Cob Lesson Plans Grade 11 Edu 420

My Teaching Portfolio
Teacher: Mr. D. Barr ID#: 000-00-6469
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)
Using Technology to Assess Students Cognitive Skills 2
TIME-TABLE
THE COLLEGE OF THE BAHAMAS

THIS TIMETABLE IS FOR OFFICE USE. PLEASE FILL IN CLEARLY.
SCHOOL OF EDUCATION FINAL YEAR TEACHING PRACTICE

THU. FRI.
PERIOD
TIME
MON.
TUE.
WED.
Students Name: Mr. Don B. Barr School: C. V. Bethel Senior High School
9:05-10:00 Gr. 11C1-S1 (Room A8)
10:00-10:55 Break (10:5511:10)
Gr 11C1-S1 (Room A8)
Phone No: 362-0803 (H) 392-9252/3 (W) Principal: Mrs. Eulease Beneby Cob Supervisor: Mrs. Janice Munnings
Gr. 12C-H1 11:10-12:05 (Room B25) Gr. 12C-H1 (Room B25)
Gr. 12C-H1 (Room B25)
Jr/Sr-High/ Secondary: Senior High School Subject(S): English Language Co-Operating Teacher: Mrs. Joan Gibson Grades: 11c1-S1 & 12c-H1 Primary Only:
12:05-1:00 Lunch (1:00-1:45)
1:55-3:00
Gr. 11C1-S1 (Room A8)
Grade: Cooperating Teacher
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
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

Name Grade 27 29 6
October
8 13 20 27
November
1 3 8 12
1.Charlisa Ferguson 2.Lanae Lyles 3.Brittany Ford 4.Alexander Rahming 5.Diego Arnett 6.Duane Grant 7.Torian Gibson 8.Anishka Kemp 9.Ediesha Martin 10.Jasmine Oliver 11.Baricka Rolle 12.Chadeesha Cash 13.Shavayne Mackey 14.Deshea Munroe 15.Veranique Smith 16.Chandler Taylor 17.Anthonique Bowe 11V1 11V1
o o
o o
o o
o o
11V1
11H1
11C1
11S1
11C1
11C1
11S1 11S1 11H1
11V1
11H1
11C1
11H1
11B1
11V1

18.Kamal Murphy 19.Anthony Cargill 20.Walter Young 21.Jacobbi Donaldson 22.Teleesha Ferguson 11B1
o o o
11B1
11V1
11S1
11V1
23.Andrew Smith 24.Shanniece Sawyer 25.Donovan Saunders 26.Wayne Missick 27.Tevin Rolle 28.Giovaughn Wilson 29.Chancely Rolle 30.Chaz Curling 31. James Cox 32. Matthew Griffin 33. Margarita Limage 34. Eugenette Small 11C1
11S1
11C1
11V1
11S1
11H1
11H1
11H1 11H1 11H1
11V1
11H1
November
Name Grade 15 17 22 29 31
December
2 3
1.Charlisa Ferguson 2.Lanae Lyles 3.Brittany Ford 4.Alexander Rahming 5.Diego Arnett 6.Duane Grant 7.Torian Gibson 8.Anishka Kemp 9.Ediesha Martin 10.Jasmine Oliver 11.Baricka Rolle 12.Chadeesha Cash 13.Shavayne Mackey 14.Deshea Munroe 15.Veranique Smith 16.Chandler Taylor 17.Anthonique Bowe 11V1 11V1
o o
11V1
11H1
11C1
11S1
11C1
11C1
11S1 11S1 11H1
11V1
11H1
11C1
11H1
11B1
11V1
18.Kamal Murphy 11B1
19.Anthony Cargill 20.Walter Young 11B1
11V1

21.Jacobbi Donaldson 22.Teleesha Ferguson 11S1
o o o
11V1
23.Andrew Smith 24.Shanniece Sawyer 25.Donovan Saunders 26.Wayne Missick 27.Tevin Rolle 28.Giovaughn Wilson 29.Chancely Rolle 30.Chaz Curling 31. James Cox 32. Matthew Griffin 33. Margarita Limage 34. Eugenette Small 11C1
11S1
11C1
11V1
11S1
11H1
11H1
11H1 11H1 11H1
11V1
11H1
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
Inferences 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
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
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
21.Jacobbi Donaldson
11S1
100
89
78
90
80
50
80
50
22.Teleesha Ferguson
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
80
78
60
80
50
80
50
33. Margarita Limage
11V1
65
70
68
60
50
60
50
34. Eugenette Small
11H1
78
80
88
90
90
90
90
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should know the definition of a sentence and its parts. Date: 27th Sept, 2010 Duration: 55 mins Lesson Number: 1 Ability Range: Mixed
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.
'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 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.
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 The teacher will closely monitor student with ADD to ensure that he is on task by asking him to respond to questions.
Teacher will probe students in order to activate prior knowledge
Students will respond to questions by identifying the
with questions such as to identify two basic parts of a 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. 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. 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 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. 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 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.
Students will identify the subjects in each example displayed on the white board. Students will identify the predicates in the examples. Students will engage in 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.
Students will explain the difference between the subject and predicate. The teacher will closely monitor student with ADD to ensure that he is on task by asking him to respond to questions.
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.
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 work individually on the assignment. Students will discuss each sentence as they analyze
that they are on task.
them.
Teacher and students will discuss Students will say what they 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. 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 34 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. Date: 29th Sept, 2010 Duration: 55 mins Lesson Number: 2 Ability Range: Mixed
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who seems to have the signs of ADD.
OBJECTIVES: 1. Identify subjects and predicates. 2. Distinguish between subject and predicate.
INSTRUCTIONAL RESOURCES: 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 one noun or pronoun (or more) that, when stripped of all the words that modify it, is known as
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. 'Cause I've finally found someone who really cares.
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:
Methods and techniques Student Activities Adaptations for Exceptional Learners Teacher will keep student with ADD engaged by directing questions to him and interact with him through rapport.
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
Students will respond to 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
sentence and what is a compound any misconceptions about subject and compound predicate. the lesson.
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.
Teacher will monitor student to ensure that he is on task.
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. 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.
there will be more discussion where necessary.
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 online class assignment.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: Student with ADD will represent the class and say what he has learned from the lesson. EVALUATION OF 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, 1 st October, 2010.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 34 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. Date: 1 st Oct, 2010 Duration: 55 mins Lesson Number: 3 Ability Range: Mixed
Development:
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 in their books on their own. Students will share their
answers with the class and there will be more discussion where necessary.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: Student with ADD will represent the class and say what he has learned from the lesson.
EVALUATION OF THE LESSON: 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, 4 th October, 2010.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 34 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. Date: 4th Oct, 2010 Duration: 55 mins Lesson Number: 4 Ability Range: Mixed
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. '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.
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:
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 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. 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 will also carefully follow the instructions in order to complete the online class assignment. Teacher will monitor student to ensure that he is on task. Students will agree to cooperate fully to complete this section of the lesson. Students will work in their books on their own. Students will share their answers with the class and there will be more discussion where necessary. Teacher will monitor student to ensure that he is on task.
students to carefully follow the instructions. After the on-line assessment, the teacher will record the grades of the students. Teacher will monitor student to ensure that he is on task.
CONCLUSION: The teacher will reiterate the main points of the lesson.
CULMINATING ACTIVITY: Student with ADD will represent the class and say what he has learned from the lesson.
EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 34 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. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one ADD student who can very easily become distracted. OBJECTIVES: 1. Identify subjects and predicates. 2. Distinguish between subject and predicate. Date: 6th Oct, 2010 Duration: 55 mins Lesson Number: 5 Ability Range: Mixed
INSTRUCTIONAL RESOURCES: 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 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.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners Teacher will probe student with ADD to ensure that he is on task.
sentence and what is a compound any misconceptions about subject and compound predicate. The teacher will give the students a few examples to work to work on. Rapport with students will be encouraged. the lesson. Students will work on the examples and discuss them with the teacher. Teacher will continue to probe student with ADD to ensure that he is on task.
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 in their books on their own. Students will share their The teacher will closely monitor the student with ADD to ensure that he is on task.
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.
Students will complete an assessment form
The ADD student will be closely monitored to ensure
(questionnaire) based on the that he stays on task. class lesson and on-line assignment.
Teacher will ask students to say what they have learned from the lesson.
Students will say what they have learned.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One student will stand and share with the class what he/she has learned from the lesson.
EVALUATION OF 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 teachers work is just as important. My objectives were achieved.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 11C1-S1 No. of Children: 30 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. RECOGNITION OF EXCEPTIONAL LEARNERS: There is a student with ADD. OBJECTIVES: 1. Identify subjects and predicates. 2. Distinguish between subject and predicate. INSTRUCTIONAL RESOURCES: 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 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
Date: 8th Oct, 2010 Duration: 55 mins Lesson Number: 6 Ability Range: Mixed
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:
Methods and techniques Student Activities Adaptations for Exceptional Learners
Teacher will probe students to activate prior knowledge.
Students will respond to questions asked by the teacher.
The teacher will closely student with ADD to ensure that he is on task.
Teacher will have rapport with students as a result of the questions asked.
Students will engage in discussion with teacher based on questions asked.
Teacher will inform the students that this lesson serves as the conclusion to topic- Subject and Predicate.
Teacher will also inform students Students will take the test that during this class period, they will be administered a test. The test will measure the students collective and individual understanding of the topic. during class time. The first part of the test will be online via a hyperlink and the second part will be done on paper.
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 online 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.
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 teacher will closely the test must be done individually for a grade. student with ADD to ensure that he is on task.
The teacher will also clearly state Students will discuss rules 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 will be informed Students will take the test. The teacher will closely student with ADD to ensure that he is on task. with teacher.
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.
Students will say what they have learned from lesson.
CONCLUSION: The teacher will re-iterate the main points of the lesson.
CULMINATING ACTIVITY: Student with ADD will say what he has learned from the lesson.
EVALUATION OF 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 sociotechnological 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 11C1-S1 No. of Children: 30 PRIOR KNOWLEDGE: Students should be able to identify some conjunctions as well as state their roles. RECOGNITION OF EXCEPTIONAL LEARNERS: 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. INSTRUCTIONAL RESOURCES: 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. Date: 11th Oct, 2010 Duration: 55 mins Lesson Number: 6 Ability Range: Mixed
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) 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.
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. 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:
The teacher will probe the students to activate their background knowledge. The teacher will ask students to define the term conjunction.
Students will respond intelligently to the teachers probing. Students will respond by giving the definition of the term conjunction. The hyperlink with the song Conjunction Junction was intentionally place as part of the introduction so that the student with ADD. 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 teacher will then direct the students attention to the powerpoint 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.
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 teacher will ask students to 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. The ADD student will be asked to represent the class by being the press liaison person in sharing what he has learned. The ADD student will be monitored to ensure that he remains on task.
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. The ADD student will be monitored to ensure that he remains on task.
The teacher will lead the class into a discussion on the answers to the passage they have just completed.
Students will join the discussion and share their answers to the passage they have just completed. The ADD student will be monitored to ensure that he remains on task.
The teacher will then confirm the The students will confirm answers by projecting the correct answer slide on the white board. their answers by looking at the correct answer slide projected 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 say what they have learned from the lesson and ask any questions that will assist with their understanding of the lesson.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The ADD student will share with the class what he has learned. EVALUATION OF THE LESSON: Monday, 11th October, 2010 was a public holiday (Discovery Day). The lesson will be taught on Wednesday, 13th October, 2010.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should be able to identify some conjunctions as well as state their roles. RECOGNITION OF EXCEPTIONAL LEARNERS: 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. INSTRUCTIONAL RESOURCES: 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. Date: 13th Oct, 2010 Duration: 55 mins Lesson Number: 7 Ability Range: Mixed
Development:
Students will respond intelligently to the teachers probing. Students will respond by giving the definition of the term conjunction. The hyperlink with the song Conjunction Junction was intentionally place as part of the introduction so that the student with ADD. 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.
Students will make some notes on the types of conjunction. The students will also construct sentences using the different kinds of conjunctions. The ADD student will be asked to represent the class by being the press liaison person in sharing what he has learned. The ADD student will be monitored to ensure that he remains on task.
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. The ADD student will be monitored to ensure that he remains on task.
Students will join the discussion and share their answers to the passage they have just completed. The ADD student will be monitored to ensure that he remains on task.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The ADD student will share with the class what he has learned.
EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should be able to identify some conjunctions as well as state their roles. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student with the signs of ADD. OBJECTIVES: Students will be able to: 1. Identify the kinds of conjunctions. 2. Discuss the purpose for each kind of conjunction. Date: 15th Oct, 2010 Duration: 55 mins Lesson Number: 8 Ability Range: Mixed
INSTRUCTIONAL RESOURCES: Lap-top, LCD projector, internet, speakers 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.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The ADD student will be asked to represent the class by being the press liaison person in sharing what he has learned.
The teacher will ask students questions based on the video clip. This will lead into a discussion. Teacher will further probe students about the content material which was covered in the previous class.
Students will respond to questions. Students will participate in discussion. Students are expected to discuss in detail the three kinds of conjunctions and their functions.
Teacher will give students instructions for the practice
Students will listen attentively for the
passage. The teacher will instruct instructions and observe the students to identify the conjunctions in this passage and then state the function/ role of how the assignment is to be done. The students will identify The teacher will monitor the student with ADD to ensure that he is on task.
the conjunction in each case. The the conjunctions in this teacher will demonstrate to the class how the assignment is to be done. passage and then state the function/ role of the conjunction in each case.
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.
Students will share their response with the class and discuss. Selected students will say what they have learned from the lesson thus far.
Teacher will then inform
Students will complete a
The teacher will monitor the student with ADD to ensure that he is on task.
students that they will complete a quiz based on the content. quiz based on the content. Teacher will discuss answers with students. Students will share their answers with class.
Teacher will inform students that 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. The ADD student will be asked to represent the class by being the press liaison person in sharing what he has learned.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The teacher will replay the Conjunction Junction video-clip for the students to reinforce the content of the lesson. EVALUATION 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Date: 18th Oct, 2010 Duration: 55 mins Lesson Number: 9 Ability Range: Mixed
Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE:
Students should be able to identify some conjunctions as well as state their roles. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student. OBJECTIVES: Students will be able to: 3. Identify the kinds of conjunctions. 4. Discuss the purpose for each kind of conjunction. INSTRUCTIONAL RESOURCES: 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.
Development:
Students will respond intelligently to the teachers probing. Students will respond by giving the definition of the term conjunction. The hyperlink with the song Conjunction Junction was intentionally place as part of the introduction so that the musically gifted could see the 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. content of the lesson played to music so that he could be motivated to create his own using the content.
Students will make some notes on the types of conjunction. The students will also construct sentences using the different kinds of conjunctions. The musically gifted student will be asked to represent the class by being the press liaison person in sharing what he has learned. The musically gifted student will be monitored to ensure that he remains on task.
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. The musically gifted student will be monitored to ensure that he remains on task.
Students will join the discussion and share their answers to the passage they have just completed. The musically gifted student will be monitored to ensure that he remains on task.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The musically gifted student will share with the class what he has learned.
EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know the three kinds of conjunctions, identify examples of each, and as well as state the purpose of each. RECOGNITION OF EXCEPTIONAL LEARNERS: 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. Date: 20th Oct, 2010 Duration: 55 mins Lesson Number: 10 Ability Range: Mixed
INSTRUCTIONAL RESOURCES: Lap top, LCD Projector, internet, whiteboard
Development:
Methods and techniques
Student Activities
Adaptations for Exceptional Learners The ADD student will draw his information from the video clip entitled Conjunction Junction.
Teacher will review with the students the content from the previous lesson by probing them with a series of questions. Teacher will inform the students 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.
Students will listen attentively to the teachers instructions so that they can have the full understanding of their assignment.
The students will ask any relevant questions.
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. The teacher will inform students 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 share their answers and discuss what they did. The ADD student will share with the class what he has learned. Students will stop working and turn in their assignments. Students will each receive a hard copy of the assignment and begin working. The ADD student will be monitored to ensure that he is on task.
CONCLUSION: Teacher will reiterate main points of lesson. CULMINATING ACTIVITY: The student with ADD will share with the class what he has learned. EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of sentences (based on structure) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know the composition of a sentence. RECOGNITION OF EXCEPTIONAL LEARNERS: There is a student with ADD. OBJECTIVES: Students will be able to: 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. Date: 25th Oct, 2010 Duration: 55 mins Lesson Number: 12 Ability Range: Mixed
INSTRUCTIONAL RESOURCES: 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. 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.
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 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:
Methods and techniques Student Activities Adaptations for Exceptional Learners Teacher will also ask the student with ADD a few questions to activate his prior knowledge.
Teacher will continue to probe students to garner feedback/discussion on the four kinds of sentences.
Students will answer questions and engage in rapport with teacher.
The teacher will direct the students attention towards board to view a video clip presentation on sentence structure.
The students will view a video clip presentation on sentence structure.
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 teacher will continue probing students on the composition of the four kinds of sentences based on structure and video clip.
Students will respond to questions and provide feedback. 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.
discussion.
Teacher will inform students that they will be given a practice exercise to work on individually. They are to underline the clause in each of the following
Students will work individually on the practice exercise. The will identify the independent and dependent clauses as well
The ADD student will be monitored to ensure that he is on task.
sentences. Then state whether the as the conjunctions which clause is independent or dependent. They are also to identify the conjunction connecting or joining the clauses. join them.
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.
Students will complete the practice exercise and then discuss their answers as they view the correct answer slide.
The teacher will inform students 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.
Teacher will discuss the correct answers with the students and engage in discussion. Teacher will also ask the students to say what they have learned from the lesson.
Students will engage in rapport with teacher. Students will say what they have learned from lesson.
The student will be probed to test for understanding.
CONCLUSION: Teacher will reiterate the main points of lesson.
CULMINATING ACTIVITY: One of the students will represent the class and say what he or she has learned.
EVALUATION OF THE LESSON: Todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Sentence Structure Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already the composition of the four kinds of sentences. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who appears to have ADD. OBJECTIVES: Students will be able to: 1. Identify the four kinds of sentences based on structure. 2. Construct effective sentences. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, internet access, speakers, whiteboard Date: 27th Oct, 2010 Duration: 55 mins Lesson Number: 14 Ability Range: Mixed
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. 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.
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.
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 chalk board where they will see the topic and the objectives. Teacher 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:
Methods and techniques Student Activities Adaptations for Exceptional Learners The ADD student will be monitored by the teacher asking him a series of questions also.
The teacher will probe the 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. The teacher will then inform 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.
Students will respond to the questions asked by the teacher about the cartoon and discuss it.
Students will listen attentively as the teacher stresses the importance of constructing effective sentences.
The teacher will ensure that the student with ADD understands the instructions for the assignment.
Students will work to complete the class assignment.
Teacher will monitor the student with ADD to ensure that he remains on task.
Teacher will move around the room to ensure that all of the students remain on task and to monitor their progress.
Students will continue to work quietly on their own.
Teacher will instruct the students to stop working and to pass all of the papers to the front of the room. The teacher will then project the correct answers on the whiteboard using the LCD. The teacher and students will discuss the answers.
Students will pass the assignments to the front of the room.
Students will share the answers and discuss.
Teacher will also ask the student with ADD a few questions.
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 listen carefully to the guidelines for the activity. Students will participate in on-line game. 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.
Students will say what they have learned from the lesson.
CULMINATING ACTIVITY: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Sentence Structure (Paragraph) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know this information. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is ADD. OBJECTIVES: Students will be able to: 1. Construct effective sentences in a paragraph. Date: 29th Oct, 2010 Duration: 55 mins Lesson Number: 15 Ability Range: Mixed
INSTRUCTIONAL RESOURCES: Lap top, LCD projector, internet access, flip video, white board, speakers
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. 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.
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.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student with ADD will also participate in discussion.
The teacher will probe students with a series of questions to garner response on the concept.
Students will engage in rapport with the teacher.
The teacher will inform the students that the purpose of todays 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.
Students will listen attentively as the teacher
The student with ADD will be encouraged to share his
review the steps to where he concerns. has brought them today. The students will ask questions and engage in discussions with the teacher.
The teacher will then give the students an outline of the types of writing that they can choose from on the BGCSE English
The students will engage in rapport with the teacher based on the information being presented.
The student with ADD will be encouraged to share his concerns.
Language Continuous Writing Paper 1. The teacher will then discuss with the students what the examiners look for in this continues writing paper. Students will make notes from the power-point presentation. The teacher will monitor the student with ADD to ensure that he is actively engaged.
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) The teacher and students will discuss the elements of each type of writing.
The students will say what category the topics fall under.
Students will list the elements of each kind of writing.
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
The teacher will monitor the student with ADD to ensure that he is actively engaged.
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.
The ADD student will be asked to share his paragraph with the class.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will say what they have learned from the lesson.
EVALUATION OF 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 Blooms 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of Writing (Elements) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know this information. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 2. Identify the types of writing. 3. Discuss the elements of the four kinds of writing. 4. Create a digital story. Date: 1st Nov, 2010 Duration: 55 mins Lesson Number: 16 Ability Range: Mixed
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. 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. 'Cause I've finally found someone who really cares.
Development: Methods and techniques Student Activities Adaptations for Exceptional Learners The student with ADD will also participate in discussion.
The teacher will inform the students that the purpose of todays 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
Students will listen attentively as the teacher
The ADD student will be encouraged to share his
review the steps to where he concerns. has brought them today. The students will ask questions and engage in discussions with the teacher.
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 Language Continuous Writing Paper 1. The teacher will then discuss with the students what the examiners look for in this continues writing paper.
The ADD student will be encouraged to share his concerns.
Students will make notes from the power-point presentation.
The teacher will monitor the student with ADD to ensure that he is actively engaged.
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) The teacher and students will discuss the elements of each type of writing. Students will list the elements of each kind of writing. The ADD student 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 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. The students will share their paragraphs with class. The student will be asked to share his paragraph with the class. The teacher will give the students instructions for their digital stories, their group members and due date for the assignment. Students will listen to the instructions and ask any relevant questions. They The student will be assigned to a group and his role would be to select the Students will write a paragraph on the selected topic using no more than seven sentences. The teacher will monitor the student with ADD to ensure that he is actively engaged.
will work in their groups for songs/instrumentals for the ten minutes on their digital stories. digital story.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will say what they have learned from the lesson. EVALUATION OF THE LESSON: Todays 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 11 th 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 Sweenys 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of Writing- Descriptive & Narrative Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already have some information on the 4 types of writing. Date: 3rd Nov, 2010 Duration: 55 mins Lesson Number: 17 Ability Range: Mixed
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted.
OBJECTIVES: Students will be able to: 1. Discuss descriptive writing. 2. Differentiate between descriptive and narrative writing. 3. Create a digital story.
INSTRUCTIONAL RESOURCES: Lap top, LCD projector, speakers, white board, internet access, Flip Video
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. 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,

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 chalk board where they will see the topic and the objectives. Teacher will probe students to activate prior knowledge. The teacher will then instruct the students to watch a video clip on information and communication technology (ICT).
Development:
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.
Students will watch the video clip on information and communication technology. Students will discuss the responsibilities of ICT users and their safety. The student with ADD will also share his views on ICTs and how he uses it.
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 respond to the questions and discuss.
The student will respond to questions.
Students will discuss the
on the kinds of writing with special emphasis on the descriptive and narrative writing.
elements of the descriptive and narrative essays. Students will discuss the difference between the descriptive and narrative story.
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. 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.
The teacher will instruct the 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.
The ADD student will be monitored.
Students will share with
The ADD student will be
group to ensure that they are on task and to monitor their progress. Students will ask a few of the students to say what they have learned from the lesson.
teacher any concerns and to update him on the progress of the group. The students will say what 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. CULMINATING ACTIVITY: Students will say what they have learned from the lesson.
EVALUATION OF THE LESSON: Todays 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 groups digital story presentation was progressing. She responded that her groups 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 groups 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. Lisas 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 groups 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know some of the elements of the expository style of writing. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 1. Discuss the purpose of expository writing. 2. Discuss examples of expository writing. 3. Construct an expository essay. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, Internet access, white board, speakers Date: 8th Nov, 2010 Duration: 55 mins Lesson Number: 18 Ability Range: Mixed
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. 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. 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.
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. 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:
The teacher will probe the students to activate their background knowledge. The teacher will inform students 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.
Students will respond to questions intelligently. The student with ADD will also be probed with a series of Students will listen attentively. questions.
The students will engage in rapport with the teacher on the definition of expository writing. Students will identify some types of expository writing.
The student will participate in the class discussion.
The student with ADD will share his response with the class.
Students will identify some of the people in our communities who use expository writing.
The student will share his response with the class.
The student will be monitored
The teacher will then inform 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. The teacher will then take
Students will view a Youtube slideshow and make mental notes so that they can participate in the discussion which will follow.
and encouraged to share his views on the elements used in the slideshow.
The student with ADD will share his response with the
Students will either write expository or other after viewing the topics. Students will share their answers with the class.
class.
Students will be introduced The teacher will monitor the student to ensure that he is on task.
students on a virtual tour of some to a number of websites of the writing websites which discuss the writing process (in this case, expository writing). The teacher will then inform the students that they will now be given an in class writing Students will imagine that they are psychologists and they have a family member which promote writing and writing improvement.
The teacher will monitor the student to ensure that he is on task.
assignment to complete as practice. The teacher will monitor the students progress as he moves around the room.
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 teacher will monitor the students progress as he moves around the room.
The teacher will allow some of the students to share their writing with the class.
The students will share their writing with the class.
The student will be encouraged to share his response.
The teacher will discuss the expository writing assignment with the class which involves them creating an e-portfolio. The teacher will ask the students to say what they have learned from the lesson.
Students will observe carefully the instructions and ask any pertinent questions. Students will say what they have learned from the lesson.
The student will be allowed to share any concerns which he may have.
The student will also share what he has learned.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what he or she has learned from the lesson.
EVALUATION OF 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 lifes 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 didnt 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing presented in the BGCSE national examinations which includes Expository Writing. Date: 10th Nov, 2010 Duration: 55 mins Lesson Number: 19 Ability Range: Mixed
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD.
OBJECTIVES: Students will be able to: 1. Discuss the elements of expository writing. 2. Construct an expository essay.
INSTRUCTIONAL RESOURCES: Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers
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. 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. 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.
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 chalk board where they will see the topic and the objectives projected from the LCD. Teacher will probe students to activate prior knowledge.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student with ADD will also respond to questions.
The teacher will review the previous lesson by probing the students with a series of questions. The teacher will discuss the 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. The teacher will discuss the
Students will respond to the questions intelligently.
Students will engage in rapport with the teacher 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.
The student will also share his concerns.
The student will be monitored to ensure that he is on task.
Students will listen

expectations of the students in each group and what is acceptable as well as unacceptable. The teacher will inform the students that each group will share two computers.
attentively to the teachers expectations.
Students will begin their search for information on major Atlantic Hurricanes Since 1950.
The teacher will move about the room to ensure that all of the groups are on task.
They will ensure that their group members are following the instructions on the handout. The student will be monitored to ensure that he is 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. The teacher will ask the students to state what they have learned from the lesson.
Students will continue to work in their groups as they gather the information.
Students will share what they have learned from the lesson.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what he or she has learned. EVALUATION OF THE LESSON: Todays 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 todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing including expository writing. Date: 12th Nov, 2010 Duration: 55 mins Lesson Number: 20 Ability Range: Mixed
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student with ADD. OBJECTIVES: Students will be able to: 1. Construct an expository essay.
INSTRUCTIONAL RESOURCES: Computer lab (A22), lap top, internet access, whiteboard, LCD projector, speakers 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. 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. 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.
Development:
The teacher will probe the students with a series of 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. The teacher will engage students 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 student with ADD will the questions intelligently. also be probed to test for understanding of the concept.
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 student with ADD will be monitored to ensure that he is on task.
The student with ADD will also share his analysis of the elements he found in the expository essay.
The students will get into

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. The teacher will ask the students what they have learned from the lesson.
their groups and log on to the computers.
Students will appraise the teacher of their progress and share any concerns they may have. The students will share what they have learned.
The student with ADD will be monitored to ensure that he is actively engaged.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what he or she has learned.
EVALUATION OF THE LESSON: 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 eportfolios 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 todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Continuous Writing Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know the four kinds of writing used on the BGCSE English Language continuous writing paper. Date: 15th Nov, 2010 Duration: 55 mins Lesson Number: 21 Ability Range: Mixed
OBJECTIVES: Students will be able to: 1. Discuss expository writing. 2. Differentiate between expository and narrative writing.
INSTRUCTIONAL RESOURCES: Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access 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. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
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 chalk board where they will see the topic and the objectives projected from the LCD. Students will watch a video clip from Youtube.com based on the film Coach Carter.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student will also be asked
The teacher will probe the students with a series of 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
Students will respond
intelligently to the questions a series of questions to keep asked by the teacher and engage in discussion. him actively engaged in the lesson.
Students will also engage in the discussion.
Students will view presentation as well as discuss the steps in expository writing. Students will share their questions and concerns with the teacher. The students will receive their copies and begin reading.
accounts. The teacher will instruct the students to read the passage and identify the elements used in the essay. Students will read the passage and identify the elements used in the essay. They will also determine what type of writing the passage is. The teacher will review the steps in constructing an expository essay and connect them to the sample expository essays. Students will engage in a discussion on the connection of the steps in the construction of an expository essay to the actual examples. The teacher will then ask the 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 Students will respond to the questions posed by the teacher. The students will receive their handouts and engage in discussions about the procedure for the research assignment. The students will also watch the The student with ADD will be monitored to ensure that he is on task. The student will also respond to the questions. The student will also engage in discussions with the class. The student with ADD will be monitored to ensure that he is on task.
assignment sheet and model some of the steps for the students. The teacher will instruct the students to log on to the computers and start setting up the assignment on the Web. The teacher will monitor the students progress on the assignment and render assistance where necessary. The teacher will ask the students 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 student with ADD will be monitored to ensure that he is on task.
The students will respond intelligently and share what they have learned.
The student with ADD will also share what he has learned from the lesson.
CONCLUSION: The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned from the lesson.
EVALUATION OF THE LESSON: I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamsons 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 indepth 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing presented in the BGCSE national examination which includes Expository Writing. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 1. Identify the elements of the expository style of writing. 2. Construct an expository essay. INSTRUCTIONAL RESOURCES: Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access 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. 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
Date: 17th Nov, 2010 Duration: 55 mins Lesson Number: 23 Ability Range: Mixed
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 chalk board where they will see the topic and the objectives projected from the LCD.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student with ADD will also be probed with a series of questions. Students will listen attentively to the parameters for todays lesson.
The teacher will probe students with a series of questions to activate their prior knowledge. The teacher will inform students about the purpose of the lesson. The teacher will inform the students that todays lesson will be directed towards the completion of their research. The teacher will review the steps to writing the expository essay.
Students will respond to the probes intelligently.
The students will discuss the steps to writing the expository essay.
The student with ADD will also actively engage in discussions.
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
The students will review the steps to the research assignment. The students will share any The student with ADD will
concerns or questions which also share his questions and they have. The students will log on to the computers and continue
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. The teacher will ask students to 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. Students will share what they have learned from the lesson. The student with ADD will also share what he has learned. The student with ADD will be monitored to ensure that he is on task.
CONCLUSION: The teacher will reiterate the main point of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what or she has learned from the lesson.
EVALUATION OF 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 hurricanes 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 eportfolio 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 masterbarr1@gmail.com. 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Continuous Writing (Expository) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing presented in the BGCSE national examination which includes Expository Writing. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 1. Discuss the elements of expository writing. 2. Construct an expository essay. INSTRUCTIONAL RESOURCES: Computer Lab (A22), lap top computer, LCD projector, white board, speakers, Internet access 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. 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
Date: 19th Nov, 2010 Duration: 55 mins Lesson Number: 24 Ability Range: Mixed
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student with ADD will also be probed with questions.
The teacher will probe students with a series of questions to activate their prior knowledge. The teacher will review the elements of expository writing with the students.
Students will respond intelligently to the series of questions. Students will review the elements of expository writing and engage in discussion.
The student will also engage in the discussion.
The teacher will then transition 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. The teacher will also inform the students that he will be closely monitoring them so that there
Students will listen attentively to their expectations.
The student will ask questions or share any concerns about the assignment.
Students will log on to the computers, go to the website and begin working quietly.
They student will be monitored to ensure that he is on task.
would be no communication with other students. The teacher will instruct the students to log on to the computer and go to the website projected on the whiteboard using the LCD and begin working. The teacher will inform the students that they are will be given 30 minutes to work on the online comprehension test. Teacher will inform the students when the allotted time has expired and instruct them to log off of the computers. Students will log off of the computers. Students will continue working on the online comprehension test. They student will be monitored to ensure that he is on task. Students will go to the website and begin working quietly at their own pace. They student will be monitored to ensure that he is on task.
CONCLUSION: The teacher will reiterate main point of the lesson. CULMINATING ACTIVITY: One of the students will share what he or she has learned from the lesson.
EVALUATION OF THE LESSON: Todays 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: Tennessees 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 wont 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Comprehension (Context Clues) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know how to use words in context. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 1. Define denotation. 2. Define connotation. 3. Use clues in context to determine meaning. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, whiteboard, speakers, internet access, hand outs CONTENT:
Date: 22nd Nov, 2010 Duration: 55 mins Lesson Number: 25 Ability Range: Mixed
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. 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.
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 chalk board where they will see the topic and the objectives projected from the LCD. The teacher will then express to the students the importance of todays lesson.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student will also be probed so as to engage him meaningfully. Students will view the clip and engage in discussion.
The teacher will probe students to activate the students prior knowledge. The teacher will then allow the students to watch a video clip from Youtube.com entitled Context Clues. Teacher will lead students in a discussion based on the presentation. The teacher will then allow the 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
Students will respond intelligently to questions.
The students will engage in a tutorial on-line for practice.
The student will also engage in the tutorial with the on-line tutorial.
Students will engage in the reading of a stanza of poem by A. E. Robinson entitled
The student will be engaged through discussion applying the steps to the stanza of
Richard Cory. They will use poetry. steps to determine how a

to use steps to determine how a words 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. The teacher will allow the 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.
words denotation and 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 student will apply his 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. The students will read the questions and respond orally. The student will also read the questions and respond orally.
The teacher will inform the 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. The teacher will move about the room to ensure that the students are on task.
The students will listen attentively for the instructions to begin the work. The student will be monitored to ensure that he is on task.
CONCLUSION: The teacher will reiterate the main point of the lesson. CULMINATING ACTIVITY: The students will share what they have learned from the lesson.
EVALUATION OF THE LESSON: Todays 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 todays 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. Robinsons 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 poets 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: Tennessees 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 todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Comprehension (Literal & Figurative Expressions) Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: Students should already know the meanings of these terms. Date: 24th Nov, 2010 Duration: 55 mins Lesson Number: 26 Ability Range: Mixed
OBJECTIVES: Students will be able to: 1. Define literal. 2. Differentiate between literal and figurative. 3. Apply these terms to sentences.
INSTRUCTIONAL RESOURCES: 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).
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.
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 chalk board where they will see the topic and the objectives projected from the LCD. The teacher will then express to the students the importance of todays lesson.
Development:
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.
Students will listen attentive The student will be monitored as the teacher elaborates on the importance of developing good comprehension skills. to ensure that he is engaged.
The teacher will probe the students with a series of questions to activate their prior knowledge. The teacher will then ask the students to explain the term literal and to provide examples. This will lead into a discussion.
The students will respond intelligently to the probes.
The students will also be asked a few questions to engage him.
The students will explain the term literal and provide examples and discuss.
The teacher will provide a
The students will engage in

definition of the term literal and provide examples. The teacher will discuss each of the examples and entertain feedback from the students. The teacher will ask the students to define the term figurative and provide examples. This will lead into a discussion.
rapport with the teacher.
The students will define the term figurative and provide examples. They will also discuss their examples.
The student will also engage in the class discussion.
The teacher will provide a definition of the term figurative and provide examples. The teacher will discuss each of the examples and entertain feedback from the students. The teacher will engage the 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 engage in rapport with the teacher.
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.
The student will be monitored to ensure that he is engaged.
figurative. The teacher will engage the students in a discussion based on the practice exercise. The students will share their responses to the practice exercise. The student will also share in the discussion based on the practice exercise.
The teacher will allow the 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. The teacher will inform the students that they will be given an in class assignment. He will explain the assignment and distribute handouts. The teacher will inform the
The students will watch the video presentation and engage in discussion.
The student will be monitored to ensure that he is on task and engaged in the discussion.
The students will receive their handouts and begin working.
The students will turn in the
students when the allotted time is assignment. up and collect the students work.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will be taught on Monday, 29th November.
CONTENT:
Development:

CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: This lesson was not taught due to the C. V. Bethel Thanks Giving Day ceremony. The lesson will be taught on Monday, 29th November.
CONTENT:
Development:

CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: This lesson was not taught today due to the fact that I did not see my class on Wednesday, 24 th 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.
CONTENT:
Development:

CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: 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 Jacksons 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 Amares 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 Amares spirit may have been dampened when class was over due to his mothers 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Drawing Conclusions/Making Inferences Class: 11C1-S1 No. of Children: 34 PRIOR KNOWLEDGE: The students should already have some knowledge and experience in drawing conclusions and making inferences. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who has ADD. OBJECTIVES: Students will be able to: 1. Define infer. 2. Discuss drawing conclusions. 3. Make inferences. INSTRUCTIONAL RESOURCES: 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
Date: 1st Dec, 2010 Duration: 55 mins Lesson Number: 29 Ability Range: Mixed
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. 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.
Development:
Student Activities
Adaptations for Exceptional Learners The student will listen attentively.
The teacher will continue 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 students to activate their background knowledge of drawing conclusions and making inferences. This lead to a
Students will listen attentively.
Students will listen attentively and share in the discussion on the importance of having good reading comprehension skills.
Students will listen attentively and also engage in rapport.
Students will respond intelligently to probing and engage in discussion.
The student will also share his response to the probes.
discussion. The teacher will direct the 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. Students will write only the highlighted parts of the presentation. The student will be monitored to ensure that he is on task.
The teacher will work a few of the examples with the students and solicit feedback from them.
The students will engage in the process of analyzing the examples and provide feedback to the teacher.
The student will also engage in the analysis of the examples and provide feedback.
The teacher will further probe the students to cement the concept.
The students will respond intelligently to the probes. The students will state what they have learned from the lesson so far.
The student will also respond to the probes.
The teacher will then inform the students that they will have an exercise to complete in class and that they must use the same strategies to the work. The teacher will distribute the handouts to the students and instruct them to start working. The teacher will also project the work on the whiteboard. The students will receive their papers and begin working on their own. The student will be monitored to ensure that he is on task.
The teacher will inform the
The students will hand in
students when the allotted time is the class assignment. up and collect the papers.
CONCLUSION: The teacher will re-iterate the main point of the lesson.
CULMINATING ACTIVITY: The students will say what they have learned from the lesson.
EVALUATION 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 childrens 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. All in all, my objectives were achieved.
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 27th Sept. 2010 SUBJECT TECHNOLOGICAL EQUIPMENT USED Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet, camcorder Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet
English Language
29th Sept. 2010
English Language
4th Oct. 2010
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6th Oct. 2010
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8th Oct. 2010
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13th Oct. 2010
English Language
15th Oct. 2010
English Language
18th Oct. 2010
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20th Oct. 2010
English Language
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM DATE 22nd Oct. 2010 SUBJECT TECHNOLOGICAL EQUIPMENT USED Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet Lap top computer, LCD projector, C/D and player, internet, Computer Lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22)
English Language
25th Oct. 2010
English Language
27th Oct. 2010
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29th Oct. 2010
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1st Nov. 2010
English Language
3rd Nov. 2010
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8th Nov. 2010
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10th Nov. 2010
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12th Nov. 2010
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15th Nov. 2010
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Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22) Lap top computer, LCD projector, C/D and player, internet, computer lab (A22)
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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 selfesteem. 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
Students 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
5.Lavondia Rolle
12V1
6.Florniqua Francis
12H
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
16. Ronald Woodside
12C1
Grade 12C-H1 Register English Language
November
Students Name Grade 1st 3rd 8th 10th 15th 17th
December
22nd 29th 1st
1.Ashton Cox
12H
o o
2.Aaron Hanna
12H1
3.Kevin Wilkinson
12H
4.Devette Neely
12V
5.Lavondia Rolle
12V1
6.Florniqua Francis
12H
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
16. Ronald Woodside
12C1
Grade 12C-H1 Mark Book English Language
Students Name
Grade
Subject and Predicate
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
8 Oct
th
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 4.Devette Neely 5.Lavondia Rolle 6.Florniqua Francis 7.Terrance Arnett 8.Carlon Knowles 9.Bursel Gibson 10.Barrise Dorsette 11.Tyrone Williams
12H
94
80
78
75
90
80
75
70
12V
100
89
88
80
90
80
80
70
12V1
94
78
88
80
90
90
80
80
12H
94
12H
94
78
78
78
78
50
12C
100
89
78
75
80
80
75
70
12C
40
78
68
75
70
80
75
70
12H
100
90
80
80
80
80
80
70
12H1
67
60
56
80
70
60
80
60
12.Ashley Wright
12C1
67
60
70
80
80
60
80
60
13.Nelta Charles 14.Rashan Thurston 15. Temar Davis 16. Ronald Woodside
12H1
67
60
56
75
80
70
75
60
12B1
67
80
78
80
90
80
80
70
12H
100
100
90
80
100
90
80
70
12C1
48
65
56
75
80
60
75
50
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 12C-H1 No. of Children: 17 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. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 4. Define subject and predicate. 5. Identify subject and predicate. Date: 27th Sept, 2010 Duration: 110 mins Lesson Number: 1 Ability Range: Low
6. 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.
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
Students will respond to questions by identifying the
with questions such as to identify two basic parts of a 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. Teacher will further probe students to assess how much of 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 Students will read the content that is projected on
sentence.
Students will engage in rapport with teacher based on probing.
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. 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.
the white board. Students will provide evidence that they can identify the subject and predicate of a sentence. Students will identify the subjects in each example displayed on the white board. Students will identify the predicates in the examples. Students will engage in 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 difference between the subject and predicate.
The students will identify the complete and simple
the complete and simple subject and complete and simple predicate.
subject and complete and simple predicate in the sentences displayed on the whiteboard.
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 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 and teacher will discuss the examples in detail. Students will work individually on the assignment. The musically gifted student will be allowed to rap or compose a song about the lesson.
Students will discuss each sentence as they analyze 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 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Subject and Predicate Class: 12C-H1 No. of Children: 17 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. Date: 29th Sept, 2010 Duration: 55 mins Lesson Number: 2 Ability Range: Low
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student who can very easily become distracted.
OBJECTIVES: Students will be able to: 3. Identify subjects and predicates. 4. Distinguish between subject and predicate. INSTRUCTIONAL RESOURCES: Lap top computer, LCD projector, white board, internet, speakers
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.
Development:
sentence and what is a compound any misconceptions about subject and compound predicate. The teacher will give the students a few examples to work to work on. Rapport with students will be encouraged. the lesson. Students will work on the examples and discuss them with the teacher. The musically gifted student will be closely monitored to ensure that he stays on task. 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 in their books on their own. Students will share their
The musically gifted student will be closely monitored to ensure that he stays on task.
The musically gifted student will be closely monitored to
(questionnaire) based on the ensure that he stays on task. class lesson and on-line assignment.
CULMINATING ACTIVITY: Students lead by the musically gifted student, will perform a rap about the lesson.
EVALUATION OF 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Class: 12C-H1 No. of Children: 17 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. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student who can very easily become distracted. OBJECTIVES: 3. Identify subjects and predicates. 4. Distinguish between subject and predicate. INSTRUCTIONAL RESOURCES: 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 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
Date: 4th Oct, 2010 Duration: 110 mins Lesson Number: 3 Ability Range: Low
Development:
sentence and what is a compound any misconceptions about subject and compound predicate. The teacher will give the students a few examples to work to work on. Rapport with students will be encouraged. the lesson. Students will work on the examples and discuss them with the teacher. The musically gifted student will be closely monitored to ensure that he stays on task. 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 in their books on their own. Students will share their
The musically gifted student will be closely monitored to ensure that he stays on task.
The musically gifted student will be closely monitored to
(questionnaire) based on the ensure that he stays on task. class lesson and on-line assignment.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: Students lead by the musically gifted student, will perform a rap about the lesson. EVALUATION OF THE LESSON: Todays 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 lessons 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Class: 12C-H1 No. of Children: 17 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. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student who can very easily become distracted. OBJECTIVES: 1. Identify subjects and predicates. 2. Distinguish between subject and predicate. INSTRUCTIONAL RESOURCES: 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 Date: 6th Oct, 2010 Duration: 55 mins Lesson Number: 4 Ability Range: Low
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.
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:
Teacher will probe students to activate prior knowledge.
Students will respond to questions asked by the teacher.
Teacher will monitor musically gifted student by asking him questions to ensure that he is on task.
Teacher will have rapport with students as a result of the questions asked.
Students will engage in discussion with teacher based on questions asked.
Teacher will inform the students that this lesson serves as the conclusion to topic- Subject and Predicate.
Teacher will also inform students Students will take the test that during this class period, they will be administered a test. The test will measure the students collective and individual understanding of the topic. during class time. The first part of the test will be online via a hyperlink and the second part will be done on paper. Teacher will monitor musically gifted student to ensure 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 online 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.
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.
Teacher will monitor musically gifted student to ensure that he is on task.
The teacher will also clearly state Students will discuss rules 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 will be informed Students will take the test. with teacher.
Teacher will monitor musically gifted student to ensure 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.
Students will say what they have learned from lesson.
CONCLUSION: Teacher will review the main points of the lesson. CULMINATING ACTIVITY: The musically gifted student will perform a rap of the main points of lesson.
EVALUATION OF THE 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE: Students should be able to identify some conjunctions as well as state their roles. Date: 11th Oct, 2010 Duration: 110 mins Lesson Number: 5 Ability Range: Low
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student.
OBJECTIVES: Students will be able to: 1. Identify the kinds of conjunctions. 2. Discuss the purpose for each kind of conjunction.
INSTRUCTIONAL RESOURCES: Laptop computer, LCD projector, C/D and player, internet
Development:
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The musically gifted student will share with the class what he has learned. EVALUATION OF THE LESSON: Monday, 11th October, 2010 was a public holiday (Discovery Day). The lesson will be taught on Wednesday, 13th October, 2010.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Date: 13th Oct, 2010 Duration: 55 mins Lesson Number: 6 Ability Range: Low
Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE:
Development:
EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Date: 18th Oct, 2010 Duration: 55 mins Lesson Number: 7 Ability Range: Low
Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE:
Development:
EVALUATION OF THE LESSON: Todays lesson was indeed exciting and I was well prepared to correct the minor issues which I had experienced during last weeks lesson. I went to class early to ensure that the issues were resolved as well as completely set up the technology for todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Conjunctions Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE: Students should already know the three kinds of conjunctions, identify examples of each, and as well as state the purpose of each. RECOGNITION OF EXCEPTIONAL LEARNERS: 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. Date: 20th Oct, 2010 Duration: 55 mins Lesson Number: 8 Ability Range: Low
INSTRUCTIONAL RESOURCES: Lap top, LCD Projector, internet, whiteboard
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The musically gifted student will draw his information from the video clip entitled Conjunction Junction.
Teacher will review with the students the content from the previous lesson by probing them with a series of questions. Teacher will inform the students 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 all of the students understand
Students will respond to the questions in the review intelligently.
Students will listen attentively to the teachers instructions so that they can have the full understanding of their assignment.
The students will ask any relevant questions.
exactly what their assignment requires them to do as well as answer any relevant questions. Students will each receive a 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. The teacher will inform students 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 share their answers and discuss what they did. The musically gifted student will share with the class what he has learned. Students will stop working and turn in their assignments. hard copy of the assignment and begin working. The musically gifted student will be monitored to ensure that he is on task.
CONCLUSION: Teacher will reiterate main points of lesson. CULMINATING ACTIVITY: The musically gifted student will share with the class what he has learned.
EVALUATION OF THE 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of sentences (based on structure) Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE: Students should already know the composition of a sentence. RECOGNITION OF EXCEPTIONAL LEARNERS: There is a student who is musically gifted. OBJECTIVES: 4. Identify the four kinds of sentences based on structure. 5. Discuss the composition of the four kinds of sentences. 6. Construct the four kinds of sentences based on structure. Date: 25th Oct, 2010 Duration: 55 mins Lesson Number: 9 Ability Range: Low
INSTRUCTIONAL RESOURCES: 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. 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.
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 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:
Methods and techniques Student Activities Adaptations for Exceptional Learners Teacher will also ask the musically gifted student a few questions to activate his prior knowledge.
Teacher will continue to probe students to garner feedback/discussion on the four kinds of sentences.
Students will answer questions and engage in rapport with teacher.
The teacher will direct the students attention towards board to view a video clip presentation on sentence structure.
The students will view a video clip presentation on sentence structure.
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.
The teacher will continue probing students on the composition of the four kinds of sentences based on structure and video clip.
Students will respond to questions and provide feedback. The musically gifted student 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.
discussion.
Teacher will inform students that they will be given a practice exercise to work on individually. They are to underline the clause in each of the following
Students will work individually on the practice exercise. The will identify the independent and dependent clauses as well
The musically gifted student will be monitored to ensure that he is on task.
sentences. Then state whether the as the conjunctions which clause is independent or dependent. They are also to identify the conjunction connecting or joining the clauses. join them.
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.
Students will complete the practice exercise and then discuss their answers as they view the correct answer slide.
The teacher will inform students 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.
Teacher will discuss the correct answers with the students and engage in discussion. Teacher will also ask the students to say what they have learned from the lesson.
Students will engage in rapport with teacher. Students will say what they have learned from lesson.
The student will be probed to test for understanding.
CONCLUSION: Teacher will reiterate the main points of lesson. CULMINATING ACTIVITY: One of the students will represent the class and say what he or she has learned. EVALUATION OF THE LESSON: Todays 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 Amandas 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 todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Sentence Structure Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE: Students should already the composition of the four kinds of sentences. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 1. Identify the four kinds of sentences based on structure. 2. Construct effective sentences. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, internet access, speakers, whiteboard Date: 27th Oct, 2010 Duration: 55 mins Lesson Number: 10 Ability Range: Low
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. 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.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The musically gifted student will be monitored by the teacher asking him a series of questions also.
The teacher will probe the 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
Students will respond to the questions asked by the teacher about the cartoon and discuss it.
Students will listen attentively as the teacher stresses the importance of constructing effective
The teacher will ensure that the musically gifted student understands the instructions for the assignment.
examination purposes and for the sentences. world of work. The teacher will then inform 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. Students will work to complete the class assignment. Teacher will monitor the musically gifted student to ensure that he remains on task.
Teacher will move around the room to ensure that all of the students remain on task and to monitor their progress.
Students will continue to work quietly on their own.
Teacher will monitor the musically gifted student to ensure that he remains on task.
Teacher will instruct the students to stop working and to pass all of the papers to the front of the room. The teacher will then project the correct answers on the whiteboard using the LCD. The teacher and students will discuss the answers.
Students will pass the assignments to the front of the room.
Teacher will monitor the musically gifted student to ensure that he remains on task.
Students will share the answers and discuss.
Teacher will also ask the student who is musically gifted a few questions.
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 listen carefully to the guidelines for the activity. Students will participate in on-line game.
The musically gifted student will also participate in the online activity.
At the end of the on-line activity, the teacher will further probe students to ensure that the concept is clearly understood.
Students will say what they have learned from the lesson.
CULMINATING ACTIVITY: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of Writing (Elements) Class: 12C-H1 No. of Children: 17 PRIOR KNOWLEDGE: Students should already know this information. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 1. Identify the types of writing. 2. Discuss the elements of the four kinds of writing. 3. Create a digital story. Date: 1st Nov, 2010 Duration: 110 mins Lesson Number: 11 Ability Range: Low
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. 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,

Development: Methods and techniques Student Activities Adaptations for Exceptional Learners The musically gifted student will also participate in discussion.
The teacher will inform the students that the purpose of todays 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
Students will listen attentively as the teacher The musically gifted student
review the steps to where he will be encouraged to share has brought them today. The students will ask questions and engage in discussions with the his concerns.
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 Language Continuous Writing Paper 1. The teacher will then discuss with the students what the examiners look for in this continues writing paper.
teacher.
The musically gifted student will be encouraged to share his concerns.
Students will make notes from the power-point presentation.
The teacher will monitor the musically gifted student to ensure that he is actively engaged.
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) The teacher and students will discuss the elements of each type of writing. Students will list the elements of each kind of writing. The musically gifted student 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 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.
Students will write a paragraph on the selected topic using no more than seven sentences.
The teacher will monitor the musically student to ensure that he is actively engaged.
The students will share their paragraphs with class.
The musically gifted student will be asked to share his paragraph with the class.
The teacher will give the students instructions for their digital stories, their group members and due date for the assignment.
Students will listen to the instructions and ask any relevant questions. They
The musically gifted student will be assigned to a group and his role would be to select
will work in their groups for the songs/instrumentals for the ten minutes on their digital stories. digital story.
CULMINATING ACTIVITY: The students will say what they have learned from the lesson. EVALUATION OF THE LESSON: Todays 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 EnglishWriting 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 Sweenys 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Types of Writing- Descriptive & Narrative Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already have some information on the 4 types of writing. Date: 3rd Nov, 2010 Duration: 55 mins Lesson Number: 12 Ability Range: Low
OBJECTIVES: Students will be able to: 1. Discuss descriptive writing. 2. Differentiate between descriptive and narrative writing. 3. Create a digital story.
INSTRUCTIONAL RESOURCES: Lap top, LCD projector, speakers, white board, internet access
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. 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,

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 chalk board where they will see the topic and the objectives. Teacher will probe students to activate prior knowledge. The teacher will then instruct the students to watch a video clip on information and communication technology (ICT).
Development:
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.
Students will watch the video clip on information and communication technology. Students will discuss the responsibilities of ICT users and their safety. The musically gifted student will also share his views on ICTs and how he uses it.
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 respond to the questions and discuss.
The musically gifted student will respond to questions.
Students will discuss the
on the kinds of writing with special emphasis on the descriptive and narrative writing.
elements of the descriptive and narrative essays. Students will discuss the difference between the descriptive and narrative story.
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. Students will discuss their progress on their digital stories. Students will view several examples of digital stories from Youtube.com.
The musically gifted student will share with his group members some of the sounds and music he has selected for the digital story.
The teacher will instruct the 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.
The musically gifted student will be monitored.
Students will share with
The musically gifted student
group to ensure that they are on task and to monitor their progress. Students will ask a few of the students to say what they have learned from the lesson.
teacher any concerns and to update him on the progress of the group. The students will say what they have learned.
will be monitored.
The musically gifted 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. CULMINATING ACTIVITY: Students will say what they have learned from the lesson.
EVALUATION OF THE LESSON: This lesson was not taught due to the fact that Friday, 5 th November is C. V. Bethel High Schools Talent Day which means that there will be no classes on that day. Hence, administration decided to run Fridays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know some of the elements of the expository style of writing. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student. OBJECTIVES: Students will be able to: 1. Discuss the purpose of expository writing. 2. Discuss examples of expository writing. 3. Construct an expository essay. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, Internet access, white board, speakers Date: 8th Nov, 2010 Duration: 110 mins Lesson Number: 13 Ability Range: Low
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. 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
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. 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:
The teacher will probe the students to activate their background knowledge. The teacher will inform students 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.
Students will respond to questions intelligently. The musically gifted student will also be probed with a Students will listen attentively. series of questions.
The students will engage in rapport with the teacher on the definition of expository writing. Students will identify some types of expository writing.
The student will participate in the class discussion.
The musically gifted student will share his response with the class.
Students will identify some of the people in our communities who use expository writing.
The teacher will then inform 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. The teacher will then take
Students will view a Youtube slideshow and make mental notes so that they can participate in the discussion which will follow.
The musically gifted student will be monitored and encouraged to share his views on the elements used in the slideshow.
Students will either write expository or other after viewing the topics. Students will share their answers with the class.
Students will be introduced The teacher will monitor the student to ensure that he is on task.
students on a virtual tour of some to a number of websites of the writing websites which discuss the writing process (in this case, expository writing). The teacher will then inform the students that they will now be given an in class writing Students will imagine that they are psychologists and they have a family member which promote writing and writing improvement.
The teacher will monitor the student to ensure that he is on task.
assignment to complete as practice. The teacher will monitor the students progress as he moves around the room.
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 teacher will monitor the students progress as he moves around the room.
The teacher will allow some of the students to share their writing with the class.
The students will share their writing with the class.
The musically gifted student will be encouraged to share his response.
The teacher will discuss the expository writing assignment with the class which involves them creating an e-portfolio. The teacher will ask the students to say what they have learned from the lesson.
Students will observe carefully the instructions and ask any pertinent questions. Students will say what they have learned from the lesson.
The musically gifted student will be allowed to share any concerns which he may have.
The student will also share what he has learned.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what he or she has learned from the lesson.
EVALUATION OF 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 lifes 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 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 didnt 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing presented in the BGCSE national examinations which includes Expository Writing. Date: 10th Nov, 2010 Duration: 55 mins Lesson Number: 14 Ability Range: Low
RECOGNITION OF EXCEPTIONAL LEARNERS: There is one musically gifted student.
OBJECTIVES: Students will be able to: 1. Discuss the elements of expository writing. 2. Construct an expository essay.
INSTRUCTIONAL RESOURCES: Lap top, LCD Projector, computer lab (A22), internet access, whiteboard, speakers
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. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The musically gifted student will also respond to questions.
The teacher will review the previous lesson by probing the students with a series of questions. The teacher will discuss the 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. The teacher will discuss the
Students will respond to the questions intelligently.
Students will engage in rapport with the teacher 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.
The musically gifted student will also share his concerns.
Students will listen

expectations of the students in each group and what is acceptable as well as unacceptable. The teacher will inform the students that each group will share two computers.
attentively to the teachers expectations.
Students will begin their search for information on major Atlantic Hurricanes Since 1950.
The teacher will move about the room to ensure that all of the groups are on task.
They will ensure that their group members are following the instructions on the handout.
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. The teacher will ask the students to state what they have learned from the lesson.
Students will continue to work in their groups as they gather the information.
Students will share what they have learned from the lesson.
CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what he or she has learned. EVALUATION OF THE LESSON: Todays 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 todays 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 Mondays class (15th November). In spite of all the challenges I experienced in the execution of this lesson, I still believe that meaning learning occurred.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Continuous Writing (Expository) Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know the four kinds of writing used on the BGCSE English Language continuous writing paper. Date: 15th Nov, 2010 Duration: 110 mins Lesson Number: 15 Ability Range: Low
OBJECTIVES: Students will be able to: 3. Discuss expository writing. 4. Differentiate between expository and narrative writing.
INSTRUCTIONAL RESOURCES: Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access 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. Expository writing seeks to inform, explain, clarify, define or instruct. Expository
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 chalk board where they will see the topic and the objectives projected from the LCD. Students will watch a video clip from Youtube.com based on the film Coach Carter.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student will also be asked
The teacher will probe the students with a series of 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
Students will respond
intelligently to the questions a series of questions to keep asked by the teacher and engage in discussion. him actively engaged in the lesson.
Students will also engage in the discussion.
Students will view presentation as well as discuss the steps in expository writing. Students will share their questions and concerns with the teacher. The students will receive their copies and begin reading.
accounts. The teacher will instruct the students to read the passage and identify the elements used in the essay. Students will read the passage and identify the elements used in the essay. They will also determine what type of writing the passage is. The teacher will review the steps in constructing an expository essay and connect them to the sample expository essays. Students will engage in a discussion on the connection of the steps in the construction of an expository essay to the actual examples. The teacher will then ask the 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 Students will respond to the questions posed by the teacher. The students will receive their handouts and engage in discussions about the procedure for the research assignment. The students will also watch the The musically gifted student will be monitored to ensure that he is on task. The student will also respond to the questions. The student will also engage in discussions with the class. The musically gifted will be monitored to ensure that he is on task.
assignment sheet and model some of the steps for the students. The teacher will instruct the students to log on to the computers and start setting up the assignment on the Web. The teacher will monitor the students progress on the assignment and render assistance where necessary. The teacher will ask the students 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 musically gifted student will be monitored to ensure that he is on task.
The students will respond intelligently and share what they have learned.
The musically gifted student will also share what he has learned from the lesson.
CONCLUSION: The teacher will reiterate the main point of the lesson.
CULMINATING ACTIVITY: The students will share what they have learned from the lesson.
EVALUATION OF THE LESSON: I enjoyed teaching this lesson. In a previous lesson, I had introduced Marianne Williamsons 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Expository Writing Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know about the four kinds of writing presented in the BGCSE national examination which includes Expository Writing. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 1. Identify the elements of the expository style of writing. 2. Construct an expository essay. INSTRUCTIONAL RESOURCES: Computer Lab (A22), lap top computer, LCD projector, whiteboard, speakers, Internet access 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. 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
Date: 17th Nov, 2010 Duration: 55 mins Lesson Number: 16 Ability Range: Low
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The musically gifted student will also be probed with a series of questions. Students will listen attentively to the parameters for todays lesson.
The teacher will probe students with a series of questions to activate their prior knowledge. The teacher will inform students about the purpose of the lesson. The teacher will inform the students that todays lesson will be directed towards the completion of their research. The teacher will review the steps to writing the expository essay.
Students will respond to the probes intelligently.
The students will discuss the steps to writing the expository essay.
The musically gifted student will also actively engage in discussions.
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
The students will review the steps to the research assignment. The students will share any The musically gifted student
concerns or questions which will also share his questions they have. The students will log on to the computers and continue
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. The teacher will ask students to 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. Students will share what they have learned from the lesson. The musically gifted student will also share what he has learned. The musically gifted student will be monitored to ensure that he is on task.
CONCLUSION: The teacher will reiterate the main point of the lesson. CULMINATING ACTIVITY: One of the students will be selected to share what or she has learned from the lesson.
EVALUATION OF 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 hurricanes 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 masterbarr1@gmail.com. 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. All in all, my objectives were achieved.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Comprehension (Context Clues) Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know how to use words in context. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 1. Define denotation. 2. Define connotation. 3. Use clues in context to determine meaning. INSTRUCTIONAL RESOURCES: Lap top, LCD projector, whiteboard, speakers, internet access, hand outs CONTENT:
Date: 22nd Nov, 2010 Duration: 110 mins Lesson Number: 17 Ability Range: Low
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. 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.
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 chalk board where they will see the topic and the objectives projected from the LCD. The teacher will then express to the students the importance of todays lesson.
Development:
Methods and techniques Student Activities Adaptations for Exceptional Learners The student will also be probed so as to engage him meaningfully. Students will view the clip and engage in discussion.
The teacher will probe students to activate the students prior knowledge. The teacher will then allow the students to watch a video clip from Youtube.com entitled Context Clues. Teacher will lead students in a discussion based on the presentation. The teacher will then allow the 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
Students will respond intelligently to questions.
The students will engage in a tutorial on-line for practice.
The student will also engage in the tutorial with the on-line tutorial.
Students will engage in the reading of a stanza of poem by A. E. Robinson entitled
The student will be engaged through discussion applying the steps to the stanza of
Richard Cory. They will use poetry. steps to determine how a

to use steps to determine how a words 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. The teacher will allow the 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.
words denotation and 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 student will apply his 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. The students will read the questions and respond orally. The student will also read the questions and respond orally.
The teacher will inform the 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. The teacher will move about the room to ensure that the students are on task.
The students will listen attentively for the instructions to begin the work. The student will be monitored to ensure that he is on task.
CONCLUSION: The teacher will reiterate the main point of the lesson. CULMINATING ACTIVITY: The students will share what they have learned from the lesson.
EVALUATION OF THE LESSON: Todays 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 todays 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. Robinsons 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: Tennessees 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 todays class. Additionally, what was so special about todays 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Comprehension (Literal & Figurative Expressions) Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know the meanings of these terms. Date: 24th Nov, 2010 Duration: 55 mins Lesson Number: 18 Ability Range: Low
CONTENT:
Development:

CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Comprehension (Literal & Figurative Expressions) Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: Students should already know the meanings of these terms. Date: 29th Nov, 2010 Duration: 110 mins Lesson Number: 19 Ability Range: Low
CONTENT:
Development:

CONCLUSION: The teacher will reiterate the main points of the lesson. CULMINATING ACTIVITY: The students will share what they have learned. EVALUATION OF THE LESSON: 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.
THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION LESSON PLAN Subject: English Language Topic: Drawing Conclusions/Making Inferences Class: 12C-H1 No. of Children: 16 PRIOR KNOWLEDGE: The students should already have some knowledge and experience in drawing conclusions and making inferences. RECOGNITION OF EXCEPTIONAL LEARNERS: There is one student who is musically gifted. OBJECTIVES: Students will be able to: 1. Define infer. 2. Discuss drawing conclusions. 3. Make inferences. INSTRUCTIONAL RESOURCES: 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
Date: 1st Dec, 2010 Duration: 55 mins Lesson Number: 20 Ability Range: Low
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. 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.
Development:
Student Activities
Adaptations for Exceptional Learners The student will listen attentively.
The teacher will continue 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 students to activate their background knowledge of drawing conclusions and making inferences. This lead to a
Students will listen attentively.
Students will listen attentively and share in the discussion on the importance of having good reading comprehension skills.
Students will listen attentively and also engage in rapport.
Students will respond intelligently to probing and engage in discussion.
The student will also share his response to the probes.
discussion. The teacher will direct the 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. Students will write only the highlighted parts of the presentation. The student will be monitored to ensure that he is on task.
The teacher will work a few of the examples with the students and solicit feedback from them.
The students will engage in the process of analyzing the examples and provide feedback to the teacher.
The student will also engage in the analysis of the examples and provide feedback.
The teacher will further probe the students to cement the concept.
The students will respond intelligently to the probes. The students will state what they have learned from the lesson so far.
The student will also respond to the probes.
The teacher will then inform the students that they will have an exercise to complete in class and that they must use the same strategies to the work. The teacher will distribute the handouts to the students and instruct them to start working. The teacher will also project the work on the whiteboard. The students will receive their papers and begin working on their own. The student will be monitored to ensure that he is on task.
The teacher will inform the
The students will hand in
students when the allotted time is the class assignment. up and collect the papers.
CONCLUSION: The teacher will re-iterate the main point of the lesson.
CULMINATING ACTIVITY: The students will say what they have learned from the lesson.
EVALUATION 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 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. 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. All in all, my objectives were achieved.
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
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM DATE 27th Sept. 2010 SUBJECT TECHNOLOGICAL EQUIPMENT USED Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet
English Language
29th Sept. 2010
English Language
4th Oct. 2010
English Language
13th Oct. 2010
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15th Oct. 2010
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18th Oct. 2010
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20th Oct. 2010
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25th Oct. 2010
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27th Oct. 2010
English Language
DOCUMENTATION OF THE USE OF TECHNOLOGY IN THE CLASSROOM DATE 29th Oct. 2010 SUBJECT TECHNOLOGICAL EQUIPMENT USED Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22)
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1st Nov. 2010
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3rd Nov. 2010
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12th Nov. 2010
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15th Nov. 2010
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17th Nov. 2010
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22nd Nov. 2010
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24th Nov. 2010
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Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22) Laptop computer, LCD projector, C/D and player, internet, computer lab (A22)
29th Nov. 2010
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1st Dec. 2010
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Behavior Problem Documentation Sheet Names Date/Time Place/Room Behavior Disciplinary Action Taken NIL
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Cob Lesson Plans Grade 11 Edu 420

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My Teaching Portfolio

Teacher: Mr. D. Barr ID#: 000-00-6469

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

Using Technology to Assess Students Cognitive Skills 2

THE COLLEGE OF THE BAHAMAS

SCHOOL OF EDUCATION FINAL YEAR TEACHING PRACTICE

9:05-10:00 Gr. 11C1-S1 (Room A8)

10:00-10:55 Break (10:5511:10)

Gr 11C1-S1 (Room A8)

Gr. 12C-H1 11:10-12:05 (Room B25) Gr. 12C-H1 (Room B25)

Gr. 12C-H1 (Room B25)

12:05-1:00 Lunch (1:00-1:45)

Gr. 11C1-S1 (Room A8)

Grade: Cooperating Teacher

Using Technology to Assess Students Cognitive Skills 3

Using Technology to Assess Students Cognitive Skills 4

Grade 11C1-S1 English Language Lesson Plans

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

Using Technology to Assess Students Cognitive Skills 5

Grade 11C1-S1 Register English Language 2010 September

11S1 11S1 11H1

Using Technology to Assess Students Cognitive Skills 6

11H1 11H1 11H1

Using Technology to Assess Students Cognitive Skills 7

11S1 11S1 11H1

18.Kamal Murphy 11B1

19.Anthony Cargill 20.Walter Young 11B1

Using Technology to Assess Students Cognitive Skills 8

11H1 11H1 11H1

Using Technology to Assess Students Cognitive Skills 9

Grade 11C1-S1 Mark Book English Language

Subject and Predicate 8th Oct

Conjunc -tions 20th Oct

Types of Sentences 25th Oct

Sentence Structure 27th Oct

Literal and Figurative Expressions 15th Nov

Inferences 17th Nov

Digital Stories (Narratives) 29th Nov

Expository Writing (E-folios) 1st Dec

Using Technology to Assess Students Cognitive Skills 10

Using Technology to Assess Students Cognitive Skills 11

31. James Cox

32. Matthew Griffin

33. Margarita Limage

34. Eugenette Small

Using Technology to Assess Students Cognitive Skills 12

OBJECTIVES: 1. Define subject and predicate. 2. Identify subject and predicate.

Using Technology to Assess Students Cognitive Skills 14

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

You needed me. You needed me.

Teacher will probe students in order to activate prior knowledge

Students will respond to questions by identifying the

Using Technology to Assess Students Cognitive Skills 17

Using Technology to Assess Students Cognitive Skills 18

that they are on task.

Using Technology to Assess Students Cognitive Skills 19

Using Technology to Assess Students Cognitive Skills 20

You needed me. You needed me.