First hour students will be given their diagnostic test Hour 2 Date: September 24-28, 2010 English Language

5th Form Topic: Reading Comprehension General Objective: At the end of the lesson students should: 1. Recognize how to utilize their literal and inferential skills to aid in understanding of the passage. Specific Objectives: At the end of the lesson students should: 1. Use context clues to find the meaning of unfamiliar words. 2. Make inferences based on information given in the passage. 3. Relate their knowledge of similar experiences to those stated in the passage. Resources: English A General Proficiency CXC past paper 2007 Instructional Methodology: Panel discussion, pair-learning, group work, debate, role play Lesson Content: Use of questioning: A list of questions students that students are to bear in mind as they read the passage. Use of context clues: Use clues from the passage to unlock meaning of words. Making inferences and evaluative judgment: This is the ability to read and understand the information using inferential skills and to make logical judgment about the passage. INTRODUCTION: The teacher will ask students to describe the type of relationship that they share with their parents and to say they type of family from which they belong. Procedure: Step 1: The teacher will ask the students to compare the changes that boys and girls experience as they prepare for adulthood. The teacher will listen to the response from the gentlemen.

STEP 2: Next, the teacher will direct students attention to the comprehension passage and they will bear in mind the following questions as they prepare for the actual reading of the passage. 1. What is the central theme of the passage? 2. What are the main issues in the passage? 3. Who are the main characters in the passage? STEP3: The teacher will guide students into using context clues to unlocking the meaning of unfamiliar words. For example words such as solitary, social power, perplexes and others. STEP4: The teacher will identify different gentlemen to read the sentences from the passage with unfamiliar words and explain what the word means without the use of dictionary. STEP5: The teacher will write two questions on the board that will require students to utilize their inferential skills to decipher the answer to the question. STEP6: The students will be required to answer the questions in complete sentences and they will be corrected where necessary. STEP7: The teacher will place students in groups and assign a strip of paper to each group. Within their groups the student will complete the following task: 1. In group of 5-6 organize a panel discussion about strategies that parents can implement to encourage gentlemen to remain in school. 2. In groups of 5-6 show an imitation of what a gwaan, the people in the street will answer the question are fathers playing their roles in the home to assists the mothers to maintain discipline in the household. 3. The others will organize a debate on the view Should adolescence be given privacy by parents within the household. Evaluation 1: The students will answer questions 1-8 and they will be marked and discussed by the teacher. Evaluation 2:

Hour 3 Topic: Descriptive Writing Subtopic: Describing Settings General Objective: At the end of the lesson students should: 1. To increase students ability to write descriptions. Specific Objective: At the end of the lesson students should:

1. 2. 3. 4.

Listen and discuss the sample description. Complete the given written piece. Orally discuss and share a setting of their choice using the five senses. Work co-operatively in pairs.

INTRODUCTION: Working in pairs the teacher will instruct students to draw a concept map with the name of a place they would like to describe. The students will be required to draw arrows from the circle and list all the things related to the sense based on the scene chosen to be described. Procedure: STEP 1: The students will listen to a recording of a description. STEP 2: The teacher will ask the students what they think about the description. STEP 3: The students will answer the following questions about themselves on a piece of paper. 1. How old are you? 2. What do you look like? 3. What kind of clothes do you wear and why? 4. What kind of job do you do? Do you like it? 5. What are your favourite hobbies? Why do you like them? 6. Where do you live? 7. Do you like living there? Why or why not? Step4: Students will be asked to complete the following exercise. The gentlemen will be given a worksheet to complete exercise. Step5: The students will share completed exercise with the class. Step6: Next, the teacher and students will discuss describing settings. Settings Describing settings is another way you can write descriptive paragraphs. When you think about a setting for a short story or book, you want to describe the main setting. You need to start with a topic sentence such as where the setting is located. If its a building you will want to start with a description of the outside. Where is the building located? What does it look like on the outside? Are there trees, bushes, parking, grass or others. Then you need to describe the inside of the building? What does it look like? How many rooms are inside? How many floors? What is the colour scheme? Is it decorated? Does it have a fresh, clean look, or does it have a dilapidated or deserted look? After you list these questions, you can start with a topic sentence such as: The inside of the building is newly decorated. Then you can continue describing the inside by organizing the answers to the questions above. This will help you have a realistic view of your setting, so you can write it in your book. Scenes in pictures Another way to write a descriptive paragraph is to describe a scene such as the dock in the introduction. You can look at the picture and write a description of what you see such as the dock,

boats, and water. You would start with a topic sentence and then describe what you see. For example, the picture looked like someone left their boats there. After that you can describe the person. Evaluation 1: Students will orally describe any setting of their choice and share it with the rest of the class. The other students will try and guess what setting or place they are trying to describe. Evaluation 2:

Hour 4 Topic: Usage and Spelling General Objective: At the end of the lesson students should be able to: 1. Appreciate the rules governing standard English. 2. Understand the importance of improving their Spelling. Specific Objectives: At the end of the lesson students should:

Lesson Content: Often times the gentlemen experience challenges with the spelling of certain words. Also, the exercise on usage will help them to write more clearly and with fewer grammatical errors. Resources: CXC English Language Paper 1 Multiple Choice Items (Uriel Narinesingh) Procedure: Step 1: The teacher will issue a copy of the exercise to each student. Step2: The teacher will allot a time when they should complete the worksheet. Step3: The teacher will walk at intervals to ensure that students understand the instruction. Step4: Having completed the activity sheet, students will be required to interchange books. Step5: Next, we will examine the questions has a class and the gentlemen will be given the chance to ask questions where necessary.

Evaluation1: The students will be given another set of multiple choices from their comprehensive English course for assignment. Evaluation 2:

September 24 28 English Language 4th Form Descriptive Writing - Description of place General Objective: Specific Objectives: a) b) c) d) e) To enhance and develop students ability to write creatively. At the end of this lesson students should be able to:

write a description of their favourite place write description of pictures shown provide examples of descriptive words use describing words to make sentences demonstrate understanding by answering questions at a critical level of comprehension

f) demonstrate further understanding by moving from sentences to writing descriptive paragraphs Content: DESCRIPTIVE WRITING is the clear description of people, places, objects, or events using appropriate details. An effective description will contain sufficient and varied elaboration of details to communicate a sense of the subject being described. Details used are usually sensory and selected to describe what the writer sees, hears, smells, touches, and tastes. Method: Q and A Session, Discussion, Cooperative Grouping, Guided Discovery Intro: Students will be instructed to listen to song entitled Tropics by Sean Kingston. Step One: Students will be instructed to list (if any) the words the singer uses to describe the tropics and words he uses to describe the slums. Specific students will be selected to provide five words that describe a tropical country and five words that describe a slum. Step Two: A discussion will follow. Members of the class will be instructed to tell if the words used helped them to create a mental picture of both places in their minds eye. They will be instructed to explain what they think a tropical place is and what they think a slum is.

Step Three: The teacher will ask students to use the words provided to make sentences of their own. The students will be required to use descriptive techniques to make sentences more interesting. Step Four: The teacher will place students in pairs. She will give each pair a picture card; one of a tropical place, one of a slum. They will be instructed to view the pictures, pay keen attention to details, and write one paragraph describing each picture. Step Five: A sharing session will follow. A member of each pair will read the paragraph to other members of the class. They will judge if the description was an effective one or not. Session Two One: The teacher will instruct students to turn to pages 38 and 39 of their text. Two: The teacher will read an example of a descriptive essay (place) after which, she will encourage students to read. Three: A discussion will follow. Students will be instructed to tell the descriptive details in the essay, and tell if the sensory images used were effective in the description. Four: Students will be instructed to answer questions 1-6 about the descriptive essay Five: A sharing session will follow. Each student will give their responses to the questions and members of the class (guided by teacher) will help to say if the answers are correct/incorrect. Evaluation 1: Students will be instructed to do the following activity. You are in an unfamiliar part of the Jamaica. You decide to explore. Write two descriptive paragraphs telling everything you saw, heard (even tasted), and how being in a strange place made you feel. Strategies that will help the student to craft a good essay 1. 2. Establish intent. (How do you want your reader to feel?) Choose 3 details to help create the intended feeling for your reader.

3. Dont skip stones going from one detail to another without letting the detail sink into your reader. 4. Make sure the focus of your paper remains on the effect you want to have on the reader.

5. Show!! Dont Tell! Replace linking verbs (is, are, were) with action verbs as much as possible. 6. Use figurative language.

7.

Use exaggeration. (Stretch the facts to show the reader.)

Evaluation 2

Hour 1 and 2 Subject: English Language Topic: Simple and Compound Sentences General Objective: Students should be able to combine sentences to form compound sentences for variety, interest, and effectiveness of communication. Specific Objectives: At the end of the lesson students should be able to: 1. Review simple sentences by looking at examples and finding the complete and simple subjects and predicates. 2. Model how we can combine these two simple sentences into one sentence using a comma and a conjunction (and, but, or). 3. Use examples of both combining simple sentences into one compound sentence, and identifying simple sentences and conjunctions that are already in a compound sentence until a pattern becomes evident. 4. Identify the pattern of structure in compound sentences. 5. Students will be able to identify the following: verb, subject and predicate of sentence (mastering the terms and their job in a sentence)

6. Students will be able to identify dependent and independent clauses. 7. Students will be able to identify and use coordinating conjuctions.

Instructional Material: Charts with the definition and examples of simple and compound sentences and a chain link with the acronym FANBOYS and when to use each. Lesson Content: 1. What is a clause? A clause is a unit which contains a subject and a verb. For example, It was raining is a clause; the subject is it, and the verb is was raining. Every sentence MUST contain at least one clause, but it may contain more than one. For example:

It was raining, so I took my umbrella. This sentence contains two clauses, It was raining and I took my umbrella. They are independent clauses because each one would be a good sentence on its own each one is a complete thought. 2. Joining clauses together with coordinating conjunctions Examine the example sentence one more time: It was raining, so I took my umbrella. The two clauses in the sentence are joined together with the word so. This is a coordinating conjunction. It is used to join two independent clauses which are equally important. A coordinating conjunction usually comes in the middle of a sentence, and it usually follows a comma (unless both clauses are very short). These are the most important coordinating conjunctions: Conjunction Function and but or so joins two similar ideas together joins two contrasting ideas joins two alternative ideas Example He lives in Victoria, and he studies at UVic. John is Canadian, but Sally is English. I could cook some supper, or we could order a pizza.

shows that the second idea is the result of She was sick, so she went to the doctor. the first

These conjunctions are also used: nor (joining two negative alternatives) for (meaning because) yet (meaning but)

3. Using coordinating conjunctions There are three things to remember when using coordinating conjunctions:
1. Coordinating conjunctions join independent clauses. Each clause must be a complete

thought which could be a sentence on its own.

2. With coordinating conjunctions, put the conjunction in the middle. You may see some

sentences starting with but or and, but this is usually wrong, so it's best to avoid it.

3. With coordinating conjunctions, use a comma unless both clauses are very short.

The acronym FANBOYS will be used to illustrate the coordinating conjunctions. F- for, A- and, N- or, B- but, O- or, Y- yet, S- so. Introductory Activity: Teacher will take a ball and a phone to class, she will then use the ball and the phone to do several things. Based on the actions presented with the ball the students will be required to writing sentences that illustrates the actions. Some of the responses will be written on the road. Teacher will then start a discussion by questioning the students as to, What type of sentences are written on the board and the students will be guided by the teacher to identify the different parts of the sentences. Step 1: After the discussion students will be asked if they know what a simple sentence is and what makes up a simple and a compound. The responses will be written on the board and corrections will be made if necessary. Step 2: Students will be required to read the formal definition from charts which will be mounted on the board. They will also be required to record the information in there note book, will the teacher explains the information on the chart. Step 3: The teacher will ask a student to construct a simple sentences, which will be written on the board. The teacher will then ask another student to construct another sentence that relates to the previous one. The teacher will then ask the students, how they will go about making these two sentences into one. The responses will be recorded on the board. Step 4: The teacher will now explain to the students that what was just done is putting simple sentences together to form a compound sentence by using a coordinating conjunctions. The definition of simple and compound sentence will now be reinforced. Step 5: Students will be now be required to provide a list of the coordinating conjunctions, the list will be amended if necessary and the students will be required to read a chart with a list of the coordinating conjunction and when they are to be used. Step 6: Students will be given an exercise to complete. Identify each of the following sentences as simple or compound. 1. Pam and Mary will meet you at the airport Tuesday morning. __________________ 2. The group is planning a trip, but they first have to raise money for expenses. ______ 3. The newly-upholstered couch and were delivered late yesterday. ______________ 4. The florist arranged the display window, and then she delivered flowers. _________

The family did their Saturday chore Hour 3 Topic: Poetry (Imagery and Irony) General Objective: To help students develop an appreciation for poetry through the use of imagery Specific Objective: By the end of the lesson students should be able to: 1. State what imagery and irony is 2. Identify Imagery and Irony any form of writing 3. Assess the importance of imagery and irony in written pieces 4. Demonstrate the use of figurative devices in their writing Methodology: Questioning, class discussion, cooperative learning, Previous Knowledge: The students are already aware of the figurative devices Instructional Material: handouts with poem Richard Cory, pictures of persons that students admire. Content: Imagery is the descriptive or figurative language used in literature to create word pictures or images. Imagery are created by details of sight, sound, taste, touch, smell or movement. Irony is a direct contrast between what one says, does or acts, and what one means to do, say or act. Thus irony takes place when a person means to say (or do) something and says the complete opposite Types of Irony Verbal irony is when an author says one thing and means something else. Dramatic irony is when an audience perceives something that a character in the literature does not know. Irony of situation is a discrepancy between the expected result and actual results Introductory Activity: The teacher will display pictures of persons who have great influence on the students. Students will be asked if they admire the person and why do they admire the person, a discussion will follow. Students will be given a copy of the poem Richard Cory. Students will be asked what they think the poem is about based on the title. Step 1: Students will listen to the teacher read the poem. After which the students will read the poem. The teacher will engage the students in a discussion about what they poem is about after reading it. Step 2: The teacher and students will go through the poem stanza by stanza and discuss what it is saying. Students will be asked what sense the poem applies to. Students will then be asked what the word imagery means. The teacher and students will formulate a definition for imagery. Step 3: Students will be asked to find evidence from the poem which applies to their visual imagery. The teacher will ask students if they know what the word irony means. The teacher will ask students to describe Richard as he is pretended in the poem (people saw him as a role model) and what happened to Richard Cory in the end.

Step 4:The teacher will then give a definition of irony. The teacher will ask students why the poem ironic, what was ironic about Richard Cory. Evaluation 1: Students will be told to write a poem or song in groups of four depicting imagery or irony. Evaluation2:

Subject: English Literature Topic: Characterization Duration: 1hr General Objective: To foster in students an interest in reading and learning about novels. Specific objectives: at the end of the lesson students should be able to: 1. tell who is a character 2. realize that there are different types of characters. 3. identify the major and minor characters in chapters 1-3. 4. discuss the importance of characterization 5. list and provide information about the characters they have met in the novel. Previous knowledge: students are aware people and their different personalities. Methodology: discussion, brainstorming, reading Instructional materials: photo, Full Circle. Content: A character is the combination of qualities or features that distinguishes one person, group, or thing from another. Characterization describes the collective qualities/characteristics that distinguish a person or thing. Character refers to anyone who plays a part in the novel. The things the characters say, as well as the things they do, help us to understand the reasons or motivation for their actions. Character traits are the qualities or attributes of a person that individualizes him or her and gives the character an identity. Flat character is the one who is simple, one-dimensional and who remains unchanged throughout the course of the story. Round character is complex in mood and motivation, is fully described, that is, he or she is presented in a detailed way, and changes as result of the situations and events that he or she encounters. A main character of a story is called the protagonist. A character with whom the main character maybe in conflict with is called the antagonist. The major character in a story is person who the story revolves around. The minor character enhances or develops the major character.

Introductory activity: A photo of Madea will be shown to the class. They will then inform the teacher which movie they have ever seen her in. They will be asked what kind of person she was in the film. They will be required to give some of her physical features and some things about her behavior in the film. Then ask the students the following questions: Which movie have you seen her in? (Madea goes to jail, my big happy family, family that prays, Dairy of a mad black woman, Madeas family reunion) What can you tell me about the character that Madea plays? How did you find out these things about Madea? Step1: Students will be asked who characters are. They will be guided into a definition for characters. The teacher will tie in the concept of a movie star with the concept of a character in a novel. Step2: Students will be presented with a definition of the term characterization. They will tell the importance of characterization that is, how it helps the reader to understand the actions in the novel. Step3:.Students will be placed into groups of 3, where they will be instructed to choose a character from chapters 1-3 and make a sketch of the character and tell about their physical appearance and their personal traits. The teacher will guide them into the procedure. Step4: Teacher will discuss the different types of characters. They will try to identify the types and tell the difference between the major and minor character. Evaluation 1: Students will be asked to choose two characters from the novel and use a diagram to provide information about the character. Evaluation2