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Rescatando la oralidad

  • 25 May 2018
  • Posted by: Nidia Milena Rocha Gómez
  • Number of views: 363
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Rescatando la oralidad
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: La leyenda
 
Description: Inicié las tres sesiones compartiendo (en voz alta) a mis estudiantes leyendas de diferentes tipos (1° La dama de Palavas –leyenda urbana-, la 2° La madre Monte –leyenda naturalista- y 3° La leyenda del Nazareno –Leyenda religiosa-) De cada leyenda hicimos el vocabulario respectivo.
Durante la primera sesión, nos centramos en conceptualizar, caracterizar y ejemplificar el tema central.
Luego procedimos a elaborar un mentefacto.
Para la senda sesión, llevé clasificadas en bolsas: imágenes de personajes fantasmagóricos, personajes del común y lugares; al azar, les entregué a cada grupo tres elementos de cada bolsa, para que escribieran una leyenda urbana.
Para la tercera sesión, los niños debían reunirse con sus familiares, narrarles la leyenda que escribieron en clase y pedirle a los mayores que a su vez, les narraran una leyenda; la sesión se convirtió en un conversatorio muy agradable, en el que cada niño, aparte de narrar o compartir la leyenda (Ya que varios de ellos me sorprendieron gratamente al llevar los audios grabados en sus celulares o tabletas y otros más hasta presentaron videos, compartió sus opiniones respecto a la experiencia de reunirse con su familia en torno a la narrativa

Resistencias

  • 25 May 2018
  • Posted by: jose antonio patiño basantes
  • Number of views: 327
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Resistencias
Students’ age range: 16-18
Main subject: Technology education
Topic: -Motivación inicial. -Repaso de la clase anterior. -Enunciación e Introducción al tema de aprendizaje. -Análisis y desarrollo del contenido. -Lectura del Folleto. -Ejemplificación -Formulación de preg
 
Description: - Motivación inicial.
- Prentacion del tema
- Análisis del contenido
- Presentación del material didáctico (cartel tabla de Código de colores).

- Ejemplificación y utilización de la tabla de colores
- Formación de grupos de trabajo
- Identificación del valor de las resistencias según la tabla.
- Ejercicios de prueba.

How do you feel today?

  • 25 May 2018
  • Posted by: Jazmin Infante
  • Number of views: 485
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How do you feel today?
Students’ age range: 06-08
Main subject: Foreign languages
Topic: Emotions and feelings vocabulary
 
Description: Ask to my classmates what make them feel happy guide by questions like, What make you feel happy, what make you feel sad?, etc and then write the answers in their notebooks. Draw a picture of each feeling. Change mask, and ask “what make you feel happy”? How do you look when you are bored? When they’ve finished, each group present each drawings to the class.

Reading Comprehension

  • 25 May 2018
  • Posted by: Alecia Green-Archibald
  • Number of views: 419
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Reading Comprehension
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: What happens when you eat food?
 
Description: At the beginning of the class students will be asked to say what they know about food . The teacher will draw a table with three columns naming each column. The first column will have the items that the students know about food, the students will then tell the teacher what they want to learn about what happens to food, these items will be listed under the second column and the final column, students will write what they have learnt after completing the lesson. Students will then be asked to read the story in small groups of four where they will be allowed to discuss the story.
Along with the story the students will watch a short clip on the digestive system. This will help the students to make a connection to the story and enable them to create a model of the human digestive system using clay dough. students will then be asked to trace the digestion of food on their model based on the story.

Parts of Speech

  • 25 May 2018
  • Posted by: Shevern Bobb
  • Number of views: 298
  • 0 Comments
Parts of Speech
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Adjectives
 
Description: Preliminary (2 minutes)
• The teacher enters the class and greets the students. They are reminded of the classroom rules, and that they are going to look at a video clip in order to determine the topic for the lesson.

Introduction (8 minutes)
• Upon looking at the video clip which lasts a minute and thirty seconds they are going to brain storm for two minutes and give their opinions of what is an adjective.
• Students then will coin their own definition of adjective and copy it into their exercise books.

Teacher Modelling (5 minutes)
• Based on the definition that the students come up with, the teacher will then state what the dictionary says. The students will then compare their definition with what is mentioned in the dictionary. Changes will be made to the student’s definition only if what they would coined is inadequate.

Independent working time (15 minutes)
• Create three sentences in their exercise books based on adjectives that were used in the video clip.
• Students will communicate the sentences to their teacher by volunteering to read what they came up with. They will be guided as to whether what is being said is acceptable by the teacher.
• Teacher then invites students to select a piece of paper from a jar (which was brought to class by the teacher) with an adjective written on it. The student has to act out the adjective without using words and then the other classmates has to guess what is being depicted by the peers.

Interactive Modelling (15 minutes)
• Students are randomly placed in groups of three to discuss the importance of adjectives and how they make sentences relatable to the real world.
• At the end of the discussions, students would be asked to give their opinions. The passive learners would be encouraged to represent their groups.
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