Lessons Plans

Resources Map

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Day if the week

  • 25 May 2018
  • Posted by: Douglas Palma
  • Number of views: 5027
Day if the week
Students’ age range: 12-14
Main subject: Not specified
Topic: The Days
Description: The first thing was to write down each day and then It was provide a sheet of paper with the song on.

Argumentative essay

  • 25 April 2018
  • Posted by: Patrina Morris Bain
  • Number of views: 7684
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.

Types of families

  • 25 April 2018
  • Posted by: Julie Anne Phillips-Castello
  • Number of views: 12364
 Types of families
Students’ age range: 06-08
Main subject: Social studies
Topic: Identifying types of families
Description: Briefly describe the lesson including the steps you followed during implementation. (700 words max):

The students viewed a short video about types of families. Students were asked to give insight to what the video was about.
They were asked for a defintion of a family. They were then asked to identify the types of families they knew. The teacher informed them that over the next two weeks they will be exploring different types of families.
The teacher showed students pictures with varying types of families. Students were asked to identify each family which was shown.
Four students were selected and asked to identify the persons who lived in their family. The class was asked to identify the type of family that the four students belonged to.
The teacher asked the students to give reasons why they think some of these families were formed. The other students were given the opportunity to state the type of family they belonged to if it was different than the families already identified.
Students were placed into groups of four’s according to their varying abilities.The teacher distributed worksheets to three groups and the remaining group was given drawing paper..
Teacher instructed first three groups to complete the worksheet. The teacher instructed students in the last group to draw a picture of their family. The teacher told the class tan the can work collaboratively with their classmates to complete the task.
Students in the first three groups were asked questions about their given assignment. The final group was allowed to explain the pictures which they drew with the members of their families.
Students were instructed to copy the note which was written on the chalkboard.
The teacher ended the lesson by reviewing and teaching the children a short song about the family.

Why Fruits are important to us

  • 25 April 2018
  • Posted by: Jonell Webley
  • Number of views: 7005
Why Fruits are important to us
Students’ age range: 08-10
Main subject: Health
Topic: Fruits
Description: To begin the lesson teacher will sing a jingle spelling the word FRUITS. After singing the jingle students should be able to identify that the topic is on Fruits. Teacher will do a brainstorming activity asking students what is a fruit, why should we eat fruits. Teacher will asked students to identify some fruits that they know, these responses will be written on the white board. Random students will be selected to describe a fruit on the board, students will be selected to sit in a circle to carry out the fish bowl technique. After completing such activity each students will write a short sentence on their favourite fruit.
Students will view a slideshow/ powerpoint presentation by the teacher with other fruits that were not mentioned by them. This powerpoint will give a description of the fruit and it origin.
Both teacher and students will engage in a class discussion on fruits and why its is important for people to eat it in their meals. At the end of the lesson teacher will tell the students that the Spanish word for fruit is Fruta. This is a form of integration.

Learning and Discussing about Climate Change

  • 25 April 2018
  • Posted by: Maria Isabel Estevez
  • Number of views: 6461
Learning and Discussing about Climate Change
Students’ age range: 18+
Main subject: Sciences
Topic: Climate Change
Description: The first step of the lesson will consist in preparing the classroom for the Fish Bowl activity with the help of the students. Chairs will be arranged in two circles: the small inner circle and the big outer circle. At this point, it is necessary to make sure to include one or two empty chairs in the inner circle. All the class is requested to sit before the teacher describes the topic of the discussion and provide information about the dynamic of the activity. Six to seven students will be invited and asked to participate voluntarily to start the Fish Bowl conversation while the rest of the class will be requested to become active observers and listeners. Only the inner circle can speak and share the ideas during the discussion. After about 8-10 minutes, students will start to leave and join the inner circle and so on until the whole group has participated. Students are allowed to take notes in a notebook as well in their phones. The teacher will be the moderator and will take notes in a notebook or the class’ blackboard although this last one is suggested since students can take notes or take a picture of the ideas written by the teacher on it at the end of the class. Links or documents with information about climate change will be provided to the students, so they can complement or learn more about the topic discussed in class.