Lessons Plans

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El viaje exterior

  • 25 April 2018
  • Posted by: PAULA FAULKNOR_BRYAN
  • Number of views: 128
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El viaje exterior
Students’ age range: 14-16
Main subject: Foreign languages
Topic: En el aeropuerto
 
Description: Engagement: The students will be greeted in Spanish.They will then look at cartoon stip and then read aloud.They will then watch a short video on going through the airport. https://www.youtube.com/watch?v=layomQq_--w

Exploration: The students will be asked to do a research at least a week before class on the Spanish speaking country or countries that they have visited or would like to visit and will be given certian words or phrases to aid in the smooth running of the lesson. Using the fish bowl strategy,five students will be placed in the centre of the circle and they will talk about the Spanish-speaking country or countries they have visited or would like to visit. Students will indicate by clapping their hands twice in order to go into the circle.They would ask questions about the country or countries for example on the currency used,music dance and places of interest. They will be given a set time to talk on different aspects. Students will be encouraged to stay on the topic. A particular student will bounce a ball if they have diverted from the topic at hand.They will also talk about about using the kiosk machine to check in whether they like it or not.
Explanation: Vocabulary will be placed on board. Students will use the future tense and the preterite tense and other tenses where necessary. They will be required to ask directions as they move from one part of the airport to another. If one of their friends is unable to find his/her way through the airport he/she such be able to send whatsapp messages to that friend to help him/her find his her way around.For example, they will ask where to find the cambio the gift shop and the restroom. They will also be required to read and follow signs in the airport.
Elaboration: Listen to an announcement given at the airport and then help someone who is sitting beside him/her who does not understand.The announcement will then be placed on the screen for them to read. They will make note of any additional vocabulary found in announcement. Additionally, students will respond accordingly based on the announcement whether to go to the counter designated for the airline or to start boarding. Students will role play scenes going through customs and immigration.They will bring costumes to do their dramatization as they would have been notified ahead of time. For this presentation the facilitaor will assign a student to video the presentation and one to take pictures. They will also fill out their immigration forms and custom forms. They will also state if they have anything to declare.

Evaluation 1: Students will create and send an email to their teacher about their experience at the airport.

Writing

  • 25 April 2018
  • Posted by: Tonya Storr-Belle
  • Number of views: 57
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Writing
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Narrative Writing - Trait-Organization
 
Description: Volunteer give prompt: The cockroach invasion.
Say that we should be able to write a problem – solution draft
use signal words in our writing so that it will be organized
create and invent scenes to entertain or engage the audience
Focus on White board. Take out handout.
Read notes as group is called.
Read problems written give suggestions for example pet/animal escaping from cage
Reread with teacher then partner share
Complete a problem solution flow chart with partner
Write paragraph using what if ideas.
Important Questions to Consider
• What problem is the character facing?
• Where is the character?
• Why is it important for the character to solve this problem?
• What makes the problem difficult?• How does the character resolve the problem?Say that we should be able to identify transitions / signal words, and include them in our writing so that it will be organized
In groups will summarize the purpose of a fictional narrative and list the elements of this type of story and the structure.
Characters• Setting • Problem • Events. • Resolution. .

Do a Zip Around if there is time – Calla volunteer to read his / her short write


Reading

  • 25 April 2018
  • Posted by: shontelle richards
  • Number of views: 225
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Reading
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Predicitng the Story
 
Description: • The teacher will introduce to students to the text for the lesson.
• Students will be place into groups of two
• The teacher will outline the obejctives of the lesson
• The teacher will place on the board critically questions students should ask themselves and each other while fulfilling the objectives of the lesson.
• The teacher will walk around the class to ask sudents questions and observe their interactions.
• Each group will present their findings to the class.

WHAT TIME IS IT, PLEASE?

  • 25 April 2018
  • Posted by: CECILIA UBE
  • Number of views: 93
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WHAT TIME IS IT, PLEASE?
Students’ age range: 10-12
Main subject: Foreign languages
Topic: THE TIMES
 
Description: 1. Know and understand the question “what time is it?”
2. Say the time.
3. Know the time for (breakfast, lunch, dinner, go bed, go school).
4. Know the bithday’s date.
5. Know the Word “when”.
6. Know the months of the year.
7. Spell simple words about birthday’s party.
8. Know phonics (short u, long u)


COMMUNITY HELPERS

  • 25 April 2018
  • Posted by: Victoria Salazar
  • Number of views: 735
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COMMUNITY HELPERS
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...
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