Lessons Plans

Resources Map

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Reading Comprehension

  • 25 May 2018
  • Posted by: Alecia Green-Archibald
  • Number of views: 364
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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.

Reading Comprehension

  • 25 May 2018
  • Posted by: Latoya Hibbert-James
  • Number of views: 107
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Reading Comprehension
Students’ age range: 04-06
Main subject: Language arts and literature
Topic: Comprehension
 
Description: Activities:
• Place students into groups and give each group a sheet of paper with the poem ‘The Policeman. Have students listen to a recording of the teacher reading the poem and follow on their copy as the recording plays.
• Discuss the contents of the poem with students.
• Have students read the poem as a whole class then have them read in their groups.
• Encourage students to work in their groups to write four words they learnt from the poem.
• Have students stand before the class and show the words they learned (on word cards).
• Have students identify these words and use them orally in sentences.
• Encourage students to list some of the ways the police officers help us.
• Have students answer questions such as: What do you think our country would be like if we had no police officers? What are some of the things we can do to help the police officers to do their jobs well?

Writing about Reading

  • 25 May 2018
  • Posted by: Vincent Coakley
  • Number of views: 70
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Writing about Reading
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Better Writers make better readers and better readers tend to produce better writings.
 
Description: Understanding that better writers make better readers and better readers tend to produce better writers, my desire will be to introduce each student to focus intently on the text. Students will be given a paragraph to read aloud, and then summarize in three to four sentences. A discussion will follow where students impart their understanding of the text. Students will be guided through the four experiences when they are engage in critical thinking during writing assignments. We will explore, their thinking, and whether or not their assumptions are valued or reliable guides for action. Evident through experiential, authoritative, and discipline research evidence. They will discover how different view points, determine if their assumptions are accurate. Thought and analysis are key areas to impart during critical thinking. Students will explore the three types of assumptions that everyone makes according to Stephen Brookfield: i) Paradigmatic - How we frame the world; ii) Prescriptive - How we think the world should work and how people behave; iii) Causal - Why things happen the way they do. Finally, students will uncover through writing assignments the different writing purpose. Areas such as Summarizing, Narrating, Responding, Arguing/Persuading, Examining/Investing, Analyzing, and Evaluation. To do this they will be persuaded to engage in critical writing by starting with small, easily completed activities, making sure that students analyze a paragraph or a single page, before moving onward to advance writings. Critical reading and writing will be fully practiced during each class session. Their critical thinking and writing skills will be discovered. Peer review will also be encourage. Students will model ways to critique contents by using popular texts. Strategies such as graphic organizers, questioning fast writing, group composition, changing view points, varying forms and cubing.

Analysing characters using Fish Bowl Strategy

  • 25 May 2018
  • Posted by: Tracey Hinkson
  • Number of views: 78
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Analysing characters using Fish Bowl Strategy
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Analysing A Story
 
Description: Five children will enter the inner circle and discuss the focus question “Do you think that Fern should have saved Wilbur’s life? Would you have saved Wilbur’s life?
• Two students (moderators) will have a list of additional questions to help the discussion to move along. They will keep time of the circle session to ensure that each child has participated.
• The teacher will observe students to determine if they have any difficulty explaining their opinions or need help to clarify anything.
• One chair is always vacant to give the students the opportunity to enter or leave the discussion quickly.

The Case for Conchservation

  • 25 May 2018
  • Posted by: Bodine V Johnson
  • Number of views: 118
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The Case for Conchservation
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Persuasive Writing: Saving the Conch
 
Description: *Context* Conch in The Bahamas is slowly becoming endangered due to overfishing and poor regulation of fishing laws. The conch aerates sand, allowing smaller animals to live underwater, provides a source of food for larger organisms, appears on The Bahamas' Coat of Arms and is part of the cultural diet of Bahamians as an internationally acclaimed delicacy. Furthermore, conch shells are used to create jewelry and craft items, and are ground up for calcium carbonate and used in natural supplements. When conch is endangered so is the livelihood of many Bahamians. (lesson can be adapted for any culturally appropriate animal or organism).

Introduction:
Teacher plays the Conch Gone Music Video for students.
CONCH GONE [OFFICIAL MUSIC VIDEO] - https://www.youtube.com/watch?v=IYCsTSjc4N8
Teacher asks students about the characters represented, which words, phrases or images stood out and why, and what is the message of the song, i.e. how effective is the music video.

Explanation of Objectives:
Teacher outlines the objectives of the lesson and explains what will happen during each of the 3 parts of the course.

Teacher Lecture:
Teacher explains persuasive writing, using the Conch Gone Music video as a guide.

Literary Appreciation:
Teacher provides students the song lyrics, students underline key words and phrases. Students should be able to identify the appeal to logic (industries affected – creative, restaurant, fishing), emotions (loss of income and work, sense of purpose), expert opinion (explaining why the conch is important to the ecosystem)

Survey:
Teacher divides students into groups of four and explains the purpose of the survey. Surveys are distributed to students. Students are asked to canvas their schoolmates during the break time.

Lesson Two:

Group Presentation: 10 mins
Students share the findings of their survey. They should be able to explain what people know and identify what their presentations should focus on. Teacher facilitates the conversation.

Interviews: 30 mins
BNT Education Officer Agnessa Lundy and Businesswoman, Gandhi Pinder make presentations on Conch and the Bahamian ecosystem and Conch and Bahamian businesses. Student ask additional questions.

Fishbowl Discussion: 10 mins
Students discuss different aspects of the growing conch shortage and implications for Bahamians.

Wrap Up: 5 mins
Students share one sentence/phrase that convinces others to preserve conch which focuses on one of the three forms of persuasion.

Lesson Three:

In Groups students refine the main issue that they want to present on and complete their poems, speeches, presentations, videos, etc.
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