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Literary Uses of Language - Using Character Traits to Describe Correctly

  • 23 April 2018
  • Posted by: Keva Johnson
  • Number of views: 579
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Literary Uses of Language - Using Character Traits to Describe Correctly
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Using Character Traits to Describe Correctly
 
Description: 1. The teacher will ask the students to (on a graphic organizer) write a character trait to describe the woman based on what the woman was doing or singing and the evidence to support this trait.
2. The teacher will invite various students to share their trait and give the evidence (Using the Fishbowl Strategy)
3. The teacher will then invite the students to learn more about character traits.
4. The teacher will ask students to create a more vivid list of character traits based on given traits.
5. The teacher will ask various students to differentiate between positive and negative character traits
6. The teacher will ask groups to share their character maps and say if the traits for the particular character are predominantly positive or negative. Using the Socratic method of questioning, the teacher will ask students to ponder certain questions
Example: Why are some people in life mean? What can cause someone to have a negative out view on life? Are these people evil?
7. The teacher will instruct the students to create a rap or poem based on their selected character traits, providing evidence for the character trait within the poem or rap


Students Activites
1. The students will provide a trait for the character and provide evidence – using a graphic organizer.


2. Using the Fishbowl technique, various students will share their trait and give evidence. Once they are correct they get to keep their seat. If not, they stand on the outside of the seating arrangement until correct.

3. Various students will read notes on character traits.

4. The students will create a more vivid list of character traits based on character traits given.


5. A few students will share their lines.

6. Selected groups will share their character maps and state whether or not the traits used are predominantly negative or positive.

7. The students – in groups – will write a poem or rap with lines containing character traits and alternate lines evidence or proof.


Functions, Relations and graphs

  • 23 April 2018
  • Posted by: Andrea Woodhouse
  • Number of views: 100
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Functions, Relations and graphs
Students’ age range: 12-14
Main subject: Mathematics
Topic: functions in real life context
 
Description: • Teacher will outline the objectives to be met on the chalkboard and explain the importance of learning function, relations and graphs.
• Students will be asked to write the objectives set for the specified time period in their note books and after which teacher will explain the objective so that it is clear to students. In this case, students will know their goal and will work assiduously to achieve it by the end of the session.
• Students will be given 10 words to spell.
• A quick review of previous lesson will be done.
• Quadrants will be explained to students using seating positions. Selected students will be asked which positions they hold based on pairs of coordinates.
• students guided by teacher will then clear up any misconceptions observed.
• Students and teacher will explore relations functions and graphs using powerpoint presentation.
• Students will complete tables to find the corresponding values in a relation or function using worksheet.
• Students will explore a few examples.
• Students will be selected randomly to go to the board to solve similar problems set by the teacher.
• More experiments will be done.
• In groups, students will set up a germination experiment of a seedling. Then determine the function/relationship of the age and height of the seedling over a period of time, (i.e. containers, peas, water, newspaper/cotton/tissue paper). After 3 or 4 days of germinating, observe then measure the height of the seedling (i.e. young plant) with a ruler for at least one school week (5 days). Record the height of the plant in tabular form i.e.
DAY HEIGHT (cm)
1 3cm
2 6cm
3 9cm
4 12cm
5 15cm

• With teacher’s guidance, discuss observations made after 5 days. Predict the height of the seedling after 6 days, 9 days, 14 days etc. Draw conclusion that there is a relationship between the height and age (i.e. number of days) of the seedling as it germinates.

• As a whole class, note that the seedling grows 3 cm every day, so the height of the seedling is related to its age:
height(age) = (3 x age) cm So, if the age is 10 days, the height is:
• h(10) = (3 x 10) cm = 30 cm

• In pairs, complete the table below. Share and compare results with other pairs and then as a whole class.
age h(age) = (age × 3)cm
0 0
1 3
3.2 9.6
5 15
7
36
15.5
• In groups, with teacher’s guidance, present the data above on a bar graph using the geogebra software. Share and compare results with other groups and then discuss any patterns formed based on the data shown.

Experiments will be done at home as well as at school. Recordings will be done by each student and comparisons will be made.

• Students will be given oral questions thrown out by the teacher to calculate. The top 3-5 students will be awarded with stickers. This will promote listening skills,...

This lesson introduces learners to some of the main issues related to the environment. They focus on expression of certainty and the pronunciation of them. Also, they focus on the lexis in detail wi

  • 23 April 2018
  • Posted by: sonia cisneros
  • Number of views: 150
  • 0 Comments
This lesson introduces learners to some of the main issues related to the environment. They focus on expression of certainty  and the pronunciation of them. Also, they  focus on the lexis in detail wi
Students’ age range: 16-18
Main subject: Foreign languages
Topic: Global Warming
 
Description: Warm up:
Tell students that they'll play a game called " Global Warming Darts". They are going to work in group of three students and assemble the pieces to make some words.
To connect the prior knowledge:
- I will ask questions about the causes and possible solutions about global warming
- Dictate some expressions of certainty.
- Check spelling and meaning.
- Ask students to put the expressions in the correct section of the line and check as a whole class.
- Ask students to work in groups.
- Invite the students to read the instructions.
- Ask students to complete the task using the expressions of certainty.
- Walk around the class to provide help.
- Invite the students to read aloud their sentences.
To affirm the knowledge, I will ask them to work in groups again to make a Mindmap about a problem of global warming. They should include a title; description; predictions what’ll happen in the future and a possible solution.
Wrap up:
- Ask student’s to share what did they learn over the lesson today.

Peripheral Devices

  • 23 April 2018
  • Posted by: Tanesha Wright
  • Number of views: 718
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Peripheral Devices
Students’ age range: 12-14
Main subject: Technology education
Topic: Storage Devices
 
Description: ENGAGEMENT
The teacher will write a set of questions on the whiteboard. The students will be told that they should listen to the scenario and try to catch the answers to the questions on the whiteboard. For e.g. Identify the two categories of storage
Identify the two types of storage.
Primary storage consists of two types of memory chips. What are they?
EXPLORATION
The students will be asked to give their responses to the questions given at the beginning of the lesson. These will be recorded on the whiteboard. The teacher will inform them if their answers are correct.
EXPLANATION
The students along with the teacher’s assistance will define primary storage. A further analysis of primary storage will be done. The teacher and the students will examine together to the two memory chips into which primary storage is divided. The difference between the two will be examined. The teacher will also emphasize the point that RAM on ‘volatile’. The students will say the word aloud and spell it for emphasis. They will be required to use context clues to determine the meaning of the word.
ELABORATION
The students and teacher will examine the ROM chip. The variations of ROM will also be examined. Differences between RAM and ROM will be highlighted. A definition of secondary storage will be ascertained and examples of secondary storage devices will be identified. Using the fish bowl technique the students will discuss the importance of secondary storage devices. A small group will discuss the importance while the other students will listen and join in the discussion by patting a member of the small group on his/her shoulder. The teacher will monitor the discussion to ensure that the students stay on the topic.

Reading Comprehension

  • 23 April 2018
  • Posted by: Wendy Mitchell
  • Number of views: 229
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Reading Comprehension
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: The Monkey's Heart
 
Description: The title of the story will be introduced. Students will predict what they think the story is about. Whole class discussion will be done. Students will skim and scan story for unusual words. These words will be listed on whiteboard. Individuals will be allowed to read sentences or paragrahs in which words are found and then use context clues to give meanings. Students will watch a video with one versión of the story.
Individuals, then whole class will read the story.
Students will be questioned so as to analyse the story to say who is the bad and good charácter. They will then tell whether or not their predictions about the story was correct. Socratic questioning will be done.Students will compare the two versions of the story and tell what differnces there are..


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