Lessons Plans

Resources Map

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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.

Basic Components of the computer system

  • 25 May 2018
  • Posted by: Jody-Ann Henry
  • Number of views: 82
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Basic Components of the computer system
Students’ age range: 12-14
Main subject: Technology education
Topic: The Computer
 
Description: Introduction (5mins)
Students will be asked what they know about the computer, what is it used for and some of its benefits and disadvantages.
Development (40mins)
Students will be presented to via the use of a PowerPoint. They will be questioned to bring forth latent knowledge of various aspects of the topic. They will be instructed to make notes at given intervals in the lesson. Students will be sent to research the different types of computer in preparation for next class discussion.
Culmination (15Mins)
After the presentation the teacher will engage students in a closed book discussion to ensure they have a good understanding of the topic. After that students will be given an exercise to complete consisting for questions from the textbooks as well as diagrams to label

Batteries and Cells

  • 25 May 2018
  • Posted by: Patrick McDonald
  • Number of views: 94
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Batteries and Cells
Students’ age range: 16-18
Main subject: Technology education
Topic: Batteries and Cells
 
Description: Questioning
Practical: Making sketches

Electrolysis

  • 25 May 2018
  • Posted by: Amina Toussaint
  • Number of views: 309
  • 0 Comments
Electrolysis
Students’ age range: 14-16
Main subject: Sciences
Topic: Industrial Uses of Electrolysis
 
Description: Students were placed in pairs and assigned an industrial use of electrolysis. They were required to read the description of their particular industrial use and discuss with the rest of the class what they leaned.

The computer

  • 25 May 2018
  • Posted by: Eugenie Douglas
  • Number of views: 69
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The  computer
Students’ age range: 12-14
Main subject: Technology education
Topic: Function of the Computer
 
Description: 1. Begin the lesson by reading watching the video presentaion
2. Teacher will then introduce the questions: How can we use the computer and it many input, output and storage devices to more adequately assist us in our daily lives, and how they believe their parents and grand parents would operate in their daily lives without computers to assist them
3. Have student volunteers read the parts that speaks particularly to input, output storage
4. Write down the definition of each of the functions then .
5. Take a moment to discuss the many, input, output, processing and storage devices that are utlized to carry out the functions of the computer
6. Concluding event, will take place with the students summarizing what they have learnt
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