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Acquiring Content for Persuasive Essays

  • 25 April 2018
  • Posted by: Judith Whyte
  • Number of views: 214
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Acquiring Content for Persuasive Essays
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Persuasive Writing
 
Description: Engagement
Students will role-play a scene where someone is sick and goes to the hospital for medical treatment.
Exploration
Students will be placed in two groups. They will be given the topic: It should become a law that all patients pay hospital fees.(Currently, the situation in Jamaica is that patients do not pay hospital fees). One group will give reasons why they disagree with the topic and the other group will give reasons why they agree with the topic. This will be a discussion session
Explain
Students will then individually write three pros for the topic or three cons against the topic, based on which groups they were previously in. Students will share at least one pro or one con with the group
Elaborate
Students will decide if the arguments put forward are major or minor arguments. Students will then research online for countries that have similar policies as well as those who have different policies

Our Environment

  • 25 April 2018
  • Posted by: TEDDESIA HIBBERT-HAYLES
  • Number of views: 180
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Our Environment
Students’ age range: 14-16
Main subject: Social studies
Topic: The Benefits of Recycling
 
Description: Procedure

1. Whole class will watch as teacher shows a form of trash and and the new product that it has been converted to. Through this activity students will infer what topic will be the focus of the lesson (Recycling).
2. Students will work in pairs to complete a KWL about recycling. They will document what they know about recycling and what they want to know about it.
3. The fishbowl activity will be used to facilitate a discussion entiled “ Is recycling a waste of time that does not benefit the environment? Students will share points and make notes.
4. Assessment/evaluation activities:
-Students will work in pairs to read passage on benefits of recycling and ways to recycle. Working together they will use information from the psaage and from the fishbowl discussion to complete the ‘L’ column of the KWL chart. They will also use their tablets to watch video about recycling to learn more about it.
-Individually students will respond to questions about recycling.
-Students will write short essay on the benefits of recycling.

When it Rains, it Pours

  • 25 April 2018
  • Posted by: Afrine Hill-Walker
  • Number of views: 51
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When it Rains, it Pours
Students’ age range: Not specified
Main subject: Language arts and literature
Topic: Poetry Analysis
 
Description: Students will enter a darkened room where the sound effects of a thunderstorm are ongoing. After a minute or two, the effects will be turned off and a volunteer will identify what they heard and identify the elements of the thunderstorm. Two other volunteers will relay their experiences concerning storms and how they feel about it. This will be done using the fish bone technique. Then a volunteer will read the poem and another student will explain what (s)he understands from what was read. The idea of things having layers of meaning and the concept of allegory will be introduced. The students will use their smartphones to research the colonization of Malawi and locate the country on the map of Africa, as well as learn a little about the country's history and culture. This will be shared with the rest of the class and the leaders of the discussion will offer up possible links between the background and the symbols and other images in the poem. From the ideas brought out, students will try to give another interpretation to the poem.

Identifying Main Idea

  • 25 April 2018
  • Posted by: Tashieka Burris-Melville
  • Number of views: 655
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Identifying Main Idea
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Literal Level Comprehension
 
Description: Teacher will elicit from students what a main idea is
Students will respond by sharing what they know about main idea
Teacher will present a short paragraph on the board.
Saturday at the Carnival
James and his sister Anna went to the carnival on Saturday. They rode the merry-go-round, the roller coaster and the Ferris wheel. James ate popcorn and a hot dog. Anna drank lemonade and ate an apple. They saw many exciting shows. They were tired when they went home.
Teacher and students will read the paragraph
Students will be asked to say what the paragraph is mainly about.
Teacher will guide students in discussing main ideas and supporting details.
Students will be asked to identify at least three of the details that support the main idea in the paragraphs.
Students will be asked to identify the main ideas of a number of paragraphs.

Noting Stated Sequence

  • 25 April 2018
  • Posted by: Shalieka Burris
  • Number of views: 433
  • 0 Comments
Noting Stated Sequence
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Literacy Comprehension
 
Description: Sequencing refers to putting events or actions in order. One example is chronological order, as is common with historical events. Another is the ordering of steps to carry out, as we find with procedures such as instructions, recipes, and manuals. Time life cycle also uses the sequential format.Teacher will introduce lesson by asking students if they have ever been involved in baking a cake. Students who answer in the affirmative will be asked to outline the procedure of baking a cake to fellow classmates. Teacher will record the procedure of baking a cake on the chalkboard. Students will be asked to read the steps involved in baking a cake.
Students will listen attentively while an excerpt “The Tiger Who Came to Tea” will be read to them. Students will be challenged to recall the order in which the events occurred in the passage.
Teacher will introduce the term sequence to students as well as explain to them that they have listed the order or sequence in which the events occurred in the story. The teacher will also brainstorm and introduce students to list of words that show/ signal sequencing. • Students will be asked to orally discuss the things they do at home in the morning on a daily basis. Their answer will be recorded on the board. Students will be asked to orally discuss the things they do at home in the morning on a daily basis. Their answer will be recorded on the board.


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