Lessons Plans

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Persuasive Writing

  • 23 April 2018
  • Posted by: Yvette Sweeting
  • Number of views: 209
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Persuasive Writing
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Techniques in Persuasive Writing
 
Description: Discussion of the topic is allowed for 5 minutes where individual students will provide definitions of the topic after quick look up on their tablets. Teacher will write some techniques on the board while there is a focused moment when excerpts from essays on the topic are handed out for silent reading. Then, students will state their views on the material read, citing the examples of techniques used. Groups of three will then assemble for discussion (5 mins) on the topic and then one person will present their views.
The other students will listen as each group presents, making notes for further discussion

Reproduction and growth

  • 23 April 2018
  • Posted by: Chevon Blake
  • Number of views: 50
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Reproduction and growth
Students’ age range: 14-16
Main subject: Sciences
Topic: Contraceptive methods
 
Description: Introduction (10mins)
Teacher will brainstorm students (what do you think the term birth control or contraception mean? Give an example of a contraceptive method.

Step 1 (30mins)
Students will watch a role play done by students. After which a discussion will be facilitated.
- What were the main ideas carried out in the roleplay?
- Where there contraceptive methods used or discusses? What were they?
- What would happen if no contraceptives were used?
- As young people what are your views?

Step 2 (30mins)
Teacher will explain that there are two types of contraceptive methods; natural and artificial. Students will be asked to use their tablets and Google “ different birth control methods”, and view pictures. Students will name the contraceptive methods that they are aware of. List will be written on the board. Teacher will further explain and describe the natural methods in details along with the advantages and disadvantages.

Step 3 (30mins)
Students will be shown some samples at least 3 artificial contraceptive methods. Students will be ask to explain or do an illustration of how each method should be used( using provided materials) . The disadvantages and advantages will also be listed.

Step 4 (20 mins)
Students will make notes from on birth control methods

Literary Uses of Language - Using Character Traits to Describe Correctly

  • 23 April 2018
  • Posted by: Keva Johnson
  • Number of views: 531
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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: 91
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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,...

Hygiene Practices - Washing Hands

  • 23 April 2018
  • Posted by: Shirley Worrell
  • Number of views: 134
  • 0 Comments
Hygiene Practices - Washing Hands
Students’ age range: 04-06
Main subject: Health
Topic: Correct Method for Washing of Hands
 
Description: The lesson begins with students repeating the words of the rhyme :-

‘Wash Hands’

Wash your hands before you eat
Do it every day
And the germs that live in dirt
All will be washed away.

The student then watch a video showing the correct proces for washing one’s hands -
‘Washy Washy Clean’ found on Youtube (https://www.youtube.com/watch?v=zxlQn7KaCNU)
The teacher discusses the video with the students. The procedure for the washing of the hands as seen in the video are summarized and put into sequence of steps. The teacher asks some students to demonstrate what they learnt from the video. The other members of the class to state if the students are following the correct procedure as demonstrated in the video. The students then using the video as a guide state the steps and correct method to follow to properly wash one’s hands. The class then goes to the face basin and each student is given soap to practice the correct procedure for properly washing hands.

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