cob lesson plans grade 11 edu 420

My Teaching

Portfolio

Teacher: Mr. D. Barr

ID#: 000-00-6469

Using Technology to Assess Students‟ Cognitive Skills 2

THE COLLEGE OF THE BAHAMAS

SCHOOL OF EDUCATION

EDU 420: Classroom Management and Techniques

Semester: Fall 2010

NAME: Don B. Barr

SCHOOL: C. V. Bethel Senior High School

PHONE No: 392-9252

PRINCIPAL: Mrs. Eulease Beneby

COB SUPERVISOR: Mrs. Janice Munnings

SUBJECT: English Language

RESEARCH TOPIC: Using Technology to Assess Students’ Cognitive Skills in English

CO-OPERATING TEACHERS:

Mrs. Greta Meadows (Master Teacher and Subject Coordinator, Language Arts Dept.)

Mrs. Joan Gibson (Master Teacher and Resource Coordinator- NovaNet Program)



SCHOOL OF EDUCATION

FINAL YEAR TEACHING PRACTICE

Student’s Name: Mr. Don B. Barr

School: C. V. Bethel Senior High School

Phone No: 362-0803 (H) 392-9252/3 (W)

Principal: Mrs. Eulease Beneby

Cob Supervisor: Mrs. Janice Munnings

Jr/Sr-High/ Secondary: Senior High School

Subject(S): English Language

Co-Operating Teacher: Mrs. Joan Gibson

Grades: 11c1-S1 & 12c-H1

Primary Only:

Grade:

Cooperating Teacher

TIME-TABLE

THIS TIMETABLE IS FOR OFFICE USE. PLEASE FILL IN CLEARLY.

PERIOD TIME MON. TUE. WED. THU. FRI.

1 9:05-10:00

2 10:00-10:55Gr 11C1-S1

(Room A8)

Gr. 11C1-S1

(Room A8)

Break

(10:55-

11:10)

3 11:10-12:05

Gr. 12C-H1

(Room B25)

Gr. 12C-H1

(Room B25)

4 12:05-1:00Gr. 12C-H1

(Room B25)

Lunch

(1:00-1:45)

5 1:55-3:00Gr. 11C1-S1

(Room A8)


Motivational Quotes

“God allows us to experience the low points of life

in order to teach us lessons we could not learn in any

other way. The way we learn those lessons is not to

deny the feelings but to find the meanings

underlying them.” Stanley Lindquist

http://thinkexist.com/quotation/god_allows_us_to_experience_the_low_points_of/219553.html





http://thinkexist.com/quotes/stanley_lindquist/


Grade 11C1-S1

English Language

Lesson Plans

“The whole purpose of education is to turn mirrors into windows.”

~Sydney J. Harris


Grade 11C1-S1 Register

English Language

2010

September October November

Name Grade 27 29 6 8 13 20 27 1 3 8 12

1.Charlisa Ferguson

11V1

2.Lanae Lyles

11V1

3.Brittany Ford

11V1

4.Alexander Rahming

11H1

5.Diego Arnett

11C1

6.Duane Grant

11S1

o o o o

7.Torian Gibson

11C1

8.Anishka Kemp

11C1

9.Ediesha Martin

11S1

o o o o o o

10.Jasmine Oliver

11S1

o

o

o

11.Baricka Rolle

11H1

12.Chadeesha Cash

11V1

13.Shavayne Mackey

11H1

14.Deshea Munroe

11C1

15.Veranique Smith

11H1

16.Chandler Taylor

11B1

o

17.Anthonique Bowe

11V1


18.Kamal Murphy

11B1

19.Anthony Cargill

11B1

20.Walter Young

11V1

21.Jacobbi Donaldson

11S1

22.Teleesha Ferguson

11V1

23.Andrew Smith

11C1

24.Shanniece Sawyer

11S1

25.Donovan Saunders

11C1

26.Wayne Missick

11V1

27.Tevin Rolle

11S1

28.Giovaughn Wilson

11H1

29.Chancely Rolle

11H1

30.Chaz Curling

11H1

31. James Cox

11H1

o

o

32. Matthew Griffin

11H1

o

33. Margarita Limage

11V1

o o o

34. Eugenette Small

11H1

o


November December

Name Grade 15 17 22 29 31 2 3

1.Charlisa Ferguson

11V1

2.Lanae Lyles

11V1

3.Brittany Ford

11V1

4.Alexander Rahming

11H1

5.Diego Arnett

11C1

6.Duane Grant

11S1

o

7.Torian Gibson

11C1

8.Anishka Kemp

11C1

9.Ediesha Martin

11S1

o o o

10.Jasmine Oliver

11S1

o

o

11.Baricka Rolle

11H1

12.Chadeesha Cash

11V1

13.Shavayne Mackey

11H1

14.Deshea Munroe

11C1

15.Veranique Smith

11H1

16.Chandler Taylor

11B1

o

17.Anthonique Bowe

11V1

18.Kamal Murphy

11B1

19.Anthony Cargill

11B1

20.Walter Young

11V1



11S1


11V1

23.Andrew Smith

11C1

24.Shanniece Sawyer

11S1

25.Donovan Saunders

11C1

26.Wayne Missick

11V1

27.Tevin Rolle

11S1

28.Giovaughn Wilson

11H1

29.Chancely Rolle

11H1

30.Chaz Curling

11H1

31. James Cox

11H1

o

o

32. Matthew Griffin

11H1

o


11V1

o o o

34. Eugenette Small

11H1

o


Grade 11C1-S1 Mark Book

English Language

Name

Subject

and

Predicate

8th

Oct

Conjunc

-tions

20th

Oct

Types of

Sentences

25th

Oct

Sentence

Structure

27th

Oct

Literal and

Figurative

Expressions

15th

Nov

Infer-

ences

17th

Nov

Digital

Stories

(Narratives)

29th

Nov

Expository

Writing

(E-folios)

1st Dec

1.Charlisa Ferguson

11V1

100

89

78

80

70

80

85

80

2.Lanae Lyles

11V1

100

89

78

60

90

80

90

80

3.Brittany Ford

11V1

100

100

80

78

90

80

90

90

4.Alexander Rahming

11H1

60

70

60

56

70

50

70

50

5.Diego Arnett

11C1

60

60

56

70

74

50

74

50

6.Duane Grant

11S1

76

89

78

70

90

60

90

60

7.Torian Gibson

11C1

44

60

56

70

80

50

80

50

8.Anishka Kemp

11C1

100

100

89

88

70

80

90

80

9.Ediesha Martin

11S1

100

70

78

80

90

80

90

80

10.Jasmine Oliver

11S1

0

78

70

78

70

80

90

80


11.Baricka Rolle

11H1

100

100

78

88

70

70

90

70

12.Chadeesha Cash

11V1

60

78

78

88

80

70

95

70

13.Shavayne Mackey

11H1

80

65

78

70

70

60

70

50

14.Deshea Munroe

11C1

88

90

88

78

70

800

70

50

15.Veranique Smith

11H1

92

90

70

80

80

90

95

90

16.Chandler Taylor

11B1

0

100

90

88

90

80

90

80

17.Anthonique Bowe

11V1

92

100

78

90

80

70

80

88

18.Kamal Murphy

11B1

88

90

88

90

80

50

80

50

19.Anthony Cargill

11B1

88

78

70

90

90

88

90

88

20.Walter Young

11V1

60

70

60

60

88

50

88

50


11S1

100

89

78

90

80

50

80

50


11V1

100

100

88

75

70

50

70

50

23.Andrew Smith

11C1

68

70

70

80

60

60

60

60


24.Shanniece Sawyer

11S1

68

74

78

80

80

50

80

50

25.Donovan Saunders

11C1

96

60

56

78

70

50

88

50

26.Wayne Missick

11V1

64

70

78

88

70

50

70

50

27.Tevin Rolle

11S1

60

60

78

90

80

80

88

80

28.Giovaughn Wilson

11H1

100

100

88

78

90

90

90

90

29.Chancely Rolle

11H1

80

79

70

56

80

60

80

60

30.Chaz Curling

11H1

82

78

56

78

80

70

80

70

31. James Cox

11H1

80

89

78

80

90

50

90

50

32. Matthew Griffin

11H1

0

80

78

60

80

50

80

50


11V1

0

65

70

68

60

50

60

50

34. Eugenette Small

11H1

0

78

80

88

90

90

90

90



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 27th

Sept, 2010

Topic: Subject and Predicate Duration: 55 mins

Class: 11C1-S1 Lesson Number: 1

No. of Children: 34 Ability Range: Mixed

PRIOR KNOWLEDGE:

Students should know the definition of a sentence and its parts.

RECOGNITION OF EXCEPTIONAL LEARNERS:

There is one student who appears to have ADD.

OBJECTIVES:

1. Define subject and predicate.

2. Identify subject and predicate.

3. Differentiate between subject and predicate.

INSTRUCTIONAL RESOURCES:

Lap top computer, LCD projector, C/D and player, white board, internet

CONTENT:

Every complete sentence contains two parts: a subject and a predicate. The subject is what (or

whom) the sentence is about, while the predicate tells something about the subject. To determine

the subject of a sentence, first isolate the verb and then make a question by placing "who?" or

"what?" before it -- the answer is the subject. Every subject is built around

one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as


the simple subject. Every subject is built around one noun or pronoun (or more) that, when

stripped of all the words that modify it, is known as the simple subject. Likewise, a predicate has

at its centre a simple predicate, which is always the verb or verbs that link up with the subject.

A sentence may have a compound subject -- a simple subject consisting of more than one noun

or pronoun. A sentence may have a compound predicate -- a simple predicate consisting of

more than one verb.

Class Song: You needed me by Anne Murray

I cried a tear: you wiped it dry.

I was confused: you cleared my mind.

I sold my soul: you bought it back for me.

And held me up and gave me dignity,

Somehow you needed me.

You gave me strength to stand alone again,

To face the world out on my own again.

You put me high upon a pedestal,

So high that I could almost see eternity,

You needed me.

You needed me.

And I can't believe it's you, I can't believe it's true:

I needed you and you were there.

And I'll never leave: Why should I leave? I'd be a fool.

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/nouns.html

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/pronouns.html


'Cause I've finally found someone who really cares.

You held my hand when it was cold.

When I was lost, you took me home.

You gave me hope when I was at the end.

And turned my lies back into truth again:

You even called me friend.





You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class

theme song for my research sung by Anne Murray entitled “You need me”. This will serve as

their motivation to want to learn and at the same time build confidence in themselves. Teacher

will then direct the students‟ attention to the whiteboard where the topic of the lesson and

objectives are written.


Development:

Methods and techniques Student Activities

Adaptations for

Exceptional Learners

Teacher will probe students in

order to activate prior knowledge

with questions such as to identify

the parts of the sentence.

Teacher will then give an

overview of the lesson and

explain what it is that the

students are expected to know

and why it is important for them

to know it.

Students will respond to

questions by identifying the

two basic parts of a

sentence.

The teacher will closely

monitor student with ADD to

ensure that he is on task by

asking him to respond to

questions.

Teacher will further probe

students to assess how much of

the content of the lesson is

needed.

Students will engage in

rapport with teacher based

on probing.





questions.



the content of the lesson will

have to be included or omitted.


Teacher will then direct the

students‟ attention to the LCD

projected images on the white

board.

Teacher will display information

about the two parts of the

sentence on the white board.

Teacher will ask students to

explain how one can identify the

subject as well as the predicate

of a sentence.

Students will read the

content that is projected on

the white board.

Students will provide

evidence that they can

identify the subject and

predicate of a sentence.





questions.

Teacher will then display sample

sentences on the white board and

ask students to identify the

subjects in each example.

Teacher will also ask students to

identify the predicates in the

examples.

Students will identify the

subjects in each example

displayed on the white

board.


predicates in the examples.


discussion with teacher as

they work the examples.


Teacher will then ask students to

explain how one can tell the

difference between the subject

and the predicate. This will lead

to more rapport with students.

Teacher will then display more

examples of sentences and

instruct the students to identify

the complete and simple subject

and complete and simple

predicate.

Teacher will continue to

dialogue with students and

discuss the examples in detail.

Teacher will then give the class

an assignment to practice on

individually. Teacher will move

around the room to monitor the

students‟ progress and to ensure

Students will explain the

difference between the

subject and predicate.

The students will identify

the complete and simple

subject and complete and

simple predicate in the

sentences displayed on the

whiteboard.

Students and teacher will

discuss the examples in

detail.

Students will work

individually on the

assignment.

Students will discuss each

sentence as they analyze





questions.





questions.


that they are on task.

Teacher and students will discuss

each sentence as they analyze

each one. Teacher will also share

the answers with the students

once they are completed on the

LCD projector.

Teacher will assess the students

by asking them to say what they

have learned so far.

them.

Students will say what they

have learned from the

lesson so far.

CONCLUSION:

Teacher will reiterate the main points of the lesson, reviewing the objectives for the lesson and

reminding the students of the need to be able to construct effective sentences.

CULMINATING ACTIVITY:

Students will say what they have learned from the lesson. One of the students will be selected to

click on a hyperlink in the lesson on the laptop which will be seen by all on the white board.

They will do the assignment via the link together as a class.


EVALUATION OF THE LESSON:

This lesson was not completed. Although we were able to get through the content and a few

examples, this took more time than expected. This lesson should have served as a review; but it

took a while for the information to resonate into the cognitive faculties of the students. A little

more then half an hour into the lesson, about half of the class were able to work the few

examples without any problems while the others still seemed uncertain. It was at that point that I

stopped the lesson and went back over the content using more examples. By approximately

fifteen (15) minutes to the bell which would signal the end of the period, more of them were

getting into the lesson.

I gave a few more examples and allowed the student to identify the parts of the sentences as I

identified them on the white board. I kept referring to the content in the power-point as we

engaged in discussion until there was complete clarity. This strategy is supported in The

Teaching of English: beliefs teachers hold about their subject (Webb, 2007). By using an

eclectic approach, I was able to use some of the information from the three models to integrate

with various technologies. Moreover, by using the personal growth model which emphasized the

experiences, language and feelings of the learner, I was able to place emphasis on activities. For

the next class, I will review the content and probe the students further in order to complete my

objectives.



SCHOOL OF EDUCATION

LESSON PLAN


Sept, 2010




PRIOR KNOWLEDGE:

Students should know this information as I not only activated their prior knowledge, but also

gave them many examples to work with during class.


There is one student who seems to have the signs of ADD.

OBJECTIVES:

1. Identify subjects and predicates.

2. Distinguish between subject and predicate.


Lap top computer, LCD projector, white board, internet, speakers

CONTENT: Every complete sentence contains two parts: a subject and a predicate. The subject

is what (or whom) the sentence is about, while the predicate tells something about the subject. To

determine the subject of a sentence, first isolate the verb and then make a question by placing

"who?" or "what?" before it -- the answer is the subject. Every subject is built around








more than one verb.











You needed me.

You needed me.

















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:

Teacher will introduce lesson by allowing students to focus on the class theme song for my

research sung by Anne Murray entitled “You need me”. This will serve as their motivation to

want to learn and at the same time build confidence in themselves. Teacher will also challenge

students to learn the class song. Teacher will then direct the students‟ attention to the white board

where they will see the topic written. Teacher will then ask students a series of questions to

activate prior knowledge.


Development:


Adaptations for


Teacher will probe the students

about the topic Subject and

Predicate to determine how

much of the content will be

reviewed. For example, the

teacher will ask students to

explain how to identify the

subject and predicate of a

sentence and what is a compound

subject and compound predicate.


questions in a timely

manner. As this is review,

the students‟ response time

to the questions should be

faster.

Students will dialogue with

teacher to bring clarity to

any misconceptions about

the lesson.

Teacher will keep student with

ADD engaged by directing

questions to him and interact

with him through rapport.

The teacher will give the

students a few examples to work

to work on. Rapport with

students will be encouraged.

The teacher will then project an

on-line worksheet from the LCD

on to the white board with

instructions for students to

complete the assignment in their

Students will work on the

examples and discuss them

with the teacher.

Students will work in their

books on their own.

Students will share their

answers with the class and

Teacher will monitor student

to ensure that he is on task.




books.

Teacher will move around the

room to monitor students, check

their progress and to ensure that

they are on task.

Teacher will share the answers

with the students and provide

feedback where necessary.

there will be more

discussion where necessary.

The teacher will then inform

students that their participation,

cooperation and undivided

attention are needed for this

section of the lesson as it

requires them to click on the

hyperlinks in the power-point

presentation to get on the

internet. Teacher will also advise

students to carefully follow the

instructions.

After the on-line assessment, the

teacher will record the grades of

the students.

Students will agree to

cooperate fully to complete

this section of the lesson.

Students will also carefully

follow the instructions in

order to complete the on-

line class assignment.






CONCLUSION:

The teacher will reiterate the main points of the lesson.


Student with ADD will represent the class and say what he has learned from the lesson.


This lesson could not be taught due to the impending Tropical Storm Nicole. All government

schools in New Providence were closed. The lesson will be taught on Friday, 1st October, 2010.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 1st Oct, 2010




PRIOR KNOWLEDGE:





OBJECTIVES:
















more than one verb.











You needed me.

You needed me.

















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for

















faster.




the lesson.
















with the teacher.


books on their own.







books.




they are on task.





there will be more












instructions.



the students.













CONCLUSION:





This lesson could not be taught due to the recognition of World Teachers Day. All government

schools in New Providence were closed. The lesson will be taught on Monday, 4th October,

2010.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 4th Oct, 2010




PRIOR KNOWLEDGE:





OBJECTIVES:





CONTENT:












more than one verb.











You needed me.

You needed me.

















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for

















faster.




the lesson.











with the teacher.









books.




they are on task.





books on their own.



there will be more
























instructions.



the students.



CONCLUSION:






I enjoyed this particular lesson. The students were involved in the lesson from the

introduction. Many of them still have a challenge of learning the lyrics to the class song „You

needed me’ by Anne Murray.

I was able to flow smoothly through my content without any problems and the class

discussion on the examples was very encouraging. In fact, the class was able to complete all of

sentences from the practice worksheet. This practice worksheet was a perfect back-up plan after

having an unpleasant experience earlier with my twelfth grade class. Of all times when I needed

the internet, it was down again. I did not want to be caught in a similar predicament as was the

case earlier in the day, so I was prepared. There was absolutely no internet connection. This

experience has taught me to always be prepared. I felt relieved in knowing that my years as an

educator have prepared me for such moments.

I engaged the students in discussion to cement the concept and at the same time drew upon

their collective experiences as learners by drilling them with questions. This strategy is supported

in The Teaching of English: beliefs teachers hold about their subject (Webb, 2007). I was able to

use some of the information from the three models to integrate with technology. Moreover, by

using the personal growth model which emphasized the experiences, language and feelings of the

learner, I was able to place emphasis on activities which helped them to relate to the concept.

These included the on-line assessments and hyperlinks to various web sites which related to the

concept being taught.

If I had to teach this lesson again, I would not change a thing. I am comfortable in my delivery

as well as my content. I believe that I had a successful lesson.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:




There is one ADD student who can very easily become distracted.

OBJECTIVES:





CONTENT:






the simple subject. Likewise, a predicate has at its centre a simple predicate, which is always

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/verbs.html




the verb or verbs that link up with the subject. A sentence may have a compound subject -- a

simple subject consisting of more than one noun or pronoun. A sentence may have a compound

predicate -- a simple predicate consisting of more than one verb.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


























faster.




the lesson.



with the teacher.


books on their own.


Teacher will probe student

with ADD to ensure that he is

on task.

Teacher will continue to probe

student with ADD to ensure

that he is on task.


monitor the student with ADD



books.




they are on task.





there will be more












instructions.



the students.








The ADD student will be

closely monitored to ensure

that he stays on task.


Teacher will ask students to also

complete an assessment form

(questionnaire) based on the

class lesson and on-line

assignment.

Teacher will ask students to say

what they have learned from the

lesson.

Students will complete an

assessment form



assignment.


have learned.


closely monitored to ensure

that he stays on task.

CONCLUSION:



One student will stand and share with the class what he/she has learned from the lesson.



The lesson went according to plan. The students are beginning to respond to me without

apprehension as they now see me as their teacher and not as a substitute. My presence in the

classroom has given them some sense of stability.

The introduction of the lesson went well as the students are beginning to learn the words of

the class song. There was a smooth transition as we were able to discuss subjects and predicates.

Students responded well to the questions and the rapport with the students was excellent. I sense

that they are beginning to feel comfortable with my style of teaching and they are even coming

to me privately to ask for advice on sitting the BGCSE English Language paper in May 2011.

The on-line work was completed in the allotted time as well as the work sheet. The

discussion on the worksheet was also good. All of the questions which the students themselves

posed were answered. I asked follow up questions as a result of their questions. This strategy is

supported in The Teaching of English: beliefs teachers hold about their subject (Webb, 2007). I

was able to use some of the information from the three models to integrate with technology.

Moreover, by using the personal growth model which emphasized the experiences, language and

feelings of the learner, I was able to place emphasis on activities which helped them to relate to

the concept. These included the on-line assessments and hyperlinks to various web sites which

related to the concept being taught.

If I had to teach this lesson again, I will be more aware of the time. The allotted class-time

goes by so quickly that if one is not careful it will result in you going over time. Even when the

bell rang, students wanted to do more on-line work. While I am grateful that they want to work, I


must also remember that the other teacher‟s work is just as important. My objectives were

achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:




There is a student with ADD.

OBJECTIVES:





CONTENT:
























You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:

Teacher will introduce lesson by allowing students to focus on the class theme

song for my research sung by Anne Murray entitled “You need me”. This will serve as their

motivation to want to learn and at the same time build confidence in themselves. Students will

sing along with the recording. Teacher will give an overview of lesson and objectives.


Development:


Adaptations for


Teacher will probe students to


Teacher will have rapport with

students as a result of the

questions asked.

Teacher will inform the students

that this lesson serves as the

conclusion to topic- Subject and

Predicate.

Teacher will also inform students

that during this class period, they

will be administered a test. The

test will measure the students‟

collective and individual

understanding of the topic.


questions asked by the

teacher.


discussion with teacher

based on questions asked.

Students will take the test

during class time. The first

part of the test will be on-

line via a hyperlink and the

second part will be done on

paper.



that he is on task.



that he is on task.


Teacher will inform students that

the first part of the lesson will be

done as a group assignment

orally and the second part will be

done in written form. The reason

for the first part of the test being

done as a group assignment on-

line is so that every student can

participate. This helps to

eliminate the anxiety of those

students who are uncomfortable

doing written exam and it helps

to boost their confidence through

cooperative learning.

The teacher will also clearly state

the rules and guidelines for the

on-line and written parts of the

test.

Teacher will administer the test.

Teacher will inform students

when the time allotted for test

Students have already been

assigned to a working

group. There are four

groups. As a group, the

students will respond to the

on-line questions. The

amount of points

accumulated as a group will

give them a score overall.

However, the written part of

the test must be done

individually for a grade.

Students will discuss rules

with teacher.

Students will take the test.

Students will be informed



that he is on task.



that he is on task.



that he is on task.


has expired and inform students

to stop working.

The teacher will collect the

written test.

that the allotted time for the

test to be completed has

expired and to pass all

papers to the front.

Teacher will distribute a

questionnaire for the students to

complete. He will inform them

not to take too long answering

the questions because there are

no wrong answers.

The teacher will ask students to

say what they have learned from

the lesson.

Students will complete

questionnaire and submit to

teacher.


have learned from lesson.



that he is on task.

CONCLUSION:

The teacher will re-iterate the main points of the lesson.


Student with ADD will say what he has learned from the lesson.



My lesson did not go according to plan. Time constraints forced me to rush through the lesson

and I also lost internet signal. First, there was grade level assembly for grade ten (10) which

coincided with School-Wide Department Meeting. This meant that the rest of the student

population (grades eleven and twelve) were home-room based. This resulted in me losing twenty

(20) minutes of precious class time. Secondly, the internet was down which restricted me from

accessing the on-line work for the students. Thus, we did not sing the class song as I wanted to

take full advantage of the remaining class time.

I gave a brief overview of the lesson of what the lesson entailed and tried to maximize the

students‟ time on task. The students were able to complete the assignment. We were also

fortunate to be able to discuss the work that was done and clear up any misunderstanding. I

informed the students that the on-line work will be forwarded to their e-mail accounts by this

weekend. This strategy was adapted from Changing English? The impact of technology and

policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). It highlights the socio-

technological changes and the interactions of teachers and students via changes in educational

policies and the use of digital technologies to improve students‟ performance and educational

outcomes.

Although the class was not able to do the on-line assignment, my objectives were still met.

Experience has taught me to always have an alternative plan. Hence, the work sheet provided

just that. I have learned to prepare well in advance in the event that electricity fails. In this case,

it was internet failure. The students were still able to complete the assignment.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 11th Oct, 2010

Topic: Conjunctions Duration: 55 mins



PRIOR KNOWLEDGE:

Students should be able to identify some conjunctions as well as state their roles.


There is one student with the signs ADD.

OBJECTIVES:

Students will be able to:

1. Identify the kinds of conjunctions.

2. Discuss the purpose for each kind of conjunction.


Laptop computer, LCD projector, C/D and player, internet

CONTENT:

A conjunction connects or joins words or a group of words.

There are three kinds of conjunctions. These include: Correlative conjunctions,

coordinating conjunctions, and subordinating conjunctions.

Correlative conjunctions are always found in pairs that have other words dividing them.

They include: either….or, neither….nor, both….and, and not only….but also.


Coordinating conjunctions have two functions: (1) they join equal parts of speech and (2)

They join equal sentences. Examples: and, but, or, nor, for, so, and yet)

Subordinating conjunctions connect a dependent clause to an independent one. They

include: because, although, until, when, that, as, as though, though, as if, since, unless,

while, whatever, if, after, whenever…)











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:


research sung by Anne Murray entitled “You need me”. The musically gifted student will also

play the clarinet for the lyrics of the class song. This will serve as their motivation to want to

learn and at the same time build confidence in themselves. Teacher will then direct the students‟

attention to the chalk board where they will see the topic and the objectives. The teacher will

instruct the students to be entertained by an audio-visual clip.


Development:


Adaptations for


The teacher will probe the

students to activate their

background knowledge.


define the term conjunction.

The teacher will then direct the

students‟ attention to the power-

point presentation on

conjunctions where they will see

the objectives written. The

teacher will give a synopsis of

what they will be able to do by

the end of the class. The teacher

will then explain the overall

objective of the class which is to

help them to be able to construct

effective sentences as they are

preparing for national

examinations.

Students will respond

intelligently to the teacher‟s

probing.

Students will respond by

giving the definition of the

term conjunction.

Students will observe the

objectives of the lesson

written.

Students will also listen

intently as the teacher gives

an overview of the lesson as

well as their expectations

for national examinations.

The hyperlink with the song

Conjunction Junction was

intentionally place as part of

the introduction so that the

student with ADD.


The teacher and students will

engage in meaningful rapport on

the topic “Conjunction”. The

teacher will explain each type of

conjunction along with their

roles and provide examples. The


provide examples of their own.

Students will make some

notes on the types of

conjunction.

The students will also

construct sentences using

the different kinds of

conjunctions.


monitored to ensure that he

remains on task.


asked to represent the class by

being the press liaison person

in sharing what he has learned.

The teacher will inform students

that they will have a written

passage projected on the LCD

monitor. In the passage, they are

to identify all of the kinds of

conjunctions and their purpose in

each example.

The practice passage will be

projected on the white

board for the students.

In the passage, the students

are to identify all of the

kinds of conjunctions and

their purpose in each

example.



remains on task.


The teacher will lead the class

into a discussion on the answers

to the passage they have just

completed.

The teacher will then confirm the

answers by projecting the correct

answer slide on the white board.

Teacher will select a few of the

students to say what they have

learned from the lesson as well

as entertain any questions or

concerns.

Students will join the

discussion and share their

answers to the passage they

have just completed.

The students will confirm

their answers by looking at

the correct answer slide


board.



lesson and ask any

questions that will assist

with their understanding of

the lesson.



remains on task.


CONCLUSION:



The ADD student will share with the class what he has learned.


Monday, 11th

October, 2010 was a public holiday (Discovery Day). The lesson will be taught on

Wednesday, 13th October, 2010.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:



There is one student with the signs ADD.

OBJECTIVES:






CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




















examinations.



probing.



term conjunction.



written.










student with ADD.












conjunction.




conjunctions.



remains on task.











each example.








example.



remains on task.





completed.








concerns.









board.



lesson and ask any



the lesson.



remains on task.

CONCLUSION:



The ADD student will share with the class what he has learned.



The lesson did not go according to plan. First of all, my introduction could not be done with

the video clip. My speakers were not working properly. As a result, the audio for the video- clip

could not be heard. I had to use more probing questions than usual to engage the students.

However, once the lesson got started, I was able to transition smoothly.

The students were actively engaged in the discussion and their rapport was excellent. I was

able to activate the students‟ prior knowledge on the topic. They admitted that they generally

knew the definition of a conjunction; however, they were not aware of the kinds of conjunctions.

I was able to get through the three kinds of conjunctions with examples as well as sentences

containing them. We were able to get through the majority of the content without any glitches.

However, we were not able to complete the practice passage or the quiz at the end of the

lesson. Once I recognize that the lesson only had ten minutes remaining, it did not make any

sense trying to rush through the practice passage. Hence, I stopped the lesson and continued

probing the students test for understanding. I was comfortable with where we were in the lesson.

This strategy was adapted from The Teaching of English: beliefs teachers hold about their

subject (Webb, 2007). I was able to use some of the information from the three models to

integrate with technology. Moreover, by using the personal growth model which emphasized the

experiences, language and feelings of the learner, I was able to place emphasis on activities

which helped them to relate to the concept. This strategy is also supported in Changing English?

The impact of technology and policy on a subject in 21st century (Jewitt, Bezemer and Jones,

2009). It highlights the socio-technological changes and the interactions of teachers and students


via changes in educational policies and the use of digital technologies to improve students‟

performance and educational outcomes.

If I had to teach this lesson again, I will double check my speakers before I go to class.

Although when I had checked them they were working, I will try to have another one as

insurance. I will review the content and then complete the practice passage and quiz during the

next class.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:



There is one student with the signs of ADD.

OBJECTIVES:





Lap-top, LCD projector, internet, speakers

CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


The teacher will ask students

questions based on the video

clip. This will lead into a

discussion.


students about the content

material which was covered in

the previous class.


questions.

Students will participate in

discussion.

Students are expected to

discuss in detail the three


their functions.





Teacher will give students

instructions for the practice

passage. The teacher will instruct

the students to identify the

conjunctions in this passage and

then state the function/ role of

the conjunction in each case. The

teacher will demonstrate to the

class how the assignment is to be

done.

Students will listen

attentively for the

instructions and observe

how the assignment is to be

done.


the conjunctions in this

passage and then state the

function/ role of the

conjunction in each case.

The teacher will monitor the


that he is on task.


Teacher will then discuss the

answers with the class. The

teacher will also continue to

probe students to test for

understanding and select some

the students to share what they

have learned.


response with the class and

discuss.

Selected students will say

what they have learned

from the lesson thus far.

Teacher will then inform

students that they will complete a

quiz based on the content.

Teacher will discuss answers

with students.


this lesson and some additional

practice work will be sent to

their e-mail account.

The teacher will tell the student

with ADD to represent the class

and share what he has learned.

Students will complete a

quiz based on the content.


answers with class.



that he is on task.






CONCLUSION:



The teacher will replay the „Conjunction Junction‟ video-clip for the students to reinforce the

content of the lesson.


This lesson was not taught due to the official hand-over ceremony of the 10ft dingy to C.V

Bethel High School. It will be taught on Monday 18th, October.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:



There is one musically gifted student.

OBJECTIVES:






CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




















examinations.



probing.



term conjunction.



written.










musically gifted could see the

content of the lesson played to

music so that he could be

motivated to create his own

using the content.












conjunction.




conjunctions.

The musically gifted student

will be monitored to ensure

that he remains on task.


will be asked to represent the

class by being the press liaison

person in sharing what he has

learned.







each example.








example.








completed.








concerns.









board.



lesson and ask any



the lesson.





CONCLUSION:



The musically gifted student will share with the class what he has learned.


The lesson got started on time. As I had already introduced the content to the students during

the previous lesson, it was easier for me to review and continue. I went over the objectives with

the students and stressed the importance of them being able to construct effective sentences. The

students were able discuss the types of conjunctions as well as state the functions of each kind. I

gave them a practice passage to work on during the lesson.

I was able to use one strategy from Changing English? The impact of technology and

policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). The strategy was to

implement the use of digital technology to deliver content in English which supports the multiple

intelligence theory of catering to every student in the classroom as each one is a unique learner. I

found it helpful because the students are excited to have lessons integrating technology. The

research also recommended using digital technology as a medium to allow students to actively

participate in the lesson. I was also able to implement the strategy using a video-clip presentation

which was one of the recommendations made in Addressing the English Language Arts

standard in a secondary reading methodology course (Merkley, Schmidt and Allen, 2001). I

believe that this strategy is an effective one as the students were fully immersed in the lesson.

The amount of time that they stay on task is more significant as there are no discipline issues I

have to deal with because every student is working.


If I had to re-teach this lesson, I would allow the students to construct a few sentences of

their own so that they can apply the concept to their experience. During the next lesson, I will

give them a passage to correct and re-write by adding a few conjunctions to it. I want them to

demonstrate their ability to implement the concept so that I can assess their cognitive skills.

All in all, I believe the lesson was a success and my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:

Students should already know the three kinds of conjunctions, identify examples of each, and as

well as state the purpose of each.


There is one student who is musically gifted.

OBJECTIVES: Students will be able to:

1. Identify the kinds of conjunctions being used in a passage.

2. Discuss the function of each conjunction in the passage.


Lap top, LCD Projector, internet, whiteboard

CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


Teacher will review with the

students the content from the

previous lesson by probing them

with a series of questions.


that they will be given a

paragraph which they must

correct using conjunctions. The

paragraph will be projected on

the whiteboard and they will

receive a hard copy. They are

only to write their corrected

paragraph on folder sheet which

will be submitted for a grade.

The teacher will inform the

students that they have fifteen

(15) minutes to complete the

assignment.

The teacher will also ensure that

Students will respond to the

questions in the review

intelligently.


attentively to the teacher‟s

instructions so that they can

have the full understanding

of their assignment.

The students will ask any

relevant questions.

The ADD student will draw

his information from the video

clip entitled Conjunction

Junction.


all of the students understand

exactly what their assignment

requires them to do as well as

answer any relevant questions.

Teacher will distribute the hard

copy of the assignment to the

students and project it on the

white board.

The teacher will move around

the room to monitor students as

they work.

Students will each receive a

hard copy of the assignment

and begin working.


monitored to ensure that he is

on task.


when the allotted time has

expired. Teacher will instruct

students to pass the assignments

to the front of the room.

The teacher will then project the

answer key (the corrected

paragraph) on the whiteboard

and inform them that they did

not have to all use the same

conjunctions.

Students will stop working

and turn in their

assignments.


answers and discuss what

they did.

The ADD student will share

with the class what he has

learned.


CONCLUSION:

Teacher will reiterate main points of lesson.


The student with ADD will share with the class what he has learned.


The lesson went according to plan. I gave an overview of the lesson and I was able to make a

smooth transition from the introduction to the content without any problems. I also gave a

synopsis of the previous lesson and informed the students about the expectations for this one. I

entertained a few questions from the students. I also made sure that I had the hard copies of the

test and the electronic form for the power point presentation.

The strategy which was implemented came from the skills model in The Teaching of

English: beliefs teachers hold about their subject which emphasizes the acquisition of literacy

skills through drill (Webb, 2007). Students were asked a series of questions until there was a

level of competency. They were given paragraph to edit using different conjunctions. After I had

collected the papers, I gave them the opportunity to view the correct answer slide in the power

point presentation. Like the students of my grade 12C-H1 class, some of the students did not use

the same conjunctions as I had done in the correct answer slide and some of them looked very

concerned. I told them that they did not necessarily have to use the same conjunctions as I had

done. The whole idea was to ensure that they are able to use them effectively. This helped to

reinforce the concept. I felt that it was an effective strategy although I had tweaked it a little by

integrating technology. I was able to send additional work to the students USB drives and

Google mail accounts. I believe that the lesson was a success.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Types of sentences (based on structure) Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know the composition of a sentence.


There is a student with ADD.


1. Identify the four kinds of sentences based on structure.

2. Discuss the composition of the four kinds of sentences.

3. Construct the four kinds of sentences based on structure.


Lap-top, LCD projector, internet access, speakers, whiteboard

CONTENT:

Structure refers to how a sentence is constructed which varies depending on the number of

clauses. A clause may be independent or dependent. A clause is a group of related words which

contain a subject and predicate. An independent clause can stand on its own. (It expresses a

complete thought.) A dependent clause cannot stand on its own. It is connected to an

independent clause with a subordinating conjunction. A subordinating conjunction connects a


dependent clause to an independent one. There are four kinds of sentences based on structure.

The simple sentence contains one independent clause and no dependent ones. The compound

sentence contains two or more independent clauses and no dependent ones. The compound

sentence contains one independent clause and one dependent clause.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:



want to learn and at the same time build confidence in themselves. Teacher will then direct the

students‟ attention to the chalk board where they will see the topic and the objectives. Teacher

will probe students to activate prior knowledge. Teacher will then play a video clip presentation

on the four kinds of sentences based on structure.


Development:


Adaptations for



students to garner

feedback/discussion on the four

kinds of sentences.

The teacher will direct the

students‟ attention towards board

to view a video clip presentation

on sentence structure.

The teacher will continue

probing students on the

composition of the four kinds of

sentences based on structure and

video clip.

Students will answer

questions and engage in

rapport with teacher.

The students will view a

video clip presentation on

sentence structure.


questions and provide

feedback.

Teacher will also ask the

student with ADD a few

questions to activate his prior

knowledge.

This video presentation was

placed in the power-point so

that the student with ADD

student can see the content

and hear the audio.

The student ADD will also

answer questions to ensure

that he is engaged.

Teacher will direct the students‟

attention to another video

presentation based on sentence

structure. The teacher will

Students will view another

video presentation on

sentence structure. They

will also engage in a class

Student will be monitored to

ensure that he is engaged.


engage in discussion with

students on the presentation.


they will be given a practice

exercise to work on individually.

They are to underline the clause

in each of the following

sentences. Then state whether the

clause is independent or

dependent. They are also to

identify the conjunction

connecting or joining the clauses.

The teacher will allow the

students to complete the practice

and then let them view the

correct answer slide in the

power-point presentation. The

teacher will entertain questions

from the students to clarify any

misconceptions.

discussion.

Students will work

individually on the practice

exercise. The will identify

the independent and

dependent clauses as well

as the conjunctions which

join them.

Students will complete the

practice exercise and then

discuss their answers as

they view the correct

answer slide.



on task.



on task.



that they will be given another

exercise to complete. They are to

work individually to complete

the assignment.

Students will work

individually to complete the

assignment.



on task.

Teacher will discuss the correct

answers with the students and

engage in discussion.



learned from the lesson.





The student will be probed to

test for understanding.


CONCLUSION: Teacher will reiterate the main points of lesson.


One of the students will represent the class and say what he or she has learned.


Today‟s lesson was successful. I was able to employ a new strategy in my lesson. I adapted

and tweaked the recreational multimedia strategy and integrated it with my power point

presentation. This strategy was taken from The digital literacy debate: an investigation of

digital propensity and information and communication technology (Nasah, Da Costa, Kinsell

and Seok, 2010). This literature discusses and confirms the fact that the average student between

the ages of 8-18 spends 8.5 hours per day using recreational media. I decided to use the

knowledge of this fact to maximize the students‟ time on task to challenge them academically

and stimulate their cognitive skills. By using the on-line sites for the topic and by allowing the

students to view what students from around the world are doing in their English Language

classrooms, the students were able to see that their counterparts around the world are learning the

same concepts using some of the same information and communication technology.

As a result of integrating technology of various forms in my lesson, I observed that there are

no behavioral challenges. The students are always enthused to come to class as they are actively

engaged and immersed. Some of the very same students who cause serious discipline challenges

to my other colleagues work throughout the lesson without me ever having to raise my voice. If I

ever raise my voice level during instruction time, it is when the students give the correct answer

and in my excitement I get carried away.


I also observed that one student from my grade eleven class whom I will refer to as Amare

(pseudonym), who does not stay focus for too long (ADD student- see Recognition and

adaptations for exceptional learners) gave several of the correct answers several times in a row.

This even got the attention of one or two of the other students. I could not help but publicly

commend Amare for staying focus and the other students for also commending him. I believe

that the integration of technology in my lessons have really challenged my students and now

especially, Amare. As this is the beginning of the fifth week of my teaching practice and

research, I believe that I have seen some progress among my community of learners.

I was able to achieve all of my objectives and the students responded very well to the

probing. In fact, the class time went by so quickly, I did not hear the bell and the students were

not even interested in moving. The rapport with the students was excellent. I also informed the

students that I will email the lesson to their email accounts along with other hyperlinks that they

can work on to receive additional assistance.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Sentence Structure Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already the composition of the four kinds of sentences.


There is one student who appears to have ADD.



2. Construct effective sentences.


Lap top, LCD projector, internet access, speakers, whiteboard

CONTENT:





















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:





will probe students to activate prior knowledge. The teacher will then instruct the students to

watch a video clip (cartoon) on how to avoid boring sentences.


Development:


Adaptations for



students with a series of

questions to solicit feedback on

the video-clip. This will lead to a

discussion.

The teacher will then emphasize

to students the importance of

constructing effective sentences

as it is essential for national

examination purposes and for the

world of work.


students that they will be given

an assignment to complete. The

teacher will inform the students

that they are to work on their

own. Teacher will distribute

papers.



teacher about the cartoon

and discuss it.


attentively as the teacher

stresses the importance of

constructing effective

sentences.

Students will work to

complete the class

assignment.


monitored by the teacher

asking him a series of

questions also.

The teacher will ensure that

the student with ADD

understands the instructions

for the assignment.

Teacher will monitor the





room to ensure that all of the

students remain on task and to

monitor their progress.

Teacher will instruct the students

to stop working and to pass all of

the papers to the front of the

room.


correct answers on the

whiteboard using the LCD. The

teacher and students will discuss

the answers.

The teacher will then inform the

students that they will participate

in an on-line quiz based on

sentence structure. The teacher

will also give the instructions for

the on-line game.

Students will continue to

work quietly on their own.

Students will pass the

assignments to the front of

the room.

Students will share the

answers and discuss.


carefully to the guidelines

for the activity.


on-line game.








student with ADD a few

questions.

Student with ADD will also

participate in the on-line

activity.


At the end of the on-line activity,

the teacher will further probe

students to ensure that the

concept is clearly understood.



lesson.

CONCLUSION:



The teacher will select a few of the students to say what they have learned from the lesson.


EVALUATION:

As I began class this morning was mindful of that I needed to wrap this conclude this concept. I

also observed that some of my reserved students are beginning to open up to me in participating

in the class discussions. Today for example, I intentionally selected two students to read aloud

and share their responses to the online questions. One student in particular was able to discuss

intelligently the reason for selecting the correct answers. I commended her for her effort. It also

made some of the students who are usually reserved feel as though they could do the same. I also

received the same confidence as we discussed their writing assignment.

I was able to use the strategy in The digital literacy debate: an investigation of digital

propensity and information and communication technology to design a lesson (Nasah, Da

Costa, Kinsell and Seok, 2010). The research indicated some opponents to information and

communication technology integration claim that students are interested in technology for other

purposes rather than learning. In my lesson, I allowed the class to explore Suite 101 to view what

other students are discussing and sharing with other students about their writing. The students

read all of the comments and we discussed some of the same points which they had posted. I

wanted to totally change the perception of the opponents to ICT integration in lesson planning. In

fact, the students commented that they did not realize that you can actually use a social network

to create a discussion board. It was at this point that I revealed to them that Facebook, Youtube

and MSN Messenger are frequently used as discussion boards as people of all ages, orientation,

and cultures post comments on such social networks and people respond to them. I proved to the

students that they can learn and discuss what they have learned on social networks. I believe that

my lesson was very successful and I was able to complete my objectives.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Sentence Structure (Paragraph) Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know this information.


There is one student who is ADD.


1. Construct effective sentences in a paragraph.


Lap top, LCD projector, internet access, flip video, white board, speakers

CONTENT:





















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


The teacher will probe students

with a series of questions to

garner response on the concept.


students that the purpose of

today‟s lesson is to assess their

understanding of the work we

have covered so far. The teacher

will inform the students that

everything they have covered so

far was preparing them for this

moment- that is to be able to

construct a well written essay

using a variety of sentences.

The teacher will then give the

students an outline of the types

of writing that they can choose

from on the BGCSE English


rapport with the teacher.



review the steps to where he

has brought them today.

The students will ask


discussions with the

teacher.

The students will engage in

rapport with the teacher

based on the information

being presented.

The student with ADD will

also participate in discussion.

The student with ADD will be

encouraged to share his

concerns.



concerns.


Language Continuous Writing

Paper 1.

The teacher will then discuss

with the students what the

examiners look for in this

continues writing paper.

The teacher will look at some of

the topics of the continuous

writing paper and ask the

students to state the category

which the topics fall under

(descriptive, narrative,

argumentative/persuasive, and

expository)


discuss the elements of each type

of writing.

Students will make notes

from the power-point

presentation.

The students will say what

category the topics fall

under.

Students will list the

elements of each kind of

writing.



that he is actively engaged.

The teacher with ADD will be

asked a series of questions to

ensure that he is actively

engaged.

The teacher will select one of the

topics for the students to do a

quick-write of not more than

Students will write a

paragraph on the selected

topic using no more than





seven sentences. They are to use

a variety of sentences and add

some details to support the idea.

Teacher will select several of the

students to read their paragraphs.

seven sentences.

The students will share their

paragraphs with class.


asked to share his paragraph

with the class.

CONCLUSION:



The students will say what they have learned from the lesson.



This lesson went exceptionally well. As I gave a brief overview of the lesson and connected it

to what we had done over the last few weeks, the students started to nod in agreement because

they were finally connecting the proverbial dots. I knew for certain that they understood the

transition which we were making and why it was necessary to let them see the connection to

previous lessons and to life.

As we discussed the kinds of writing and their compositions, one of the students commented

that at least he remembered something that his grade ten teacher had taught him. I gave them a

list of the elements which make the four kinds of writing different. We were only able to discuss

in detail the descriptive writing piece. At the end of the discussion, I gave them some topics and

allowed them to determine which ones were descriptive with reasons. The rapport with the

students was also excellent. This was followed by them viewing a clip of the Michael Jackson

video Thriller. We discussed the elements in the video clip and connected it with the elements

descriptive writing piece. I then gave the students their group assignment which was to create a

digital story using paragraphs (words), sounds and images using Microsoft Power Point. They

were to save the final draft of their digital story presentation as a power point show. I

demonstrated to them with my lap top, LCD projector and MS Power Point tools how to insert

sounds and images into their digital stories. Then I demonstrated how to manipulate the MS

power point tools to create certain effects. I also told them that I will allot ten minutes of each

class time to work on the digital stories. This group assignment was accepted without any

reservations because I know that some of them are indeed very tech-savvy. Hence, as they are

enjoying themselves, they are also working.


This strategy was taken from The digital literacy debate: an investigation of digital

propensity and information and communication technology (Nasah, Da Costa, Kinsell, & Seok,

2010). Although I tweaked it a little, I believe that it was an effective strategy and by the time the

students would have completed their digital story masterpieces, I will have more analysis to

share. Nasah, Da Costa, Kinsell, and Seok all agree that students spend approximately 8.5 hours

a day using some form of technology and standard packages such as Microsoft for their own

needs. As a result, they are able to shift from lower to higher levels of Bloom‟s taxonomy. This

allows them to make sense of their digitally enriched environments. I love this strategy because

as descriptive writing calls for showing and not telling, I want my students to experience their

crafts and at the same time appreciate the use of technology in improving their cognitive skills. It

is also supported in Developing Literate Identities with English Language Learners through

Digital Storytelling (Skinner & Hagood, 2008). Students will use embedded video clips, text,

Microsoft software applications (Power Point) media tools (sounds and images) voice

recordings, transitions, titles and movement to create their digital stories. They will also save

their files to open as a MS Power Point show to playback on the computer or they can export

them to the internet or a DVD.

Although we spent all of the class time on descriptive writing, I believe that the lesson was

successful. Even though the bell had already sounded to signal the break period, the students

refused to leave the room because their group members were still working to ideas for their

stories. I allowed them to work. I really enjoyed this lesson.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 1st Nov, 2010

Topic: Types of Writing (Elements) Duration: 55 mins



PRIOR KNOWLEDGE:



There is one student who has ADD.


2. Identify the types of writing.

3. Discuss the elements of the four kinds of writing.

4. Create a digital story.



CONTENT:

There are four kinds of writing which candidates of the BGCSE English Language national

examination should know. These include: Descriptive, Narrative, Argumentative/Persuasive and

Expository. A descriptive essay has one, clear dominant impression. The dominant impression

guides the author's selection of details, sensory details, figurative language, adjectives,


adverbs and specific verbs. The purpose of a purely descriptive essay is to involve the reader

enough so he or she can actually visualize the things being described. The role of the writer is to

show, not tell. Narratives are generally written in the first person that is, using „I‟. However,

third person (he, she, or it) can also be used. Narratives rely on concrete, sensory details to

convey their point. These precise details should create a unified, forceful effect, a dominant

impression. Narratives stories usually include these ingredients: a plot, including setting and

characters; conflict; a climax; and an ending. Expository writing seeks to inform, explain, clarify,

define or instruct. Expository writing appears in and is not limited to letters, newsletters,

definitions, instructions, guidebooks, catalogues, newspaper articles, magazine articles, manuals,

pamphlets, reports and research papers. The general characteristics of expository writing include:

focus on main topic, logical supporting facts, details, explanations, and examples, strong

organization, clarity, unity and coherence, logical order and smooth transitions.











You needed me.


You needed me.














You needed me.

You needed me.

You needed me.

You needed me.


INTRODUCTION:







Development:


Adaptations for






















teacher.


also participate in discussion.



concerns.










Paper 1.















being presented.



presentation.



under.



concerns.





expository)



of writing.



writing.


asked a series of questions to


engaged.










students instructions for their

digital stories, their group

members and due date for the

assignment.




seven sentences.



Students will listen to the

instructions and ask any

relevant questions. They

will work in their groups for

ten minutes on their digital

stories.




The student will be asked to

share his paragraph with the

class.

The student will be assigned

to a group and his role would

be to select the

songs/instrumentals for the

digital story.


CONCLUSION:





Today‟s lesson was exciting as it marked the transition to the final four weeks of my teaching

practice experience. More importantly, it marked the beginning of a new era in education for me

and all of my colleagues who will have the opportunity to view my lessons and use them as

resources to incorporate in their own lessons. Today, my entire lesson was presented digitally.

This was deliberate as I had been preparing for this lesson for quite a while now. I had also

prepared my students for it with the numerous lessons in which I had integrated technology.

As students are preparing for BGCSE examinations (including some of my 11th graders), I

decided to take a new approach to teaching continuous writing. My new approach was taken

from the new literacies in English- Writing for the Instant Messaging and Text Messaging

Generation: using New Literacies to support Writing Instruction (Sweeny, 2010).This strategy

recommends that teachers of English find new and creative methods to engage students in

meaningful learning. It is called digital storytelling where students are allowed to use the World

Wide Web, social networks, blogs, Microsoft Power Point (2007 or 2010), digital cameras and

other communication technologies to create a digital story. I had a discussion in class on the

elements of descriptive and narrative writing which led to a viewing of the online videos of

Thriller and Remember the Time by Michael Jackson both of which were well received. From the

two video clips the students were able to identify the elements and provide excellent discussion

and examples. I was very impressed with the class because I saw that they were not only


interested in the lesson but also actively participating in the discussions. I then informed them

that the two video clips were excellent examples of digital stories.

I gave the students some tips for their digital stories and demonstrated the effect

manipulation of images in MS Power Point with sounds and other features (including texts) so

that the students could have seen what was expected of them. As they sat in their groups, I

allowed them to discuss their digital stories. For the entire time, the students were immersed in

the lesson and my presentation. This strategy truly worked. Sweeny stated that this kind of

writing instruction allows students to adopt new problem solving and critical thinking skills. As

the students sat in their groups, I observe them discussing their differences intelligently without

any screaming or disrespect. I also observed them discussing how they were going to make the

necessary transitions in their stories. Like my previous class with my grade 12C-H1, this was my

“Aha” moment. Today, thanks to Sweeny‟s literature, I was able to successfully achieve my

objectives. On a scale from 1 to 10 (1 being lowest and 10 being highest), I would give this

strategy a 10 as it fully supports my research and the other literature review articles that I have

read. This strategy is also supported in Developing Literate Identities with English Language

Learners through Digital Storytelling (Skinner & Hagood, 2008). The students used visual and

digital technologies including comics, instant messaging, participating in on-line social

networks, and appropriating and transforming issues and characters presented in television and

movies in writing to create their digital stories.

All in all, my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 3rd

Nov, 2010

Topic: Types of Writing- Descriptive & Narrative Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already have some information on the 4 types of writing.



OBJECTIVES:


1. Discuss descriptive writing.

2. Differentiate between descriptive and narrative writing.



Lap top, LCD projector, speakers, white board, internet access, Flip Video

CONTENT:





You needed me.

You needed me.














You needed me.

You needed me.

You needed me.

You needed me.


INTRODUCTION:






watch a video clip on information and communication technology (ICT).

Development:


Adaptations for


The teacher will engage students

in discussion on current trends in

technology and the importance

of using it responsibly while at

the same time ensuring their

safety.

Teacher will probe students with

a series of questions to ensure

that they have reviewed their

notes.

This will lead into a discussion

Students will watch the

video clip on information

and communication

technology. Students will

discuss the responsibilities

of ICT users and their

safety.


questions and discuss.

Students will discuss the


also share his views on ICT‟s

and how he uses it.

The student will respond to

questions.


on the kinds of writing with

special emphasis on the

descriptive and narrative writing.

The teacher will instruct the

students to sit with their groups

for the remainder of the lesson.

The teacher will allow students

to view several examples of

digital stories from Youtube.com.

elements of the descriptive

and narrative essays.



descriptive and narrative

story.

Students will discuss their

progress on their digital

stories.

Students will view several

examples of digital stories

from Youtube.com.

The ADD student will share

with his group members some

of the sounds and music he

has selected for the digital

story.


students to continue working on

their paragraphs for the digital

stories. He will also give them

some tips for their stories from

MS Power Point and how to

manipulate images.

The teacher will go to each

Students will continue

working on their story

boards and paragraphs.

Students will use some of

the tips for their digital

stories.

Students will share with


monitored.



group to ensure that they are on

task and to monitor their

progress.

Students will ask a few of the



teacher any concerns and to

update him on the progress

of the group.


they have learned.

monitored.

The ADD student will also say

what he has learned.

CONCLUSION:

The teacher will reiterate main points of the lesson and encourage them to complete their digital

stories.


Students will say what they have learned from the lesson.



Today‟s lesson was very exciting. I decided to review the descriptive and narrative

writing content because I wanted my students to feel comfortable using the elements of these two

styles of writing before we transition to the expository style of writing. I also wanted them to

practice the descriptive and narrative styles since it was important to their application of digital

story telling. After reviewing the content, I allowed the students to put into practice the elements

of either the descriptive writing or narrative essay into their digital stories. I allowed them to sit

in their groups.

I devoted a full half hour to the students‟ creation of their digital stories and pointed out

ways in which they could have improved. All of the students worked quietly and cooperatively

among themselves; however, there were two groups during the session that I had to spend a few

extra minutes with just simply observing their effort and collaboration. In one of the groups, I

observed Lisa (pseudonym) perusing over several papers. I asked her how her group‟s digital

story presentation was progressing. She responded that her group‟s was nearly completed. Her

group decided to write the story first, then find appropriate illustrations and sounds to apply

afterwards. I nodded in approval. However, what really struck me was the fact that she wanted

perfection in her group‟s presentation, so she decided to become the chief editor for her group,

pointing out to her class mates how to arrange some of the details. Lisa‟s attitude and leadership

is a prime example of how peer assistance/ collaborative learning can help other students to

achieve success.

The other group that I took special note of was the group with Carla (pseudonym). I got

administrative approval for students to bring some of their digital technologies to school (for


example, laptops and digital cameras and camcorders) so that the groups can work on their

presentations. I was captivated by Carla creating a collage with the members of her group using

software applications. She is excellent at manipulating images and texts so I am eager to see the

final draft of her group‟s digital story presentation. This strategy- creating digital stories using

MS Power Point, social networks, blogs and other software applications is quite a phenomenon

as it is presented in Writing for the Instant Messaging and Text Messaging Generation: using

New Literacies to support Writing Instruction (Sweeny, 2010). This strategy works extremely

well with students as they are forced to come out of their normal modes of learning and adopt

new ways of learning and applying the new skills they have learnt. The strategy also works well

with all ages and groupings at the senior high school level as it covers the full scope of the

multiple intelligences. With students being able to use digital technology, the World Wide Web,

software and sound applications to create a digital story, every student becomes actively engaged

in the learning process. Even in terms of learning how to manipulate images and inserting videos

and sound, every student is not as skilled in this area. So just watching them learn from their

peers as they work in their groups is quite interesting. Thus, having technology integrated in the

classroom has become a viable necessary alternative in improving students‟ cognitive skills.

All in all, I believe that my lesson was successful.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010

Topic: Expository Writing Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know some of the elements of the expository style of writing.



OBJECTIVES:


1. Discuss the purpose of expository writing.

2. Discuss examples of expository writing.

3. Construct an expository essay.


Lap top, LCD projector, Internet access, white board, speakers

CONTENT:



Expository. Expository writing seeks to inform, explain, clarify, define or instruct. Expository

writing appears in and is not limited to letters, newsletters, definitions, instructions, guidebooks,

catalogues, newspaper articles, magazine articles, manuals, pamphlets, reports and research


papers. The general characteristics of expository writing include: focus on main topic, logical

supporting facts, details, explanations, and examples, strong organization, clarity, unity and

coherence, logical order and smooth transitions.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:



want to learn and at the same time build confidence in themselves. The teacher will also share a

famous quote with the students about fear. Teacher will then direct the students‟ attention to the

chalk board where they will see the topic and the objectives projected from the LCD. Teacher

will probe students to activate prior knowledge.


Development:


Adaptations for






that they will be introduced to

another kind of writing that is

common on the BGCSE English

Language continuous writing

paper called expository writing.

The teacher will discuss with the

students the definition of

expository writing.

The teacher will further probe

students by asking them to

identify some types of expository

writing.

The teacher will then ask the

students to identify some of the

people in our communities who

use expository writing.


questions intelligently.


attentively.


rapport with the teacher on

the definition of expository

writing.

Students will identify some

types of expository writing.


of the people in our

communities who use

expository writing.


also be probed with a series of

questions.

The student will participate in

the class discussion.


share his response with the

class.

The student will share his

response with the class.

The student will be monitored



students that they will view an

educational slideshow courtesy

of Youtube.com.

The teacher will engage the

students in discussions about the

Youtube presentation.

The teacher will give students set

of topics to peruse and to

determine whether or not they

are expository. The teacher and

students will discuss the topics

and identify them correctly as

expository.

Students will view a

Youtube slideshow and

make mental notes so that

they can participate in the

discussion which will

follow.

Students will either write

expository or other after

viewing the topics.


answers with the class.

and encouraged to share his

views on the elements used in

the slideshow.


share his response with the

class.

The teacher will then take

students on a virtual tour of some

of the writing websites which

discuss the writing process (in

this case, expository writing).


students that they will now be

given an in class writing

Students will be introduced

to a number of websites

which promote writing and

writing improvement.

Students will imagine that

they are psychologists and

they have a family member


student to ensure that he is on

task.



task.


assignment to complete as

practice.


students‟ progress as he moves

around the room.

The teacher will allow some of

the students to share their writing

with the class.

The teacher will discuss the

expository writing assignment

with the class which involves

them creating an e-portfolio.

who has been under a lot of

stress recently and may be

considering suicide. They

will write a letter to him or

her identifying the signs of

stress and the advice they

would give.

The students will share

their writing with the class.

Students will observe

carefully the instructions

and ask any pertinent

questions.


student‟s progress as he moves

around the room.

The student will be


response.

The student will be allowed to

share any concerns which he

may have.

The teacher will ask the students

to say what they have learned

from the lesson.



lesson.

The student will also share


CONCLUSION: The teacher will reiterate the main points of the lesson.


One of the students will be selected to share what he or she has learned from the lesson.



I enjoyed this lesson. My introduction was very powerful. In fact, I did not expect the

students to be so open and honest about life‟s issues. After we sang the song You needed me by

Anne Murray, I asked the students a very sobering question- what was their deepest fear. Like

my grade twelve class, my eleventh grade shared a multitude of concerns. Some of them stated

how they were afraid of disappointing their parents. Some expressed the fear of not knowing

what they wanted to do after graduating from high school. Yet, others expressed that their fear

was the uncertainty of not knowing whether they were going to succeed in life because their teen

age lives are over-burdened. Even my student with ADD shared his fears. I told them that these

were legitimate reasons for people to have fear. However, I told them that if they work hard

enough and stay focus on the important things in life, they will be able to cast their fears aside

and become productive men and women in society. I also projected the words of Marianne

Williamson- Our Deepest Fear on the whiteboard and read it with as much emphasis as possible.

All of the students wrote the words down without any instructions to do so.

With the motivational song and quote providing the stimulus to learn, I was able to ease into

my series of questions quite easily. The students responded intelligently to the probing and were

able to identify types of expository writing styles. They were also able to identify people in

society who use expository writing to convey their messages. The rapport with the students was

excellent as the students were able to discuss the elements of the expository essay in the video

presentation from Youtube.com.

In this particular lesson, I was able to incorporate two strategies from two separate

researchers in one unique blend by tweaking and combing them. First, I hyperlinked a Youtube


video presentation to my MS Power point presentation entitled Shift Happens Educational 2010

with I-Tunes Media. The first strategy was presented in The digital literacy debate: an

investigation of the digital propensity and information and communication technology

(Nassah, Da Costa, Kinsell & Seok, 2010). Then I was able to integrate digital storytelling into

the same Power point presentation using another power point presentation to tell a story by

giving factual information (expository writing). This strategy was presented in Writing for the

Instant Messaging and Text messaging Generation: Using New Literacies to support writing

instruction (Sweeny, 2010).

I discovered that by incorporating the two strategies together, the students do not view my

English Language lessons as typical classroom lessons, for there is nothing traditional about the

use of multimedia and other technologies. However, by using non- traditional methods to

English Language instruction, my students get a chance to incorporate new skills from their

social networks (I- Tunes, I-Mesh, MS Messenger, Facebook and Tagged) to MS application

software (Power Point). The students became so immersed in the lesson that they did not hear the

bell ring. I didn‟t mind the students working a few minutes into the lunch break because I saw

that they were really interested in learning and completing their digital stories.

I also notice that my class time passes too quickly. A fifty-five (55) minute lesson is so

quickly absorbed during my teaching time it only gives the students a chance to „wet their

appetites‟.

In short, I believe that my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:

Students should already know about the four kinds of writing presented in the BGCSE national

examinations which includes Expository Writing.



OBJECTIVES:


1. Discuss the elements of expository writing.



Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:




students‟ attention to the chalk board where they will see the topic and the objectives projected

from the LCD. Teacher will probe students to activate prior knowledge.


Development:


Adaptations for


The teacher will review the

previous lesson by probing the


questions.


elements of the expository essay

and stress the importance of

mastering one of the kinds of

writing as they prepare to sit the

English Language Continuous

Writing paper.

The teacher will then distribute

the class assignment and instruct

the students to move to their

respective groups.

The teacher will project the

assignment on the whiteboard

and discuss the instructions with

the students.






about the elements of

expository writing.

Students will also express

any concerns they have

about their writing.

The students will receive

their assignment sheets and

move to their respective

groups.

Students will follow along

as the teacher explains the

instructions.



also respond to questions.

The student will also share his

concerns.




expectations of the students in

each group and what is

acceptable as well as

unacceptable.


expectations.


students that each group will

share two computers.

The teacher will move about the


groups are on task.

The teacher will continue to

move about the room to ensure

that students are actively

engaged in their group

assignment and to render

assistance where necessary.


to state what they have learned

from the lesson.

Students will begin their

search for information on

major Atlantic Hurricanes

Since 1950.

They will ensure that their

group members are

following the instructions

on the handout.


work in their groups as they

gather the information.

Students will share what

they have learned from the

lesson.






CONCLUSION:



One of the students will be selected to share what he or she has learned.


Today‟s lesson was met with several challenges. First, we were informed that school was

being dismissed at twelve noon (12 noon) due to the fact that the Bahamas Union of Teachers

had called a special meeting at the Sir Kendal G. L. Isaacs Gymnasium which was sanctioned by

the Ministry of Education. The meeting was to address the issue of the medical insurance

coverage for the members of the BUT. This meant that today‟s lessons were shortened so that we

could have accommodated four periods of teaching. Secondly, I had already missed instructional

time on Friday of last week (5th November) due to the C. V. Bethel Talent Day extravaganza

which meant that no classes were held. Thirdly, my class was scheduled to be in the computer

lab (A 22) for 2nd

and 3rd

periods. However, we could not access the lab immediately because the

keys could not be located. This took approximately ten minutes from my instructional time.

Consequently, I found myself frustrated as I tried to cram as much information into one

lesson. I allowed the students the opportunity to complete their digital stories in their assigned

groups for about fifteen minutes. I then transitioned and allowed the students to log in to the

computers so that they could have gone through the expository writing assignment step by step.

The majority of the students were able to set up the tables with the correct headings. They seem

to have enjoyed using the computers for this activity. I also made a change in the expository

writing assignment by allowing the students to work individually. The strategy I incorporated in

this lesson for the expository writing assignment was adapted from When cloud computing


meets with Semantic Web: A new design for e-portfolio systems in the social media era (Kim &

Lim, 2010). As this strategy was originally designed for college and university students, I had to

tweak it so that my students could have fully benefited. Then, I connected it to Microsoft Office

Power Point and allowed the students to use their social media tools to add graphics and content

to their presentations. This strategy is also supported by Writing for the Instant Messaging and

Text messaging Generation: Using New Literacies to support writing instruction (Sweeny,

2010).

However, due to the shortened lesson, I will allow the students additional time to work on

their research for their expository essays. In spite of all the challenges I experienced in the

execution of this lesson, I still believe that meaning learning occurred.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:

Students should already know about the four kinds of writing including expository writing.


There is one student with ADD.

OBJECTIVES:




Computer lab (A22), lap top, internet access, whiteboard, LCD projector, speakers

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for




questions to test for

understanding of the concept.

The teacher will project an

example of expository writing on

the whiteboard using the LCD

projector.

The teacher will then instruct the

students to read the example

projected on the whiteboard and

analyze it.


in a discussion on the elements

found in the example of the

expository essay on the

whiteboard.

The teacher then transition to the

group assignment that the class is

working on. The teacher will

The students will respond to

the questions intelligently.

The students will read the

example of expository

writing on the whiteboard

and analyze it.

The students will discuss

the elements found in the

example of the expository

essay on the whiteboard.

The students will get into


also be probed to test for

understanding of the concept.



on task.


also share his analysis of the

elements he found in the

expository essay.


instruct the students to get into

their groups and log on to the

computers.

The teacher will evaluate the

students‟ progress on the group

assignment and offer suggestions

where necessary.



lesson.

their groups and log on to

the computers.

Students will appraise the

teacher of their progress

and share any concerns they

may have.


what they have learned.



actively engaged.






This lesson went particularly well. Reviewing the content of expository writing was easy since I

had already emailed the students the lesson and websites or transferred it to their USB drives.

The students were able to identify the elements of the expository essay and discuss it in the

example that was given. They also responded intelligently to the series of questions that I had

probed them with.

I was also impressed with the updates the students provided on their digital stories and the e-

portfolios they were creating. In fact, the graphics and texts were very rich and well designed

even as they were editing them. I am eagerly awaiting the final drafts of their presentations. This

strategy was taken from Writing for the Instant Messaging and Text messaging Generation:

Using New Literacies to support writing instruction (Sweeny, 2010).

As I watched the students browse through their social network pages to download photos as

well as to add sounds and other related images, I could not help but wonder what these students

would be doing had I not done my research with them? They may have been in some boring

class potentially wreaking havoc on some unfortunate colleague who may not have been willing

to expose them to the power of technology in producing high level thinking and creativity. Many

of my reviews have emphasized the fact that today‟s students have a high propensity to use

information and communication technology to communicate or collaborate. The view is

presented in The digital literacy debate: an investigation of the digital propensity and

information and communication technology (Nassah, Da Costa, Kinsell & Seok, 2010). Hence,

as I watched my students today working on their assignments I agree that they are the digital

generation. Observing the students work on the computers was a truly rewarding experience.


Although I had to tweak these strategies several times, I am satisfied that the results were

fulfilling. Hence, my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010

Topic: Continuous Writing Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know the four kinds of writing used on the BGCSE English Language

continuous writing paper.



OBJECTIVES:


1. Discuss expository writing.

2. Differentiate between expository and narrative writing.


Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION: Teacher will introduce lesson by allowing students to focus on the class theme song for my




from the LCD. Students will watch a video clip from Youtube.com based on the film Coach

Carter.


Development:


Adaptations for




questions to activate their prior

knowledge. This will lead to a

class discussion.

The teacher will then facilitate a

review of the concept expository

writing and discuss the elements.

The teacher will then allow the

students to see a detailed MS

Power point presentation on how

to organize an expository essay.

The teacher will also entertain

any questions or concerns which

the students may have.

The teacher will then distribute a

hard copy of the sample

expository essay to the class and

inform then that a copy was also

sent to their Google mail


intelligently to the questions

asked by the teacher and


Students will also engage in

the discussion.

Students will view

presentation as well as

discuss the steps in

expository writing.


questions and concerns with

the teacher.


their copies and begin

reading.

The student will also be asked

a series of questions to keep

him actively engaged in the

lesson.



on task.



on task.


accounts.


students to read the passage and

identify the elements used in the

essay.

The teacher will review the steps

in constructing an expository

essay and connect them to the

sample expository essays.


students questions to ensure that

they understand the concept.

The teacher will then transition

to the research assignment that

the students are required to do.

(Assignment sheets will be

distributed to the class.)The

teacher will discuss the


passage and identify the

elements used in the essay.

They will also determine

what type of writing the

passage is.

Students will engage in a

discussion on the

connection of the steps in

the construction of an

expository essay to the

actual examples.


questions posed by the

teacher.


their handouts and engage

in discussions about the

procedure for the research

assignment. The students

will also watch the



on task.

The student will also engage

in discussions with the class.

The student will also respond

to the questions.



on task.


assignment sheet and model

some of the steps for the

students.


students to log on to the

computers and start setting up

the assignment on the Web.


students‟ progress on the

assignment and render assistance

where necessary.


to share what they have learned

from the lesson.

whiteboard as the teacher

demonstrates how some of

the steps are to be done.

Students will log on to the

computers and start setting

up their assignment on the

web using MS Power point.

The students will respond

intelligently and share what

they have learned.



on task.


also share what he has learned

from the lesson.

CONCLUSION: The teacher will reiterate the main point of the lesson.


The students will share what they have learned from the lesson.



I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamson‟s

“Our Deepest Fear” quote t my class and read it so as to inspire them. Today, I was able to play

this excerpt from the movie Coach Carter as well as the quote “Protecting Your Dreams” from

the movie In Pursuit of Happiness. I wanted to inspire my students to believe in themselves and

in their ability to pass the English Language BGCSE examination. The students shared their

views on the two excerpts which were very enlightening.

Then I did a recap of the lesson which we had started last week on expository writing. The

rapport with the students was excellent. I was deliberate in my preparation for this lesson. In fact,

this past week end I e-mailed the students examples of expository essays which they were to

review before they came to class. As a result, the class discussions and analysis were more in-

depth and the students were able to get through the content easily.

I also presented a MS Power-Point presentation on how to write an expository essay and

used one of the sample essays to point out how the steps are applied. The students were actively

engaged in the lesson for the entire class. Then I gave the students the steps for their research

assignments. I demonstrated to the class how to set up the slides for their MS Power Point

presentations and e-portfolios. This strategy was adapted from When cloud computing meets

with Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and

Lim, 2010). As research has revealed, a portfolio is a purposeful collection of students‟ work that

exhibits the students‟ efforts and achievements over time. By creating an e-portfolio, this would

allow students to show their work electronically to their friends or teachers via e-mail. I tweaked

the strategy a bit due to the fact that our technology infrastructure here cannot presently


accommodate a full scale e-portfolio system, nor is there adequate financial investment for it to

be implemented.

As I watched the students conduct their research on the World Wide Web and the integration

of the MS software application, I was in awe at the skill level of my grade eleven class. Their

ability to manipulate the graphics as they used the various search engines was captivating. In

fact, the students have to collect the information before they start to write their essays. Many of

the students who may have challenges in editing their work can also learn to edit using MS

PowerPoint as they add the content to their research and essays. I am excited to see the final draft

of the students work.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:


examination which includes Expository Writing.



OBJECTIVES:


1. Identify the elements of the expository style of writing.




CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.





from the LCD.


Development:


Adaptations for




activate their prior knowledge.


about the purpose of the lesson.


students that today‟s lesson will

be directed towards the

completion of their research.


to writing the expository essay.

The teacher will also review the

steps to the research assignment

with the students.

The teacher will address any

concerns or questions that the

students may have.

The teacher will instruct students

to log on to the computers and to


probes intelligently.


attentively to the parameters

for today‟s lesson.


the steps to writing the

expository essay.

The students will review the

steps to the research

assignment.

The students will share any

concerns or questions which

they have.

The students will log on to

the computers and continue


also be probed with a series of

questions.


also actively engage in

discussions.


also share his questions and

concerns.


continue working on their

research.

The teacher will also inform the

students that he will come to

each one of them to get a

progress report.


share what they have learned

from the lesson.

working on their research

assignments.

The students will appraise

the teacher on the progress

of their research as they

work quietly.



lesson.



on task.


also share what he has learned.

CONCLUSION:

The teacher will reiterate the main point of the lesson.


One of the students will be selected to share what or she has learned from the lesson.



The students were really engaged in this lesson. From my introduction of the lesson, the

students were able to make the connection to their assignments. I allowed the students to watch a

five (5) minute documentary on hurricanes presented by the National Hurricane Center (NHC)

located in Florida, USA. The students were captivated as they were taken on a journey from how

a hurricane develops, through the hurricane‟s eye wall, and the experiences during and after the

hurricane. Like my grade twelve English class, many of my grade eleven students are too young

to have any serious recollection or experience into the dangers of being hit by a hurricane. In

fact, they admitted that it was a time for them to have fun as there was no school. However, by

allowing them to get a close up view into the destruction caused by hurricanes, the students will

take hurricane preparedness more seriously and appreciate how fortunate we are not to be

experience any major catastrophes from hurricanes or any other natural disasters. This strategy

was adapted from When cloud computing meets with Semantic Web: A new design for e-

portfolio systems in the social media era (Kim, Ng and Lim, 2010). It allows teachers to create

online folders (e-portfolios) which can be viewed by others. I informed the students that the

folder would be sent to their G-mail account. Moreover, as the five minute presentation was

being done, I observed some of the students writing. Out of curiosity I decided to go to their

desks to inquire and much to my satisfaction, they were jotting some notes down for their

expository essays.

After the video presentation, I entertained a few questions and asked the students to share any

concerns they may have regarding the assignment. They said that there were no concerns. I

instructed them to log on to the computers and work on their assignments. I told them that I

would be coming to them to get see how they were progressing on their assignments. I also had


my Master Teacher Mrs. Joan Gibson present with me in the room. Both she and I were in awe

as we witnessed the amount of research and effort that the students were putting into their work.

As this was the first time the students had ever been taught expository writing, it was amazing to

see how they were applying some newly acquired skills to their work. As they were writing the

drafts of their essays, the students were inserting videos and other social media tools into their

work. I was impressed as the students were following the outline to the assignment sheet to

precision. Mrs. Gibson also heard me telling the students that they can email me by this weekend

about any issues or challenges they are having. She inquired about the how I got the students to

email me updates on their progress. I told her how we got started by creating a Google account.

All of the students had to create a G-mail account and subscribe to me at

[email protected]. I told her that I was able to send students the content days before we

meet so that they could become familiar with the content. In that way, the students would not

feel disadvantaged but can actually stay abreast of what was happening in class.

I believe that my objectives were achieved.

mailto:[email protected]



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010

Topic: Continuous Writing (Expository) Duration: 55 mins



PRIOR KNOWLEDGE:





OBJECTIVES:





Computer Lab (A22), lap top computer, LCD projector, white board, speakers, Internet access

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.





from the LCD.


Development:


Adaptations for






elements of expository writing

with the students.


to the students‟ expectations for

this lesson. The teacher will

inform the students that they will

be given an online

comprehension test covering the

four types of writing. They will

be able to work at their own

pace, so long as they do not miss

a question.


students that he will be closely

monitoring them so that there


intelligently to the series of

questions.

Students will review the

elements of expository

writing and engage in

discussion.


attentively to their

expectations.


computers, go to the

website and begin working

quietly.


also be probed with questions.


in the discussion.

The student will ask questions

or share any concerns about

the assignment.

They student will be


on task.


would be no communication

with other students.



computer and go to the website

projected on the whiteboard

using the LCD and begin

working.


students that they are will be

given 30 minutes to work on the

online comprehension test.



expired and instruct them to log

off of the computers.

Students will go to the

website and begin working

quietly at their own pace.


working on the online

comprehension test.

Students will log off of the

computers.



on task.



on task.

CONCLUSION:

The teacher will reiterate main point of the lesson.


One of the students will share what he or she has learned from the lesson.



Today‟s lesson was exciting but challenging. After I had introduced the lesson, I allowed the

students to see to watch an excerpt on Hurricane Rita. Using the excerpt was suppose to have

given them further help in how to write their expository essay.

I also entertained a few questions and concerns they have in regards to the assignment. I

allowed the students to log on to the computers so that they could have showed me their progress

in collecting the data and their drafts of the essay. Many of the students were having challenges

with manipulating the images and how to summarize some of the information that they were

using. I went to each student ensure that they were on task. The quality of their work was

excellent and they collaborated well with each other to ensure that everyone was following the

steps on the assignment sheet. There were some of the students whom I did not even have to help

because they have excellent computer literacy skills and their assistance to the other students

proved to be most beneficial to me and the students. This saved me some time as I was able to

more time with some of the slower students. Additionally, having the more advanced students

assisting the slower ones allowed the class to work cooperatively and collaboratively. Hence,

meaningful learning was taking place. This process of interacting with other students using

technology and other resources such as media tools and social websites (Facebook and MSN)

help in creating a paradigm shift. This approach also brings excitement to the lesson as it spurs

the students on with a willingness to want to improve their writing and reading skills. This

strategy is supported in Changing English? The impact of technology and policy on a subject

in 21st century (Jewitt, Bezemer and Jones, 2009).


As a result of getting the progress reports from my students on their expository essays, I did

not give them the reading comprehension on-line test. I informed them that they will receive it

by email. They will have until Sunday to email me their scores. The on-line comprehension test

is not designed to measure how fast the students can read or how quickly they can respond to the

questions. Rather it was designed to allow the students to work at their own pace while at the

same time cementing a solid foundation in reading comprehension. This strategy was adapted

from Redesigning the Basics: Tennessee’s community colleges use of technology to change

their approach to developmental reading and math (Mills, 2010). This approach is needed in

The Bahamas to curtail the high rates of failure and functional illiteracy experienced by so many

of our students. By tweaking it, I am able to email the students the work so that they can

complete it from home as opposed to working in a lab. They also can choose the time that they

will work rather than inside the regular classroom setting. In that way, the students won‟t have to

feel pressured in trying to complete the work before the lesson and instruction time ends.

This was a successful lesson as the students were engaged the entire time.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 22nd

Nov, 2010

Topic: Comprehension (Context Clues) Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know how to use words in context.



OBJECTIVES:


1. Define denotation.

2. Define connotation.

3. Use clues in context to determine meaning.


Lap top, LCD projector, whiteboard, speakers, internet access, hand outs

CONTENT:

Writers often use the connotations of words to suggest meaning. The denotations of a

word are its primary dictionary definitions. The connotations of a word are all the

undertones – the ideas or emotional meanings associated with the word. For example,

proud and arrogant have similar denotations – “having a sense of self-importance” – but


different connotations. Proud can mean having self respect, but arrogant often means

snobbish.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:





from the LCD. The teacher will then express to the students the importance of today‟s lesson.


Development:


Adaptations for



to activate the students‟ prior

knowledge.


students to watch a video clip

from Youtube.com entitled

Context Clues. Teacher will lead

students in a discussion based on

the presentation.


students to work along with an

on-line tutor on a practice

exercise on context clues. The

teacher will monitor the students

to ensure that they are on task.

The teacher will discuss context

clues by analyzing a stanza of a

poem entitled Richard Cory by

A. E. Robinson. The teacher will

demonstrate to the students how


intelligently to questions.

Students will view the clip

and engage in discussion.


a tutorial on-line for

practice.

Students will engage in the

reading of a stanza of poem

by A. E. Robinson entitled

Richard Cory. They will use

steps to determine how a

The student will also be

probed so as to engage him

meaningfully.


in the tutorial with the on-line

tutorial.

The student will be engaged

through discussion applying

the steps to the stanza of

poetry.


to use steps to determine how a

word‟s denotation and

connotation contribute to the

meaning in a text.

The teacher will work another

example with the students

entitled Do not go gentle into

that good night by Dylan

Thomas. The teacher will lead in

a discussion and demonstrate

how to analyze the poem to

determine meaning.


students to hear Dylan Thomas

recite his poem, Do not go gentle

into that good night. This will

lead to discussion.

The teacher will then conduct a

quick review of the lesson by

giving the students a test to

check for understanding.


connotation contribute to

the meaning in a text.

Students will apply their

comprehension skills and

determine the denotation

and connotation of words in

the poem.

The students will follow the

reading of the poem and

engage in a discussion.


questions and respond

orally.

The student will apply his


determine the denotation and

connotation of words in the

poem.

The student will also read the

questions and respond orally.



students that the purpose of the

practice test was to ensure that

they have a good grasp of the

concept before they did the in

class assignment.

The teacher will distribute the

test and instruct the students to

place their names on the sheets

and begin working.


room to ensure that the students

are on task.

The students will listen

attentively for the

instructions to begin the

work.



CONCLUSION:






Today‟s lessons were probably my better lessons so far. I left both classes today feeling

literally on top of the world.

As I started my lesson with grade twelve, I tried to hammer home the importance of having

good reading comprehension skills in order to do well on the BGCSE English Language

examination and in practical real life scenarios. After hammering this point home for a few

minutes, I discussed the objectives with the students so that they could have easily related to the

lesson. For some unexplained reason, I had sensed a difference in the students‟ attitude for the

past two weeks. It was a kind of positive energy unmatched with any of the previous lessons

which I had taught. It seemed as if my students were primed for today‟s lesson and I was more

than prepared for the task.

My students were engaged in the lesson from beginning straight to the end and they were

very excited to share their responses and analysis. The introduction captivated the students and

the rapport which followed showed that the students were employing good comprehension and

analytical skills. As I explained the concept to the students, their feedback to the probing

questions was superb. In fact, even as they used context clues in the stanza of the poem to

determine the meaning the writer wanted to convey, their insight in reference to the name

Richard Cory got me excited. The students had to give an in-depth analysis of Edward A.

Robinson‟s Richard Cory and Dylan Thomas‟ Do not go gentle into that good night. Again, the

rapport with the students was very enlightening. I also allowed the students to listen the actual

reading of the poem Do not go gentle into that good night by the poet himself. This strategy was

adapted from Investigating the quality of the school technology needs assessment (STNA)


3.0: A validity and reliability study (Corn, 2009). It speaks to improved teaching practices and

students learning. This means that there should be expected shifts in the impact of technology

and focus on improvements in teaching practices and students‟ learning. Having access to the

internet allows my students to go directly to the on-line source to retrieve information which

proved to be beneficial in their understanding of the concept as they can determine the poet‟s

mood and toon.

I also introduced the students to the poetry organization which I am a member of called

American Poets.org. At the site, the students could find dozens of actual recordings form famous

writers in their own words.

I further cemented the concept by giving the students an on-line context clues quiz. Once I

had collected their papers, I reviewed the answers with them and based on their response, they

did extremely well. This strategy was adapted from Redesigning the Basics: Tennessee’s

community colleges use of technology to change their approach to developmental reading and

math (Mills, 2010). The strategy allows students to work at their own pace whether it is in a

traditional classroom setting or in the confines of their homes. The aim is still the same- that is to

assist the students improve their reading comprehension skills. I also made it convenient for the

students by emailing the reading comprehension websites to their Google mail accounts from the

weekend so that they could have had some practice before they came to today‟s class.

I discovered that this class can also give intelligent responses for an analysis; all they is an

avenue to express themselves. I walked away knowing that I had achieved my objectives.

All in all, this was a successful lesson.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010

Topic: Comprehension (Literal & Figurative Expressions) Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know the meanings of these terms.



OBJECTIVES:


1. Define literal.

2. Differentiate between literal and figurative.

3. Apply these terms to sentences.


Lap top, LCD projector, white board, speakers, internet access, Computer Lab

CONTENT:

When a word is used with its normal meaning, we say that it is used in a literal sense (or

with a literal meaning). NB If something can actually happen, then we know that it is

used with its normal or literal meaning. When a word is used with a special, non-literal

meaning, we say that it is used in a figurative sense (or with a figurative meaning).












You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for


The teacher will highlight the

importance of comprehension

skills in understanding how

words are used in context. The

teacher will further highlight the

fact that comprehension skills

are needed for their BGCSE

English Language examination,

college, and for life.




knowledge.


students to explain the term

literal and to provide examples.

This will lead into a discussion.

The teacher will provide a

Students will listen attentive

as the teacher elaborates on

the importance of

developing good

comprehension skills.


intelligently to the probes.

The students will explain

the term literal and provide

examples and discuss.



to ensure that he is engaged.

The students will also be

asked a few questions to

engage him.



engage him.


definition of the term literal and

provide examples. The teacher

will discuss each of the examples

and entertain feedback from the

students.


to define the term figurative and

provide examples. This will lead

into a discussion.


definition of the term figurative

and provide examples. The

teacher will discuss each of the

examples and entertain feedback

from the students.


students in a practice exercise

where they will read the

examples projected on to the

whiteboard and they will identify

them as either literal or


The students will define the

term figurative and provide

examples. They will also

discuss their examples.



The students will work on a

practice exercise. They will

read the examples projected

on to the whiteboard and

they will identify them as

either literal or figurative.


in the class discussion.






figurative.



the practice exercise.


students to watch a video from

Youtube.com to determine how

literal and figurative language is

used. The teacher will facilitate

discussions on the video

presentation.



an in class assignment. He will

explain the assignment and

distribute handouts.


students when the allotted time is

up and collect the students‟

work.


responses to the practice

exercise.

The students will watch the

video presentation and



their handouts and begin

working.

The students will turn in the

assignment.

The student will also share in

the discussion based on the

practice exercise.


to ensure that he is on task and

engaged in the discussion.





CULMINATING ACTIVITY: The students will share what they have learned.


This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will

be taught on Monday, 29th November.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:


1. Define literal.





CONTENT:
















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for














knowledge.








the importance of

developing good












engage him.



engage him.






students.




into a discussion.






from the students.



























figurative.










presentation.









work.



exercise.






working.


assignment.



practice exercise.










This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will

be taught on Monday, 29th November.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:


1. Define literal.





CONTENT:
















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for














knowledge.








the importance of

developing good












engage him.



engage him.






students.




into a discussion.






from the students.



























figurative.










presentation.









work.



exercise.






working.


assignment.



practice exercise.










This lesson was not taught today due to the fact that I did not see my class on Wednesday, 24th

November as there was the annual Thanks Giving Day service. I did not want to move on to a

new comprehension skill today.

Instead, I chose to relocate my class to the computer lab (A 22) where they could have

completed their expository research and essay which is due on Monday, 29th November. The

students were required to surf the World Wide Web in order to find information pertinent to their

research and essay. This strategy was adapted from When cloud computing meets with

Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and Lim,

2010). It allows teachers and students to create online folders (e-portfolios) which can be viewed

by others. I particularly enjoyed watching the expressions on some of the students‟ faces as they

worked intently on their assignments. They were so focused on completing the assignment that

they did not even hear the bell ring for break. I observed that quite a number of the students have

almost completed the assignment and I commended them for their dedication to completing the

assignment ahead of time.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:


1. Define literal.





CONTENT:
















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for














knowledge.








the importance of

developing good












engage him.



engage him.






students.




into a discussion.






from the students.



























figurative.










presentation.









work.



exercise.






working.


assignment.



practice exercise.










This lesson went very well. After I had introduced the lesson, I spoke to the students about the

importance of having good comprehension skills. We also viewed a three minute movie clip

entitled Men of Honor form Youtube.com which presented numerous social issues and the

challenges which a young marine had to endure in order to become a man of honor. Then I

allowed then to see the theme song for the movie Men of Honor entitled Win by Brian McKnight.

My purpose for exposing them to this excerpt and song was t show the students that there are

many issues and challenges in life but they must be able to overcome them. Moreover, the song

by Brian McKnight also had some literal and figurative language that I wanted my students to be

able to indentify as well as discuss the importance of them in the song. This strategy was adapted

from Investigating the quality of the school technology needs assessment (STNA) 3.0: A

validity and reliability study (Corn, 2009). It discusses how to improved students‟ learning

outcomes and how educators can introduce these shifts in the impact of technology and focus on

improvements in teaching practices and students‟ learning. The rapport with the students as a

result of them viewing the video clip was excellent.

Even as we discussed the lesson and how to determine whether a statement is literal or

figurative, some of the students were more than willing to share with their peers their knowledge

about the concept. I commended them for their assistance to their peers. However, there was one

thing that annoyed me at the end of the lesson. I took a few minutes to help one of my students

Amare (pseudonym) insert a video clip in his digital story. He also wanted me to transfer one of

the Michael Jackson‟s videos to his USB drive which I graciously did. Amare (pseudonym), as


my recognition of exceptional learners in my lesson plan points out, has been labeled as having

ADD. His mother had come to collect him but he was really interested in getting the video

inserted into his presentation. I apprised her of his performance during class and informed her

about how pleased I am with his performance. She hurled derogatory comments at him which

were not only distasteful and insensitive, but they seem to slice through Amare‟s heart. I

interjected and told her that Amare already has to cope with the stigma of being labeled as a

„slow learner‟ or the „ADD boy‟. Now he has to contend with his mother bashing him in one of

the few refuges he has which is my classroom. I told her that she is responsible for the negative

comments that his peers make about him in public because of her insensitivity and that she ought

to know better. She apologized and left.

This tweaked this digital story concept from Writing for the Instant Messaging and Text

messaging Generation: Using New Literacies to support writing instruction (Sweeny, 2010). It

is also supported in Developing Literate Identities with English Language Learners through

Digital Storytelling (Skinner and Hagood, 2008). It is an effective strategy as my students were

able to apply the principles of constructing the narrative, descriptive and expository essays to

digital technologies using their social websites and media tools and software applications. My

students were engaged from beginning through to the end.

Despite the fact that Amare‟s spirit may have been dampened when class was over due to his

mother‟s insensitivity, I reassured him that he has a purpose in life and that he has a contribution

to make to society. I believe my lesson was successful.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 1st Dec, 2010

Topic: Drawing Conclusions/Making Inferences Duration: 55 mins



PRIOR KNOWLEDGE:

The students should already have some knowledge and experience in drawing conclusions and

making inferences.



OBJECTIVES:


1. Define infer.

2. Discuss drawing conclusions.

3. Make inferences.


Lap top computer, LCD projector, white board, Internet access, speakers

CONTENT:

Drawing conclusions refers to information that is implied or inferred. This means that the

information is never clearly stated. Writers often tell you more than they say directly. They give

you hints or clues that help you "read between the lines." Using these clues to give you a deeper

understanding of your reading is called inferring. When you infer, you go beyond the surface


details to see other meanings that the details suggest or imply (not stated). When the meanings of

words are not stated clearly in the context of the text, they may be implied - that is, suggested or

hinted at. When meanings are implied, you may infer them. You sometimes have to use clues in

the text to help you make infer or draw a conclusion.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for



hammering the importance of

this concept to the students as it

has been a major challenge to

candidates of the BGCSE

English Language examination

over the years.

The teacher will also discuss

with the students the importance

of having good reading

comprehension skills in order to

master the comprehension paper

of the BGCSE English Language

examination.

The teacher will then probe the


background knowledge of

drawing conclusions and making

inferences. This lead to a


attentively.


attentively and share in the

discussion on the

importance of having good

reading comprehension

skills.


intelligently to probing and


The student will listen

attentively.

Students will listen attentively

and also engage in rapport.


response to the probes.


discussion.


students‟ attention to the white

board where they will see the

notes on drawing conclusions

and making inferences. The

teacher will instruct the students

to only write the parts which are

highlighted as the lesson will be

sent to their G-mail accounts.

The teacher will work a few of

the examples with the students

and solicit feedback from them.


the students to cement the

concept.

Students will write only the

highlighted parts of the

presentation.


the process of analyzing the

examples and provide

feedback to the teacher.



The students will state what


lesson so far.




in the analysis of the examples

and provide feedback.


to the probes.



students that they will have an

exercise to complete in class and

that they must use the same

strategies to the work.


handouts to the students and

instruct them to start working.

The teacher will also project the

work on the whiteboard.



up and collect the papers.


their papers and begin

working on their own.

The students will hand in

the class assignment.



CONCLUSION:

The teacher will re-iterate the main point of the lesson.





Although this lesson was a continuation of the previous, it was still very exciting. Rather than

follow the format of the introduction in my lesson plan, I decided to embed a video clip of the

previous lesson into my power point presentation. This introduction was truly worth it as the

students enjoyed seeing themselves on video. This made learning so much fun. There was some

laughter as the students listened to their responses to the probing questions. Even Amare

(pseudonym) enjoyed seeing himself and the students applauded when they heard him give the

correct response to the questions. By allowing the students to see themselves in a classroom

setting meaningfully engaged kept them interested in the lesson for the entire class time. This

strategy was adapted from Writing for the Instant Messaging and Text messaging Generation:

Using New Literacies to support writing instruction (Sweeny, 2010).

I also shared some of the students‟ digital stories with the class. There was much applause

amongst the students as they marveled at the amount of research and dedication their peers had

put into their work. I must say, this digital story concept can assist students in so many ways.

One of them is helping the students to become familiar with the new literacies and technology

which many of them will not be exposed to in a regular classroom setting. In my school, as in

most public schools, not every student has access to the computer labs or access to the internet.

They must be enrolled into a particular program in order to use the computer labs. In some cases,

many of the students may not have a computer at home either. Hence, by exposing them to the

various technologies, I would have given them opportunities to imagine the impossible and

prepare them for their future roles in society.


As I recapped the main points of the lesson, I knew that I had made a connection with the

students. Many of them had reservations about me teaching them at the beginning of the term. In

fact, some of their parents came in to question my practices about why I needed their children‟s

emails and why I had chosen their children to „experiment on?‟ Once I explained to them what I

was doing and my strategies for helping their children improve their cognitive skills, they were

more understanding. The students really enjoyed this lesson.



Motivational Quote

“You can teach a student a lesson for a day; but if

you can teach him to learn by creating curiosity, he

will continue the learning process as long as he

lives.” ~Clay P. Bedford


DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM

DATE SUBJECT TECHNOLOGICAL

EQUIPMENT USED

27th

Sept. 2010 English Language Lap top computer, LCD

projector, C/D and player,

internet

29th

Sept. 2010 English Language Lap top computer, LCD


internet

4th Oct. 2010 English Language Lap top computer, LCD


internet, camcorder



internet



internet

13th

Oct. 2010 English Language Lap top computer, LCD


internet

15th



internet

18th



internet

20th



internet




EQUIPMENT USED

22nd



internet

25th



internet

27th



internet

29th



internet

1st Nov. 2010 English Language Lap top computer, LCD


internet

3rd

Nov. 2010 English Language Lap top computer, LCD


internet

8th Nov. 2010 English Language Lap top computer, LCD


internet



internet, Computer Lab (A22)

12th Nov. 2010

English Language

Lap top computer, LCD


internet, computer lab (A22)























1st Dec. 2010 English Language Lap top computer, LCD



3rd

Dec. 2010 English Language Lap top computer, LCD




Behavior Problem Documentation Sheet

Names Date/Time Place/Room Behavior Disciplinary

Action Taken

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL


Grade 12 C-H1

English Language

Lesson Plans


Motivational Quote

“Every act of conscious learning requires the

willingness to suffer an injury to one's self-

esteem. That is why young children, before they

are aware of their own self-importance, learn so

easily. ~Thomas Szasz


Grade 12C-H1 Register

English Language

2010

September October

Student’s Name Grade 27th

29th

4th

6th

13th

18th

20th

25th

1.Ashton Cox 12H

2.Aaron Hanna 12H1

3.Kevin Wilkinson 12H

4.Devette Neely 12V o

5.Lavondia Rolle 12V1

6.Florniqua Francis 12H o o o o

7.Terrance Arnett 12H

8.Carlon Knowles 12C

9.Bursel Gibson 12C

10.Barrise Dorsette 12H

11.Tyrone Williams 12H1


12.Ashley Wright 12C1

13.Nelta Charles 12H1

14.Rashan Thurston 12B1

15. Temar Davis 12H

o o o

16. Ronald Woodside 12C1


Grade 12C-H1 Register

English Language

November December

Student’s Name Grade 1st 3rd

8th

10th

15th

17th

22nd

29th

1st

1.Ashton Cox 12H

2.Aaron Hanna 12H1

3.Kevin Wilkinson 12H

4.Devette Neely 12V o

5.Lavondia Rolle 12V1

6.Florniqua Francis 12H o o o o o o o

7.Terrance Arnett 12H

8.Carlon Knowles 12C

9.Bursel Gibson 12C

10.Barrise Dorsette 12H

11.Tyrone Williams 12H1

12.Ashley Wright 12C1


13.Nelta Charles 12H1

14.Rashan Thurston 12B1

15. Temar Davis 12H

o o o

16. Ronald Woodside 12C1


Grade 12C-H1 Mark Book

English Language

Student’s

Name

Grade Subject

and

Predicate

8th

Oct

Conjunction

s

13th

Oct

Sentence

Structure

25th

Oct

Sentence

Structure

8th

Nov

Context

Clues

15th

Nov

Reading

Comprehension

22nd

Nov

Digital

Stories

(Narrative

s)29th

Expository

Writing

(E-folios)

1st Dec

1.Ashton Cox 12H 100 100 88 70 78 80 75 60

2.Aaron Hanna 12H1 15 60 68 75 80 80 75 60

3.Kevin

Wilkinson

12H 94 80 78 75 90 80 75 70

4.Devette

Neely

12V 100 89 88 80 90 80 80 70

5.Lavondia

Rolle

12V1 94 78 88 80 90 90 80 80

6.Florniqua

Francis

12H 94 0 0 0 0 0 0 0

7.Terrance

Arnett

12H 94 78 78 0 78 78 0 50

8.Carlon

Knowles

12C 100 89 78 75 80 80 75 70

9.Bursel

Gibson

12C 40 78 68 75 70 80 75 70

10.Barrise

Dorsette

12H 100 90 80 80 80 80 80 70

11.Tyrone

Williams

12H1 67 60 56 80 70 60 80 60


12.Ashley

Wright

12C1 67 60 70 80 80 60 80 60

13.Nelta

Charles

12H1 67 60 56 75 80 70 75 60

14.Rashan

Thurston

12B1 67 80 78 80 90 80 80 70

15. Temar

Davis

12H

100 100 90 80 100 90 80 70

16. Ronald

Woodside

12C1 48 65 56 75 80 60 75 50



SCHOOL OF EDUCATION

LESSON PLAN


Sept, 2010


Class: 12C-H1 Lesson Number: 1

No. of Children: 17 Ability Range: Low

PRIOR KNOWLEDGE:

Students should know the basic parts of the sentence as it is elementary and it is necessary for

the construction of effective sentences.




4. Define subject and predicate.

5. Identify subject and predicate.

6. Differentiate between subject and predicate.


Lap top computer, LCD projector, C/D and player, white board, internet

CONTENT: Every complete sentence contains two parts: a subject and a predicate. The

subject is what (or whom) the sentence is about, while the predicate tells something about the

subject. To determine the subject of a sentence, first isolate the verb and then make a question by

placing "who?" or "what?" before it -- the answer is the subject. Every subject is built around













more than one verb.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.




will then direct the students‟ attention to the whiteboard where the topic of the lesson and

objectives are written.


Development: Methods and techniques Student Activities

Adaptations for


Teacher will probe students in

order to activate prior knowledge

with questions such as to identify

the parts of the sentence.

Teacher will then give an

overview of the lesson and

explain what it is that the

students are expected to know

and why it is important for them

to know it.


questions by identifying the

two basic parts of a

sentence.



the content of the lesson will

have to be included or omitted.

Teacher will then direct the

students‟ attention to the LCD

projected images on the white

board.

Teacher will display information

about the two parts of the


rapport with teacher based

on probing.


content that is projected on

Teacher will engage the

musically gifted student in

discussion.


sentence on the white board.

Teacher will ask students to

explain how one can identify the

subject as well as the predicate

of a sentence.

the white board.

Students will provide

evidence that they can

identify the subject and

predicate of a sentence.

Teacher will then display sample

sentences on the white board and

ask students to identify the

subjects in each example.

Teacher will also ask students to

identify the predicates in the

examples.


subjects in each example

displayed on the white

board.


predicates in the examples.


discussion with teacher as

they work the examples.

Teacher will then ask students to

explain how one can tell the

difference between the subject

and the predicate. This will lead

to more rapport with students.

Teacher will then display more

examples of sentences and

instruct the students to identify

Students will explain the


subject and predicate.


the complete and simple


the complete and simple subject

and complete and simple

predicate.

Teacher will continue to

dialogue with students and

discuss the examples in detail.

subject and complete and

simple predicate in the

sentences displayed on the

whiteboard.

Students and teacher will

discuss the examples in

detail.

Teacher will then give the class

an assignment to practice on

individually. Teacher will move

around the room to monitor the

students‟ progress and to ensure

that they are on task.

Teacher and students will discuss

each sentence as they analyze

each one. Teacher will also share

the answers with the students

once they are completed on the

LCD projector.

Teacher will assess the students

by asking them to say what they

have learned so far.

Students will work

individually on the

assignment.

Students will discuss each

sentence as they analyze

them.



lesson so far.


will be allowed to rap or

compose a song about the

lesson.


CONCLUSION:

Teacher will reiterate the main points of the lesson, reviewing the objectives for the lesson and

reminding the students of the need to be able to construct effective sentences.


Students will say what they have learned from the lesson. One of the students will be selected to

click on a hyperlink in the lesson on the laptop which will be seen by all on the white board.

They will do the assignment via the link together as a class.


This lesson was a very exciting one. I was excited because it was my first teaching experience

in about two years so my enthusiasm was superb. I was relatively at ease as I introduced the

lesson and was very pleased when the students took out their class song sheet and tried to learn

the words as the song played. The class enjoyed my introduction. As I moved into the objectives

and explained to the class the importance of being able to construct effective sentences, I knew

that I had the full attention of the class and that they were prepared to learn. Although it took a

little more time than expected, I was able to transition smoothly through my content without any

major issues.

Many of the students took a more time than I had initially planned to work through the practice

exercise. As a result, I spent more time going over the content and working a few extra examples

with the students. This strategy is supported in The Teaching of English: beliefs teachers hold

about their subject (Webb, 2007). By using an eclectic approach, I was able to use some of the

information from the three models to integrate with various technologies. I constantly drilled the

concept by probing the students with a series of questions. The rapport with the students was


excellent and although we did not complete the in-class assignment or the on-line assignment, I

felt comfortable knowing that the students could identify a subject and a predicate. I will

continue with this lesson on Wednesday, 29th

September, 2010.



SCHOOL OF EDUCATION

LESSON PLAN


Sept, 2010




PRIOR KNOWLEDGE:




There is one musically gifted student who can very easily become distracted.





























You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.




will also challenge students to learn the class song. Teacher will then direct the students‟

attention to the white board where they will see the topic written. Teacher will then ask students

a series of questions to activate prior knowledge.


Development:


Adaptations for


























faster.




the lesson.



with the teacher.


books on their own.



will be closely monitored to

ensure that he stays on task.


books.




they are on task.





there will be more












instructions.



the students.
















assignment.



lesson.


assessment form



assignment.


have learned.





CONCLUSION:



Students lead by the musically gifted student, will perform a rap about the lesson.


This lesson was not taught because of the threat of the impending Tropical Storm Nicole. As a

result, all government schools on the island of New Providence were closed. The lesson will be

taught on Monday, 4th October, 2010.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Duration: 110 mins



PRIOR KNOWLEDGE:





OBJECTIVES:





CONTENT:
























You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


























faster.




the lesson.



with the teacher.


books on their own.






books.




they are on task.





there will be more












instructions.



the students.
















assignment.



lesson.


assessment form



assignment.


have learned.





CONCLUSION:



Students lead by the musically gifted student, will perform a rap about the lesson.


Today‟s lesson got off to a slow start due to the inclement weather. Many students got damp

in the rain during the first break. However, once the class got started, the lesson‟s pace started to

move more smoothly. My introduction got full participation from the students and for the first

time, they sang the song with such enthusiasm that other students who were nearby came to

inquire about what was going on. The class was not loud or noisy; the sound that was heard in

my class was an infinite, indescribable connection to the words of the song. I wanted them to feel

inspired to feel as if they could accomplish even the impossible. The sound emanating from my

class undoubtedly was that connection.

I particularly enjoyed the rapport with the students. Some of them were a little hesitant to

respond to the questions at first. However, once the students started to feel comfortable with the

probing, they were able to answer accurately. I was able to complete my content and get through

the majority of the on-line assignment before the internet connection failed. The students were

informed that the rest of the online assignment will be sent to them via e-mail. Nevertheless, I

was still able to implement this strategy supported in Addressing the English Language

standard in a secondary reading methodology course (Merkley, Schmidt and Allen, 2007). I

was able to implement the use of electronic mail, the use of multimedia, and the use of the World

Wide Web in my lesson.


If I were to teach this lesson again, I would certainly ensure that the internet connect is

working. I have never had internet connections before at my school; however, sometimes we

take it for granted that technology is not always reliable.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Duration: 55 mins



PRIOR KNOWLEDGE:





OBJECTIVES:





CONTENT:






















You needed me.

You needed me.

















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:



want to learn and at the same time build confidence in themselves. Students will sing along with

the recording. Teacher will give an overview of lesson and objectives.


Development:


Adaptations for


Teacher will probe students to


Teacher will have rapport with

students as a result of the

questions asked.


that this lesson serves as the

conclusion to topic- Subject and

Predicate.

Teacher will also inform students

that during this class period, they

will be administered a test. The

test will measure the students‟

collective and individual

understanding of the topic.



teacher.


discussion with teacher

based on questions asked.

Students will take the test

during class time. The first

part of the test will be on-

line via a hyperlink and the

second part will be done on

paper.

Teacher will monitor

musically gifted student by

asking him questions to ensure

that he is on task.


musically gifted student to

ensure that he is on task.



the first part of the lesson will be

done as a group assignment

orally and the second part will be

done in written form. The reason

for the first part of the test being

done as a group assignment on-

line is so that every student can

participate. This helps to

eliminate the anxiety of those

students who are uncomfortable

doing written exam and it helps

to boost their confidence through

cooperative learning.

The teacher will also clearly state

the rules and guidelines for the

on-line and written parts of the

test.

Teacher will administer the test.

Teacher will inform students

when the time allotted for test

Students have already been

assigned to a working

group. There are four

groups. As a group, the

students will respond to the

on-line questions. The

amount of points

accumulated as a group will

give them a score overall.

However, the written part of

the test must be done

individually for a grade.

Students will discuss rules

with teacher.

Students will take the test.

Students will be informed








has expired and inform students

to stop working.

The teacher will collect the

written test.

that the allotted time for the

test to be completed has

expired and to pass all

papers to the front.

Teacher will distribute a

questionnaire for the students to

complete. He will inform them

not to take too long answering

the questions because there are

no wrong answers.


say what they have learned from

the lesson.

Students will complete

questionnaire and submit to

teacher.



CONCLUSION: Teacher will review the main points of the lesson.


The musically gifted student will perform a rap of the main points of lesson.



The lesson started on time. Students entered the room as I greeted them at the door. The

introduction to the lesson was captivating. The musically gifted student got a rousing round of

applause as he led the class song. The entire class is now beginning to feel comfortable with me

as their teacher and I can also see that they can identify with the song.

As this was the „wrap-up lesson”, it was important that the students had a full grasp of the

concept. I gave them an overview of what we had in the previous lessons and pointed out where

they should be in terms of application of the work. They were able to answer the questions that I

had given quite easily. As I continued to commend them for their work, I could have seen the

confidence in their expressions.

The students were able to complete the majority of the on-line work and the class test. The

students were informed that the remainder of the on-line assignments will be forwarded on to

their e-mail accounts by the end of the week. This strategy is supported in Addressing the

English Language standard in a secondary reading methodology course (Merkley, Schmidt

and Allen, 2007). As students are able to access the World Wide Web from their homes, the

additional work which I send to their Google mail accounts will further assist them in improving

their cognitive skills. The only thing that I was not able to complete was the questionnaire for my

research. I will allot five minutes during the next class for them to complete the questionnaire.

If I had to teach this lesson again, I will try to limit the number of on-line questions as it was

the main reason why the questionnaire was not completed. Other than that, everything else went

well.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:









CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




















examinations.



probing.



term conjunction.



written.














using the content.












conjunction.




conjunctions.








learned.







each example.








example.








completed.








concerns.









board.



lesson and ask any



the lesson.





CONCLUSION:





Monday, 11th

October, 2010 was a public holiday (Discovery Day). The lesson will be taught on

Wednesday, 13th October, 2010.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:






CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




















examinations.



probing.



term conjunction.



written.














using the content.












conjunction.




conjunctions.








learned.







each example.








example.








completed.








concerns.









board.



lesson and ask any



the lesson.




CONCLUSION:






This lesson did not go according to plan for several reasons. First, the PSAT examinations

were scheduled at my school today from 9:00A.M to 12:00 Noon in the room that I usually teach

in. We were sent to another room and were given several other rooms that should have also been

vacant. However, such was not the case as each of the rooms was occupied with their regular

classes. In a school of approximately 1400 students, room shortage can often occur. This further

sent me into panic because I really want to teach my students as I had missed their teaching time

on Monday due to the holiday and I will not be able to see them again until the following week.

When we were finally able to locate a room, about twenty-five minutes of my valuable

teaching time had already elapsed. Then I had to set up the lap top and projector. This also took a

few minutes and to make matters worse, my speakers were not working properly. As a result the

video clip which was part of my introduction could not be heard. I used the probing technique

more than usually in this lesson in order to activate the students‟ prior knowledge. I did not want

to rush through the content with this class. I prefer to make sure that the information is well

received. The students were able to define the term conjunction. We were also able to identify

the three kinds of conjunction as well as discuss their roles in sentences. However, the practice

exercise and quiz could not be done due to the time factor. I will have to re-teach this lesson on

Monday, 18th

October.

There was nothing that I could have done to avoid this dilemma. However, it has taught me

that you can have the best plans for a lesson, yet something can go wrong that you have no

control over.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:






CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




















examinations.



probing.



term conjunction.



written.














using the content.












conjunction.




conjunctions.








learned.







each example.








example.








completed.








concerns.









board.



lesson and ask any



the lesson.





CONCLUSION:





Today‟s lesson was indeed exciting and I was well prepared to correct the minor issues which

I had experienced during last week‟s lesson. I went to class early to ensure that the issues were

resolved as well as completely set up the technology for today‟s class. Once I had given my

introductory comments I went over the objectives of the lesson as well as reviewed the content

from the last one.

The students were alert as I probed them with a series of questions. The students were

captivated by the Conjunction Junction video clip. The rapport with them was excellent and they

demonstrated that they had gained an understanding of the concept when they answered the

multiple choice questions at the end of the presentation. The students enjoyed the applause and

commendations that I had embedded into the presentation and multiple choice questions. My

objectives were achieved.

I was able to use one strategy from Changing English? The impact of technology and

policy on a subject in 21st century (Jewitt, Bezemer and Jones, 2009). The strategy was to

implement the use of digital technology to deliver content in English which supports the multiple

intelligence theory of catering to every student in the classroom as each one is a unique learner. I

found it helpful because even some of my colleagues were interested in implementing some of

the ideas that I was able to tweak. The research also recommended using digital technology as a


medium to allow students to actively participate in the lesson. I was also able to implement the

strategy using a video-clip presentation which was one of the recommendations made in

Addressing the English Language Arts standard in a secondary reading methodology course

(Merkley, Schmidt and Allen, 2001). The students were really absorbed by the cartoon

characters‟ delivery of the content. This made them interested in learning the concept. I believe

that I was successful in implementing it.

Should I be given the opportunity to re-teach this lesson, I would allow the students to write a

paragraph of their own so that they could get further grounding in the concept. I was also

fortunate to have my advisor Mrs. Janice Munnings present to evaluate me.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010




PRIOR KNOWLEDGE:

Students should already know the three kinds of conjunctions, identify examples of each, and as

well as state the purpose of each.




1. Identify the kinds of conjunctions being used in a passage.

2. Discuss the function of each conjunction in the passage.


Lap top, LCD Projector, internet, whiteboard

CONTENT:






















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for


Teacher will review with the

students the content from the

previous lesson by probing them

with a series of questions.


that they will be given a

paragraph which they must

correct using conjunctions. The

paragraph will be projected on

the whiteboard and they will

receive a hard copy. They are

only to write their corrected

paragraph on folder sheet which

will be submitted for a grade.


students that they have fifteen

(15) minutes to complete the

assignment.

The teacher will also ensure that

all of the students understand


questions in the review

intelligently.



instructions so that they can

have the full understanding

of their assignment.

The students will ask any

relevant questions.


will draw his information from

the video clip entitled

Conjunction Junction.


exactly what their assignment

requires them to do as well as

answer any relevant questions.

Teacher will distribute the hard

copy of the assignment to the

students and project it on the

white board.

The teacher will move around

the room to monitor students as

they work.

Students will each receive a

hard copy of the assignment

and begin working.



that he is on task.



expired. Teacher will instruct

students to pass the assignments

to the front of the room.


answer key (the corrected

paragraph) on the whiteboard

and inform them that they did

not have to all use the same

conjunctions.

Students will stop working

and turn in their

assignments.


answers and discuss what

they did.


will share with the class what

he has learned.


CONCLUSION:

Teacher will reiterate main points of lesson.




The lesson went according to plan. I was able to make a smooth transition from the

introduction to the content without any problems. I gave a synopsis of the previous lesson and

inform the students what the expectations were for this one. I allowed a few of the students to

ask any questions they may have had and provided the focus for today. As this was the lesson to

administer the test, I made sure that I had my hard copies in hand well in advance.

The strategy which was implemented came from the skills model in The Teaching of English:

beliefs teachers hold about their subject which emphasizes the acquisition of literacy skills

through drill (Webb, 2007). Students were drilled until there was a level of competency. I

continuously probed them and allowed them to edit a paragraph using different conjunctions.

After I had collected the papers, I allowed them to view the correct answer slide in the power

point presentation. There were some of the students who did not use the same conjunctions as I

had done in the correct answer slide and I could have seen the look of concern in their faces. I

told them that they did not necessarily have to use the same conjunctions as I had done. The

whole idea was to ensure that they are able to use them effectively. This helped to reinforce the

concept. I felt that it was an effective strategy although I had tweaked it a little by integrating

technology. I believe that the lesson was a success.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Types of sentences (based on structure) Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already know the composition of a sentence.


There is a student who is musically gifted.

OBJECTIVES:


5. Discuss the composition of the four kinds of sentences.

6. Construct the four kinds of sentences based on structure.


Lap-top, LCD projector, internet access, speakers, whiteboard

CONTENT:





















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:





will probe students to activate prior knowledge. Teacher will then play a video clip presentation

on the four kinds of sentences based on structure.


Development:


Adaptations for



students to garner

feedback/discussion on the four

kinds of sentences.


students‟ attention towards board

to view a video clip presentation

on sentence structure.


probing students on the

composition of the four kinds of

sentences based on structure and

video clip.

Students will answer



The students will view a

video clip presentation on

sentence structure.


questions and provide

feedback.


musically gifted student a few

questions to activate his prior

knowledge.

This video presentation was

placed in the power-point so

that the student who is

musically gifted can see the

content and hear the audio.


will also answer questions to


Teacher will direct the students‟

attention to another video

presentation based on sentence

structure. The teacher will

Students will view another

video presentation on

sentence structure. They

will also engage in a class

Student will be monitored to



engage in discussion with

students on the presentation.


they will be given a practice

exercise to work on individually.

They are to underline the clause

in each of the following

sentences. Then state whether the

clause is independent or

dependent. They are also to

identify the conjunction

connecting or joining the clauses.


students to complete the practice

and then let them view the

correct answer slide in the

power-point presentation. The

teacher will entertain questions

from the students to clarify any

misconceptions.

discussion.

Students will work

individually on the practice

exercise. The will identify

the independent and

dependent clauses as well

as the conjunctions which

join them.

Students will complete the

practice exercise and then

discuss their answers as

they view the correct

answer slide.



that he is on task.



that he is on task.



that they will be given another

exercise to complete. They are to

work individually to complete

the assignment.

Students will work

individually to complete the

assignment.



that he is on task.

Teacher will discuss the correct

answers with the students and









The student will be probed to

test for understanding.


CONCLUSION: Teacher will reiterate the main points of lesson.


One of the students will represent the class and say what he or she has learned.


Today‟s lesson was successful. I was able to employ a new strategy in my lesson. I

adapted and tweaked the recreational multimedia strategy and integrated it with my power point

presentation. This strategy was taken from The digital literacy debate: an investigation of

digital propensity and information and communication technology (Nasah, Da Costa, Kinsell

and Seok, 2010). This literature discusses and confirms the fact that the average student between

the ages of 8-18 spends 8.5 hours per day using recreational media. I decided to use the

knowledge of this fact to maximize the students‟ time on task to challenge them academically

and stimulate their cognitive skills. By using the on-line sites for the topic and by allowing the

students to view what students from around the world are doing in their English Language

classrooms, the students were able to see that their counterparts around the world are learning the

same concepts using some of the same information and communication technology.

As a result of integrating technology of various forms in my lesson, I observed that there are

no behavioral challenges from my grade twelve students or my grade eleven. The students are

always enthused to come to class as they are actively engaged and immersed. Some of the very

same students who cause serious discipline challenges to my other colleagues work throughout

the lesson without me ever having to raise my voice. If I ever raise my voice level during

instruction time, it is when the students give the correct answer and in my excitement I get

carried away.


I also observed that one of my more reserved students (Amanda- a pseudonym), was able to

complete the on-line assignment and the practice work sheet which I had distributed. Not only

did she complete it ahead of some of the more advanced students, but to my surprise, she was

able to give the correct answers and analysis of the sentences. In this class as with my grade

eleven, whenever a student gives a correct response and analysis, not only do they get a round of

applause but they also get a high-five. The glow on Amanda‟s face said it all- her level of

confidence was growing and her level of enthusiasm in doing the class work was excellent.

I was able to achieve all of my objectives and the students responded very well to the

probing. In fact, the class time went by so quickly, I did not hear the bell and the students were

not even interested in moving. The rapport with the students was excellent. I really believe that

today‟s lesson was one of my best ones ever taught.

I also informed the students that I will email the lesson to their email accounts along with

other hyperlinks that they can work on to receive additional assistance.



SCHOOL OF EDUCATION

LESSON PLAN


Oct, 2010

Topic: Sentence Structure Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already the composition of the four kinds of sentences.





2. Construct effective sentences.


Lap top, LCD projector, internet access, speakers, whiteboard

CONTENT:





















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:








Development:


Adaptations for




questions to solicit feedback on

the video-clip. This will lead to a

discussion.

The teacher will then emphasize

to students the importance of

constructing effective sentences

as it is essential for national

examination purposes and for the

world of work.



an assignment to complete. The

teacher will inform the students

that they are to work on their

own. Teacher will distribute

papers.



teacher about the cartoon

and discuss it.



stresses the importance of

constructing effective

sentences.

Students will work to

complete the class

assignment.


will be monitored by the

teacher asking him a series of

questions also.

The teacher will ensure that

the musically gifted student

understands the instructions

for the assignment.



ensure that he remains on task.




students remain on task and to

monitor their progress.

Teacher will instruct the students

to stop working and to pass all of

the papers to the front of the

room.


correct answers on the

whiteboard using the LCD. The

teacher and students will discuss

the answers.


students that they will participate

in an on-line quiz based on

sentence structure. The teacher

will also give the instructions for

the on-line game.


work quietly on their own.

Students will pass the

assignments to the front of

the room.

Students will share the

answers and discuss.


carefully to the guidelines

for the activity.


on-line game.








student who is musically

gifted a few questions.


will also participate in the on-

line activity.


At the end of the on-line activity,

the teacher will further probe

students to ensure that the

concept is clearly understood.



lesson.

CONCLUSION:



The teacher will select a few of the students to say what they have learned from the lesson.


EVALUATION:

As I began class this morning was mindful of that I needed to wrap this conclude this

concept. I also observed that some of my reserved students are beginning to open up to me in

participating in the class discussions. Today for example, I intentionally selected two students to

read aloud and share their responses to the online questions. One student in particular was able to

discuss intelligently the reason for selecting the correct answers. I commended her for her effort.

It also made some of the students who are usually reserved feel as though they could do the

same. I also received the same confidence as we discussed their writing assignment.

I was able to use the strategy in The digital literacy debate: an investigation of digital

propensity and information and communication technology to design a lesson (Nasah, Da

Costa, Kinsell and Seok, 2010). The research indicated some opponents to information and

communication technology integration claim that students are interested in technology for other

purposes rather than learning. In my lesson, I allowed the class to explore Suite 101 to view what

other students are discussing and sharing with other students about their writing. The students

read all of the comments and we discussed some of the same points which they had posted. I

wanted to totally change the perception of the opponents to ICT integration in lesson planning. In

fact, the students commented that they did not realize that you can actually use a social network

to create a discussion board. It was at this point that I revealed to them that Facebook, Youtube

and MSN Messenger are frequently used as discussion boards as people of all ages, orientation,

and cultures post comments on such social networks and people respond to them. I proved to the

students that they can learn and discuss what they have learned on social networks. I believe that

my lesson was very successful and I was able to complete my objectives.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 1st Nov, 2010

Topic: Types of Writing (Elements) Duration: 110 mins



PRIOR KNOWLEDGE:





1. Identify the types of writing.

2. Discuss the elements of the four kinds of writing.




CONTENT:






You needed me.

You needed me.














You needed me.

You needed me.

You needed me.

You needed me.


INTRODUCTION:







Development:


Adaptations for






















will also participate in

discussion.


will be encouraged to share

his concerns.











Paper 1.












teacher.




being presented.



presentation.



under.



his concerns.




engaged.


expository)



of writing.



writing.


will be asked a series of

questions to ensure that he is

actively engaged.










students instructions for their

digital stories, their group

members and due date for the

assignment.




seven sentences.



Students will listen to the

instructions and ask any

relevant questions. They

will work in their groups for

ten minutes on their digital

stories.


musically student to ensure



will be asked to share his

paragraph with the class.


will be assigned to a group

and his role would be to select

the songs/instrumentals for the

digital story.


CONCLUSION:





Today‟s lesson was exciting as it marked the transition to the final four weeks of my teaching

practice experience. More importantly, it marked the beginning of a new era in education for me

and all of my colleagues who will have the opportunity to view my lessons and use them as

resources to incorporate in their own lessons. Today, my entire lesson was presented digitally.

This was deliberate as I had been preparing for this lesson for quite a while now. I had also

prepared my students for it with the numerous lessons in which I had integrated technology.

As seniors are preparing for BGCSE examinations, I decided to take a new approach to

teaching continuous writing. My new approach was taken from the new literacies in English-

Writing for the Instant Messaging and Text Messaging Generation: using New Literacies to

support Writing Instruction (Sweeny, 2010).This strategy recommends that teachers of English

find new and creative methods to engage students in meaningful learning. It is called digital

storytelling where students are allowed to use the World Wide Web, social networks, blogs,

Microsoft Power Point (2001 or 2010), digital cameras and other communication technologies to

create a digital story. I had a discussion in class on the elements of descriptive and narrative

writing which led to a viewing of the online videos of Thriller and Remember the Time by

Michael Jackson both of which were well received. From the two video clips the students were

able to identify the elements and provide excellent discussion and examples. I was very


impressed with the class because I saw that they were not only interested in the lesson but also

actively participating in the discussions. I then informed them that the two video clips were

excellent examples of digital stories.

I gave the students some tips for their digital stories and demonstrated the effect

manipulation of images in MS Power Point with sounds and other features (including texts) so

that the students could have seen what was expected of them. As they sat in their groups, I

allowed them to discuss their digital stories. For the entire time, the students were immersed in

the lesson and my presentation. The bell went for lunch and some of them still wanted to me

manipulate a few more images with other applications and since they insisted, I felt obliged. This

strategy truly worked. Sweeny stated that this kind of writing instruction allows students to adopt

new problem solving and critical thinking skills. As the students sat in their groups, I observe

them discussing their differences intelligently without any screaming or disrespect. I also

observed them discussing how they were going to make the necessary transitions in their stories.

This was my “Aha” moment. Today, thanks to Sweeny‟s literature, I was able to successfully

achieve my objectives. On a scale from 1 to 10 (1 being lowest and 10 being highest), I would

give this strategy a 10 as it fully supports my research and the other literature review articles that

I have read.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 3rd

Nov, 2010

Topic: Types of Writing- Descriptive & Narrative Duration: 55 mins



PRIOR KNOWLEDGE:

Students should already have some information on the 4 types of writing.



OBJECTIVES:


1. Discuss descriptive writing.

2. Differentiate between descriptive and narrative writing.



Lap top, LCD projector, speakers, white board, internet access

CONTENT:





You needed me.

You needed me.














You needed me.

You needed me.

You needed me.

You needed me.


INTRODUCTION:






watch a video clip on information and communication technology (ICT).

Development:


Adaptations for



in discussion on current trends in

technology and the importance

of using it responsibly while at

the same time ensuring their

safety.

Teacher will probe students with

a series of questions to ensure

that they have reviewed their

notes.

This will lead into a discussion

Students will watch the

video clip on information

and communication

technology. Students will

discuss the responsibilities

of ICT users and their

safety.


questions and discuss.



will also share his views on

ICT‟s and how he uses it.


will respond to questions.


on the kinds of writing with

special emphasis on the

descriptive and narrative writing.


students to sit with their groups

for the remainder of the lesson.

The teacher will allow students

to view several examples of

digital stories from Youtube.com.

elements of the descriptive

and narrative essays.



descriptive and narrative

story.

Students will discuss their

progress on their digital

stories.

Students will view several

examples of digital stories

from Youtube.com.


will share with his group

members some of the sounds

and music he has selected for

the digital story.


students to continue working on

their paragraphs for the digital

stories. He will also give them

some tips for their stories from

MS Power Point and how to

manipulate images.

The teacher will go to each


working on their story

boards and paragraphs.

Students will use some of

the tips for their digital

stories.

Students will share with


will be monitored.



group to ensure that they are on

task and to monitor their

progress.

Students will ask a few of the



teacher any concerns and to

update him on the progress

of the group.


they have learned.

will be monitored.


will also say what he has

learned.

CONCLUSION:

The teacher will reiterate main points of the lesson and encourage them to complete their digital

stories.


Students will say what they have learned from the lesson.


This lesson was not taught due to the fact that Friday, 5th November is C. V. Bethel High

School‟s Talent Day which means that there will be no classes on that day. Hence,

administration decided to run Friday‟s time-table on Wednesday so that the students can gain

some work as they have missed several Fridays for the term. My grade twelve was affected. I

will teach this lesson on Monday, 8th November.

NB: Since I have already covered the content of this lesson in a previous lesson, I will allot

twenty minutes of the class time to allow the students to work on their digital stories.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:

Students should already know some of the elements of the expository style of writing.



OBJECTIVES:


1. Discuss the purpose of expository writing.

2. Discuss examples of expository writing.



Lap top, LCD projector, Internet access, white board, speakers

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:



want to learn and at the same time build confidence in themselves. The teacher will also share a

famous quote with the students about fear. Teacher will then direct the students‟ attention to the

chalk board where they will see the topic and the objectives projected from the LCD. Teacher

will probe students to activate prior knowledge.


Development:


Adaptations for






that they will be introduced to

another kind of writing that is

common on the BGCSE English

Language continuous writing

paper called expository writing.

The teacher will discuss with the

students the definition of

expository writing.


students by asking them to

identify some types of expository

writing.


students to identify some of the

people in our communities who

use expository writing.




attentively.


rapport with the teacher on

the definition of expository

writing.


types of expository writing.


of the people in our

communities who use

expository writing.


will also be probed with a

series of questions.

The student will participate in

the class discussion.


will share his response with

the class.



the class.



students that they will view an

educational slideshow courtesy

of Youtube.com.


students in discussions about the

Youtube presentation.

The teacher will give students set

of topics to peruse and to

determine whether or not they

are expository. The teacher and

students will discuss the topics

and identify them correctly as

expository.

Students will view a

Youtube slideshow and

make mental notes so that

they can participate in the

discussion which will

follow.

Students will either write

expository or other after

viewing the topics.


answers with the class.


will be monitored and

encouraged to share his views

on the elements used in the

slideshow.



the class.

The teacher will then take

students on a virtual tour of some

of the writing websites which

discuss the writing process (in

this case, expository writing).


students that they will now be

given an in class writing

Students will be introduced

to a number of websites

which promote writing and

writing improvement.

Students will imagine that

they are psychologists and

they have a family member



task.



task.


assignment to complete as

practice.


students‟ progress as he moves

around the room.

The teacher will allow some of

the students to share their writing

with the class.


expository writing assignment

with the class which involves

them creating an e-portfolio.

who has been under a lot of

stress recently and may be

considering suicide. They

will write a letter to him or

her identifying the signs of

stress and the advice they

would give.


their writing with the class.

Students will observe

carefully the instructions

and ask any pertinent

questions.


student‟s progress as he moves

around the room.



his response.


will be allowed to share any

concerns which he may have.


to say what they have learned

from the lesson.



lesson.

The student will also share




One of the students will be selected to share what he or she has learned from the lesson.



I enjoyed this lesson. My introduction was very powerful. In fact, I did not expect the

students to be so open and honest about life‟s issues. After we sang the song You needed me by

Anne Murray, I asked the students a very sobering question- what was their deepest fear. Some

of them shared how they were afraid of disappointing their parents, while others expressed the

fear of not knowing what they wanted to do after graduating from high school. Yet, others

expressed that their fear was the uncertainty of not knowing whether they were going to succeed

in life because their teen age lives are laden with so many hurdles. I told them that these were

legitimate reasons for people to have fear. However, I told them that if they work hard enough

and stay focus on the important things in life, they will be able to cast their fears aside and

become productive men and women in society. I also projected the words of Marianne

Williamson- Our Deepest Fear on the whiteboard and read it with as much emphasis as possible.

All of the students wrote the words down without any instructions to do so.

With the motivational song and quote providing the stimulus to learn, I was able to ease into

my series of questions without any issues. The students responded intelligently to the probing

and were able to identify types of expository writing styles. They were also able to identify

people or professionals who use expository writing to convey their messages. The rapport with

the students was excellent as the students were able to discuss the elements of the expository

essay in the video presentation from Youtube.com.

In this particular lesson, I was able to incorporate two strategies from two separate

researchers in one unique blend by tweaking and combing them. First, I hyperlinked a Youtube

video presentation to my MS Power point presentation entitled Shift Happens Educational 2010


with I-Tunes Media. The first strategy was presented in The digital literacy debate: an

investigation of the digital propensity and information and communication technology

(Nassah, Da Costa, Kinsell & Seok, 2010). Then I was able to integrate digital storytelling into

the same Power point presentation using another power point presentation to tell a story by

giving factual information (expository writing). This strategy was presented in Writing for the



I discovered that by incorporating the two strategies together, the students do not view my

English Language lessons as typical classroom lessons, for there is nothing traditional about the

use of multimedia and other technologies. However, by using non- traditional methods to

English Language instruction, my students get a chance to incorporate new skills from their

social networks (I- Tunes, I-Mesh, MS Messenger, Facebook and Tagged) to MS application

software (Power Point). The students became so immersed in the lesson that they did not hear the

bell ring. I didn‟t mind the students working a few minutes into the lunch break because I saw

that they were really interested in learning and completing their digital stories.

In short, I believe that my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:


examinations which includes Expository Writing.



OBJECTIVES:





Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers

CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for



previous lesson by probing the


questions.


elements of the expository essay

and stress the importance of

mastering one of the kinds of

writing as they prepare to sit the

English Language Continuous

Writing paper.

The teacher will then distribute

the class assignment and instruct

the students to move to their

respective groups.

The teacher will project the

assignment on the whiteboard

and discuss the instructions with

the students.






about the elements of

expository writing.

Students will also express

any concerns they have

about their writing.


their assignment sheets and

move to their respective

groups.

Students will follow along

as the teacher explains the

instructions.



will also respond to questions.


will also share his concerns.



that he is on task.


expectations of the students in

each group and what is

acceptable as well as

unacceptable.


expectations.


students that each group will

share two computers.



groups are on task.

The teacher will continue to

move about the room to ensure

that students are actively

engaged in their group

assignment and to render

assistance where necessary.


to state what they have learned

from the lesson.

Students will begin their

search for information on

major Atlantic Hurricanes

Since 1950.

They will ensure that their

group members are

following the instructions

on the handout.


work in their groups as they

gather the information.



lesson.



that he is on task.



that he is on task.


CONCLUSION:





Today‟s lesson was met with several challenges. First, we were informed that school was

being dismissed at twelve noon (12 noon) due to the fact that the Bahamas Union of Teachers

had called a special meeting at the Sir Kendal G. L. Isaacs Gymnasium which was sanctioned by

the Ministry of Education. The meeting was to address the issue of the medical insurance

coverage for the members of the BUT. This meant that today‟s lessons were shortened so that we

could have accommodated four periods of teaching. Secondly, I had already missed instructional

time on Friday of last week (5th November) due to the C. V. Bethel Talent Day extravaganza

which meant that no classes were held. Thirdly, a number of students did not come to school

today because they knew it was a shortened day. For this reason, it did not make any sense in

starting the expository writing assignment.

Consequently, I allowed the students the opportunity to complete their digital stories in

their assigned groups for the duration of the lesson. As this assignment is due next class, it was

important that they had completed it today. The students used their social media tool (Facebook,

MSN Messenger, I-Tunes and I-Mesh. This strategy is supported by Writing for the Instant

Messaging and Text messaging Generation: Using New Literacies to support writing

instruction (Sweeny, 2010). The students really enjoyed this lesson as they were all eager to

exhibit their computer literacy skills.


However, due to the shortened lesson, I had to postpone the expository writing assignment

until next Monday‟s class (15th November). In spite of all the challenges I experienced in the

execution of this lesson, I still believe that meaning learning occurred.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010

Topic: Continuous Writing (Expository) Duration: 110 mins



PRIOR KNOWLEDGE:

Students should already know the four kinds of writing used on the BGCSE English Language

continuous writing paper.



OBJECTIVES:


3. Discuss expository writing.

4. Differentiate between expository and narrative writing.



CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.





from the LCD. Students will watch a video clip from Youtube.com based on the film Coach

Carter.


Development:


Adaptations for





knowledge. This will lead to a

class discussion.

The teacher will then facilitate a

review of the concept expository

writing and discuss the elements.


students to see a detailed MS

Power point presentation on how

to organize an expository essay.

The teacher will also entertain

any questions or concerns which

the students may have.

The teacher will then distribute a

hard copy of the sample

expository essay to the class and

inform then that a copy was also

sent to their Google mail


intelligently to the questions

asked by the teacher and


Students will also engage in

the discussion.

Students will view

presentation as well as

discuss the steps in

expository writing.


questions and concerns with

the teacher.


their copies and begin

reading.

The student will also be asked

a series of questions to keep

him actively engaged in the

lesson.



that he is on task.



that he is on task.


accounts.


students to read the passage and

identify the elements used in the

essay.


in constructing an expository

essay and connect them to the

sample expository essays.


students questions to ensure that

they understand the concept.


to the research assignment that

the students are required to do.

(Assignment sheets will be

distributed to the class.)The

teacher will discuss the


passage and identify the

elements used in the essay.

They will also determine

what type of writing the

passage is.

Students will engage in a

discussion on the

connection of the steps in

the construction of an

expository essay to the

actual examples.


questions posed by the

teacher.


their handouts and engage

in discussions about the

procedure for the research

assignment. The students

will also watch the

The musically gifted will be


on task.


in discussions with the class.


to the questions.



that he is on task.


assignment sheet and model

some of the steps for the

students.



computers and start setting up

the assignment on the Web.


students‟ progress on the

assignment and render assistance

where necessary.


to share what they have learned

from the lesson.

whiteboard as the teacher

demonstrates how some of

the steps are to be done.


computers and start setting

up their assignment on the

web using MS Power point.


intelligently and share what

they have learned.



that he is on task.


will also share what he has


CONCLUSION: The teacher will reiterate the main point of the lesson.





I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamson‟s

“Our Deepest Fear” quote t my class and read it so as to inspire them. Today, I was able to play

this excerpt from the movie Coach Carter as well as the quote “Protecting Your Dreams” from

the movie In Pursuit of Happiness. I wanted to inspire my students to believe in themselves and

in their ability to pass the English Language BGCSE examination. The students shared their

views on the two excerpts which were very enlightening.

Then I did a recap of the lesson which we had started last week on expository writing. The

rapport with the students was excellent. As with my grade eleven class, I was deliberate in my

preparation for this lesson. In fact, this past week end I e-mailed the students examples of

expository essays which they were to review before they came to class. As a result, the class

discussions and analysis were more in-depth and the students were able to get through the

content easily.

I also presented a MS Power-Point presentation on how to write an expository essay and

used one of the sample essays to point out how the steps are applied. The students were actively

engaged in the lesson for the entire class. Then I gave the students the steps for their research

assignments. I demonstrated to the class how to set up the slides for their MS Power Point

presentations and e-portfolios. This strategy was adapted from When cloud computing meets

with Semantic Web: A new design for e-portfolio systems in the social media era (Kim, Ng and

Lim, 2010). As research has revealed, a portfolio is a purposeful collection of students‟ work that

exhibits the students‟ efforts and achievements over time. By creating an e-portfolio, this would

allow students to show their work electronically to their friends or teachers via e-mail. I had to


tweak the strategy a bit due to the fact that our technology infrastructure here in The Bahamas

cannot presently accommodate a full scale e-portfolio system nor is there an adequate financial

investment for it to be implemented.

As I watched the students conduct their research on the World Wide Web and the integration

of the MS software application, I was in awe at the skill level of my grade twelve class. Their

ability to manipulate the graphics as they used the various search engines was captivating. In

fact, the students have to collect the information before they start to write their essays. Many of

the students who may have challenges in editing their work can also learn to edit using MS

PowerPoint as they add the content to their research and essays. I am excited to see the final draft

of the students‟ work.

All in all, I believe my objectives were achieved.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:





OBJECTIVES:


1. Identify the elements of the expository style of writing.




CONTENT:




















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.





from the LCD.


Development:


Adaptations for






about the purpose of the lesson.


students that today‟s lesson will

be directed towards the

completion of their research.


to writing the expository essay.

The teacher will also review the

steps to the research assignment

with the students.

The teacher will address any

concerns or questions that the

students may have.

The teacher will instruct students

to log on to the computers and to


probes intelligently.


attentively to the parameters

for today‟s lesson.


the steps to writing the

expository essay.

The students will review the

steps to the research

assignment.

The students will share any

concerns or questions which

they have.

The students will log on to

the computers and continue


will also be probed with a

series of questions.


will also actively engage in

discussions.


will also share his questions

and concerns.


continue working on their

research.


students that he will come to

each one of them to get a

progress report.


share what they have learned

from the lesson.

working on their research

assignments.

The students will appraise

the teacher on the progress

of their research as they

work quietly.



lesson.



that he is on task.


will also share what he has

learned.

CONCLUSION:



One of the students will be selected to share what or she has learned from the lesson.



The students were really engaged in this lesson. From my introduction of the lesson, the

students were able to make the connection to their assignments. I allowed the students to watch a

five (5) minute documentary on hurricanes presented by the National Hurricane Center (NHC)

located in Florida, USA. The students were captivated as they were taken on a journey from how

a hurricane develops, through the hurricane‟s eye wall, and the experiences during and after the

hurricane. For many of the students, many of them are too young to have any serious recollection

or experience into the dangers of being hit by a hurricane. In fact, they admitted that it was a

time for them to have fun as there was no school. However, by allowing them to get a close up

view into the destruction caused by hurricanes, the students will take hurricane preparedness

more seriously and appreciate how fortunate we are not to be experience any major catastrophes

from hurricanes or any other natural disasters. This strategy was adapted from When cloud

computing meets with Semantic Web: A new design for e-portfolio systems in the social media

era (Kim, Ng and Lim, 2010). It allows teachers to create online folders (e-portfolios) which can

be viewed by others. I informed the students that the folder would be sent to their G-mail

account. Moreover, as the five minute presentation was being done, I observed some of the

students writing. Out of curiosity I decided to go to their desks to inquire and much to my

satisfaction, they were jotting some notes down for their expository essays.

After the video presentation, I entertained a few questions and asked the students to share any

concerns they may have regarding the assignment. They said that there were no concerns. I

instructed them to log on to the computers and work on their assignments. I told them that I

would be coming to them to get see how they were progressing on their assignments. I also had

my Master Teacher Mrs. Joan Gibson present with me in the room. Both she and I were in awe


as we witnessed the amount of research and effort that the students were putting into their work.

As this was the first time the students had ever been taught expository writing, it was amazing to

see how they were applying some newly acquired skills to their work. As they were writing the

drafts of their essays, the students were inserting videos and other social media tools into their

work. I was impressed as the students were following the outline to the assignment sheet to

precision. Mrs. Gibson also heard me telling the students that they can email me by this weekend

about any issues or challenges they are having. She inquired about the how I got the students to

email me updates on their progress. I told her how we got started by creating a Google account.

All of the students had to create a G-mail account and subscribe to me at

[email protected]. I told her that I was able to send students the content days before we

meet so that they could become familiar with the content. In that way, the students would not

feel disadvantaged but can actually stay abreast of what was happening in class.

In fact, I have been able to get my students to do work that many other teachers will have

great difficulty doing. I watch some of my students whom many persons would have deemed a

failure, produce quality work unparalleled to anything that they have done in any other subjects.

I know that I have made significant headway in reaching my students.


mailto:[email protected]



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 22nd

Nov, 2010

Topic: Comprehension (Context Clues) Duration: 110 mins



PRIOR KNOWLEDGE:

Students should already know how to use words in context.



OBJECTIVES:


1. Define denotation.

2. Define connotation.

3. Use clues in context to determine meaning.


Lap top, LCD projector, whiteboard, speakers, internet access, hand outs

CONTENT:

Writers often use the connotations of words to suggest meaning. The denotations of a

word are its primary dictionary definitions. The connotations of a word are all the

undertones – the ideas or emotional meanings associated with the word. For example,

proud and arrogant have similar denotations – “having a sense of self-importance” – but


different connotations. Proud can mean having self respect, but arrogant often means

snobbish.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for



to activate the students‟ prior

knowledge.


students to watch a video clip

from Youtube.com entitled

Context Clues. Teacher will lead


the presentation.


students to work along with an

on-line tutor on a practice

exercise on context clues. The

teacher will monitor the students

to ensure that they are on task.

The teacher will discuss context

clues by analyzing a stanza of a

poem entitled Richard Cory by

A. E. Robinson. The teacher will

demonstrate to the students how


intelligently to questions.

Students will view the clip

and engage in discussion.


a tutorial on-line for

practice.

Students will engage in the

reading of a stanza of poem

by A. E. Robinson entitled

Richard Cory. They will use

steps to determine how a

The student will also be

probed so as to engage him

meaningfully.


in the tutorial with the on-line

tutorial.

The student will be engaged

through discussion applying

the steps to the stanza of

poetry.


to use steps to determine how a


connotation contribute to the

meaning in a text.

The teacher will work another

example with the students

entitled Do not go gentle into

that good night by Dylan

Thomas. The teacher will lead in

a discussion and demonstrate

how to analyze the poem to

determine meaning.


students to hear Dylan Thomas

recite his poem, Do not go gentle

into that good night. This will

lead to discussion.

The teacher will then conduct a

quick review of the lesson by

giving the students a test to

check for understanding.


connotation contribute to

the meaning in a text.

Students will apply their


determine the denotation

and connotation of words in

the poem.

The students will follow the

reading of the poem and

engage in a discussion.


questions and respond

orally.

The student will apply his


determine the denotation and

connotation of words in the

poem.

The student will also read the

questions and respond orally.



students that the purpose of the

practice test was to ensure that

they have a good grasp of the

concept before they did the in

class assignment.


test and instruct the students to

place their names on the sheets

and begin working.


room to ensure that the students

are on task.

The students will listen

attentively for the

instructions to begin the

work.



CONCLUSION:






Today‟s lessons were probably my better lessons so far. I left both classes today feeling

literally on top of the world.

As I started my lesson with grade twelve, I tried to hammer home the importance of having

good reading comprehension skills in order to do well on the BGCSE English Language

examination and in practical real life scenarios. After hammering this point home for a few

minutes, I discussed the objectives with the students so that they could have easily related to the

lesson. For some unexplained reason, I had sensed a difference in the students‟ attitude for the

past two weeks. It was a kind of positive energy unmatched with any of the previous lessons

which I had taught. It seemed as if my students were primed for today‟s lesson and I was more

than prepared for the task.

My students were engaged in the lesson from beginning straight to the end. The introduction

captivated the students and the rapport which followed showed that the students were employing

good comprehension and analytical skills. As I explained the concept to the students, their

feedback to the probing questions was superb. In fact, even as they used context clues in the

stanza of the poem to determine the meaning the writer wanted to convey, their insight into the

character Richard Cory got me excited. The students had to give an in-depth analysis of Edward

A. Robinson‟s Richard Cory and Dylan Thomas‟ Do not go gentle into that good night. Again,

the rapport with the students was very enlightening. I also allowed the students to listen the

actual reading of the poem Do not go gentle into that good night by the poet himself. I

introduced the students to the poetry organization which I am a member of called American


Poets.org. At the site, the students could find dozens of actual recordings form famous writers in

their own words.

I further cemented the concept by giving the students an on-line context clues quiz. Once I

had collected their papers, I reviewed the answers with them and based on their response, they

did extremely well. This strategy was adapted from Redesigning the Basics: Tennessee’s

community colleges use of technology to change their approach to developmental reading and

math (Mills, 2010). The strategy allows students to work at their own pace whether it is in a

traditional classroom setting or in the confines of their homes. The aim is still the same- that is to

assist the students improve their reading comprehension skills. I also made it convenient for the

students by emailing the reading comprehension websites to their Google mail accounts from the

weekend so that they could have had some practice before they came to today‟s class.

Additionally, what was so special about today‟s class was that at the end of my lesson one of

my students, Sharone (a pseudonym) said to me that she really enjoyed the lesson and that she

had learned a lot. Knowing Sharone, she has indeed made huge strides in attempting to stay

focus on her studies as she has been hit with multiple challenges in her personal life- tragedy

after tragedy. Sometimes during the lessons, she would appear blank or withdrawn. Even in her

daze I would call her name a few times and engage her. However, today, she was alert and made

some insightful comments during class. As she informed me that the lesson helped her in

understanding how to apply comprehension skills, I walked away knowing that I had achieved

my objectives.

All in all, this was a successful lesson.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:


1. Define literal.





CONTENT:
















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for














knowledge.








the importance of

developing good












engage him.



engage him.






students.




into a discussion.






from the students.



























figurative.










presentation.









work.



exercise.






working.


assignment.



practice exercise.










This lesson was not taught due to the Thanks Giving Day service which ended in an early

dismissal. It will be taught on Monday, 29th

November, 2010.



SCHOOL OF EDUCATION

LESSON PLAN


Nov, 2010




PRIOR KNOWLEDGE:




OBJECTIVES:


1. Define literal.





CONTENT:
















You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for














knowledge.








the importance of

developing good












engage him.



engage him.






students.




into a discussion.






from the students.



























figurative.










presentation.









work.



exercise.






working.


assignment.



practice exercise.










This lesson was not taught due to the fact that the end of term examinations are set to begin.

Hence, my students had to sit the aural comprehension section of the examination. This lesson

will be taught on Wednesday, 1st December.



SCHOOL OF EDUCATION

LESSON PLAN

Subject: English Language Date: 1st Dec, 2010

Topic: Drawing Conclusions/Making Inferences Duration: 55 mins



PRIOR KNOWLEDGE:

The students should already have some knowledge and experience in drawing conclusions and

making inferences.



OBJECTIVES:


1. Define infer.

2. Discuss drawing conclusions.

3. Make inferences.


Lap top computer, LCD projector, white board, Internet access, speakers

CONTENT:

Drawing conclusions refers to information that is implied or inferred. This means that the

information is never clearly stated. Writers often tell you more than they say directly. They give

you hints or clues that help you "read between the lines." Using these clues to give you a deeper

understanding of your reading is called inferring. When you infer, you go beyond the surface


details to see other meanings that the details suggest or imply (not stated). When the meanings of

words are not stated clearly in the context of the text, they may be implied - that is, suggested or

hinted at. When meanings are implied, you may infer them. You sometimes have to use clues in

the text to help you make infer or draw a conclusion.











You needed me.

You needed me.















You needed me.

You needed me.

You needed me.

You needed me.

INTRODUCTION:







Development:


Adaptations for



hammering the importance of

this concept to the students as it

has been a major challenge to

candidates of the BGCSE

English Language examination

over the years.

The teacher will also discuss

with the students the importance

of having good reading

comprehension skills in order to

master the comprehension paper

of the BGCSE English Language

examination.

The teacher will then probe the


background knowledge of

drawing conclusions and making

inferences. This lead to a


attentively.


attentively and share in the

discussion on the

importance of having good

reading comprehension

skills.


intelligently to probing and


The student will listen

attentively.

Students will listen attentively

and also engage in rapport.


response to the probes.


discussion.


students‟ attention to the white

board where they will see the

notes on drawing conclusions

and making inferences. The

teacher will instruct the students

to only write the parts which are

highlighted as the lesson will be

sent to their G-mail accounts.

The teacher will work a few of

the examples with the students

and solicit feedback from them.


the students to cement the

concept.

Students will write only the

highlighted parts of the

presentation.


the process of analyzing the

examples and provide

feedback to the teacher.



The students will state what


lesson so far.




in the analysis of the examples

and provide feedback.


to the probes.



students that they will have an

exercise to complete in class and

that they must use the same

strategies to the work.


handouts to the students and

instruct them to start working.

The teacher will also project the

work on the whiteboard.



up and collect the papers.


their papers and begin

working on their own.

The students will hand in

the class assignment.



CONCLUSION:

The teacher will re-iterate the main point of the lesson.





This lesson was very exciting. Instead of using the class song to introduce the lesson, I

decided to talk to the students first on the importance of having good comprehension skills. I

gave them a definition of literal and figurative expressions. Then I allowed them to read a

summary of the plot outline and watch the promotional video clip of the powerful movie men

Men of Honor. We discussed some of the issues presented in the plot summary so that they could

have been prepared for full engagement in the lesson. Once I was satisfied that they ready to

engage in the discussion and exercise, I allowed them to watch the theme song for the film Men

of Honor entitled Win by Brian McKnight. We discussed the literal and figurative expressions in

the song and the students had to explain what McKnight meant literally when he used the

figurative expressions. This sparked much rapport and I was particularly impressed with the

students‟ rapport and level of critical thinking. This strategy was adapted from Writing for the



I also shared some of the students‟ digital stories with the class. There was much applause

amongst the students as they marveled at the amount of research and dedication their peers had

put into their work. I must say, this digital story concept can assist students in so many ways.

One of them is helping the students to become familiar with the new literacies and technology

which many of them will not be exposed to in a regular classroom setting. In my school, as in

most public schools, not every student has access to the computer labs or access to the internet.

They must be enrolled into a particular program in order to use the computer labs. In some cases,

many of the students may not have a computer at home either. Hence, by exposing them to the


various technologies, I would have given them opportunities to imagine the impossible and

prepare them for their future roles in society.

As I recapped the main points of the lesson, I knew that I had made a connection with the

students. Every student wanted more examples so I gave them a hand out which I had prepared

and I also told them that in the power point presentation there were many other exercises linked

to it as well as on line resources. I transferred this lesson to the students‟ USB drives and

informed the others that I will email it to their G-mail accounts.



Motivational Quote

“The most beautiful thing in the world is,

precisely, the conjunction of learning and

inspiration. Oh, the passion for research and the joy

of discovery!”

- Wanda Landowska




EQUIPMENT USED

27th

Sept. 2010 English Language Laptop computer, LCD


internet

29th

Sept. 2010 English Language Laptop computer, LCD


internet

4th Oct. 2010 English Language Laptop computer, LCD


internet

13th

Oct. 2010 English Language Laptop computer, LCD


internet

15th



internet

18th



internet

20th



internet

25th



internet

27th



internet




EQUIPMENT USED

29th



internet

1st Nov. 2010 English Language Laptop computer, LCD


internet

3rd

Nov. 2010 English Language Laptop computer, LCD


internet

8th Nov. 2010 English Language Laptop computer, LCD


internet













22nd

Nov. 2010 English Language Laptop computer, LCD










1st Dec. 2010 English Language Laptop computer, LCD



3rd

Dec. 2010 English Language Laptop computer, LCD




Behavior Problem Documentation Sheet

Names Date/Time Place/Room Behavior Disciplinary

Action Taken

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

NIL NIL NIL NIL

cob lesson plans grade 11 edu 420

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