Lessons Plans

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The Historical Process

  • 25 May 2018
  • Posted by: Rochelle Campbell-Fletcher
  • Number of views: 160
The Historical Process
Students’ age range: 16-18
Main subject: Not specified
Topic: Migratory movements and patterns of settlements in the Caribbean
Description: 1. Zoom in method- Teacher will use the zoom in method of a picture of the Jamaica coat of arms which has the inscription ‘Out of many, one people”. Students will be encouraged to share what the inscription means having figured out what the picturerepresents.
2. Trio Discussion – How did all the different groups that now lives in the Caribbean get here? Representatives from each group will share their ideas with the entire class.
3. Students directed my teacher will be directed to the smart board to trace the journey of the Spanish, English, French, African ancestors to the Caribbean
4. Students will read from handouts and discuss where they settled and their contributions to the Caribbean eg. Language, dress, food etc

Argumentative essay

  • 25 April 2018
  • Posted by: Patrina Morris Bain
  • Number of views: 1144
Argumentative essay
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: The education system is failing our students. The system is not diverse enough and does not met the needs of many students.
Description: Before the lesson, students will be told that they will participate in an exercise called a fishbowl discussion. The teacher will ask them to describe an actual fish bowl and its purpose in order for them to make analogies and try to guess why this strategy has been so named. Students may write their thoughts freely on how they think the lesson will proceed. The students will then be shown a short video clip of the fishbowl strategy being used in a classroom. They will be asked to share their views on how they think this can be helpful to them. Again, students will be asked to write their thoughts freely on this. The protocol will be explained to the students and the classroom will be arranged accordingly – five chairs in the middle of the room and the other ten forming an audience around the inner circle. The students will be told to make any necessary notes which they think will help the discussion or which will help them clarify their thoughts. They will be told that they are expected to listen to each other and respect each other’s opinions. If they do not agree or if they have a counter-argument, they must not be judgemental but rather, speak constructively and think about all opinions offered as they try to arrive at their own conclusions. They will be told to try to provide evidence to support their claims. They will be unable to interrupt a speaker and each person must wait until her turn to speak. The topic will be intoduced and all students will be given five minutes to write their thoughts on it. A few articles on the topic will then be circulated among the students in order to help them generate discussion. Students will continue to make notes or write their thoughts and this will continue throughout the lesson. The topic will be displayed on a whiteboard for the duration of the lesson. The first five students will then enter the inner circle and the discussion will proceed. When the students have completed ten minutes within the inner circle, members of the outer cirlce will have an opportunity to ask questions. This will be done for five minutes before the next group takes their place in the inner circle. The lesson will be recorded on an iphone and replayed afterwards in order to let the students evaluate both themselves and the technique. The teacher will intervene as a facilitator when necessary.

Business Finance

  • 25 April 2018
  • Posted by: Mardia Euter
  • Number of views: 144
Business Finance
Students’ age range: 16-18
Main subject: Not specified
Topic: Savings and Investment
Description: The students at times ask for money to assist them to do various things hence this lesson was selected to teach the importance of saving and investments.
A scenario was provided where $500.00 was given to a student where think, pair ,share was used. In respect to think the students will write down two sentences to answer the question the time allotted is one minute. Then the students will talk to a partner for one or two minutes, then the teacher will call on a few students to share. Students will be expected to jot down points they agree with or disagree with during the sharing (2 minutes). The teacher will use the responses from Think, Pair , share the teacher will provide information and guidance to develop a simple Budget for the month. Discussion will be done on the topic ”How would this Budget help you make sound financial decisions? for ten minutes. The teacher will point out the importance of savings one need to balance money coming in with money going out including provision for savings. Teacher will provide different situations for students to work in groups of 3 and compile list with items of expenses and classify items according to importance. Students will explain why the categories are important after which they will generate a Budget and why for 30 minutes. Using the fishbowl strategy the teacher will explain the activity and lay down ground rules. The topic will be Savings and Investments nine students will be observer and nine participants. The teacher will be the moderator asking probing questions. The questions will be ‘What if” for 30 minutes.

British Industrial Revolution- Causes

  • 25 April 2018
  • Posted by: Tracian Condappa-Anderson
  • Number of views: 1722
British Industrial Revolution- Causes
Students’ age range: 08-10
Main subject: Social studies
Topic: British Industrial Revolution
Description: Introductory Activity:

Simple Sailboat Craft Activity:
Six students will be selected randomly and divided into teams of 1, 2 and 3. Each team will be given craft materials and instructions to make a sailboat in 4 mins. The first team to complete the task will be rewarded. Before the activity, the remaining students will be asked to make predictions on what team will make the sail boat quickly.

This activity will initiate a discussion on the means of manufacturing goods in factories.
What are the conditions one would need to establish a factory?
What is the impact of having one person do one job repeatedly?

Students will be instructed that they will be examining the birth of the Industrial Revolution (manufacturing) in Britain.


Step 1: Students will watch the video “Flocabulary: The Industrial Revolution.” Video will provide an overview of the industrial revolution, introducing students to the main concepts. They will answer the following questions.
• Provide a definition for the industrial revolution.
• Name TWO ideologies of the industrial revolution. State TWO ways in which these ideologies differ. (You can use additional resources to help you respond to this question.)
Step 2: Students will be divided into 7 groups of 4 or 5. Each group will be assigned the task of analyzing one source that features one of the causes and present it to the class using the guided questions. The groups will receive 15mins to organize their presentation.

Group 1: Source A: A graph showing population growth of European cities in the period 1470-1750
Group 2: Source B: A map of the British Empire in 1763 highlighting the colonies of the British Empire
Source C: The British colonial policies in the 16thand 17th centuries.
Group 3: Source D: A map showing the coalfields in England in 1800
Group 4: Source E: A dialogue between two persons who are introducing their universities
Group 5: Source F: Excerpt from The Industrial Revolution by Thomas S. Ashton (Oxford University Press, revised edition, 1962)
Group 6: Source G: An excerpt from Landmarks in English Industrial History, a book written by George Warner in 1899 (London: Blackie and Son, 1924).
Group 7: Source H: Excerpt from The Industrial and Commercial Revolutions in Great Britain During the Nineteenth Century by L.C.A. Knowles (E.P. Dutton & Co., 1921)
During each presentation students will complete a chart, highlighting the conditions that existed in Britain to have facilitated the Industrial Revolution.
Step 3: The teacher’s chart will be projected and use to review the conditions that led to the birth of the Industrial Revolution in Britain.


  • 25 April 2018
  • Posted by: Helena Walters
  • Number of views: 722
Students’ age range: 12-14
Main subject: Mathematics
Topic: Circumference
Description: ? Engage
o Select students will participate in an exploration of the historical event whereby Columbus set sail in search of the East by going West.
o Students will be given cue cards to indicate their roles in the game (Captain, W - white, Queen, C – colored, North Star, Pinta, Santa Maria, Nina).
o They will journey from a little distance from the East (designated by sign) and head to the West (designated by sign) where they will meet and greet the C’s.
? Elaborate
o Select students will engage for ten minutes in Explo Collaborative Discussion Model (ECDM) discussing the Historical event depicted and the possibilities of reaching the East by sailing West.
o One student will be the facilitator whose job it is to keep the discussion flowing. Another is the time keeper who indicates when the time has expired. Another is the mapper who will track the flow of the conversation.
o The question that will be given to the facilitator is: “Could Columbus achieve his goal?”