Next, students will work in pairs to find and circle as many examples of persuasive devices as they can from the Martin Luther King Jr.’s speech. o Additionally, they will use a graphic organiser to comment on the effectiveness of each device which will be shared with the class. o The teacher will model the activity by giving them the following example: Text: I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. Effectiveness: this is a metaphor. It compares the racially unjust state of Mississippi to an unwelcoming place overcome by unjust and inhumane practices. He desires to see a transformation where it becomes a safe haven and place of freedom for all. The metaphor highlights the seriousness of the issue and evokes strong emotions of hurt and pain in the reader towards the system of injustice. o The responses will be shared with the class and students will comment on the varying responses given. o Through the use of probing questions and reader’s response, students will be inclined to actively participate in the process.