Monday 3rd September 2018

Form Teacher for 5A1

Procedure for the school day
1. Greet students in my form class
2. Take registration
3. Prepare to go to assembly
4. After assembly, have a meet and greet with students

 Inform students of what is expected of them for the school year.

 Talk about respecting school rules and regulation

 Sensitize them about the importance of coming to school everyday

and being on time

 Remind them of the importance of keeping up to date with SBAs

and class assignments

 What is expected of them when they do not have class

 Students will be given the opportunity to ask questions and teacher

will respond to the best of her ability

 Students will leave for lunch

 After returning from lunch, teacher will be given take registration

and present students with their temporary time table.

 Teacher will then focus the rest of the day on discussing different
SBAs including English.

 Students will be dismissed at 2:30

 Teachers of the English Department will meet to discuss grouping

of the different forms
 School finishes at 3:30
Official Communication Studies classes will begin on Tuesday 4th

September 2014.

Date: Tuesday 4th September 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Class Orientation
Session(s): 1&2
Objective(s): At the end of the lesson, students should know:
 What is expected of them as students of fourth form and a student of CXC English A
 5 attitudes for success in life and school
 Implement these attitudes in their personal and academic success
Resource(s): Scheme of work for second form
Procedure
Step one: Teacher will welcome students to form two and encourage students to say how
they feel and what they expect from the new school year.
Step two: Teacher will explain her expectations for the class and for herself as a teacher.
Class will discuss students and teacher’s expectations and how they plan to work together to
achieve these expectations.
Step three: Students will be asked to state what they English A topic they mastered the most
in their previous form, and what they struggled with the most. Explain to students that they
must be able to identify what they know and don’t know in order for them to move forward
successfully.
Step four: Discuss the topic “Attitudes for Success” allow students to state the attitude they
must have in order to be successful in form four. Place some of their responses on the board.
Add other attitudes and discuss how possessing each will lead to a successful and fulfilling
year.
 Possibility
 Self-Reliance.
 Commitment.
 Work.
 Growth.
 Attitude
Closure: Have each child state one thing they plan to do differently this year that will help
them to be more successful than they were last year.
Evaluation: lesson did not go as planned. Students were grouped, and other internal
matters were dealt with. Teacher met with students briefly and spoke about some
expectation for this school year. The lesson as planned will be done in full next class.
Date: Tuesday 4th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Class Orientation
Session(s): 3&4
Objective(s): At the end of the lesson, students should know:
 What is expected of them as students on communication Studies
 Attitudes for success
Resource(s): Scheme of work for second form
Procedure
Step one: Teacher will welcome students to form four and encourage students to say how
they feel and what they expect from the new school year.
Step two: Teacher will try to encourage students by letting them know that they are special
and being in group four is not all bad. It’s the start of progressive movement. There is
nowhere to go but up. Teacher will also explain her expectations for the class and for herself
as a teacher and students will say what they expect for themselves. Class will discuss students
and teacher’s expectations and how they plan to work together to achieve these expectations.
Step three: Students will be asked to state what Communication Studies topic they mastered
the most in their previous form, and what they struggled with the most. Explain to students
that they must be able to identify what they know and don’t know in order for them to move
forward successfully.
Step four: Discuss the topic “Attitudes for Success” allow students to state the attitude they
must have in order to be successful in form four. Place some of their responses on the board.
Add other attitudes and discuss how possessing each will lead to a successful and fulfilling
year.
 Possibility
 Self-Reliance.
 Commitment.
 Work.
 Growth.
 Attitude
Closure: Have each child state one thing they plan to do differently this year that will help
them to be more successful than they were last year.
Evaluation: Students were grouped, and other internal matters were dealt with.
Teacher met with students briefly and spoke about some expectation for this school
year. The lesson as planned will be done in full next class.
Date: Tuesday 4th September 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Class Orientation
Session(s): 7&8
Objective(s): At the end of the lesson, students should know:
 What is expected of them as students on communication Studies
 Attitudes for success
Resource(s): Scheme of work for third form
Procedure
Step one: Teacher will welcome students to form four and encourage students to say how
they feel and what they expect from the new school year.
Step two: Teacher will congratulate students for a job well done last school year. Teacher
will also explain her expectations for the class and for herself as a teacher and students will
say what they expect for themselves. Class will discuss students and teacher’s expectations
and how they plan to work together to achieve these expectations.
Step three: Students will be asked to state what Communication Studies topic they mastered
the most in their previous form, and what they struggled with the most. Explain to students
that they must be able to identify what they know and don’t know in order for them to move
forward successfully.
Step four: Discuss the topic “Attitudes for Success” allow students to state the attitude they
must have in order to be successful in form four. Place some of their responses on the board.
Add other attitudes and discuss how possessing each will lead to a successful and fulfilling
year.
 Possibility
 Self-Reliance.
 Commitment.
 Work.
 Growth.
 Attitude
Closure: Have each child state one thing they plan to do differently this year that will help
them to be more successful than they were last year.
Evaluation: Students were grouped, and other internal matters were dealt with.
Teacher did not get the opportunity to meet with students. The lesson as planned will be
done in full next class.
Date: Wednesday 5th September 2018
Form: Two – Group Four
Subject: Communication Studies
Topic: Grammar
Sub-Topic: End Stop Revision (Period, Question Mark, Exclamation Point)
Session(s): 7&8
Objective(s): At the end of the lesson, students should be able to
 Name and identify the three end stops used in the English Language
 Explain when each end mark should be used
 Display knowledge of end stops by using them correctly while writing sentences in
and out of school.
Teaching/learning strategy(s): Discussion, observation Explanation, peer and share, poetry
Previous knowledge: Students have some awareness of end stops from their stay in Primary
school.
Introduction: Welcome students to class and have a brief discussion about what is expected
from them in Communication Studies. Explain what Communication Studies is about.
Procedure
Step one: Explain to students that in order for them to be good Communication Studies
students, there is one thing they must learn, and that is how to construct different types and
kinds of sentences. Elicit from students the different kinds of sentences that are part on the
English language (Statement, Command, Question, Exclamation).
Step two: Discuss these kinds of sentences and the punctuation mark associated with them.
Present a punctuation poem, and have students recite it. Class will discuss the poem.
Step three: Have students write examples of the four kinds of sentences using the appropriate
punctuation marks. Teacher will walk around the classroom to assess what students wrote.
Students will share their sentences with their peers for them to assess and correct. When
students have completed the exercise, class will discuss the punctuation marks that are
associated with the kinds of sentences and used students’ examples to support the discussion.
Class will also discuss the incorrect of the end stops used in students’ examples and help
students correct their errors.
Step four: Students will be given the opportunity to write simple notes on the topic then
prepare for their application of these skills.
Application/Assessment:
Place the correct punctuation mark at the end of each sentence and write the kind of sentence
on the bash provided.
1. The boy competed for the football championship
2. Yeah, we won
3. What did you guys do to put you in the position to win
4. Go and get the schedule for the next game

Evaluation: Students understood the concepts that were taught, but they had a little problem
distinguishing between the statement and the command, so some additional work was done in
that area.
Enrichment: Students were asked to listen out for the different kinds of sentence used by
friends and family to collect data on the kind of sentence used most in speech.
Date: Thursday 6th September 2018
Form: Four – Group 3
Subject: CXC English A
Topic: Class Orientation
Session(s): 5&6
Objective(s): At the end of the lesson, students should know:
 What is expected of them as students of fourth form and a student of CXC English A
 5 attitudes for success in life and school
 Implement these attitudes in their personal and academic success
Resource(s): Scheme of work for second form
Procedure
Step one: Teacher will welcome students to form two and encourage students to say how
they feel and what they expect from the new school year.
Step two: Teacher will explain her expectations for the class and for herself as a teacher.
Class will discuss students and teacher’s expectations and how they plan to work together to
achieve these expectations.
Step three: Students will be asked to state what they English A topic they mastered the most
in their previous form, and what they struggled with the most. Explain to students that they
must be able to identify what they know and don’t know in order for them to move forward
successfully.
Step four: Discuss the topic “Attitudes for Success” allow students to state the attitude they
must have in order to be successful in form four. Place some of their responses on the board.
Add other attitudes and discuss how possessing each will lead to a successful and fulfilling
year.
 Possibility
 Self-Reliance.
 Commitment.
 Work.
 Growth.
 Attitude
Assessment: Students will write a paragraph explaining their attitude towards the subject,
evaluate their performance last term and state how they plan to improve this term.
Evaluation:
Date: Thursday 6th September 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Class Orientation
Session(s): 7
Objective(s): At the end of the lesson, students should know:
 What is expected of them as students on communication Studies
 5 attitudes for success in life and school
 Implement these attitudes in their personal and academic success
Resource(s): Scheme of work for third form
Procedure
Step one: Teacher will welcome students to form four and encourage students to say how
they feel and what they expect from the new school year.
Step two: Teacher will congratulate students for a job well done last school year. Teacher
will also explain her expectations for the class and for herself as a teacher and students will
say what they expect for themselves. Class will discuss students and teacher’s expectations
and how they plan to work together to achieve these expectations.
Step three: Students will be asked to state what Communication Studies topic they mastered
the most in their previous form, and what they struggled with the most. Explain to students
that they must be able to identify what they know and don’t know in order for them to move
forward successfully.
Step four: Discuss the topic “Attitudes for Success” allow students to state the attitude they
must have in order to be successful in form four. Place some of their responses on the board.
Add other attitudes and discuss how possessing each will lead to a successful and fulfilling
year.
 Possibility
 Self-Reliance.
 Commitment.
 Work.
 Growth.
 Attitude
Closure: Have each child state one thing they plan to do differently this year that will help
them to be more successful than they were last year.
Evaluation:
Date: Friday 7thth September 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Revision of Past Paper 1
Sub-Topic: Past Paper 1 Redo and Discussion
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Correct all incorrect responses in past paper 1 exams
 Assess personal academic growth by orally reporting to the class how they have
grown academically from last school year compared to now.
 Show enthusiasm while doing all correction.
Previous knowledge: Students are familiar with all items to be tested
Resource(s): Past Paper 1 Exam for June 2018
Introduction: Explain to students what will be done during the lesson and have them predict
orally, if they think they will perform better, same or worse than they did the first time.
Procedure
Step one: Distribute past papers and review briefly each section of the exam except the
comprehension sections. Provide students with some tips to help them fully understand the
concept of each section.
Step two: Students will work individually to complete the test. After they would have
completed, have groups exchange papers to be graded by their peers.
Step three: Students will be given their paper after the discussion of answers, then they will
compare if they did better or worse than previous.
Step four: Students will work in groups of two, to redo portions of their June 2017
Communication Studies exam.
Step five: Encourage students to do this after every test or exercise, because only through
redoing, improvements are seen.
Evaluation: Lesson went as planned. Students did activities with enthusiasm.
Date: Friday 7th September 2018
Form: Four- Group 3
Subject: CXC English A
Topic: Introductory Lesson
Sub-Topic: Discussion of Scheme of work for term 1
Session(s): 4
Objective(s): At the end of the lesson, students should be able to:
 Explain the areas they will cover this school term
 Mentally prepare for the work ahead
 Display a self-motivated attitude towards their school work
Previous knowledge: Students are familiar with most of the topic to be taught this term
Resource(s): Syllabus for term one
Introduction: Present a motivational quote to students. Discuss the quote and then students
will repeat it several times.
Procedure
Step one: Explain to students that they will be familiarized with all topics to be covered this
term. Teacher will write the topics on the board and students will copy them in their not
book.
Step two: Class will discuss the topics and students will be given the opportunity to share
what they feel about the topics and how familiar they are with individual topics. Teacher will
listen as students share and provide useful input.
Step three: Teacher will also brief students about the expectations for the English A SBA.
Teacher let them know what it is about and the work they must put in as a group and
individually.
Closure: Encourage students to be self-motivated throughout the term then have them repeat
the motivational quote they discussed at the start of the lesson.
Evaluation: Students seem to have a clear understanding of what is expected of them
and most made a oath to improve their performance this school year.
Date: Friday 7th September 2018
Form: Two- Group 4
Subject: Communication Studies
Topic: Punctuation
Sub-Topic: End Stops Exercise
Session(s): 7
Objective(s): At the end of the lesson, students should be able to:
 Independently use the 3 end stops to correctly close 10 written sentences.
 Create 1 written example for each type of sentence without the assistance of classmate
or teacher.
 Complete a written exercise with 15 mins
 Display a willingness to used end stops correctly by never writing a sentence without
the correct end mark
Previous knowledge: Students are aware of end marks from their previous class and also
from using then when writing sentences.
Resource(s): Teacher created exercise
Introduction: Play a revision game on end stops. Teacher will place students in two groups
giving each group a stick of chalk as well as dividing the chalk board in two. One side for
each group. Teacher will then say 10 sentences. After each sentence is spoken, one member
from each group will race to the board and write the name of the end mark that completes the
sentence. At the end of the game, the group that has most correct answers, wins the game.
Procedure
Step one: Using evidence from the game, teacher will have a brief review session on the end
mark and types of sentences that seem to be most difficult for the students. Allow students
the opportunity to speak and explain what difficulties they may have and try to rectify these
as soon as possible.
Step two: Distribute exercise work sheets and individual students. For the interest of those
who may have reading problems, allow the class to read instruction and items out loud.
Step three: Students will then be left to work independently to complete the exercise.
Teacher will move around the classroom to monitor students as they work and identify
students that may be having difficulty completing the task correctly.
Step four: After students complete the exercise, teacher will grade papers and provide
immediate feedback.
Application/Assessment:
Students will be given the attached worksheet to complete independently.
Evaluation: Lesson went well. Students have some behavioural issues but it did not
affect their performance in the assessment, most students passed.

End Marks and Types of

Sentences

Place the correct end stops at the end of each of the following
sentences. Also, write the type of sentence on the line provided.
1. Tommy won the fishing contest__ (_________________________)
2. Take his picture__ (_________________________)
3. Do you want to visit me next week__ (_________________________)
4. Surprise__ (_________________________)
5. Where are you going__ (_________________________)
6. I love coming to school__ (_________________________)
7. Happy birthday__ (_________________________)
8. Take that bag into the garage__ (_________________________)
9. Stop__ (_________________________)
10. I will not be in school tomorrow__ (_________________________)

B. Write one sentence to match the following types of sentences.

1. Statement- _________________________________________________________

2. Question- __________________________________________________________

3. Exclamation- _______________________________________________________

4. Command- _________________________________________________________
Date: Monday 10th September 2018
Form: Five – Group Two
Subject: CXC English A
Topic: Term Plan Discussion
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Examine what is expected of them as fifth form students of English A
 Analyse topics to be taught so as to gain prior knowledge before topic is introduced.
 Show an interest in work to be done, by doing independent research

Previous knowledge: Students are aware and have knowledge of some of the topics they will
be going in fifth form; therefore, they should be able to discuss with teacher and peers.
Resource(s): Lists of topics. Strips of paper
Introduction: Have each student write a sheet of paper, their strengths and weaknesses as it
relates to learning English as a subject/second language. Students who are willing to share,
will do so orally. Class will discuss the strengths and weaknesses and state ways individual
students can improve.
Procedure
Step one: Enlighten students about the expectations for this school year and the individual
work they must put in to be successful.
Step two: Allow students to take out their note books and write the topics to be covered this
term. Students will be free to share their views on the topics and suggest ways to improve the
list.
Step three: Once no one suggest any changes, class will discuss what will be done in each
topic and sub topic displayed.
Step four: Teacher will encourage students to use the list to their advantage and do
individual research. Students will give suggestions as to what they can do to ensure that all
topic taught are learnt and information remembered.
Application/Assessment: Students will be assessed according to their responses to oral
questions, opinions shared and their classroom behaviour.
Evaluation: Lesson went as planned. Hopefully students take heed to what was
discussed and begin finding solutions to their weaknesses.
Date: Monday 10th September 2018
Form: Three- Group 2
Subject: Literature
Topic: Introduction to literature
Sub-Topic: Literary devices
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Provide an independent oral and/or written statement explaining what literature is
 Differentiate between fiction and non-fiction
 Explain, orally and in writing, the three main genres of fictional literature
 Differentiate between literal and figurative language
 Evaluate the literal meanings of English idioms
Previous knowledge: Students are familiar with some figurative devices
Resource(s): list of English idioms
Introduction: Write the question, “What is Literature?” on the board. Students will read the
question and write a response on a sheet of paper that will be districted at the beginning of
class. Each child will stand and give their definition orally. At the end, class will discuss the
intricacies of literature and attempt to create a working definition.
Procedure
Step one: Students will write the working definition in their note books. Teacher will provide
additional information of what is literature, how third form literature is taught, what is
expected from students of literature and how doing literature as a subject will expand their
ability to think analytically.
Step two: Conduct a discussion and presentation of fictional and non-fictional text. Students
will lead the discussion by offering their ideas of what is fiction and non-fiction. Teacher will
clarify and add information. Explain that most of what will be done in literature class will be
fictional. Discuss the three genres of fiction that will be studies: POETRY, PROSE and
DRAMA. Students will take notes on given information.
Step three: Explain to students that to be a good literature student, they must be able to
analyse text at a level deeper that the surface. Have students explain what that means.
Introduce them to the terms literal and figurative language.
Step four: Discuss figurative language with students using English idioms that may be
familiar with. Also discuss examples of figurative language used in poetry and prose e.g.
simile, metaphor, alliteration, personification, onomatopoeia, irony, hyperbole, pun etc.

Application/Assessment:
Give the literal meaning of the following idioms
 Actions speak louder than words.
 The ball is in your court.
 You can’t judge a book by its cover.
 We’ll cross that bridge when we come to it.
 I’ll play devil’s advocate.
 Every cloud has a silver lining.
 You’ve hit the nail on the head.
 It happens once in a blue moon.
 She stole my thunder.
Evaluation: Lesson went well. Students had fun figuring out the idioms
Date: Monday 10th September 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: CCSLC Modules
Sub-Topic: Module 1-5 timeline
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain what they must do to finish each module
 Assess how they would get each module done in the allotted time frame
 Evaluate the importance of completing all modules
 Begin working on module one
Previous knowledge: Students are a bit familiar with the concept of CCSLC and did some
work on module one.
Resource(s): CCSLC Modules
Introduction: Place the acronym CCSLC on the board. Have students say what they think it
means.
Procedure
Step one: Discuss CCSLC and why students do it as an external exam. Explain its
relationship to CSEC.
Step two: Introduce students to the different modules and what will be done for each.
Students will take notes of the modules and class will come up with a doable time table to get
all modules completed this term. Students will take note of the timetable.
Step three: Class will focus on module one. Teacher will distribute previously written letters
for students to look at and see if any improvements will be given. Class will discuss exactly
what is needed in the letter and how students can improve their letter.
Step four: Students will work on any corrections they see fit and those who did not have a
previously written letter will begin drafting one.
Application/Assessment:
Correcting and drafting friendly letter to a pen pal explaining to them how to play a local
game, sport or explain a cultural practice.
Evaluation: Lesson went as planned. Students are now aware of the importance of
CCSLC and we made plans to complete all modules within a month.

Date: Tuesday 11th September 2018

Form: Four - Group 3
Subject: CXC English A
Topic: Persuasive Writing
Sub-Topic: Advertisement
Session: 1 & 2

Objectives: Students should be able to:

 Define advertisement.
 Give the purpose for writing an advertisement.
 List the persuasive techniques used in writing an advertisement.

Resource Materials: A Comprehensive English Course CXC English A, page 289 - 290
Previous Knowledge: Students are familiar with hearing and reading different
advertisements.
Introduction: Review the definition of expository writing and the different types of
expository essay with students.
Procedure:
Step One: Elicit the purposes for writing a friendly letter from students. Allow students to
give their responses. Give feedback based on students’ responses.
Step Two: Examine and explain the persuasive techniques with students. During the
discussion, provide students with examples of each technique.
Step Three: Have students analyse the advertisement on page 286. Allow students to give
the different techniques that are used in the advertisement. Give feedback based on students’
response.
Application: Recap lesson by asking the following questions:
1. What is the purpose for writing an advertisement?
2. What are some of the persuasive techniques used in an advertisement?
Evaluation:

Date: Tuesday 11th September 2018

Form: Two - Group 4
Subject: Communication Studies
Topic: Punctuation Marks
Sub-Topic: Capital Letters
Session: 5&6
Objectives: Students should be able to:
• List the uses of capital letters.
• Rewrite sentences inserting capital letters.
Resource Materials:
• worksheet with rules
Previous Knowledge: Students are familiar with using capital letters.
Introduction: Write the following words on the board: boy, Mark, town, Cayon. Ask
students to observe the words and highlight their differences and similarities. Allow students
to give their responses. Give feedback based on students’ responses.
Procedure:
Step One: Sensitize students to the focus of the day by explaining to them that some words
require Capital letters while others do not.
Step Two: Elicit the uses of capital letters from students. Allow students to give their
responses. Give feedback and add information where necessary.
Step Three: Using the prescribed material, discuss with examples, the uses of capital letters.
Provide students with examples of each use. Allow students to give examples of their own.
Provide feedback to students.
Step Four: Play a Punctuation game where groups of two students will be given some word
cards and they will group them according to if they should have capital letters or not.
Application: Students will complete the attached worksheet.
Closure: Discuss correct answers. Give the necessary feedback to students.
Evaluation:
Date: Tuesday 11th September 2018
Form: Three – Group 1
Subject: Communication studies
Topic: Punctuation review Exercise
Sub-Topic: End Stops, Comma and Quotation Marks
Session(s): 7
Objective(s): At the end of the lesson, students should be able to:
 Explain the correct use of end stops, commas and quotation marks
 Produce texts that showcase the correct use of end stops, commas and quotation
marks
 Utilize their knowledge of the correct used of end stops, commas and quotation marks
in all writing.
Previous knowledge: Students are knowledgeable of end stops, commas and quotation
marks from previous classes
Resource(s): Punctuation worksheet
Introduction: Write the following sentence on the board and have students correctly
punctuate it. Teacher will mark students work.
Procedure
Step one: Explain to students that today is a review session on end stops, commas and
quotation marks. Discuss the sentence in the introduction and have students explain why they
did not punctuate it correctly.
Step two: Review end stops, commas and quotation marks by having individual students
provide information about the punctuation marks being studies. Class will list each one and
discuss some of its usage rules.
Step three: Class will review a few examples, then students will prepare to complete the
worksheet provided by the teacher.
Application/Assessment:
Students will be given the attached worksheet.
Closure: Class will discuss correct responses and teacher will give a brief recap of the lesson.
Evaluation:
Date: Wednesday 12th September 2018
Form: Four – Group two
Subject: English
Topic: Persuasive Writing
Sub-Topic: Persuasive Techniques in Advertisements
Sessions: 5&6
Objectives: At the end of the lesson, students should be able to

1. Explain what an advertisement is.

2. Demonstrate an understanding of three persuasive techniques (pathos, logos, and

ethos) and other advertising strategies.

3. Analyse advertisements according to their employment of these techniques.

Previous Knowledge: Students have heard and seen advertisements and are aware of their
uses.

Resources: Language of Persuasion Handout, Class text

Set Induction: Have students listen and look at a video explaining the three persuasive
techniques.

Procedure

Step One: Engage students in a brief discussion about their experiences with advertisements
and the effects advertisements have on them.  Ask students:

 Where do you encounter advertising?  (They will likely mention television,

billboards, radio, Websites, school hallways, and so on.)

 Which specific advertisements "stick in your head?"

 What makes these advertisements memorable?  (They might mention music, catchy
slogans, celebrity appearance, the appeal of the product itself, and so forth.)

 Do you think advertisements have an effect on your personal interests?

Step Two: Explain to students that advertisers very carefully construct their ads to make
them memorable and appealing to consumers, and that the ways in which they try to convince
them to buy products are similar to the ways they have been taught to write persuasively,
using certain techniques and aiming toward a particular audience. Take this opportunity to
discuss the what advertisers appeal to in humans and the literary techniques they use.

Step Three: Distribute the Persuasive Techniques in Advertising handout and introduce the
concepts of pathos, logos, and ethos, defined at the top of the handout. Students should
understand that these rhetorical strategies are similar to those used in a persuasive writing
assignment, and that they will use these strategies when creating their own commercial at the
end of this unit. Encourage students to make connections to examples of each of the terms
they have used in persuasive writing of their own. Although most of these examples were
designed to have one clear answer, be sure to emphasize to the students that pathos, logos,
and ethos are not always separate entities and may often overlap with one another. For
example, "Nine out of ten dentists choose Crest," suggests that the dentists are credible
experts (ethos), and also includes a statistic (logos).

Closing: Display 3 advertisement examples and have students pinpoint any of the three
persuasive techniques in advertisements.

Assessment
Practice labelling pathos, logos, and ethos by placing a P, L, or E in the blank:
_____ A child is shown covered in bug bites after using an inferior bug spray.
_____ Tiger Woods endorses Nike.
_____ Sprite Zero is 100% sugar-free.
_____ A 32-oz. bottle of Tide holds enough to wash 32 loads.
_____ A commercial shows an image of a happy couple riding in a Corvette.
_____ Cardiologists recommend Ecotrin more than any other brand of aspirin.
_____ Advil Liqui-Gels provide up to 8 hours of continuous pain relief.
_____ Miley Cyrus appears in Oreo advertisements.
_____ People who need more energy, drink Red Bull Energy Drink.
_____ A magazine ad shows people smiling while smoking cigarettes.
Evaluation: Class did not go into pathos, Ethos and Logos. We just did the language of
persuasion, from the official class text and discussed those. Therefore, the assessment
was not done.
Date: Wednesday 12th September 2018
Form: Three - Group Three
Subject: Literature
Topic: Into to Poetry
Sub-Topic: Poetic Devices
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Independently define orally and in writing Poetry, Poem, Poetic and Poet in no less
that one sentence.
 Explain without the assistance of the teacher, what are poetic devices
 Express orally and in writing, the meaning of at least 6 poetic devices.
 Identify, on their own, at least 2 types of poems
 Show an appreciation for poetry by exposing themselves to different forms of poetry.
Previous knowledge: Most students have seen a poem before.
Resource(s): Definitions, sample poems, music
Introduction: Play a song for the students and have them listen. Explain to students that all
songs are poetry. Provide them with the lyrics to the song and have them underline lines and
or phrases that they think has a more literal meaning from what the writer said. Discuss these
responses and have students explain what they think the writer meant when he/she says
certain things.
Procedure
Step one: Have a class discussion on what is Poetry, Poem, Poetic and Poet. Discuss the
meaning along with the part of speech. Students will provide answers, then class will discuss
and come up with working definitions. Students will get an opportunity to take notes of the
definitions.
Step two: Explain to students that the use of what we call “Poetic Devices” are writing
techniques used to build good poems. Have students look at the glossary of literary terms
they have in their note books and select the ones that may pertain mostly to poetry. Discuss
definitions and examples of at least 6 of these devices.
Step three: Explain to students that different types of poems used different devices most
frequently. Class will discuss the following types of poems using the “Writers Express”: -
Couplet Free Verse Lyric Quatrain
Step four: After the discussion, provide students with a sheet of paper and have them craft
either a couplet, free verse, lyric or quatrain.
Closure: Have the share their poems and encourage them to read more poetry at home.
Application/Assessment:
Evaluation:
Date: Wednesday 12th September 2018
Form: Five – Group 2
Subject: English
Topic: Summary Writing
Sub-Topic: Summarizing list words and long sentences revision
Session: 5 & 6
Resource Materials:
 English A for CSEC pg 173
Previous Knowledge: Students are familiar with the concept of summary writing.

Objectives: Students should be able to:

 Find a group word for a list word.
 Make a long sentence much more condensed.
 Appreciate how summaries a written.

Introduction: Rehash the concept of summary with students.

Procedure:
Step One: Explain to students that in summary writing, their language should be simple,
clear and concise. Explain the meaning of the three terms with students using examples.
Remind students of the exclusions from summary writing that include: examples, statistical
data etc.
Step Two: Give students the following words: banana, orange, kiwi. Ask students to give a
group word for the list provided. Allow students to give their responses. Explain to students
that a list of similar items/words should be summarized into one group word. Have students
give examples of their own. Provide the necessary feedback.
Step Three: Explain to students that long sentences should be condensed. Read the following
sentence for students: “The flight was crowded with people who are leaving the islands for a
new home abroad.” Have students summarize the sentence given. Allow students to give their
responses then provide the necessary feedback to them. Give students examples from the text
on page 173.
Application: Students will summarize the following:
1. Rainy, windy, cloudy, sunny -
2. Hopping, skipping, jumping, walking
3. The moon’s bright silver rays illuminated the countryside.
4. John’s very red face, heavy breathing and clenched fists gave warning of his mood.

Evaluation:
Date: Wednesday 12th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Punctuation
Sub-Topic: Capitalization
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently correct a paragraph by placing capital letters where necessary
 Develop an interest in using capital letters correctly in all written work
Previous knowledge: Students are familiar with at least 4 capitalization rules
Resource(s): paragraph to be punctuated
Introduction: Questions students about the rules for using capital letters. Students will raise
hands if they want to respond and then answer in complete sentences.
Procedure
Step one: Class will discuss capitalization rules with the use of a few examples. Teacher will
explain to students that the same way they can correctly punctuate an isolated sentence, the
same way they can punctuate a collection of sentences in a paragraph.
Step two: Explain to students that they will punctuate a paragraph independently using
capital letters in the correct places. Students will prepare to work by taking out and heading
up their exercise books.
Step three: When the incorrectly punctuated paragraph is on the board, students will begin to
write and correct the incorrect capitalization as they go.
Step four: Teacher will then grade all papers and provide feedback so that students can know
where they went wrong and can reassess their thinking.
Application/Assessment:
my name is michael matthew. i live in new town with my mother sarah and my father daniel.
we live on mission street next to the tucker clarke primary school. i was born on the 16th
november 2004. my mother said i was born on a friday but my father thinks it was on a
Saturday. my favourite movie is transformers. i love cars and hope to buy a bmw when i
grow up.
Evaluation: All students did well. They have some understanding of what is expected
when it comes to capitalization, but some of them need to focus. Their inability to focus
for long periods will hinder their learning and affect teaching.
Date: Thursday 13th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Reading
Sub-Topic: Word recognition and Oral reading
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 provide correct pronunciation of new words in a passage
 read a passage independently and fluently
Previous knowledge: Students have done oral reading exercises before
Resource(s): Reading Passage, letter cards
Introduction: Place students in groups and have them play a game where they have to run to
a desk at the front of the board and spell a word given by the teacher. The group member who
spells the word correctly will get the point.
Procedure
Step one: After the game teacher will tell students that the words they were asked to spell are
words that they will encounter in a oral reading passage that they have to read later in the
lesson. Teacher will place the correct spelling of the words on the board. Class will study the
words by providing the correct pronunciation and studying the definitions.
Step two: Individual students will be asked to pronounce all the words then class will call all
words together.
Step three: Teacher will distribute passage and students will read it silently paying attention
to how the new words are used, also analyse what they passage is about.
Step four: Class will discuss information given in the passage and teacher will ask each
student to read the passage orally.
Application/Assessment:
Students will read the attached passage orally and independently. They will also answer the
two questions that follow.
Evaluation: Lesson was not done. School was cancelled because of inclement weather
due to the passing of a tropical storm. This lesson will be done tomorrow.
 Too Much Water

People need air, fire, and water to live. Yet these same elements can

destroy life. Of these elements, water may be the most dangerous.

Many cultures have legends of great floods that covered the land. Since

civilizations developed close to water, stories of flooding came naturally. Lakes

and rivers do not flood any more often in our century than they did in the past.

Today, however, floods seem to cause much more damage. This is because

many more buildings are close to water. For example, people love to live on the

beach. Yet they may suffer when a hurricane hits.

Many different weather conditions cause floods. Spring rain will quickly

melt mountain snow causing it to race down into the valley. A raging rainstorm

causes rivers to overflow. The high winds of a hurricane blow ocean water

inland. Sudden storms cause flash floods in deserts where the water cannot sink

into the ground. A volcanic eruption may also begin a flood. That is because the

energy from the eruption causes huge waves to crash over nearby towns.

1. Why is the passage titled “Too Much Water”?

___________________________________________________________________________

___________________________________________________________________________

2. Name two conditions that cause floods.

___________________________________________________________________________

___________________________________________________________________________
Date: Thursday 13th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Reading
Sub-Topic: Word recognition and Oral reading
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 provide correct pronunciation of new words in a passage
 read a passage independently and fluently
Previous knowledge: Students have done oral reading exercises before
Resource(s): Reading Passage, letter cards
Introduction: Place students in groups and have them play a game where they have to run to
a desk at the front of the board and spell a word given by the teacher. The group member who
spells the word correctly will get the point.
Procedure
Step one: After the game teacher will tell students that the words they were asked to spell are
words that they will encounter in a oral reading passage that they have to read later in the
lesson. Teacher will place the correct spelling of the words on the board. Class will study the
words by providing the correct pronunciation and studying the definitions.
Step two: Individual students will be asked to pronounce all the words then class will call all
words together.
Step three: Teacher will distribute passage and students will read it silently paying attention
to how the new words are used, also analyse what they passage is about.
Step four: Class will discuss information given in the passage and teacher will ask each
student to read the passage orally.
Application/Assessment:
Students will read the attached passage orally and independently. They will also answer the
two questions that follow.
Evaluation: There was a staff meeting that went from 10:30am to 11:15am; therefore,
the entire lesson was not done. Students got to play the spelling games with the new
words. Next class we will study words and read the passage.

Date: Friday 14th September 2018

Form: five – Group 2
Subject: CXC English
Topic: Summary Writing
Sub-Topic: Summarizing Nursery Rhymes
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:

 analyse internally, a popular nursery rhyme by reading and examining the information
 Select main idea according to their individual examination
 Summarize five nursery rhyme into one sentence each

Previous knowledge: Students’ know what a summary is and can summarize groups of
words into one word or phrase
Resource(s): Worksheet with nursery rhymes
Procedure
Step one: Have a brief review session where students will have the task of explaining what
they learnt in previous lessons about summary writing. Teacher will lead this review session
and ensure all students participate.
Step two: Elicit from students any nursery rhymes they know. Have them say them. Ask
them to explain in one sentence the main idea of the rhyme.
Step three: Distribute worksheets and students will read the nursery rhymes presented. There
may be some that students are not familiar with so class will discuss briefly.
Step four: Students will work independently to summarize each nursery rhymes. When they
are finished, teacher will grade them then class will discuss correct responses and explain
how information can be seen as irrelevant and is not needed in the summary.
Application/Assessment:
See attached worksheet
Evaluation: Students did well but they added a lot of unnecessary information that can
be deleted. Class discussed these, and I think students will do better in the future.

Date: Friday 14th September 2018

Form: Four – Group 3

Subject: CXC English

Topic: Persuasive Writing

Sub-Topic: Ethos, Logos and Pathos

Session(s): 8

Objective(s): At the end of the lesson, students should be able to:

 Independently explain what ethos, logos and pathos in advertisement is

 Identify examples of ethos, logos and pathos.

Previous knowledge: Students are aware of the different techniques of persuasion

Resource(s): Worksheet on persuasive techniques

Procedure

Step one: Have students explain what and advertisements is, what is the intention of an
advertiser and advertisements and what are some of the techniques of advertisement.

Step two: Distribute the worksheet to students. Class will read and discuss the notes together.
Students will be given opportunities to ask and answer questions.

Step three: Students will complete the exercise on the worksheet and after they are finished,
teacher will grade, and class will discuss the correct responses.

Application/Assessment:

See Attached worksheet.

Evaluation: School was dismissed early due to inclement weather; therefore, lesson was
not done. This will be done next Friday.
NO OFFICIAL
CLASSES FROM
MONDAY 17 TH

SEPTEMBER TO 19 TH

SEPTEMBER 2018 DUE

TO NATIONAL HEROS
DAY AND
INDEPENDENCE DAY.
NO LESSONS WERE
PLANNED FOR THOSE
DAYS.
Date: Thursday 20th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Oral Reading and discussion
Sub-Topic: Identifying new words
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:

 Spell, pronounce and provide a definition for each new word studied
 Fluently read a passage that includes the new words
 Answer brief questions about the passage read.

Previous knowledge: Students are familiar with new words from previous lesson.
Resource(s): Reading passage
Introduction: Display all the new words studied and have students orally pronounce the
words individually and together.
Procedure
Step one: Teacher will distribute reading passage. Students will be asked to read the title of
the passage and provide predictions of what the passage will be about.
Step two: Students will get a few to read through the passage quietly, then students will
discuss with teacher what the passage is about.
Step three: Class will review the conventions of oral reading, then each child will be asked
to read the passage individually then answer the two questions that follows. Teacher will
grade students according to their oral reading and comprehension abilities.
Application/Assessment:
See attached oral reading passage. Students were assessed according to their oral reading and
their ability to answer comprehension questions.
Evaluation: Lesson went well. Some students have oral reading issues where they omit
or add words, mispronounce words and some encountered fluency problems. Teacher
will ensure opportunities are given to improve.
 Too Much Water

People need air, fire, and water to live. Yet these same elements can

destroy life. Of these elements, water may be the most dangerous.

Many cultures have legends of great floods that covered the land. Since

civilizations developed close to water, stories of flooding came naturally. Lakes

and rivers do not flood any more often in our century than they did in the past.

Today, however, floods seem to cause much more damage. This is because

many more buildings are close to water. For example, people love to live on the

beach. Yet they may suffer when a hurricane hits.

Many different weather conditions cause floods. Spring rain will quickly

melt mountain snow causing it to race down into the valley. A raging rainstorm

causes rivers to overflow. The high winds of a hurricane blow ocean water

inland. Sudden storms cause flash floods in deserts where the water cannot sink

into the ground. A volcanic eruption may also begin a flood. That is because the

energy from the eruption causes huge waves to crash over nearby towns.

3. Why is the passage titled “Too Much Water”?

___________________________________________________________________________

___________________________________________________________________________

4. Name two conditions that cause floods.

___________________________________________________________________________

___________________________________________________________________________

Date: Thursday 20th September 2017

Form: Three – Group three

Subject: Communication Studies

Topic: CCSLC Module One

Sub-Topic: The friendly Letter

Session(s): 1&2

Objective(s): At the end of the lesson, students should be able to:

 Explain the conventions of a friendly letter

 Discuss the relevance of friendly letter in contemporary society
 Draft a friendly letter to a pen pal
Previous knowledge: Students should be aware of the conventions of a friendly letter

Resource(s): Sample friendly letter

Introduction: Present an envelope to the class and asked students what it is used for. After students
give their response, ask them what a letter is and when was the last time they wrote and posted a
letter. Lesson as students share and ask follow-up questions if necessary.

Procedure

Step one: Elicit from students the two main types of letters. FORMAL and INFORMAL. Discuss
each type as it relates to format and content of both types of letters.

Step two: Inform students that their first CCSLC Module will focus on the informal letter. Spend
some additional time on the format and other conventions of the friendly letter to ensure that students
understand fully.

Step three: Write the module assessment on the board and discuss all that it entails. Examine the
mark scheme for the module, and have students wrote down the assessment and the rubric.

Step four: Students will think about the game or cultural activity that they will write to their pen pal
about. Teacher will guide them into the right direction by helping them select a game/sport/activity
that is worth writing about.

Application/Assessment: Students will draft an informal letter to their pen pal explaining a
traditional game, sport or activity in which they participate in their country.

Evaluation: lesson went well. Teacher will correct draft and give back to students to rewrite.

Date: Friday 21st September 2017

Form: Two – Group One
Subject: Communication Studies
Topic: Literature
Sub-Topic: Introduction to ‘The Young Warrior’
Session(s): 3&4
Objective(s): At the end of the lesson, students should be a blessing to
 Predict what a story is about from the cover picture and story title
 Explain the history of Marion’s in Jamaica
Previous knowledge: Students are familiar with the history of the slave trade
Resource(s): Literature text ‘The Young Warrior’ by V.S Reid
Teaching/learning Strategies: Discussion, Question and Answer
Introduction: Review what is literature and the aim of any literature lesson, which is to use
many literary techniques to fully understand a written text. Elicit from students some of the
things they need to be able to do, to fully understand a text. Students will discuss what is
needed to fully understand literature.
Procedure
Step one: Have students take out their Literature text. Explain to students that a book starts at
the cover. The cover helps us connect with the texts in a special way. Focus their attention on
the cover and begin an analysis of the picture and story title.
Step two: Have students explain what characteristics makes a person a warrior. Also, have
them select the character on the cover who most resemble a warrior. Discuss the conflict that
seemed to be happening on the cover.
Step three: Students will read brief synopsis of the story which is at the back of the book.
During the discussion, brief students on the slave trade and who are Maroons (protagonists)
and English Redcoats (antagonists). Class will also discuss village life after living outside the
control of slaves.
Evaluation: Students will design and draw an original concept of a young warrior.
Evaluation: Teacher did not get to attend class therefore this lesson was not done. It will be
done next Tuesday instead.
Enrichment: Students were asked to read the first chapter of the story, in preparation for the
next literature lesson.

Date: Friday 21st September 2018

Form: Five – Group 2

Subject: CXC English A

Topic: Summary Writing

Sub-Topic: Summary Writing Exercise

Session(s): 6

Objective(s): At the end of the lesson, students should be able to:

 Display an understanding of summary writing by correctly answering question

pertaining to summary writing

Previous knowledge: Students are aware of all the concepts of summary writing that would
be tested.

Resource(s): Worksheet

Procedure

Step one: Class will discuss all that was studies in Summary Writing thus far. Teacher will
ask questions and students will response accurately. Students will also be given opportunities
to seek clarification of any aspect of summary writing not fully understood.

Step two: Teacher will distribute exercise sheet and give students 15 mins to complete the
assignment. Teacher will monitor and encourage students as the work.

Step three: Teacher will then mark students work and then class will discuss responses to the
different questions.

Application/Assessment:

See attached exercise.

Evaluation: Students did well but the section where they had to summarize sentences, they
left too much unnecessary information.

Date: Monday 224th September 2018

Form: Five – Group 2

Subject: CXC English A

Topic: Summary Writing

Sub-Topic: Finding the Main Idea

Session(s): 1&2

Objective(s): At the end of the lesson, students should be able to:

 Explain orally what is meant by the phrase, “main idea”

 Analyse a passage and find the passage main idea

Previous knowledge: Students have heard the term main idea before and can give a gist of
what it means.

Resource(s): Printed notes and worksheet

Introduction: Review what was done in the previous class by reviewing the exercise
students were given.

Procedure
Step one: Explain to students that for them to be able to write a full summary, they must
know how to identify t he main idea in any text. Elicit from students what is meant by the
term, Main Idea. Discuss students’ responses.

Step two: Distribute note sheets that explains what a main idea is, and the steps to finding the
main idea of a text. Students and teacher will read and discuss note. We will also practice
finding main ideas using the examples on the note sheets.

Step three: Students will then work on some examples on their own using the worksheet.
Teacher will grade papers and class will discuss correct responses.

Application/Assessment:

See attached note-sheets and worksheets

Evaluation: Lesson went well. Students need more practice, but it was a good start.
They were asked to do the final assessment for home work.
Date: Monday 24th September 2018
Form: Three – Group 2
Subject: Communication Studies
Topic: Literature
Sub-Topic: Poetry
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Read a poem and analyse it poetic parts
 Discuss the content of a poem to the rest of the class
 Identify literary devices used in the poem
 Enjoy reading poetry
Previous knowledge: Students are familiar with poetic devices used in poetry
Resource(s): Class Text – A World of Poetry
Introduction: Discuss thunderstorms. Discuss what is a thunderstorm, what causes
thunderstorms how persons react what a thunderstorm is approaching.
Procedure
Step one: Write the title of the poem on the board. “An African Thunderstorm” Class will
discuss the title and have students predict what the poem will be about. Have students read
the poem silently, then discuss their interpretation of the poem.
Step two: Read the poem out loud and have students identify the literary devises they see
being used. Conduct a line by line whole class analysis of the poem. Here we will discuss the
poet’s intention and the importance and effectiveness of the devices used.
Step three: Discuss with students what other interpretations, other than that of a literal
thunderstorm, can the poem have. Discuss students’ ideas and encourage them to use
information from the text to justify.
Application/Assessment:
A. Write a summary no more than 3 sentences explaining your understanding of
what the poem is about.
B. State what the following devices mean and provide one example of the device
being used in the poem.
 Simile
 Metaphor
 Onomatopoeia
 Repetition

Evaluation: The assessment will be given at the beginning of the next lesson because time
ran out and I did not want them to do it for homework.
Date: Monday 24th September 2018

Form: Three – Group 1

Subject: Communication Studies

Topic: The business letter (CCSLC) Module

Sub-Topic: Letter of Application

Session(s): 5&6

Objective(s): At the end of the lesson, students should be able to:

 Explain without help, what is a business/formal letter and how it differs to the
friendly/informal letter
 State the importance of knowing how to formulate a business letter of application
 Show interest in writing business letters due to there importance in the future.

Previous knowledge: Students know what a friendly letter is compared to that of a business
letter

Resource(s): Sample letter of Application

Introduction: Have student look at the friendly letters they wrote last class. Elicit the type of
letter and some of its characteristics.

Procedure

Step one: Explain to students that this lesson will focus on the business letter. Elicit an
explanation for a business letter. During the explanation, encourage students to state how this
letter form is different from the friendly letter.

Step two: Talk to students about what they would want to be when they finish school and is
ready to work. Have students explain the process they think they would have to go through to
get the job they want. Explain to students that to get any job, they must first apply for it.
Elicit from students the name of such a letter. Response: Letter of Application. Follow up this
discussion by explaining that before they write this letter, they must know the job being
offered and find out if it is available. Elicit from students, ways in which they can find out if
a company is hiring or if a job opportunity is available. Here, discuss that these opportunities
can be found online, in newspapers, word of mouth or at a job fair.
Step three: Present students with a copy of a job vacancy found in a newspaper. Class will
analyse the information placed on the vacancy. Teacher will explain how important it is to
read the different heading such as job title, responsibilities, qualifications and attributes the
applicant must have.

Step four: Class will then discuss how a letter of application is formatted and what
information should be placed in the body of the letter. Explain to students that specific
information from the job vacancy should be their and whatever one writes should correspond
to what is asked for in the vacancy.

Step five: Present students with a copy of a letter of application that matches the vacancy
they studied. Students will analyse how the applicant used the information from the vacancy,
to articulate in writing what she figuratively brings to the table. Explain to students that many
persons will be applying for the same job, so they must sell themselves to the employer.

Application/Assessment:

Create a job vacancy for any position at a real or imagined company. In your vacancy, state
job title, Job Responsibilities, and Academic and personal Qualification needed to apply for
the job.

Evaluation: Lesson went well. Student did not get to finish their job vacancy ad so they
will create and share in class tomorrow.
Resort Manager
Bayside is a world-famous seaside resort on the stunningly rugged south coast of Western
Australia. 

Boasting a large 20-hectare property with 50 hotel rooms and self-contained chalets, a
restaurant, three bars and conference room, Bayside has been a mecca for local and
international tourists since 1973 – a place where guests come to experience unparalleled
service and comfort. 

Bayside is currently seeking an experienced manager to oversee the daily operations of the
resort and ensure all guests fulfil their holiday dreams. 

Everything is better at Bayside. 

Core responsibilities:
 Encourage high levels of guest interaction
 Apply a hands-on management style to uphold quality standards and ensure staff productivity
 Develop and modify resort policies, programs and procedures
 Perform revenue forecasting and budget control for various departments
 Supervise the administration of stock requirements
 Take an active role in the selection, training and supervision of personnel
 Oversee the organization of food and beverage services to meet client requirements
 Market facilities and services
 Ensure compliance with liquor laws and WHS regulations
 Maintain presentation standard of rooms and chalets
 Respond to enquiries and requests
 Manage complaints swiftly and professionally

Requirements:
 Minimum two years’ experience in a managerial role in the hospitality industry
 Proficiency in Microsoft Office suite and experience with booking systems
 Capacity to build strong, positive professional relationships with clients, staff and suppliers
 Financial and business acumen
 Strong attention to detail with good time management and the ability to multitask
 Professional presentation
 Strong communication and negotiation skills
 Solid leadership and organizational skills
 Awareness of WHS requirements
 Capacity to hold a liquor license

In return for your skills you’ll be offered an exceptional salary package, on-site free
accommodation, and the opportunity to work for a renowned resort. 

Please send your resume and cover letter to Rumi Corviss, HR Manager, Ritz Resorts
Ltd: [email protected].
 An African Thunderstorm An African Thunderstorm

From the west From the west

Clouds come hurrying with the wind Clouds come hurrying with the wind
Turning sharply Turning sharply
Here and there Here and there
Like a plague of locusts Like a plague of locusts
Whirling, Whirling,
Tossing up things on its tail Tossing up things on its tail
Like a madman chasing nothing. Like a madman chasing nothing.

Pregnant clouds Pregnant clouds

Ride stately on its back, Ride stately on its back,
Gathering to perch on hills Gathering to perch on hills
Like sinister dark wings; Like sinister dark wings;
The wind whistles by The wind whistles by
And trees bend to let it pass. And trees bend to let it pass.

In the village In the village

Screams of delighted children, Screams of delighted children,
Toss and turn Toss and turn
In the din of the whirling wind, In the din of the whirling wind,
Women, Women,
Babies clinging on their backs Babies clinging on their backs
Dart about Dart about
In and out In and out
Madly; Madly;
The wind whistles by The wind whistles by
Whilst trees bend to let it pass. Whilst trees bend to let it pass.

Clothes wave like tattered flags Clothes wave like tattered flags
Flying off Flying off
To expose dangling breasts To expose dangling breasts
As jagged blinding flashes As jagged blinding flashes
Rumble, tremble and crack Rumble, tremble and crack
Amidst the smell of fired smoke Amidst the smell of fired smoke
And the pelting march of the storm.  And the pelting march of the storm. 

David Rubadiri David Rubadiri

Date: Tuesday 25th September 2018
Form: Four – Group 3
Subject: CXC English A
Topic: Persuasive Writing
Sub-Topic: Advertisement
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 After reading and advertisement, identify at least 3 persuasive techniques that are
being utilized
 Explain orally and in writing, the intention of the writer and the target audience
 Examine the effectiveness of the techniques used in the advertisement
Previous knowledge: Students are aware of the persuasive techniques used in advertising.
Resource(s): Carlong English A for CSEC, page 116 (Copies for students)
Introduction: Distribute exercise from the previous lesson and discuss responses. During
this exercise, students will get the opportunity to reflect on the different persuasive
techniques.
Procedure
Step one: Have students take out the list of techniques they wrote in their notebooks. Have a
mini lesson on the techniques that students may not be aware of and discuss those that they
know.
Step two: Distribute resource material and instruct students to read the advertisement. After
they have read it to themselves, a student or a number of students will be selected to
summarize the main idea of the advertisement.
Step three: Together, students and teacher will axamine the advertisement, to try to get the
full gist of the writer’s intention. We will discuss the target audience and why they writer
utilized the various techniques. Class will discuss the use of Bold prints, rhetorical question,
emotive language, inclusive pronouns, exclamations etc.
Step four: Class will then answer the follow-up questions about the advertisement, orally.
Teacher will lead the question and answer session ensuring that all students are actively
participating in the session. Teacher will encourage students to use the techniques this
advertiser used to create a simple advertisement to share with their peers.
Application/Assessment:
Write a short advertisement about an item of your choice and present it orally to the class.
Use in indicate the persuasive techniques you used.
Evaluation:
Date: Tuesday 25th September 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Parts of Speech
Sub-Topic: Nouns
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Provide the definition of each part of speech in the English Language
 Willingly offer examples of each part of speech
 Appreciate the parts of speech in the English language by displaying a willingness to
learn about each POS
Previous knowledge: Students are familiar with Parts of Speech from previous grade levels
Resource(s): Handouts and Worksheets
Introduction: Write the term “Parts of Speech” on the board. Elicit from students the
different part of speech in the English Language. As students provide answers, write them on
the board. After all parts of speech is given, elicit from students what is meant or understood
by the term Parts of Speech.
Procedure
Step one: If students cannot come up with a response to the introductory question, teacher
will explain the idea attached to parts of speech and explain why knowing parts of speech in
important in constructing sentences.
Step two: Distribute a handout on the topic. The handout is attached. Discuss the basics of
each part of speech and have discussion with students so that you can tell if they grasp the
concept. Class will also look at basic examples of each part of speech. More in depth details
of the different classification of each part of speech will be done when they are studied
individually.
Step three: Elicit from students, examples of each part of speech. Correct any
misconceptions. Provide students with cues they can use to remember how to identify a
particular POS.
Step four: Place several word cards on a desk to the front of the class. Place a drawing of a
table on the board labelled with the 8 parts of speech. Place students in groups and as the
teacher name a POS, one child from each group will run to the table, select a word the
matches the POS and use the chalk to write the word on the board. The group that fills out the
table first will win.
Application/Assessment:
Students will complete attached worksheet.
Evaluation:
Date: Tuesday 25th September 2018

Form: Three – Group 1

Subject: Communication Studies

Topic: Business Letter

Sub-Topic: Letter of Application Continued

Session(s): 7

Objective(s): At the end of the lesson, students should be able to:

 Create a job vacancy which includes job title, name and address of company, job
responsibilities and qualifications
 Display a willingness to learn how to formulate a job vacancy and letter of application
for future application.

Previous knowledge: Students know what a business letter and letter of application is.

Resource(s): sample job vacancy and letter of application.

Procedure

Step one: Have a grand discussion about what was done during the previous lesson. Allow
students opportunities to ask and answer related questions.

Step two: Review the job vacancy that they got yesterday, and how the information from the
vacancy was used to create the letter of application.

Step three: Discuss each section of the application so that students are aware of what
information is under which category.

Step four: Explain to students that they will now create and imagined job application which
includes the job title, name and address of company, job responsibilities and qualifications

Application/Assessment:

Create and imagined job application which includes the job title, name and address of
company, job responsibilities and qualifications.

Evaluation:
 THE EIGHT PARTS OF SPEECH

There are eight parts of speech in the English language: noun, pronoun, verb,
adjective, adverb, preposition, conjunction, and interjection. The part of speech
indicates how the word functions in meaning as well as grammatically within the
sentence. An individual word can function as more than one part of speech when
used in different circumstances. Understanding parts of speech is essential for
determining the correct definition of a word when using the dictionary.
Nouns - Daniel, London, table, dog,
teacher, pen, city, happiness, hope
Pronouns - I, you, we, they, he, she,
it, me, us, them, him, her, this, those
Adjectives - big, happy, green, young,
fun, crazy, three
Verbs - go, speak, run, eat, play, live,
walk, have, like, are, is
Adverbs - slowly, quietly, very, always,
never, too, well, tomorrow, here
Prepositions - at, on, in, from, with,
near, between, about, under
Conjunctions - and, or, but, because,
so, yet, unless, since, if.
Interjection - Ouch! Wow! Great!
Help! Oh! Hey! Hi!
Date: Wednesday 26th September 2018
Form: Two – Group 4

Subject: Communication Studies

Topic: Parts of Speech

Sub-Topic: Identifying Parts of Speech

Session(s): 7

Objective(s): At the end of the lesson, students should be able to:

 Independently use a table to illustrate at least three words for each part of speech
category

Previous knowledge: Students know the eight parts of speech in the English language

Procedure

Step one: Briefly review the information that was studied in the previous lesson. Allow
students to play the word game they played in the previous lesson, then discuss the definition
and examples of each part of speech.

Step two: Give students 5 mins to complete the assessment from the previous lesson.
Observe their work ethic to discuss during private sessions.

Step three: When time elapse, students’ work will be graded and a short discussion on the
eight parts of speech will take place.

Step four: Students will make necessary corrections and teacher will inform them of what
will be done during the next lesson so that they can prepare.

Application/Assessment:

See Attached worksheet.

Evaluation:
Date: Wednesday 26th September 2018
Form: Four – Group 3
Subject: CXC English A
Topic: Advertisement
Sub-Topic: Creating an Advertisement
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:

 Work in groups to design and create a poster advertising an item of their choosing

Previous knowledge: Students are aware of the different persuasive techniques used in
advertising.
Resource(s): Manilla paper, markers and crayons, A Comprehensive English Course CXC
English A.
Introduction: Student will place themselves in 5 groups. Each group will relocate
themselves to an area of the class and place desk together to create a square of rectangle.
Members of each group will stand together and wait for the teacher to give further
instruction.
Procedure
Step one: Explain to students that each group will have to design and create a poster
advertising an item or event. Distribute all the materials needed to create the poster along
with the resource text.
Step two: Turn to page 286 of the resource text and discuss a few of the advertisements
displayed in that section of the text. Discuss how the advertisers used the techniques in their
advertisement and how they can utilize these techniques in theirs.
Step three: Leave students to discuss and come up with ideas for their poster, then start
creating using the materials given. Teacher will supervise students as they work.
Step four: Students will work until they are finished and if time allows, each group will
present their advertisement to the rest of the class.
Application/Assessment:
In your groups, design and create a poster advertisement using at least 3 different persuasive
techniques.
Evaluation: Students did not get to do their posters. Instead, they did personal
advertisements. They will do the group project next week Wednesday.
Date: Wednesday 26th September 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry (An African Thunderstorm)
Sub-Topic: Identifying Poetic
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:

 Identify, by writing, at least 3 poetic devices used in the poem “An African
Thunderstorm”
 Provide evidence from the text to illustrate how the poet used the devices

Previous knowledge: Students have read and analysed the poem during the previous lesson.
Resource(s): Copies of the poem
Introduction: Students will stand and recite the poem “An African Thunderstorm”. Teacher
will ask individual students to summarize the poems main idea and express the writer’s
purpose.
Procedure
Step one: Teacher and students will then look at other poetic elements that worked together
to create the poem and its meaning. Class will discuss the following: figurative language,
tone, mood, themes, and style.
Step two: As class discuss, students will be encouraged to take physical notes for future
reference. Teacher will them present students with a comprehension exercise on the poem.
This they will do individually and without the assistance of the teacher.
Step three: After completing the exercise, it will be graded, and feedback will be given.
Students will be encouraged to make necessary changes to their work so that it reflects
acceptable responses to the questions.
Application/Assessment:
See Attached Worksheet
Evaluation: Lesson went as planned. Students seem to have understood the concept
taught.
Date: Wednesday 26th September 2018
Form: Five – Group 2
Subject: CXC English A
Topic: SBA Lesson
Sub-Topic: Discussing Stimulus Materials
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Discuss correct answers to the “Finding Main Ideas” exercise
 Orally discuss why they selected their stimulus materials with the teacher and
classmates
 Appreciate group members opinions and their reaction to materials selected
Previous knowledge: Some students have collected all materials.
Resource(s): Worksheet on “Finding Main Idea” and Students individual SBA
Introduction: Have students display their “Finding Main Idea” worksheet that they had to
complete for homework. Students will exchange sheets so that they can grade a worksheet
belonging to another students. As students settle, teacher will explain to them that they first
part of the lesson will deal with “Finding Main Idea” then we will move on to SBAs
Procedure
Step one: Since students should have read the passage previously, ask them to orally explain
what the overall topic of the passage was. After the discussion, select five students to read
orally, each paragraph of the passage.
Step two: After reading each paragraph, students will discuss the options for the main idea
and then decide on the correct response. They will then use a pencil to mark correct or
incorrect answers.
Step three: After the first activity, have students meet in their SBA groups. Students will
display their stimulus materials and begin discussion within their group. Teacher will monitor
group discussions
Step four: Students will then have to decide if they will remain with their original materials
or if they will select new ones. Teacher will take not of students who still needs to get their 3
materials and encourage them to get them by Friday 28th September 2018.
Application/Assessment:
Students will be assessed according to their answers from the “Finding Main Idea” worksheet
and their discussion and participation in the group discussions.
Evaluation: A few students still need to get stimulus materials. They were asked to find and
send to the teacher through email.
Date: Thursday 27th September 2018

Form: Two – Group one

Subject: Communication Studies

Topic: Composition

Sub-Topic: Into to Report Writing

Session(s): 3&4

Objective(s): At the end of the lesson, students should be able to:

 Explain what a formal report is

 Identify the two main types of reports
 Illustrate the format of a formal report
Previous knowledge: Students know how to format a business letter; therefore, this knowledge will aid them in
correctly formatting a report

Resource(s): Sample report

Teaching/learning Strategies: Discussion, Observation, Question and Answer

Introduction: After students are settled and ready for class, ask the question; who watches news on television?
As students indicate by raising their hands, ask: what is your favourite news station and what do they call the
persons who read the news? (Reporters) Elicit from students who is their favourite reporter and why. Discuss
with students the difference between the persons who reports the news and the persons who read the news.
Reporter vs Journalist

Procedure

Step one: Explain to students that in many occupational fields, persons might have to write a report on
something that took place on the job. Elicit what is a report and what they think it involves. Discuss students’
responses. Explain that:

A report is a brief account or description of any happening incident or event that has already taken place.
It is a first-hand account gathered by the person who is writing the report.

The facts of a report should be accurate and true, and also based on realistic justifiable information.

Step two: Explain also that there are two types of reports:

Report writing: reporting for a newspaper, magazine or reporting to authority

Factual reporting: Description of people, animals, places or events

Class will discuss both types with examples, so that students can see the difference in both types of reporting
styles.

Step three: Provide a sample report and have students look at it closely. Elicit the features of the format of the
report students recognize and what other type of writing is it similar to. Discuss the format of the report, using
the model as a guide.

Step four: Students will take note of the format of the report for future reference.

Closure: Ask individual students questions about what was discussed and allow students at this time to ask for
clarification as to what a report or the format of the report is.

Evaluation: Lesson went as planned. Students were not very attentive so they will have follow up lessons.
Date: Thursday 27th September 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Module 5: Exploring New Frontiers – Communicating in the Work Environment
Sub-Topic: The Business Letter of Application
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Read job advertisements/vacancies and identify relevant information to be placed in a
responding letter of application.
 Write a letter of application

Previous knowledge: Student know how to format a letter of application and have analysed a
sample letter, so they are aware of how the body of the letter should be.
Resource(s): sample letter and job vacancy ads, folder leaves
Introduction: Give students a street of paper and using a pencil, they will illustrate the
appropriate format of a business letter. Teacher will check each child’s work to see if they
know the correct format.
Procedure
Step one: Class will look at sample job vacancy advertisements and discuss the different
areas such as job description or responsibility and qualification.

Step two: Teacher will advise student on how to use this information to strengthen their letter
of application.
Step three: Student will take the knowledge shared in step 1 and 2 and attempt a letter of
application. Teacher will check students work and give feedback.
Evaluation: Lesson went as planned. Students’ letters were satisfactory, but they have
more work to do.
Monday 1st October 2018
Form Five Find the Main Idea of Paragraphs
Kelly C. Roell
http://testprep.about.com

Directions: Read the following paragraphs and compose a one-sentence main idea for
each on a sheet of lined paper.

Main Idea Paragraph 1: Shakespeare

The idea that women are not equal to men has been a prevailing, common theme in literature
since the beginning of time. Like their predecessors, Renaissance writers staunchly laid down
the tenet that women were less valuable throughout the pages of effusive literary writings,
where women are alternately idolized as virtuous or shunned as harlots. One man proved to
be a glaring contradiction to this falsity. That man was William Shakespeare and he had the
courage in those turbulent days to recognize the value and equality of women. His portrayal
of women differed than that of many of his contemporaries during the Renaissance era.

What's the main idea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Main Idea Paragraph 2: Immigrants

America has been hailed as “the land of the free and the home of the brave,” ever since that
frightful night Francis Scott Key penned the words to The Star-Spangled Banner. He believed
(as the First Amendment guaranteed) that America was a place where freedom would reign,
and every person had the right to pursue every dream. This may have been true for citizens of
the U.S., but not so for many immigrants who chose this great country as their home. In fact,
many of these travellers have experienced horror beyond imagination. Often, their stories are
not ones with happy endings; rather, they experienced hopelessness trying to achieve the
American Dream – a dream that was not theirs to have.

What's the main idea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Main Idea Paragraph 3: Innocence and Experience

Children dream of the day when they will be grown up. They will no longer have bedtimes,
bathtimes, curfews, or any other restrictions. They believe that being an experienced adult
will truly give them freedom. Then they grow up. They are saddled by bills, responsibilities,
sleepiness, and an overwhelming urge for more vacations. Now they long for the days they
could roam free all summer without a care in the world. Innocence has always battled with
experience. Taking one view, author William Wordsworth believed that innocence was the
highest state and could not see past the golden curls of youth, whereas author Charlotte Smith
believed that maturity offered the most to humanity through wisdom.

What's the main idea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Main Idea Paragraph 4: Nature

Nature is valued highly in many cultures. The majestic sweep of a mountainside or the vast
expanse of glittering seas can inspire people everywhere. Painters, designers, poets,
architects, and various other artists have drawn strength and enlightenment from magnificent
works of nature such as these. Among those gifted people, poets seem to be the best at
expressing the awe and wonder of viewing art in nature. William Wordsworth is just that kind
of poet. He believed that nature is a cleansing vent for troubled minds, extending clarity to
the lives of humans. His poetic works have inspired nature-lovers for centuries by displaying
the true beauty that only a seasoned writer, like Wordsworth, can accurately depict.

What's the main idea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Main Idea Paragraph 5: Internet Regulation

Because the Internet exists in a world that is already regulated with policies and laws,
government officials, upholders of current laws, should be the people responsible for the
regulation of the Internet. With this responsibility comes the enormous task of managing the
protection of First Amendment rights and honouring social and public interests across the
world. That being said, the ultimate responsibility still rests in the hands of Internet users who
vote – they, along with the officials elected to serve them, make up the global community.
Voters have the ability to elect responsible individuals to the appropriate posts, and the
elected officials have the responsibility to act on the will of the people.

What's the main idea?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Monday 1st October 2018
Form Three Literature Name: ____________________
An African Thunderstorm
Class Exercise

Answer all questions. Do not use your note book. Write answers on this paper.

1. Use one sentence to summarize the poem “The African Thunderstorm”.

_____________________________________________________________________
_____________________________________________________________________

2. What is one major theme in the poem? ____________________________________

3. What tome does the poet use in the poem? __________________________________

4. What is the narrative point of view of the poem? _____________________________

5. Write the part of speech of the following lines in the poem

"clouds came hurrying with the wind" ______________________________

"trees bend to let it pass" ____________________________

"here and there like a plague of locusts" _____________________________

"clothes wave like tattered flags flying off to expose dangling breasts" ____________

“Rumble, tremble, and crack” _____________________________

“the pelting march of the storm” ____________________________

6. Select a word from the passage that is a synonym of the following.

a. a fast turning movement __________________________
b. to come to rest after flying __________________________
c. sudden, quick forward movement __________________________
d. a loud continuous noise __________________________
e. to hang and sway loosely __________________________
f. to fall down heavily and quickly __________________________
g. low, dull, rolling sound __________________________
h. having a rough, uneven edge __________________________
i. to leave unprotected, to display __________________________
Monday 1st October 2018
Form Three Monday 1st October 2018
Group one Form Three
Letter of Application Group one
Letter of Application
Write an application letter for the
following job vacancy. Write on folder Write an application letter for the
paper. following job vacancy. Write on folder
paper.
Pharmacy Assistant Pharmacy Assistant

Dome Pharmacy is a family-run and local Dome Pharmacy is a family-run and local
community pharmacy that has a small team of community pharmacy that has a small team of
trained professionals, including two qualified trained professionals, including two qualified
pharmacists. We are currently looking for a full- pharmacists. We are currently looking for a full-time
time junior pharmacy assistant to join the Dome junior pharmacy assistant to join the Dome team.
team. While no pharmacy experience is necessary, While no pharmacy experience is necessary, a
a background in customer service will be highly background in customer service will be highly
regarded. regarded.

Responsibilities: Responsibilities:

 Assisting customers  Assisting customers

 Processing sales, including cash  Processing sales, including cash purchases,
purchases, credit cards and using point- credit cards and using point-of-sale system
of-sale system  Stocking shelves and organising displays
 Stocking shelves and organising displays  Assisting with stocktake and orders
 Assisting with stocktake and orders  Assisting pharmacists with orders
 Assisting pharmacists with orders

Requirements: Requirements:

 Previous customer service experience  Previous customer service experience

 Excellent communication skills  Excellent communication skills
 Ability to work unassisted and in a team  Ability to work unassisted and in a team
 Fast learner  Fast learner
 A positive attitude and friendly  A positive attitude and friendly demeanour
demeanour  Well-presented appearance
 Well-presented appearance

Send application letters to Manager, Mr.

Jonas Clarke. Send application letters to Manager, Mr.
Address: Clear Hill Jonas Clarke.
Bird Rock Address: Clear Hill
Basseterre Bird Rock
St. Kitts Basseterre
St. Kitts
Date: Tuesday 2nd October 2018
Form: Four- Group 3
Subject: English
Topic: Letter to the Editor
Sessions: 1&2
Previous Knowledge: Students can speak on different social ills in their community.
Objectives: At the end of the lesson, students should be able to
 Identify the main elements and structure of a letter to the editor.
 Compose a first draft letter to the editor
Introduction: The teacher will ask the students “How many of them read the newspaper or
any magazine? Do they have a favourite section? How about their parents?” During the open
discussion the teacher will explain and show the students what the editorial section is and
where it is located.
Procedure
Step One: Explain to students that the editorial section contains letters to the editor, which
are written by the readers of the newspaper or magazine, expressing their opinions or ideas
about something. Ask students, “What issues they feel strongly about and maybe would want
to express an opinion about?” For example; school dress code or should seniors be allowed to
leave and go out to lunch? Discuss appropriate language and tone when constructing a letter
to the editor. Brainstorm together as a class. Students will engage in the discussion and
brainstorm ideas.
Step Two: The teacher will hand out copies of the example letter to the editor and put it up
on the board. Read through the letter with students pointing out certain aspects of the letter
such as: organization, stating the topic, whether they agree or disagree, etc. Mark all of these
on the board and have students do the same on their paper.
Step Three: The class will continue brainstorming topics to write about, the teacher will
write them on the board. Have student select a topic to write on. Put students into groups
according to the topic they choose. Have the group’s brainstorm for ideas on the topic and
generate thoughts. Instruct students to write a brief letter to the editor following the same
pattern as the example.
Step Four: Ask the students to exchange letters with another group. Instruct students to read
the letters and give feedback on the structure and content of the letter.
Assessment: The teacher will evaluate the student’s letters to make sure they followed the
correct structure and content of the letter.
Evaluation: Students were asked to complete letters for home work.
Date: Tuesday 2nd October 2018
Form: Two- Group One
Subject: Communication Studies
Topic: Composition
Sub-Topic: Report Writing
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain what is involved in report writing
 Distinguish between fact and opinions
 Understand the importance of stating facts in any type of report
Previous knowledge: Students know what a report and the format of a report is.
Resource(s): Sample report
Introduction: Distribute strips of paper and ask students to draft a skeleton version of the format of a
report. The first students to finish with an accurate format will win a small token.
Procedure
Step one: Discuss the format again to clarify any misunderstanding realized in students draft. Stress
the position of the title and the fact that it must be underlined and centred.
Step two: Distribute copies of the sample report. Spend more time in discussing each element of the
report. Discuss the addresses and how the address of the receiver should be structured.
Step three: Have students read the body paragraphs of the report. Introduce the terms FACTS and
OPINIONS. Elicit from students the definition and difference between the two term. Use examples of
things considered as facts and those that might be an opinion, and have students say if the examples or
facts or opinions. Explain to students that when writing a report, it is important to state only facts.
Your opinion is only needed if it is asking for, such as in writing recommendations.
A fact is a statement that is true and can be verified objectively or proven. In other words, a fact is
true and correct no matter what. An opinion, however, is a statement that holds an element of belief;
it tells how someone feels. An opinion is not always true and cannot be proven.
Step four: Present students with the scenario below and have them report orally. Other students will
listen for any evidence of opinions being stated.
While playing in the classroom during break time, two boys accidentally damaged the legs of two
desks. As class monitor, write a formal report to your form teacher about the incident.
Application/Assessment:
At the end of each statement, write if it reflects a fact or an opinion.
1. Today is Tuesday. ______________
2. Chocolate ice cream is everyone’s favourite. _____________
3. Mars is a planet. ______________
4. St. Kitts has the friendliest people. _______________
5. Black represents evil. _______________
Evaluation:
Date: Tuesday 2nd October 2018

Form: Three – Group 1

Subject: Communication Studies

Topic: Composition

Sub-Topic: Business Letter of Application

Session(s): 7

Objective(s): At the end of the lesson, students should be able to:

 Edit their previously letter of application using an editing checklist

Previous knowledge: Student are aware of how to write a letter of application and have
written one before.

Resource(s): Previously written letter of application

Procedure

Step one: Have students reveal their letter of application written during the previous class.
Students will exchange papers and each classmate will assist in editing each other’s work.

Step two: Teacher will display checklist for students to review as they edit the letters.
Students will look at format, spelling, grammar and vocabulary.

Step three: Papers will be returned, and students will recheck corrections and start the
rewriting process. When they are finished they would hand letters up to the teacher to be
graded.

Application/Assessment:

Write the final draft of a letter of applications.

Evaluation:
Date: Wednesday 3rd October 2018

Form: Four - Group two

Subject: English

Topic: Composition

Sub-Topic: Letter to the editor

Session(s): 1&2

Objective(s): At the end of the lesson, students should be able to:

 Write a complete letter to the editor on their own.

Previous knowledge: Students are aware of what is needed to create a good exposition

Resource(s): A Comprehensive English Course cxc English A

Procedure

Step one: Questions students about the format of a letter to the editor. Have individual students say
how best to construct such a letter.

Step two: Discuss some of the things you identify as problem areas for students and help.

Step three: Refer to the resource text and review the techniques of persuasion and the sample letter so
that students can analyse the language and techniques used by the writer.

Step four: Have students select a school rule they would like to see abolished and have them prepare
to write a letter to the editor about this concern.

Application/Assessment: Session

Select a school rule you would like to see abolished and write a letter to the editor of a newspaper to
persuade the public to change this rule.

Evaluation:
Date: Wednesday 3rd October 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry: Once upon a time analysis
Sessions: 3&4
Duration per session: 40 mins
Previous Knowledge: Students are familiar with the poem.
Objectives: At the end of the lesson, students should be able to
1. Analyse the poem by giving the general theme it portrays
2. Identify literary devices used in the poem
3. Explain the effect of these devices
Procedure
Set Induction: A student will be selected to recite the poem to the class. The other students
will listen carefully and indicate at the end of the reciting, what their favourite lime or lines
were and why they like them.

Step One: Display the poem on the board and have students write it in their books.

Step two: Class will then discuss poem’s literal and figurative meaning also students will be
asked to interpret the mood of the persona (nostalgic).

Step Three: Teacher will explain to students that poetry not like other writing because it used
more figurative language that any other form of writing. Recap briefly what is meant by
figurative language. Allow students to look at their list of poetic devices in order to refresh
their memories of poetic devices. Recap the definition and examples of a few of them.
Closure: Explain to student that poets used poetic devices to create figurative language
which makes their poetry more appeal and worth studying.
Assessment
From the poem “Once Upon A Time” identify the following poetic devices in the poem and
write the relevant examples.
1. METAPHOR
The people's eyes are as cold as ice. This means that there is no warmth or real feeling in the
words that they say, or how they behave. This metaphor literally allows you to visualize a
block of ice, cold and unwelcoming.
2. SIMILE
Stanza 4, lines 20-21 emphasizes the constant changes in the persona's face. If you think of
how often a woman changes her dress, then that is how often the persona adjusts his/her
personality to suit an audience. The list of faces that follow this line emphasizes this point.
Stanza 4, lines 23-24 compares people's faces to smiles in a portrait. If you think about a
portrait, it is usually very formal and stiff, even uncomfortable. Therefore, the implication is
that the smiles are actually fake and stiff. They are conforming, or trying to fit, to a
preconceived mold that is set up by societal expectations.
Stanza 6, lines 38-40 compares the persona's laugh to a snake. When you think of a snake,
words such as sneaky and deceitful come to mind. Therefore, the implication is that the
persona is as fake as the people he/she despises.
3. REPETITION
This phrase is repeated at the beginning and the end of the poem. This usually signals the
beginning of a fairy tale. Therefore, it is implied that the persona is nostalgic about the past.
IMPORTANT WORDS/ PHRASES
4.'they only laugh with their teeth'
This emphasizes the insincerity of the people around the persona. To laugh with your teeth
means that only the bottom half of your face is engaged, the laugh does not reach the eyes.
5. 'shake hands with their heart'
To shake hands with your heart implies a strong handshake that is sincere; this is the
opposite of what now occurs between people.
6. 'search behind my shadow'
This implies that the person cannot look the persona in the eye, they are looking
everywhere but there. Looking someone in the eye during a conversation implies that one is
sincerely interested in what you have to say. Not being able to do so implies shiftiness.
7. 'hands search my empty pockets'
People are only 'seemingly' nice to get something from you. So, they smile with you, but it
is not sincere, they are seeking to get something from you.
8. 'unlearn all these muting things'
The word mute means silence, think of what happens when you press the mute button on
the TV remote. Therefore, there is an implication that the insincere actions that the persona
describes are muting, they block, or silence, good intentions. Hence, the persona wants to
'unlearn' these habits.
MOOD/ ATMOSPHERE
The mood of the poem is nostalgic. The persona is remembering how things used to be
when he was young and innocent, like his son.
TONE
The tone of the poem is sad. The poet's response to his nostalgia is sadness.
THEMATIC CATEGORIZATION
Death, childhood experiences, hypocrisy, loss of innocence, desire/dreams.

* It is IRONIC that the persona is behaving in the exact way that he/she despises. There is
an implication that things cannot go back to what he remembers, due to the influence of
societal expectations.

Evaluation
Date: Wednesday 3rd October 2018
Form: Five – Group 2
Subject: CXC English A
Topic: SBA
Sub-Topic: Reflection One
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:

 Analyse their materials individually and with their group

 Record how each of the three stimuli affected their understanding of and reaction to
the theme

Previous knowledge: Students have their three pieces of materials and are aware of what
they are using them to do

Resource(s): Stimulus materials, English syllabus

Introduction: Have students meet in their SBA groups. Students will take out their three
pieces of materials and allow group members to see and discuss them.

Procedure - Step one: Teacher will explain to students what is expected in the first
reflections. Explain to students that here they will write a paragraph on each material stating
how the stimuli affect their understanding of the theme. State how the data/artefact has
inspired you, affected you, impacted on you, and what does it remind you of.

Step two: Teacher will read, and class will discuss a sample reflection one. Students will be
given some guidelines and will then attempt to write the reflection on their data/artefacts.

Step three: Teacher will supervise and assist students as they work. When they complete an
entry on an artefact, they will share what they wrote with their group members who will
listen and provide feedback.

Step four: Teacher will collect students’ reflection so that she too can provide guidelines for
improvement.

Application/Assessment:

Students will write reflection one for the English A SBA

Evaluation:
STRUCTURE OF THE REFLECTION

REFLECTION 1

State how the data/artefact has inspired you, affected you, impacted on you, and what does it
remind you of.

REFLECTION 2

Comment on the use of language. They will state if the language is formal, informal,
incorporates jargons, slangs, technical or distant tone. State how the language choice aids in
the understanding of the sub-theme/topic.

REFLECTION 3

State how the sub-theme/topic has helped you to become a better person, shaped your
attitude, etc.

(This should be done at the end of the term.)

1. What should the English SBA Reflection entail? Writing the three ‘Reflection’ entries
means that the student working individually: (a) chooses three pieces of material related to
the theme, one of which must be print; (b) creates a first entry in which they record how each
of the three stimuli affected their understanding of and reaction to the theme; (c)
creates a second entry which comments on the language techniques used, for example,
figurative language, emotional language, descriptive language, denotative and connotative
language, levels of formality, use of dialect, jargon; and, (d) creates a third entry which
comments on how the process of doing the English SBA on the selected theme has helped
you to grow. For example, increased understanding, competence, awareness, changes in
behaviour, attitude, and world view. This last entry of the reflection should be delayed until
close to the completion of the SBA.

2. What is meant by ‘discuss the use of language’ in the reflection for the English SBA?
When students discuss the use of language found in their selected stimuli (pieces of material)
they will comment on the techniques (word choice, figurative language) used by the writer to
communicate his/her message. The discussion should include: (a) identification of
techniques; and, (b) comments on how these techniques helped/hindered the delivery of the
message (information).

Date: Wednesday 3rd October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Report Writing
Sub-Topic: Analysing a Report
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Identify the elements of a report
 Analyse how a Report should be written
Previous knowledge: Students know what a Report is.
Resource(s): sample report from A Comprehensive English Course CXC English A
Procedure
Step one: Guide students in writing the sample report in their books. After writing the report,
students will read it silently then teacher will question them about the report's format and
content.
Step two: Teacher will then read the report out loud as students follow. Class will discuss the
content further and discuss how the information is written in the body of the report. Discuss
the facts that a report should be factual.
Step three: Discuss also the language used. Encourage students to not use direct quotes when
writing the report and always write in the past tense.
Closure: Have students read the report again before they leave class.
Evaluation: Lesson went as planned.
Date: Thursday 4th October 2018
Form: Two -Group 4
Subject: Communication Studies
Topic: Report writing
Sub-Topic: First draft of a report
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Write a complete report on a given scenario with the assistance of the teacher.
Previous knowledge: Students know how a Report should be written.
Introduction: Have students look at the report they noted in the books during the previous
lesson. Class will briefly review that report to refresh students memory of What a Report
looks like.
Procedure
Step one: Class will discuss again the element of a report from format to content. Teacher
will then write a scenario on the board. Students will read it then everyone will discuss what
should be done.
You are an eyewitness to a fight that took place on the second form block. Write
a report to you principal, Mr. Francis Morris, telling him what you saw during the
incident.
Step two: Have students prepare their note books to write their first report. Teacher will
guide this process. Students will begin by crafting the heading of the report which include
their address, the date and the address of the receiver. Teacher will have students stay there,
then check to see if all students wrote the heading correctly and have them make corrections
if they did not.
Step three: Students will then write the greeting and the title of the report. Teacher will
ensure that they from the title correctly.
Step four: Students will then be given a few ways in which they can begin the body of the
report and then they will be left to develop the facts that took place during the fight. When
they are finished, students will correctly close and sign their report.
Application/Assessment:
Students will write a report on the above scenario.
Evaluation: Students made a number of errors which were corrected immediately. Some
students completed the body in class but others did not and were asked to complete it for
homework. One students, Junius Jeffers slept through class and did not write his report.
Tomorrow we will look at the report’s and then they will rewrite them on their own.
Date: Friday 5th October 2018
Form: Two- Group 4
Subject: Communication Studies
Topic: Report Writing
Sub-Topic: Writing report independently
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:

 Rewrite a previously written report to show improvement to its content.

Previous knowledge: Students wrote a report previously with the assistance of the teacher.
Resource(s): Previously written reports
Introduction: Students will display the report they wrote during the previous lesson. Class
will then discuss what is expected during the rest of the lesson.
Procedure
Step one: Teacher will have students stand and read what they wrote then provide orally,
ways in which they can improve.
Step two: Students will then begin to rewrite their report using the feedback given. Teacher
will monitor students as they work and be available and willing to answer relevant questions
and lend assistance to those in need.
Step three: When students were finished, teacher will ask volunteers to read their reports
orally and their peers listen and give feedback.
Application/Assessment:
Students will rewrite previously written airport on the following scenario.
You are an eyewitness to a fight that took place on the second form block. Write a
report to you principal, Mr. Francis Morris, telling him what you saw during the
incident.
Evaluation: Students completed their reports. Teacher collected papers and will grade them.
Junius completed the report.
Date: Thursday 4th October 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Module 5: Exploring New Frontiers – Communicating in the Work Environment
Sub-Topic: Letter of Application
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Write a letter of application using correct format, content and matches a job vacancy
sources in a newspaper or online.
Previous knowledge: Students did a letters of application before.
Resource(s): Sample letter of application
Introduction: Have students look at the sample letter they wrote in their books. Read and
discuss the letter format and content of each paragraph.
Procedure
Step one: From their 5 job vacancies, students will select one that contains the job
responsibilities and qualifications. Students will read their job applications and class will
discuss what information from the vacancy they should incorporate in their letter. For
example, some of the qualifications such as hardworking, team oriented etc.
Step two: After the discussion, work with students to draft a sample letter body with 3
paragraphs. Discuss the information that should be in each paragraph. Teacher will assist
students in any way possible.
Step three: When students are finished, teacher will read and have students correct any
aspect that need correcting.
Step four: Teacher will give the final assessment for the body paragraphs, and students will
know if what they have written is good enough to be used as their module letter.
Application/Assessment: Students will be assessed from their ability to formulate their
application letter.
Evaluation: Students did not finish their letter because of time management. Student were
asked to complete letter for next class

Date: Friday 5th October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Summary Writing
Sub-Topic: Summarizing Paragraphs
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Review work previously done and make improvements
Previous knowledge: Students have done work on summarizing paragraphs during a
previous lesson
Resource(s): worksheets
Procedure
Step one: Distribute previously done work to students and have them look at how they did in
the exercise.
Step two: Elicit from them what mistakes they made, what were the challenges and what
they need to do to improve. Explain to students what you observes from their work. Example
some students gave a topic for the paragraph instead of summarizing it.
Step three: Read and discuss paragraphs and also discuss students answers along with
correct responses and have students do correction.
Closure: Have further discussion with students as to the cognitive process needed to
summarize accurately.
Evaluation: Lesson went as planned. One students Tarique Huggings was absent and a T'Jon
Morris left the class due to an altercation with another student. These two students did not get
to correct their worksheet.

Date: Monday 8th October 2018

Form: Form 5 – Group 2
Subject: CXC English A
Topic: Summary Writing
Sub-Topic: Summarizing Passage
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Summarize a passage using no more than 120 words
Previous knowledge: Students know the conventions of summary writing
Resource(s): Summary passage
Introduction: Have a discussion with students as to what will be done during the lesson.
Procedure
Step one: Distribute passages to students and have them read it silently. Select individual
students to provide a relevant topic for the passage. Discuss.
Step two: Class will review items that should be deleted when summarizing. Students will
then work in groups of two, to identify the main idea of each paragraph. Class will discuss
students selection and analyse why some options are not the pain idea and why others are.
Step three: A list of the main ideas will be recorded on the board. Class will the work on
organizing and linking similar ideas. We will then paraphrase ideas by rearranging sentence
structure and using synonyms of word or word groups.
Step four: Teacher will then explain to students that the use of transitional words is
necessary to link ideas. We will look at some transitions that can be used in summary writing.
Teacher will leave students to use the information given to create a summary of the passage.
Closure: Some students will be selected to share their summaries with the class.
Application/Assessment:
Students will summarize the attached passage in no less than 120 words.
Evaluation: Students were asked to complete assignment at home and some failed to
hand in assignment.

Summarize in not more than 120 words, the various communicative methods practiced
by animals in the wild.
 
Communication is part of our everyday life. We greet one another, smile or frown, depending
on our moods. Animals too, communicate, much to our surprise. Just like us, interaction
among animals can be both verbal or non-verbal.

Singing is one way in which animals can interact with one another. Male blackbirds often use
their melodious songs to catch the attention of the females. These songs are usually rich in
notes variation, encoding various kinds of messages. Songs are also used to warn and keep
off other blackbirds from their territory, usually a place where they dwell and reproduce.

Large mammals in the oceans sing too, according to adventurous sailors. Enormous whales
groan and grunt while smaller dolphins and porpoises produce pings, whistles and clicks.
These sounds are surprisingly received by other mates as far as several hundred kilometres
away.

Besides singing, body language also forms a large part of animals' communication tactics.
Dominant hyenas exhibit their power by raising the fur hackles on their necks and shoulders,
while the submissive ones normally "surrender" to the powerful parties by crouching their
heads low and curling their lips a little, revealing their teeth in friendly smiles.

Colours, which are most conspicuously found on animals are also important means of

interaction among animals. Male birds of paradise, which have the most gaudy coloured
feathers often hang themselves upside down from branches, among fluffing plumes,
displaying proudly their feathers, attracting the opposite sex.

The alternating black and white striped coats of zebras have their roles to play too. Each
zebra is born with a unique set of stripes which enables its mates to recognize them. When
grazing safely, their stripes are all lined up neatly so that none of them loses track of their
friends. However, when danger such as a hungry lion approaches, the zebras would dart out
in various directions, making it difficult for the lion to choose his target.

Insects such as the wasps, armed with poisonous bites or stings, normally have brightly
painted bodies to remind other predators of their power. Hoverflies and other harmless insects
also make use of this fact and coloured their bodies brightly in attempts to fool their predators
into thinking that they are as dangerous and harmful as the wasps too.

Answer

Animals make use of various kinds of communicative methods. Male blackbirds sing to
attract female ones and also to keep other blackbirds off their dwellings. Mammals in the
oceans like whales, 'sing' to interact with their mates far away too. Dominating hyenas raise
their fur hackles in attempts to exhibit power while submissive ones crouch their heads and
'smile' to express respects. Birds of paradise attract female partners by displaying their
colourful feathers while the stripes of zebras not only enable them to recognize each other,
but also divert the predator's attention in times of danger. Finally, dangerous wasps are
brightly coloured to warn off others while some harmless ones try to fool their predators by
using the same principle. ( 119 words )
    

dwell  to live in a particular way

    

conspicuously  very noticeable and tending to attract attention

    

gaudy  unpleasantly bright in colour

    

Date: Monday 8th October 2018

Form: Three- Group 2
Subject: Literature
Topic: Poetry: Once upon a time by Gabriel Okara (Exercise)
Sessions: 3&4
Previous Knowledge: Students are familiar with the poem.
Objectives: At the end of the lesson, students should be able to
1. Read poem orally
2. Answer orally and in writing, comprehension questions from the poem
Procedure
Set Induction: Read the poem aloud to students.

Step One: Have individual students say in their own words, what the poem is about. Class
will provide feedback and clarifications will be made.

Step Two: Class will go through the poem stanza by stanza and answer oral questions to
check understanding.

Step three: Teacher will have student prepare to write answers to questions on the poem.

Assessment

Answer the following questions with reference to the lines in the following stanzas:

Stanza1.

“Once upon a time ________ my shadow”

a. Who does the word ‘they’ refer to?

b. What effect does the poet create by using the phrase ‘once upon a time’?

c. How can a person laugh with his eyes and heart?

d. What human behaviour is being discussed in this stanza?

2. Stanza 2.

“There was a time ________ my empty pockets.”

a. What do the words “there was a time” refer to?

b. What happened at that time?

c. ‘...while their left hands search.....’. What do they search? What is the significance of this
‘search’?

d. Based on the poem’s context what do you think will be the reaction of people who search
the poet’s pockets and find them empty?

3. Stanza 3.

“Feel at home __________ doors shut on me.”

a. What does the expression ‘feel at home’ mean? Does the poet ‘feel at home’ in the
situation he describes in this stanza?

b. Which words or expressions are used by the poet to indicate that repeated visits are not
welcome?
Evaluation

Date: Monday 8th October 2018

Form: Three- Group 1
Subject: Communication Studies
Topic: Letter of Application
Sub-Topic: Developing a CV
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain what is a CV without assistance
 Analyse a sample CV to see what it entails
 Create a simple CV using a sample frame
Previous knowledge: Students knows what is a letter of application
Resource(s): sample CV
Introduction: Have a discussion on the importance of knowing what job one wants when
they grow up and the process in getting it. Discuss the process of knowing what jobs are
available and writing a letter of application for that job.
Procedure
Step one: Explain to students that along with the letter of application, employers also ask for
and Curriculum Vitae (CV). Discuss what is a CV.
Curriculum Vitae (CV, resume or vita) is a written overview of a person's experience and
other qualifications for a job opportunity. A CV (or curriculum vitae) is the first thing an
employer will look at from your application. It should reflect your education history, work
experience, hobbies and interests. 
Step two: Distribute a sample CV to students and analyse its element. After studying the
sample have students work in groups of two to complete a short revisions exercise.
Step three: Groups will exchange worksheets and teacher will guide the grading process.
Class will discuss correct answers and marks will be provided for correct responses.
Step four: Teacher will then give students another worksheet to complete a imagined
curriculum vitae for a job the recently wrote an application letter for.
Application/Assessment:
Students will work in groups to complete the attached exercise and resume worksheet.
Evaluation: Lesson went well but teacher decided to give then the true and false, fill in
the blank and matching exercise for tomorrow’s single session.

Task 1: what do you know about a CV?

Speak with a neighbour. Are these sentences true or false?

1. A CV is a document with information about you.

2. You use a CV to get a job.

3. You should put your photo on your CV.

4. Your CV should be 3 or 4 pages long.

5. It’s OK to have mistakes (spelling, grammar…) on your CV.

6. All information on your CV must be in full sentences.

7. Employers usually look at a CV for about 2 minutes.

Task 2: what parts does a CV have?

a) Write the missing letters. b) Match the parts 1-6 with their meanings A-F.
1 P_rs_n_l det_ _ils A. jobs you did before

2 Ed_c_t_ _ n and q_ _lific_t_ _ns B. things you enjoy (e.g. playing a sport)

3 W_rk exp_r_ _nce C. your name, address, date of birth, email, etc

4 Sk_lls D. the name of your school/college; exams passes

5 Int_r_sts E. things you can do: speak a language; drive, etc

6 R_f_r_nc_s F. names of people who know you (e.g. your

teacher or your boss), and who can say that

you’re good for a job

Nisa Thaoto CV
I am a nurse with qualifications and experience. I am looking for a job in
healthcare in Beechen.
Personal details
Address: 391 Newbury Road, Beechen, BE2 3AC
Email: [email protected]
Phone: 07746 128 497
Date of birth: 30 April 1992
Education and qualifications
2010-2011: Boro College of Nursing, Bangkok (Thailand). Diploma in Nursing
2012-present: Beechen College. ESOL course. I will take Entry 1 exams this
term.
Work experience
2011-2012: nurse at Bumrungrad International Hospital, Bangkok
2013-present: volunteer assistant at Help the Aged (charity shop), 14 High
Street, Beechen
Skills
Languages: Thai (fluent); English (elementary)
Computers: Microsoft Office (Word, Excel and PowerPoint)
UK driving license
Interests
I enjoy football and played for the women’s team at school.
References
Mr Mark Hargreaves, ESOL Lecturer, Beechen College:
[email protected]
Ms Pikul Dangda, Head of Nursing, Bumrungrad International Hospital,
Bangkok: [email protected]. Ms Dangda was my supervisor
when I worked at Bumrungrad Hospital.

______________________________________ CV
I am a __________________________________________________________
_______________________________________I am looking for
____________
________________________________________________________________
_
Personal details
Address: ________________________________________________________
Email: __________________________________________________________
Phone: _________________________________
Date of birth: ____________________________
Education and qualifications
___________- ___________ : _______________________________________
________________________________________________________________
___________- ___________ : _______________________________________
________________________________________________________________
CSEC Subject passes: _____________________ ______________________
________________________________ ___________________________
________________________________ ___________________________
Work experience
___________ - __________ : ________________________________________
________________________________________________________________
Skills___________________________________________________________
________________________________________________________________
Interests ________________________________________________________
_______________________________________________________________
References ______________________________________________________

Date: Tuesday 9th October 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: World of Work
Sub-Topic: The Resume/Curriculum vitae Exercise
Session(s): 7
Objective(s): At the end of the lesson, students should be able to:
 Responds correctly to questions asked on the worksheet to show an understanding of
the elements of a Curriculum Vitae.
Previous knowledge: Students are aware of what a Curriculum vitae is and how one is
written
Resource(s): Worksheet
Procedure
Step one: Review what the content taught in class previously. Question individual students
about different aspects of a resume/Curriculum vitae in order to help them trigger prior
knowledge.
Step two: Distribute worksheets to each child, and give them 2 minutes to skim through and
read instructions. When all is comfortable, allow them to begin working.
Step three: Teacher will look to ensure all students are doing individual work. When
students are finished, teacher will begin grading papers and providing feedback.
Step four: Students will be given the opportunity to ask for clarification an any issue they
may have in writing a resume.
Application/Assessment:
See attached worksheet.
Evaluation: Most students were able to correctly respond to all items on the worksheet.

Task 1: what do you know about a CV?

Speak with a neighbour. Are these sentences true or false?

1. A CV is a document with information about you.

2. You use a CV to get a job.

3. You should put your photo on your CV.

4. Your CV should be 3 or 4 pages long.

5. It’s OK to have mistakes (spelling, grammar…) on your CV.

6. All information on your CV must be in full sentences.

7. Employers usually look at a CV for about 2 minutes.

Task 2: what parts does a CV have?

a) Write the missing letters. b) Match the parts 1-6 with their meanings A-F.

1 P_rs_n_l det_ _ils A. jobs you did before

2 Ed_c_t_ _ n and q_ _lific_t_ _ns B. things you enjoy (e.g. playing a sport)

3 W_rk exp_r_ _nce C. your name, address, date of birth, email, etc
4 Sk_lls D. the name of your school/college; exams passes

5 Int_r_sts E. things you can do: speak a language; drive, etc

6 R_f_r_nc_s F. names of people who know you (e.g.your

teacher or your boss), and who can say

you’re good for a job

Date: Tuesday 9th October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Subject Verb Agreement
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain orally what is the subject and verb in a sentence
 State how subjects and verbs agree in number
 Utilize two rules that will help is making subjects and verbs agree in different
sentences
 Use the correct verb that agrees with the subject of a sentence
 Implement subject verb agreement rules in everyday speech and writing.
Previous knowledge: students know what verbs, nouns, subject and predicate
Resource(s): word/letter cards
Introduction: Elicit from students the definition of Verb and Noun along with a few
examples of each
Procedure
Step one: Write a sentence on the board that contains a subject and a verb. Have students
indicate what the subject and verb of the sentence is. Use several sentence to ensure students
are aware of subjects and verbs. Then explain to students that subjects and verbs in a sentence
must agree in number. Explain what this means. Look at singular and plural subject, then
explain with examples how verbs are pluralized.
Step two: Have students take note of two subjects verb agreement rules.
 1. A singular subject requires a singular verb; a plural subject requires a plural verb.
2. When the subject of the sentence is “You" or “I" the verb is always plural and does
not end in a “s"
Provide sample sentences to clarify both rules.
Step three: Place some sentences on the board and and have students select the correct verb
that agrees with the subject. After students complete the items, discuss them orally and
explain why one answer is correct as oppose to the other.
Step four: Students will then work independently to complete the assignments below
Application/Assessment:
1. You (is, are) not allowed inside.
2. They (drive, drives) to school everyday
3. I (work, works) with my dad.
4. We (like, likes) playing football.
5. She (write, writes) neatly in her book.
Evaluation: Students did well. More practice is needed along with learning other SVA
rules.
Date: Wednesday 10th October 2018
Form: Four -Group 3
Subject: CXC English
Topic: Persuasive writing
Sub topic: Letter to the editor
Session: 1&2
Previous Knowledge: Students know what a letter to the editor is.
Objectives: At the end of the lesson, students should be able to
 Share written letters orally with peers
 Identify improvements that can be made in first draft of a letter to the editor
 Edit previously written essay using editing guidelines
Introduction: Explain to students what will occur during the lesson. Make then aware that
they would have to share there letter orally with the class, then edit and rewrite.
Procedure
Step one: Remind students of the topic. Brainstorm to find some reasons students will give if
the agree with the church or the government on the decriminalization of marijuana. Print
some of the responses on the board and discuss briefly how the point should be developed in
the letter to the editor.

Step two: Elicit from students different persuasive techniques used in writing. Explain to
students that these techniques should be implemented into their letter. Review how some of
the techniques can be used.

Step Three: Have students read through their essays silently then teacher will point out
students who she would like to stand and share their letter. After students finish sharing, class
will discuss some of the positives and places that could be improved. All students will
analyse their own letter and see of they can use the feedback to improve their own letter

Step four: After a number of students have shared and discussion and feedback were given,
give students some time to reflect on their own letter and see how strategies discussed can be
complimented. Remind students of the format of the letter where they provide a thesis
statement, then the explain each point in their theses in different paragraphs along with
relevant supporting details and persuasive techniques, and then ten with a closing paragraph.
Assessment

Students will edit and rewrite the previously written letter to the Editor.

Evaluation:

Date: Wednesday 10th October 2018

Form: Three- Group 2
Subject: Literature
Topic: Poetics Devices Test
Sessions: 3&4
Duration per session: 40 mins
Previous Knowledge: Students are familiar with some poetic devices.
Objectives: At the end of the lesson, students should be able to
1. Complete the test and receive maximum grade.
Procedure

Set Induction: Students will be asked to list the poetic devices they covered in class just to
trigger prior knowledge. After listing them, student will prepare writing paper for the test.

Procedure

Step one: Teacher will print test on the board and students will work independently to answer
all items. Teacher will observe student as they work to ensure the are not cheating.

Test

Define the following words. NB: Answers will not be given

1. Alliteration the repetition of the initial consonant sound in words.

2. Imagery when the writer or speaker uses their descriptions to access the senses of the
reader or listener

3. Rhyme when the end or final sounds of two or more words are identical.

4. Repetition when the writer or speaker knowingly repeats a word or group of words for effect.
5. Simile a comparison between two things using ‘like‘or ’as’

6. Metaphor a direct comparison between two unlike things, stating that one is the other

7. Rhythm when the arrangement of words creates a clear pattern or beat when read out
loud.

8. Hyperbole exaggeration or overstatement

9. Connotation not a dictionary definition but an implies one

10. Irony a contradictory statement or situation to reveal a reality different from what
appears to be true.

11. Onomatopoeia words that sounds like their meaning

12. Personification gives human characteristics to an inanimate object, animal, or abstract

idea.

Give the poetic device used.

13. Fast and furious – alliteration

14. Boom, buzz, crackle, gurgle, hiss, pop, sizzle, snap, swoosh, whir, zip – Onomatopoeia

15. He weighs a ton- Hyperbole

16. That man is a horse – Metaphor

17. The days crept by slowly – personification

18. He’s as dumb as a goat – Simile

19. I am glad; I am very, very glad – Repetition

20. Revival, arrival, survival – rhyme

Date: Wednesday 10th October 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Subject Verb Agreement
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Utilize two rules that will help is making subjects and verbs agree in different
sentences
 Use the correct verb that agrees with the subject of a sentence
 Implement subject verb agreement rules in everyday speech and writing.
Previous knowledge: Students are familiar with subject verb agree and aware of two rules of
SVA
Introduction: Conduct a brief review session on the rules of number in subject verb
agreement that was studied during the previous lesson. Place some examples of sentences
with the singular and plural verb option and have individual students select the correct option
then explain why they made the selection. Class will do further discussion if necessary.
Procedure
Step one: Explain to students that we will study two other SVA rules. First look at the
following
 When parts of a compound subject are joined by and, they require a plural verb.
 Examples: The bass and cello create a soft, mellow background.
Subject verb
Step two: Discuss this rules using a number of oral and written examples. Students will be
assisted in providing correct verbs for the given sample sentences, then they will work
independently to provide others. Teacher will monitor errors students make and will try to
rectify them immediately.
Step three: Present students with another SVA rule.
 Collective nouns refer to groups (audience, band, class, committee, crowd,
faculty,
family, government, group, herd, jury, public, team, etc.). When members of a group
are considered as a whole unit in the form of a collective noun, use a singular verb.
 Examples: The class respects the views of the professor.
subject verb
Step four: Again, look at examples and use them to clarify the above rule. Students will
complete some examples with the assistance of the teacher and others on their own. Teacher
will correct any misconceptions immediately.
Application/Assessment:
Complete each sentence by selecting the correct verb from the bracket.
1. The bouquet of flowers (is, are) on the table.
2. Tommy and Johnny (play, plays) on the same team.
3. A school of fish (live, lives) in the pond.
4. The committee (decide, decides) what activities we will do.
5. Macaroni, rice and bread (is, are) my go do foods.
Evaluation: Lesson went as planned. Some students grasp concept and others did not
have the motivation to try to understand the rules due to their negative attitudes to
doing work.

Date: Wednesday 10th October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Summary Writing
Sub-Topic: Summarizing full passage Test
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Utilize all techniques of summary writing to accurately summarize a full essay
Previous knowledge: Students have been taught the necessary skills needed to accurately
summarize a essay on a specific topic
Resource(s): Essay to be summarized
Introduction: Review the previous essay students had to summarize. Have individual
students read their summary passage. After they read, teacher will provide feedback that will
indicate ways they can improve.
Procedure
Step one: The test essay will then be distributed. Students will follow the procedure for
summarizing and essay and then begin to craft their summary.
Step two: Teacher will observe as students work to see if they are following all they
appropriate steps of summary writing.
Step three: When students are finished, teacher will collect worksheet and then class will
spend some time discussing the passage and identifying main ideas. Students will then be
able to analyse how well they did on the summary of the passage.
Application/Assessment:
See attached Essay
Evaluation: Some students placed too many unnecessary details in their summary.
Items to be omitted will be reviewed.
Summarize the lessons one can learn from a dog in not more than 120 words.

There are so many lessons one can learn about life from a dog. Imagine this scenario: it is
raining heavily outside and you need to leave for someone's house. The dog is up and eager,
to go with you. You tell it to stay home. As you leave, you see it squeezing out through the
gap in the doorway. You scold it and order it back home. Then at every turn you make, you
suddenly see it following you sheepishly at a distance. It follows at the risk of being
reprimanded for the sore reason of being somewhere nearby. How else can we experience so
selfless an instance of love and faithfulness? We can learn a lifelong lesson from this sincere
warm display of perpetual companionship.

Observe the eating habits of your dog. It does not eat, except when hungry. It does not drink,
unless it is thirsty. It does not gorge itself. It stops eating when it has had enough.

A dog also sets a perfect example of adaptability. If it is moved to a strange place, it is able to
adapt itself to that place and to its thousand peculiarities without a murmur of complaint. It is
able to learn and adapt to a new family's ways and customs. It is quick and ready to please.
Man, being accustomed to comfort and wealth will be lost if suddenly stripped of all he is
accustomed to.

A dog also teaches us a thing or two about, unselfish love. When a dog knows death is
approaching, it tries, with its last vestige of strength, to crawl away elsewhere to die, in order
to burden its owners no more.

A dog does things with all vigor. However, when there is nothing to do, it lies down and
rests. It does not waste its strength and energy needlessly. Many working people are burning
the candles at both ends. Many suffer nervous breakdowns due to stress. Perhaps, they should
learn to rest like a dog does.

A dog above all is truly man's best friend.

Date: Thursday 11th October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Subject Verb Agreement
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Utilize two rules other that will help is making subjects and verbs agree in different
sentences
 Use the correct verb that agrees with the subject of a sentence
 Implement subject verb agreement rules in everyday speech and writing.
 Present a positive attitude towards the using herds correctly
Previous knowledge: Students are aware of several rules for SVA
Resource(s): SVA rules
Introduction: Review the four rules we studied during the week. Provide a sentence that
represent each rule and have students select the correct verb to match the subject.
Procedure
Step one: Present students with two more rules. Discuss and work on examples that follows
each new rule.
 When the subject words are joined by either . . . or, neither . . . nor, or not only . .
. but, the verb agrees with the subject word that is nearest the verb.
 Examples: Either his poor bindings or his bad form causes his falls on the ski
P S S
slope.
 Indefinite pronouns are pronouns that refer to non-specific persons or things
(another, anybody, everyone, nothing, other, something, etc.). Indefinite
pronouns address
everyone but one at a time, therefore indefinite pronouns take singular verbs.
 Examples: Everyone leaves the meeting at the same time.
Step two: Teacher will discuss these rules and also the other rules. Students will state what
about SVA that they do not understand. Help clarify any misconceptions
Step three: Students will prepare to complete a class assignment on SVA
Application/Assessment:
Underline the correct verb to complete the sentence.
1. The boys and girls (run, runs) into classroom before the bell.
2. My mother (cook,cooks) everyday.
3. Craig (read, reads) a book a day.
4. I (pick, picks) mangoes when we go to the hills.
5. You (walk, walks) very fast for someone with such short feet.
6. A flock of sheep (eat, eats) the grass.
7. Everyone (love, loves) chocolate.
8. Each student (buy, buys) their own lunch.
Evaluation: Some students did well. It was realized that they had issue deciding what
subject required a singular or plural verbs. They will be tested on this next class.
Date: Thursday 11th October 2018
Form: Three -Group 1
Subject: Communication Studies
Topic: CCSLC Module 5
Sub-Topic: Report Writing
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Write a complete report on an imagined incident
 Use correct format content and language of a formal report to compose one such
report
Previous knowledge: Students are aware of how to write a report
Resource(s): previously written job application and vacancy, sample report
Introduction: Teacher will discuss with students what will happen during the lesson.
Teacher will then elicit from students what is a report and how is it formulated.
Procedure
Step one: Class will discuss the format, language and content that should be used in a report.
Class will then look at the sample report and analyse its elements, to familiarize themselves
again with report writing.
Step two: Teacher will then explain the assessment, where students will pretend they got the
job the applied for in module 5 for CCSLC and write a report on an incident that took place
on the job.
Step three: Students will be encourage to write on something that affects them on the job so
they will be encouraged to look at their job responsibilities on the vacancy and create an
incidents that matches.
Step four: Allow students the remainder of the session to complete task.
Application/Assessment:
Imagine that an incident occurred on the job to which you applied. Write a report to your boss
explaining what happened.
Evaluation: Students did not finish in class and were asked to complete report at home
and submit next class.

Date: Friday 12th October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Subject Verb Agreement Test
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Correctly complete an exercise which test awareness of subjects and singular and
plural verbs
Previous knowledge: Students are aware of subject verb agreement rules.
Resource(s): worksheet
Introduction: Students with the guidance of the teacher will review the rules studied.
Students have problems with identifying what number verb to use for a given subject so this
aspect will be reviewed.
Procedure
Step one: Students will be given worksheet and prepare to complete assignment
Step two: Teacher will supervise students as they work. When students complete the test,
teacher will grade them and return sheets to students. Class will then discuss answers.
Students will do their corrections.
Application/Assessment:
See attached worksheet.
Evaluation: Most students did well but during the test they asked a number of questions
which indicated that they are not fully confident with the content.

Name: ______________________ Date: ___________________

What type of verb will follow these Subjects phrases? Singular herds of Plural
verbs. Write the answer in the space provided

1. Each boy ______________________________

2. Every girl ______________________________
3. Jake and Jill______________________________
4. The children______________________________
5. Bouquet of flowers______________________________
6. Neither the teacher nor the students______________________________
7. Something ______________________________
8. You _____________________________

State if the following verbs are singular or plural.

1. Is: ______________________
2. Was: ______________________
3. Has: ______________________
4. Are: ______________________
5. Have: ______________________
 6. Were: ______________________
7. Give : ______________________
8. Lend: ______________________
9. Drinks: ______________________
10.Clean: ______________________
11.Drive: ______________________
12.Participates: ______________________
Date: Friday 12th October 2018

Form: Five – Group 2

Subject: CXC English A
Topic: Summary Writing
Sub-Topic: Revision of things to Omit in Summary writing
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Assess what elements of an essay should be omitted when summarizing an essay.
 Omit unnecessary elements when writing a summary
Previous knowledge: Student are aware of some elements of an essay that should be omitted
when writing a summary.
Resource(s): notes
Introduction: Explain to students that in their previously written summary, they used too
many unnecessary information; therefore during this single session we will review what is to
be omitted from a essay when summarizing it.
Procedure
Step one: Using the previous assignment, teacher will discuss each of the follow elements
that should be omitted, along with different techniques to shorten ideas. Use the following as
a guide.
1.REDUNDANCY AND REPETITION - Cut out all unnecessary words and phrases. Do not say anything more
than once.

2. DIGRESSIONS AND CONTRASTS - Omit all material included for contrast. Leave out all digressions.

3. RECASTING SENTENCES

4. REMOVING EXAMPLES, ANALOGIES AND ILLUSTRATIONS - If you have given the main point(s)
clearly, leave out all examples and illustrations of it

5. FIGURATIVE LANGUAGE - Leave out similes. Simplify all other figures of speech and elaborate
metaphorical language.
6.DETAILS AND GENERALISING - Sum up all unimportant details, so that the general point is clearly stated,
but the details are left out.

Step two: Class will identify examples from the passage along with examples from the
teacher.
Step three: Students will also take notes for future reference. Teacher will encourage
students to do further practice on their own using all the guidelines given on summary
writing.
Evaluation: Lesson went as planned. Next week’s focus will be on SBAs

Date: Friday 12th October 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Persuasive writing
Sub-Topic: Comprehension
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Identify persuasive techniques used in a persuasive piece
 Use awareness of techniques to correct respond to questions asked on the content of
the persuasive passage.
Previous knowledge: Students are aware of some persuasive techniques and the know the
purpose of writing a persuasive piece.
Resource(s): worksheet
Procedure
Step one: Distribute worksheet with passage and multiple choice questions. Have students
read the passage silently, then ask individuals to give the main idea of the passage. Class will
discuss accuracy of students’ responses.
Step two: Class will do a whole class analysis of the of the passage where questions are
asked and responses shared.
Step three: Students will then be asked to reread the passage and then move on to answering
the questions.
Step four: After students finish answering the questions, they will exchange papers and Mark
the correct responses after the discussion on answers.
Application/Assessment:
See attached worksheet.
Evaluation: Some students did well, other not so well. Their assessment will be redone
at a later date.

Date: Monday 15th October 2018

Form: Five – Group 2
Subject: Communication Studies
Topic: CSEC SBA
Sub-Topic: Reflection 1
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Analyse their stimulus materials
 State how each shaped their way of thinking about the issue being investigated
Previous knowledge: Students are familiar with their stimulus materials and their topic
Resource(s): Stimulus materials and sample reflection 1s
Procedure
Step one: Students will arrange themselves in their SBA Groups and observe their stimulus
materials. Teacher will explain what entry one of the SBA entail and asked students to
discuss with their group members how analysing the materials, changed they perception of
the issue or how it has changed their was of thinking about that issue.
Step two: Teacher will then explain how students can put their ideas in a paragraph. Explain
to students that they must say the title and author, if available, of the material then state what
the main idea of the piece and then state how analysing the material clarify, influence or
changes your way of thinking about the issue.
Step three: Teacher will read an example of a reflection one, so that students can fully
understand what is expected.
Step four: Students will begin to craft their reflections and share them with their group
members so that they can lend support.
Application/Assessment:
Students will draft their first selection for their SBA.
Evaluation: Students did well but did not finish, so they were instructed to complete for
next class.
Date: Monday 15th October 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Comparing poetry project
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Analyse element of two poems studied
 Compare element of these two poems in written paragraphs
 Work effectively in groups
Previous knowledge: Students know the elements of the two poems being compared
Resource(s): poems: “Once Upon a Time” and “An Arrival Thunderstorm"
Introduction: Explain to students what will Be done during the session. Place students in
groups of two and present them with the details of the assignment.
Procedure
Step one: Discuss what is expected and how the comparison on the poems is the be
structured. Encourage students to highlight name and author of the poems and type of poem.
Example : The narrative poem, Once Upon A Time by Gabriel Opera is about...
Step two: Students will produce a four paragraph comparisons of the poems. The first
paragraph will speak on what then poems are about; the second will compare the themes,
dealt with, and the tone and mood of the poem; the third paragraph will look at the how the
authors utilized the use of 2 similar and 1 other poetic device and the final paragraph will
sum up the comparative essay.
Step three: Teacher will highlight transitional words students can utilize to enhance the
comparison, such as : whereas, in contrast, comparatively, however, whereas, but, yet,
although, nevertheless etc. Discuss how these transitions are used.
Step four: Students will be left to work with their group member to complete the task.
Teacher will monitor students as the work.
Application/Assessment:
 Analyse the two poems studied and compare the following:
A. The main idea of the poems – What the poems are about.
B. The main theme of the poems
 C. The use of tone and mood
D. Two similar and one other poetic devices. Provide example and purpose
Evaluation: Students started in class but will continue to be submitted next class.
Date: Monday 15th October 2018
Form: Three -Group 1
Subject: Communication Studies
Topic: CCSLC Module 4
Sub-Topic: Windows to Our World – Language for Understanding and Using the Media
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain the definition and purpose of the media
 Work in groups to plan a group presentation to be done orally
 Display an understanding of the media by organizing a news programme or talk show
a selected theme
Previous knowledge: Students have watch news programmes and talk shows before
Introduction: Elicit from students what different thing are shown on television. Write some
responses on the board. News and talk shows should be given, if not add these to the list.
Procedure
Step one: Place the word “media” on the board and ask students to define it.
 MEDIA- the means of communication, as radio and television, newspapers,
magazines, and the Internet, that reach or influence people widely
Step two: Discuss also the purpose of the media which is to provide programs and services
that inform, educate, enlighten, and enrich the public and help inform civil discourse essential
to all societies.
Step three: Discuss assignment and explain to students that if they will do a news
programme note that they will be speaking to a mass audience, however, if they are going to
produce a tv show, they will be speaking to a studio audience. Discuss the difference between
the two audiences and how the reporters and guest should interact with their audience.
Step four: Students will form themselves in groups of 4-5 and begin to discuss what type of
programme they will produce, the segments or issues they will deal with, draft a scripts and
select characters and their role. At the end of the session, students will present their plan to
the teacher.
Application/Assessment:
Students will plan the programme or show they will produce.
Evaluation: Students started the planning process. For next class they were asked to
research their roles and gather information for the issue or segment they will speak on
during the production.
Date: Tuesday 16th October 2018
Form: Two – Group One
Subject: Communication Studies
Topic: Literature
Sub-Topic: Oral reading and Discussion- The Young Warriors
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
Previous knowledge: Students are familiar with the concept of the story
Resource(s): Reader and oral reading Rubric
Introduction: Brainstorm to recap the oral reading rubric students followed during 1st form.
Discuss the different conventions and what they ask from they reader.
Procedure
Step one: Students will turn to chapter one of the story and class will discuss what may take
place in this portion of the story.
Step two: Individual students will be asked to stand in front of the class, read a portion of the
text obeying all conventions, then explaining what they read. As they discuss the event in the
portion of the text, teacher will listen and correct or clarify any misunderstanding.
Step three: Teacher will provide oral reading feedback and discuss concepts, events, or
literary devises encountered while reading and is deemed important for further discussion.
Step four: About five minutes before the session ends, students will stop reading and have a
general discussion about what was read previously.
Application/Assessment: Students will be assessed according to their oral reading ability
and ability to explain what they understand from the passage they read.
Evaluation:

Date: Tuesday 16th October, 2018

Form: Four - Group two
Subject: English
Topic: Composition
Sub-Topic: Letter to the editor
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Write a letter to the editor on their own.
Previous knowledge: Students are aware of what is needed to create a a good exposition
Resource(s): A Comprehensive English Course cxc English A
Procedure
Step one: Questions students about the format of a letter to the editor. Have individual
students say how best to construct such a letter.
Step two: Discuss some of the things you identify as problem areas for students and provide
assistance.
Step three: Refer to the resource text and review the techniques of persuasion and the sample
letter so that students can analyse the language and techniques used by the writer.
Step four: Have students select a school rule they would like to see abolished and have them
prepare to write a letter to the editor about this concern.
Application/Assessment: Session
Select a school rule you would like to see abolished, and write a letter to the editor of a news
paper to persuade the public to change this rule.
Evaluation:

Date: Tuesday 16th October 2018

Form: Three-Group 1

Subject: Communication Studies

Topic: CCSLC Module 4

Sub-Topic: Windows to Our World – Language for Understanding and Using the Media

Session(s): 7

Objective(s): At the end of the lesson, students should be able to:

 Work with group members to write the script for a media production
Previous knowledge: Students already drafted their idea for the production

Resource(s): previously written plan

Procedure

Step one: Explain to students what they will do during the lesson. Students will meet in their
groups and continue to write their script using the information the were asked to bring to
class during the previous lesson.

Step two: Teacher will visit each group to see how they are working and lend assistance if
the need presents itself.

Step three: Teacher will read the scripts and provide advice on how to improve. Students
will make improvements according to the advise of the teacher.

Application/Assessment:

Students will be assessed on how well they working groups and what the produced as a
group.

Evaluation:

Date: Wednesday 16th October , 2018

Form: Four – Group two
Subject: Communication Studies
Topic: Composition
Sub-Topic: Argumentative writing- Creating the Introductory Paragraph
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Explain what elements are included in an introductory paragraph of an argumentative
essay.
 Use different techniques to introduce the topic
 State their stance in different ways
 Create a well structured thesis statement.
Previous knowledge: Students are aware of the different elements of the introductory
paragraph of the argumentative essay.
Resource(s): Sample pieces, resource books (A Comprehensive English Course CXC
English A
Introduction: Explain to students that you are not pleased with what they have produced in
previous argumentative pieces; therefore, we will begin again with the creation of the first
paragraph of the argumentative essay.
Procedure
Step one: Elicit from students what elements make up the introductory paragraph of a
argumentative essay. Expected responses: Topic introduction (attention getter), stance and
thesis statement. Distribute students’ previously written pieces of writing, and ask some of
the students to read their introductory paragraph. Other students will be advised to listen out
for evidence that of the three different elements. If they are present they would state that, or if
they missed any element, they would state that also. Discuss any situation that needs further
discussion.
Step two: Firstly, talk to students about the topic being discussed, and the stance taken.
Discuss what it means to agree or disagree, oppose or support, or state your views. Place the
topic on the board,
‘Students should not be allowed to use cell phones during school hours. If caught, cell
phones will be confiscated for the remainder of the school term.’ Do you agree or
disagree with this school rule?’.
Discuss the topic, and have students say if they agree or disagree. Discuss different ways to
agree or disagree without actually saying those words. Have students practice stating their
stance with the assistance of the teacher.
Step three: After students have done some practice with stating the stance, class will move
on to creating the thesis statement. Begin by eliciting from students what is the thesis
statement and how to create it. Have student follow the first step of creating a thesis which is
asking the question related to the topic, then giving three reason why they agree of disagree.
Place these points on the board for both stance. Class will discuss creating points that are
parallel using examples. Then, class will move on to placing the points in a complete
sentence to create the thesis. Students will practice this using the point create d on the topic.
Step four: Bring students attention to how they begin their essay. Let them know that a good
start equals a good overall essay. Discuss with students the best techniques to use to begin
their essay. Discuss that the attention getter must relate to the overall topic; on the other hand,
it must not introduce any point in the thesis. Therefore, if the topic is banning examinations in
school, they should not state in the attention getter, any point that is set aside for the thesis
statement. Use examples from the resource book to illustrate further. Also discuss the
techniques that can be best utilized for this portion of the introductory paragraph. Such as:
quotes from reliable sources, opinion or factual information on the topic, research evidence
on the topic, rhetorical questions, definitions. Use examples to illustrate, and have students
create attention getters for an argumentative essay on the above.
Application/Assessment:
Students will use the knowledge gained in step 1 to 4 and create an introductory
paragraph on the topic, ‘Homework in schools should be banned. Do you agree?’
Evaluation:

Date: Wednesday 16th October 2018

Form: Three-Group 2
Subject: Literature
Topic: Poetry test
Sub-Topic: “Once Upon A Time"
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
  Independently answer, in writing, all questions asked about the poem “Once Upon A
Time"
Previous knowledge: Students have studied the poem before
Procedure
Step one: Settle students and explain what will take place for the rest of the session. Students
will then prepare their not books and teacher print test on the board.
Step two: Students will be allowed to begin answering questions as they are written. When
teacher finishes printing test on the board she will then monitor Students as they write.
Step three: Teacher will be available to clarify misunderstanding students may have about
the questions on the test.
Step four: When students are finished, teacher will collect books for marking.
Application/Assessment:
Answer all questions.
1. Who does the word “they" refer to. 1mk
2. What effect does the poet create by using the phrase “ Once Upon A Time"? 2 mms
3. Why would cause a person to laugh with eyes and heart? 2mks
4. What does the words “there was a time" refer to? 2mks
5. Why do you think the persona wear faces like dresses? 2mks
6. Explain the following :
 “...my laugh...shows only my teeth like a snake bare fangs” 2mks
 “unlearn all these muting things" 2mks
7. Explain the mood, tone, and one theme form the poem" 3mks
Evaluation:

Date: Wednesday 16th October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: SBA
Sub-Topic: Rewrite Reflection one
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Edit their reflection one with the help of group members and teacher
  Rewrite Final draft of reflection one
Previous knowledge: Students analysed their stimulus materials and wrote
their first reflection
Resource(s): Students stimulus material
Procedure
Step one: Students will go into their groups and teacher will ask them to take
out their materials and drafted reflection.
Step two: Students will read their reflections out loud and then teacher and
classmates will give suggestions on how each can be improved.
Step three: Teacher will provide individual assistance if necessary for students
who are struggling.
Step four: Students will then rewrite their reflection to be handed to the
teacher.
Application/Assessment:
Students will edit and rewrite their reflection 1
Evaluation: Most students did their reflections. Eldrington, Ron and T’Jon
did not. Tarique was absent

Date: Wednesday 16th October 2018

Form: Two-Group 4
Subject: Communication Studies
Topic: Literature
Sub-Topic: Word Recognition Oral Reading and Discussion
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Read portions of the story “The Young warriors” using the conventions of oral
reading
 Answer questions from the passage orally
Previous knowledge: Students have been informed of the background of the story “The
Young Warriors"
Resource(s): Class Reader “ The Young Warriors"
Introduction: Write some important words from the story on the board to discuss. Student
will name the words out loud and teacher will have them brainstorm to come up if any
definition of the terms.
Procedure
Step one: Elicit from students what they remember about Maroon history from what was
discussed in a previous class.
Step two: Class will then begin to read the story. Teacher will explain to students some
important conventions of oral reading. Teacher will begin the reading to demonstrate the
conventions. After teacher reads, class will discuss the information.
Step three: Individual students will then read and be asked to explain what they read.
Teacher will ask oral questions and discuss the new words when they are met in the passage.
Students will take note of what the terms mean in context.
Step four: The oral reading and discussion will continue until the session ends.
Application/Assessment:
Students will be assessed from their oral reading, ability to answer questions accurately and
their participation in whole group discussion.
Evaluation: Lesson went as planned. Some students did not pay strict attention and
failed to participate; therefore, they may not remember all that was discussed.

Date: Monday 22nd October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: SBA
Sub-Topic: Reflection 2
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Create a draft reflection 2 for their CSEC SBA
 Show an understanding of language techniques used in their stimulus materials by
identifying a variety of techniques and state how they impacted the text.
Previous knowledge: Students are familiar with some language techniques
Resource(s): hand out
Introduction: Explain to students that we will begin crafting reflection two for the SBA.
Conduct a discussion as to what this entry entails. Explain to students that the second entry
comments on the language techniques used, for example, figurative language, emotional
language, descriptive language, denotative and connotative language, levels of formality, use
of dialect, jargon; etc.
Procedure
Step one: Present students with a hand out that highlights briefly some language techniques.
Discuss all techniques on the hand out and as we discuss, students will look at their stimulus
materials and identify any of the techniques. Other techniques not on the hand out will also
be disccussed.
Step two: Students will work independently but will be allowed to seek teacher’s assistance
if necessary. Teacher will observe students as they work to ensure they select appropriate
language techniques. Teacher will read a sample entry 2 so that students are aware of how
they should craft their paragraph.
Step three: Students will be asked to focus on a stimuli. Explain to students that the
discussion should include: (a) identification of techniques; and, (b) comments on how these
techniques helped/hindered the delivery of the message (information).
Step four: Students will draft a paragraph for their stimuli and present it to the teacher to
review. Teacher will read and suggest ways to improve, and students will rewrite to improve.
Application/Assessment:
Students will write the draft for the first paragraph of entry 2.
Evaluation:
Date: Monday 22nd October 2018

Form: Three – Group 2

Subject: Literature

Topic: Poetry: Types of poems

Sessions: 3&4

Previous Knowledge: Students are familiar with the narrative descriptive and reflective
poem.

Objectives: At the end of the lesson, students should be able to

1. List and explain the different types of poems.

2. Identify examples of these poems

3. Write examples of the types of poems being studies.

Procedure

Step One: Explain to students that poems come in all shapes and sizes and have a number of
different names with different meaning.

Step Two: Class will discuss four types of poems: the epitaph, Haiku, Couplet and
Quatrain

Epitaph is a short poem, saying or other message, on a gravestone, in memory of a deceased

person.
EXAMPLE: For Mary Fowler, 1792, age 24, Milford, CT
Was suddenly seized and went away
How soon she’s ripe, how soon she’s rotten

A haiku is a simple poem typically about nature or scenery. A haiku has three lines and 17
syllables.
 Line 1: 5 syllables
 Line 2: 7 syllables
 Line 3: 5 syllables
EXAMPLE
Cruel autumn wind
Cutting to the very bones
Of my poor scarecrow

A couplet poem is a 2 line verse that rhyme. A Poem can be made up of couplets throughout
the whole poem.
EXAMPLE
Twinkle Twinkle little star
How I wonder what you are

Quatrains are four line poems that may follow any of one of the four different rhyme
schemes. (ABAB, AABB, ABBA, ABCA)
When Quatrains begin to make up a long poem the quatrains are then called stanzas.
EXAMPLE
The rushing ocean waves
Beat harshly on the sand.
They roar and crash and foam
As they break upon the land.

Step Three: Have students give oral examples of each type of poem.

Closure: Student will read aloud the notes on the four types of poems.

Homework Assessment
Write original examples of each type of poem.

Evaluation: Teacher dealt with some house keeping matters where students had
outstanding assignments to complete; therefore they did not fully do what was planned.
They looked at the types of poetry but did not write sample poems.

Date: Monday 22nd October 2018

Form: Three- Group 1
Subject: Communication Studies
Topic: CCSLC Module 4
Sub-Topic: Group Presentation
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Work in groups and present a news programme or talk show which highlights the
language used in media
Previous knowledge: Students met a number of times to plan their presentation
Resource(s): Students’ props
Introduction: Give students a few minutes to meet with their groups for the last time to
make sure plans and props are ready for the presentation.
Procedure
Step one: Each group will present as the other students sit and pay attention to what is being
presented.
Step two: When groups are finished presenting, the rest of the class will be advised to ask
questions to the presenters. They will be assessed according to how well they presented and
responded to questions.
Step three: Teacher will provide feedback to each group and let them their grade for the
presentation.
Application/Assessment:
Each group will present and each group member would speak for 2-3 mins.
Evaluation:

Date: Tuesday 23rd October, 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Composition
Sub-Topic: Argumentative writing – Transitional words
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Explain the importance of using transitional words in essay writing
 Use the correct transitional words to link ideas.
Previous knowledge: Students know some linking words
Resource(s): CXC English A: Study Guide and Exercises
Introduction: Have a brief discussion about persuasive writing and the body paragraphs. Explain to
students that the body paragraph of a persuasive essay contains main ideas and supporting details, and
these must flow in a coherent manner. This is accomplished by using transitional words that appears
at the beginning of each new paragraph, but also within the paragraph, between ideas and before
source information.
Procedure
Step one: Elicit from students some examples of connectives/transitional words they are familiar
with. As students provide these, have them say if they know how and when to use the transitional
words.
Step two: Distribute a hand out on transitional words. See attached. Class will discuss the categories
and examples of how some transitions are used. A number of examples will be looked at, especially
those that are in the same category but are used for a different effect. Example: however, and
nevertheless.
Step three: Class will participate in the exercise on the attached worksheet. Here students will select
appropriate transitional words so that reader move smoothly from one idea to another.
Step four: After the exercise, teacher will summarize the lesson by asking questions and having
students say what they learned.
Application/Assessment:
SEE ATTACHED WORKSHEET. Assessments will be collected and graded by the teacher.
Evaluation: Lesson went as planned. Most students did well in the exercise. Next class we will be
writing body paragraphs so this technique will be encouraged.

Date: Tuesday 23rd October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Oral Reading and note taking
Sub-Topic: Chapter 1 of “The Young Warriors"
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Listen and follow and individuals read so that they can grasp the content of the story
 Explain what the chapter is about
 Provide specific answers to questions from the chapter
Previous knowledge: Students have been reading the story, so they are aware of the content
thus far.
Resource(s): Class Reader: “The Young Warriors"
Introduction: Review what was read and discussed in the previous lessons by asking
students to recap what was read and asking questions about the content.
Procedure
Step one: Teacher will engage students in the reading of the chapter as they listen follow in
their books. Teacher will pause occasionally to encourage discussion by asking questions
about what was read.
Step two: After chapter on is complete have students give their feeling towards the story. Do
they find it interesting thus far, are they interesting in learning more about the Morton’s,
should they want to be a young warrior if they were maroons?
Step three: After the discussion, teacher will write a summary of the story and provide
important questions and answers students should know. This information will help students
for their test on Thursday.
Closure: When students finish taking notes, class will read them together. Students will be
reminded of the test assessment on Thursday so that they can prepare.
Evaluation: Lesson went as planned. Agdie Liburd was absent from class and did not
get to take notes.

Date: Tuesday 23rd October 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: CCSLC Module 4
Sub-Topic: Listening activity
Session(s): 7
Objective(s): At the end of the lesson, students should be able to:
  Listen to a news recording and write what the main ideas and two supporting details
explain in the recording
Previous knowledge: Students are aware of what it means to listen
Resource(s): news recording and speaker
Introduction: Explain to students what will be done. Have them prepare two sheets of paper:
one to take notes as they listen and another to write the brief summary.
Procedure
Step one: Elicit from students the difference between hearing and listening. Have them use
examples to clarify their point. Class will also discuss this differences. Class will also look at
techniques persons use to listen keenly. Such as closing their eyes, looking in the direction of
the sound, staying completely still etc.
Step two: Teacher will play the recording twice. The entire record is about 5 mins. Teacher
will observe students as they listen to see the different techniques students use to listen and if
they take notes as soon as they hear pertinent information or they wait to hear the complete
though.
Step three: After the record is played, class will discuss the different listening techniques
observed and ask students why closing their eyes worked as opposed to looking directly at
the speaker. Also discuss what hindered they from listening. For example; noise on the
outside, mental distraction, difficulty chairing the record or unfamiliarity with the content.
Step four: Students will then write what they think is the main idea and at least two
supporting details from the recording. Teacher will collect work to be graded.
Application/Assessment:
Write a paragraph about the news article you listened to. In your paragraph, explain the main
ideas and 2-3 supporting details.
Evaluation: Students did not finish writing their paragraph. They will write it and
bring it in next class.

Date: Wednesday 24th October 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Argumentative Writing
Sub-Topic: Creating body paragraphs
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Craft three body paragraph for an argumentative essay
  Use appropriate transitional words to link ideas in an argument
 Provide appropriate supporting details for their main points
Previous knowledge: Students are familiar with techniques that can be used when writing
supporting details
Resource(s): Transitional words worksheet
Introduction: Review the transitional words that were studied last class. Teacher will
distribute papers and discuss the correct answers.
Procedure
Step one: Class will now focus on the body paragraphs. Teacher will have students use their
point from the thesis to develop the body paragraph. Teacher will give students a template for
the body paragraph.
 Introduce Main point. State your point/reason agreeing or disagreeing in a
complete sentence.
 Select 2-3 persuasive techniques you will used to support your argument
example: statistics, quotes from credible sources, rhetorical questions, anecdote,
emotive language, appeal to human needs and wants.
 Closing sentence – reinforce main point
Step two: Class will look at an example paragraph that demonstrates the layout. Teacher will
have students then attempt to write a paragraph explaining and supporting their first point.
Step three: Selected students will be asked to read their paragraph to the class. Peers will
listen, then critique with ways to improve if necessary. Teacher will encourage students to
attempt the other body paragraphs.
Step four: Teacher will collect students work to be analysed.
Application/Assessment:
Compose a body paragraph for your essay about the decriminalization of marijuana.
Evaluation:
Date: Wednesday 24th October 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Ol Higue
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Analyse the poem with a focus on the message, themes, and literary techniques
Previous knowledge: Students are familiar with literary techniques in poetry.
Resource(s): World of Poetry
Introduction: Place the word “Jumbie” of the board. Ask the students to share with the class
what they know about that term.
Procedure
Step one: After students brainstorm and share what they know about a Jumbie, teacher will
introduce them to the term “superstition”. Class will discuss the term and how our
superstitions shape our thinking and cultural practices.
Step two: Students will then turn to the poem “Ol Higue” in the resource text. Have
students read the poem silently then explain what the think the “Ol Higue" is. Teacher will
encourage students to use evidence from the text. Teacher will read the poem to
demonstrate the tone in which it should be read, then provide more information about the
“Ol Higue"
Step three: After students understand the superstition of the Ok Higue, class will delve into
the analysis of the Poem. We will discuss events, terms, effectiveness of devices mood, tone
and themes of the story.
Closure: After the discussion, teacher will ask students to read the poem out loud. Students
will ask random students questions about what was discussed about the poem.
Evaluation:

Date: Wednesday 24th October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: SBS
Sub-Topic: Reflection – Entry 2
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Compose a complete entry 2 reflection that looks at language techniques used in
their stimulus materials
Previous knowledge: Students know language techniques and their effects
Resource(s): stimulus materials
Introduction: Review the techniques studied and their effects for the students that were
absent last class. Students will review these techniques by looking at their handout and
discussing them together in their groups
Procedure
Step one: Students will take out the reflections they attempted last class. Teacher will give
them a layout and have the edit to make sure their reflection has all the parts.

 Introduce the material’s Title, author and source

 State the techniques used
 Provide examples of each technique
 Say how they helped or hindered the delivery of the message and the
understanding of the message.
Step two: Students will work independently to edit or write their reflection. Teacher will be
available to assist but not to write reflections for students.
Step three: Teacher will collect prices when the session is over to ensure students
complete them.
Application/Assessment:
Students will edit and or write their reflection- Entry 2
Evaluation: Tarique Huggins, Eldington Hazel and T'Jon Handley were absent from class and
did not complete neither entry 1 or 2 of their SBA. Teacher will present them with first
warming letter.
Date: Wednesday 24th October 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Literature
Sub-Topic: Chapter in Review
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Participate in discussion on chapter one of the story “The Young Warriors"
Previous knowledge: Students completed the reading and discussion of the chapter.
Procedure
Step one: Teacher will give students a change of environment and take them outside under
a shaded tree to conduct the lesson. Students will take their chairs to the set location.
Students will order themselves in a semicircle so that we can play heads and tails.
Step two: When students are settled, teacher will explain the rules of the game. Teacher will
ask a number of question that students will be tested on during the next lesson. Students
will be expected to answer all questions asked to them correctly.
Step three: If students fail to answer a question, teacher will read the sections of the text
that the answer can be found and then students will give the answer.
Step four: Game will be played until the session ends. Students will then take their chairs
back to the classroom.
Application/Assessment:
Students will answer questions orally.
Evaluation: Lesson went as planned. Students were excited to be outside and took longer
than expected to settle down. We will not be having classes outside again...

Date: Thursday 25th October 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Comprehension Test
Sub-Topic: Chapter 1 “The Young Warriors “
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Answer all question correctly
 Write answers in complete sentences
Previous knowledge: Students have read and discussed the entire chapter.
Resource(s): Test
Introduction: Present students will test rules and regulations, then distribute test papers.
Procedure
Step one: Students will begin test immediately. Teacher will observe students as they write
to ensure rules are being obeyed.
Step two: Students will be asked to stop writing 5 mins before the session ends.
Step three: Teacher will collect papers to be graded.
Application/Assessment: Test
Answer all question on the lines provided. Write your answers in complete sentences
1. Where is the story “The Young Warriors” set? 2mks
2. List the names of the five boys who wanted to be young warriors. 5mks
3. Explain the boys first test to become warriors. 2mks
4. Who are the Maroon? 2mks
5. Name two places in Jamaica where we can find Maroons . 2mks
6. Why do the Maroon live in the mountains? 2mks
7. Who gave the Maroon chief the gold wrist band and why was it given to him. 2mks
8. In what year did the Maroon begin to fight for their freedom? 1mk
9. Why did the Maroon obey the Chief and his council? 2mks
10. Why were Maroon not allowed to stray beyond the scouts? 2mks

Evaluation: No matter how much work we do, these students’ attitudes and behaviour will affect
their performance. I have spoken to the year head to seek assistance. The need an urgent intervention.
Though some students did well, Agdie, Alexander and Jevonte did not do well because of their
negative attitude towards authority. Alexander began the test then tore up his paper and did not bother
to complete the test.
Date: Thursday 25th 2018
Form: Three -Group three
Subject: English
Topic: CCSLC MODULE 3.
Sub-Topic: Speak up and speak out
Sessions: 3&4
Previous Knowledge: Students are aware of the some strategies of advertising.
Objectives: At the end of the lesson, students should be able to
1. Discuss orally some rights and responsibility of a child according the UNICEF.
2. Express these ideas clearly and fluently.
3. Respond appropriately to questions asked.
Introduction: Present students with a scenario of a child who is being abused and neglected
by her parents. Have a classroom discussion about this situation and highlight the wrongs that
are happening to the child and what the child have a basic right to.
Procedure
Step One: Write the abbreviation UNICEF on the board. Elicit the meaning from the
students and discuss what the abbreviation means to them.
UNICEF- United Nations International Children’s Fund.
Step Two: Display the document from UNICEF highlighting the rights and responsibility of
a child. Highlight a number of the articles and have a grand discussion.
Step 4: After discussing some of the rights and responsibilities of a child, students will
choose 3 that they would like to develop in their expository essay.
Closure: Class will recap the importance of knowing ones right and responsibilities and what
to do if these rights are not met by parents and government.
Assessment: Teacher will assess students’ participation in classroom discussions and their
ability to provide clear and fluent responses.
Evaluation Lesson went well. Students were encouraged to select any aspect of life they want to
be an activist for. They did not have to choose the rights of a child. Students were asked to write
their theme or issue the would advocate for and three point or reason they would use to
persuade readers.
Date: Friday 26th October 2018
Form: Two – Group one
Subject: Communication Studies
Topic: Punctuation
Sub-Topic: The semicolon
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 explain when to use a semicolon
 demonstrate the correct use of semicolons in a variety of sentences
 correct errors in semicolon usage
Previous knowledge: Students knows how the semicolon symbol is written
Introduction: Write the term ‘semicolon’ on the board. Ask individual students to name the symbol
and anything they may know about its use in the English language.
Procedure
Step one: Explain to students the importance of knowing how and when a semicolon is used in
writing and what is signals to the reader.
Step two: Go on to discuss uses of the semicolon and with that, make students aware of other
concepts they must be familiar with in order to fully understand the rules. Example, they must know
what are clauses and coordinating conjunctions
Step three: Form each rule, be sure to guide students thinking and understanding by displaying and
receiving examples of its use. Write sentences on the board and have students suggest where the
semicolon should be placed. Allow a number of students to participate in punctuating sample
sentences. Students will get an opportunity to write notes on the semicolon for future reference
Application/Assessment: Insert any semicolons where necessary in the following sentences.
1. He slept through his alarm luckily his first class was cancelled.
2. We practiced every day after school however we lost the game.
3.He is the best football hence he should be the captain.
4. It is Halloween therefore we need to get our costumes
5. She's a little bit country he's a little bit rock 'n roll.
6. You'll need to turn left on Cedar it's the third house on the right.
7. The rent is expensive moreover the house is pretty small.
Evaluation: Teacher changed the lesson from semi colon to apostrophe because students would have
grasp this concept easier. This lesson will be done next week.

Date: Friday 26th October, 2018

Form: Five– Group 2
Subject: CXC English A
Topic: Vocabulary
Sub-Topic: Transitional words
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Explain the importance of using transitional words in essay writing
 Use the correct transitional words to link ideas.
Previous knowledge: Students know some linking words
Resource(s): CXC English A: Study Guide and Exercises
Introduction: Have a brief discussion about writing paragraphs for their reflections that are easy to
read and understand. Explain to students that their paragraphs in their reflections must flow in a
coherent manner. This is accomplished by using transitional words that appears at the beginning of
each new paragraph, but also within the paragraph, between ideas and before source information.
Procedure
Step one: Elicit from students some examples of connectives/transitional words they are familiar
with. As students provide these, have them say if they know how and when to used the transitional
words.
Step two: Distribute a hand out on transitional words. See attached. Class will discuss the categories
and examples of how some transitions are used. A number of examples will be looked at, especially
those that are in the same category but are used for a different effect. Example: however and
nevertheless.
Step three: Class will participate in the exercise on the attached worksheet. Here students will select
appropriate transitional words so that reader move smoothly from one idea to another.
Step four: After the exercise, teacher will summarize the lesson by asking questions and having
students say what they learned.
Application/Assessment:
SEE ATTACHED WORKSHEET. Assessments will be collected and graded by the teacher.
Evaluation: A number of students were absent because of netball, or treasure hunt, but those
who where present did well. The others will get the worksheet at a later date.

TRANSITIONAL WORDS
Transition words are used to link sentences and ideas. If you use them correctly, your writing will
be easier to understand and more mature.

Directions: For practice, use the transitions at the bottom of each section. In each group, use a
transition only once. Read each sentence carefully so that you can choose an appropriate
transition. Capitalize when necessary.

1. I would like to see you tomorrow, _______________ let’s have lunch together.
 2. My sister loves to eat, _______________ I don’t care much about food.
3. When you begin an exercise program, you must be careful not to overdo it.
My father, _______________, hurt his back by exercising too hard without warming up first.
4. She had looked everywhere for a job; _______________, she was called for an interview.
for example finally but so still beyond to the left
________________________________________________________________________
5. She had been studying for hours. _______________, she hoped to do third well on the test.
6. First, Mary went to the store. _______________, she went to visit her mother.
7. I would like to read many books; _______________, I don’t seem to have enough time to
read.
8. John ate and ate; _______________, he never gained weight.
9. Joe ate too fast. _______________, he had indigestion.
similarly third nevertheless however as a result then for instance therefore
________________________________________________________________________
10. He stayed up too late last night; _______________, he slept until noon.
11. I want you to buy milk, eggs, and fruit juice; _______________,
I want you to be sure to get cereal and ice cream.
12. I was concentrating on my homework. _______________,
the soup boiled over.
13. _______________, I will boil the water. Second, I will brew the tea, and _____________,
I will serve it.
14. Joe, _______________, happens to be my best friend.

15. Jane studies all the time; _______________, Billy never studies.

meanwhile furthermore first third in fact until then consequently in contrast

Date: Friday 26th October, 2018

Form: Four- Group 3

Subject: English A

Topic: Linking Words Exercise – Seat work

Session(s): 8

Objective(s): At the end of the lesson, students should be able to:

 Select appropriate linking words or phrases to complete sentences

Previous knowledge: Students are aware of the some of the linking words in
the English language

Resource(s): A Comprehensive English Course CXC ENGLISH A

Procedure

Class will review the linking words and phrases studied last class. Students will
turn to page 32 of the resource text and discuss the assignment. Students will
work on completing the assignment and then exchange books to be graded.
Individual students will be asked to provide answer for an item and then class
will discuss if answer given is right of wrong. Students will mark correct
responses and then return books to its owner. Students will then make
corrections.

Application/Assessment:

A Comprehensive English Course CXC ENGLISH A. Page 32: Language

Structure.

Evaluation: Lesson went as planned. Some students were absent so teacher

must remember to allow them to do the exercise

Date: Monday 29th October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Summary Writing
Sub-Topic: Past Paper Summary practice exercise
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Summarize a passage with any assistance from teacher
 Use skills of summary writing to assist in crafting a good summary
Previous knowledge: Students are aware of what is needed 5o compose a good summary
Resource(s): 2016 past paper 2
Procedure
Step one: Conduct a brief revision session on writing summaries. Review the key aspects of
summary writing. Look at the last summary exercise students had to do, and have them
analyse their performance.
Step two: Distribute the past papers and engage students in the reading and discussion of the
passage. Discuss some techniques to summarize the passage.
Step three: Students will sit and independently begin the summary process. Teacher will
observe students as the write to see if they are going through the process as they should.
Step four: If students finish before the session ends, some students will be encouraged to
read their summary and then we will discuss some of the difficulties students faced while
writing the summary.
Application/Assessment:
Summarize the passage in section A of the 2016 CSEC examination.
Evaluation: Students did not finish so they will complete at a homework assignment.

Date: Monday 29th October 2018

Form: Three – Group 2
Subject: Literature
Topic: Poetry analysis - “Ol' Higue"
Sub-Topic: Poetic devices and their effect on the text
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Clearly identify poetic devices used to compose the poem
 Explain the effectiveness of these devices
Previous knowledge: Students are aware of some poetic devices
Resource(s): Copy of poem
Introduction: Invite students to read the poem “Ol' Higue". Elicit from a few students what
they remember about the poem from the discussion last class. Have them respond orally and
clarify any misconception.
Procedure
Step one: Teacher will ask student to read the passage silently and highlight any poetic
devices the see being utilized by the writer. Students will share their findings with the class.
Step two: Class will discuss all devices used and the effect it has on the full understanding of
the poem. Ensure that students analyse, simile, alliteration, rhetorical questions, repetition,
stanza, persona, POV, theme, mood and tone.
Step three: During the discussion, discuss the effectiveness of the devices. Explain to
students the purpose of using different devices and class will determine if the use of the
devices were effective in helping them understand the poem.
Step four: Students will take notes of information teacher think they need to remember. They
will place these notes in their note books.
Application/Assessment:
Students will be assessed from the way they interact during class discussions, the opinions
they shared about the poem, their willingness to participate and note taking abilities.
Evaluation: We had a good discussion. Students will be tested on the poem on Wednesday
31st October 2018

Date: Monday 29th October 2018

Form: Three- Group 1
Subject: Communication Studies
Topic: CCSLC Module three
Sub-Topic: Expository Writing
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain the different conventions for writing an expository speech
 Use these techniques to compose an persuasive exposition.
Previous knowledge: Students did expository writing in previous grade levels so they
should be somewhat familiar with the terminologies to be used.
Introduction: Write the term ‘Exposition writing’ on the board and briefly review the
concept with students. Students will display the area they will be writing about and also the
three reasons why they support of oppose and action on the topic they select. Example if a
child decide to be an advocate for express the effect of teenage pregnancy on adolescent girl
in a effect to curb teenage pregnancy, they will provide the three effects.
Procedure
Step one: After students are clear about their topic and issue, go on the explain to students
the importance of formatting in expository writing. Discuss techniques used to persuade and
review the different parts of an expository essay and how each part should be constructed.
Step two: Look first at the ‘Introductory Paragraph’ with its ‘attention getter’, ‘Stance’ and
‘thesis statement’. Discuss and demonstrate different techniques used to create good
‘attention getters’. Rhetorical question, bold statement, anecdote, Statistics, definition, quotes
etc. Students will be given opportunities to construct appropriate ‘attention getters’ to
introduce their speech on their selected topic.
Step three: After the ‘attention getter practice, discuss stating their stance and thesis
statement. Examples will be used to demonstrate. Students will be asked to look at the point
for their topic. These will be used as guides for students to construct a sample thesis
statement. Teacher will look at students attempts and provide feedback.
Application/Assessment: Students will write the introductory paragraph for their expository
speech on ‘The rights of a child’
Evaluation: Lesson went as planned. Students were able to construct introductory
paragraphs even though they could be improved.

Date: Tuesday 30th October 2018

Form: Four - Group 3
Subject: CXC English A
Topic: Composition
Sub-Topic: Argumentative writing – Edit and rewrite
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Identify errors made in their writing
 Rewrite their essays paying attention to what was discussed and corrections made.
Previous knowledge: Students have written their essays
Resource(s): Previously written essays
Introduction: Inform students what will be done during the lesson and have them sit in pairs, so they
can work together.
Procedure
Step one: Students will present their already written essays and exchange with their partners. They
will be guided to read their partner’s essay and on a separate paper, write their general perception and
any corrections that they suggest should be made.
Step two: They will then share their views with their partner and the rest of the class. Students will
give back the books to their partner. The students will then read their own essay to check and see if
the corrections made were legitimate.
Step three: Teacher will guide the content section of the editing, by highlighting all the aspects that
should be written in each paragraph. Students will check to ensure they have all elements and if not,
make a note to say what is needed in each paragraph.
Step four: Class will look also at students use of the persuasive techniques. Encourage them to use
about 3 different techniques for their supporting details in each body paragraph. If students do not use
the techniques, have them make a note of the techniques they will use in each paragraph. After the
editing and discussion, students will ask for any other assistance they need from the teacher , then
begin to rewrite their essay for grading.
Application/Assessment:
Rewrite your essay paying special attention to corrections and additional information given.
Evaluation: Some students were absent and their are others who did not hand in an essay. They
were reminded and given a due date of Friday 2nd November 2018

Date: Wednesday 31st October 2018

Form: Four - Group 3
Subject: CXC English A
Topic: Comprehension
Sub-Topic: Expository – “Climate Change”
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Read a passage in order to gain information about climate change
 Discuss passage’s content with peers
  Write answers to question asked about the passage on climate change
Previous knowledge: Students have an idea of what is involved in climate change
Resource(s): Passage
Introduction: Write the term “climate change” on the board and brainstorm with students to
identify what they know about the topic. As students speak jot down notes on the board.
Question students in order to help them realize what they know and don’t know about the
topic.
Procedure
Step one: Recap the things the students know about the passage. Distribute copies of the
passage to students and have them read it silently. After they have read, ask them to add more
information to what they stated during the brainstorming activity. This will indicate what new
information they learnt from reading.
Step two: Conduct a whole class reading and discussion. During this session, ensure that
students assist in the discussion and clarifying information given. Help students understand
how the writer use terms, data, references, quotes, rhetorical devices, emotive language,
contrast etc.
Step three: After discussing the passage, class will look at the comprehension questions.
Read them to students, allow then to ask any clarification questions, then move on to answer
all the questions.
Step four: Students will give their papers to the teacher to be graded.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation:

Date: Wednesday 31st October 2018

Form: Three -Group 2
Subject: Literature
Topic: Comprehension Test
Sub-Topic: Poetry Ol' Higue
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Assess information received from the study of the Poem
 Use what they learned to correctly answer questions about the poem
Previous knowledge: Students have studied all aspects of the poem “Ol' Higue”
Resource(s): Copy of test questions
Procedure
Step one: Explain to students the procedure and rules for the lesson.
Step two: Conduct a brief revision session to help students access their prior knowledge.
Also read passage to students as the listen.
Step three: Distribute test sheets and when all students receives a sheet, signal to start the
test. Students will work until the session ends.
Step four: While students work, teacher will observe the behaviour and mannerisms in an
exam/test environment.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation:

Name: _____________________________________ Date: _____________

Poem: Ol Higue by Mark McWatt
Answer all questions on the lines provided.

1. Write a brief summary of the passage explaining what the poem Ol Higue is about.

_____________________________________________________________________
 _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

__________________

2. What Type of poem is Ol Higue? _____________________________________

3. The poem has three stanzas. State in which stanza the persona did the following

I. Argues that she serves as a scapegoat for infant tragedies. ___________

II. Pleads for sympathy ______________________

III. Complains that she is victim of her own impulses and fears ____________

4. Give and explain one simile used by the poet.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____________

5. Explain the poet’s purpose for using any two rhetorical questions in the poem.

_____________________________________________________________________

_____________________________________________________________________
 _____________________________________________________________________

_________________________________________________

6. Write an example of alliteration and repetition used in the poem.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

________________________________________________

7. What is the mood tone and theme of the Poem Ol Higue.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_________

Date: Wednesday 31st October 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Comprehension
Sub-Topic: Identifying purpose and main idea
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Read a passage to gain information about an issue
 Use information gain from reading to confidently answer question on the issue
 Write in complete sentences, answers to questions asked
 Be confident in their abilities to read and respond to questions about anything they
read.
Previous knowledge: Students understand the concept of comprehending.
Resource(s): Comprehension passage and questions
Introduction: Explain to students the purpose of the lesson. Elicit, what is meant by the term
comprehension and discuss what skills should be utilized in order to fully comprehend text.
Procedure
Step one: Distribute passage that students will be studying. Have them read silently first,
then during the second reading, they will highlight words or terms they are unfamiliar with.
Students will used their dictionaries to find definitions for the words. Class will discuss
phrases that may not be found in a dictionary.
Step two: Teacher will then read the passage out loud for students to listen attentively. After
that reading, students will be asked to summarize the passage orally. Individual students will
respond orally. Teacher will provide feedback.
Step three: Class will then discuss the purpose and main ideas in the passage. Have then
answer the question, Why did the author write this passage, what was he trying to teach, who
was his audience, how did reading this passage affect or influence your thinking, what
language techniques did he/she utilize.
Step four: Look at the questions asked about the passage. Have students read these
questions, then read the passage for the last time before attempting to write responses to these
questions
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Lesson went as planned. Papers are in the process of being graded.

Form two- Group 4

Name _______________________________________ Date: Wednesday 31st October
2018
A noun names a person, place, thing, idea, quality or action. A possessive noun shows
ownership by adding an apostrophe, an "s" or both. To make a single noun possessive, simply
add an apostrophe and an "s."
Singular Possessive Nouns
Apple taste __________________________
Book cover __________________________
Boss car _________________________
Cat tuna _________________________
Computer keyboard __________________________
Diane book __________________________
Fish eggs _________________________
Gym rules _________________________
House roof _________________________

Plural Possessive Nouns

When a plural noun ends with an "s," simply add an apostrophe to make it possessive. When
a plural noun does not end with an "s," add an apostrophe and an "s" to make it possessive.

Babies shoes ______________________________

Donors cards ____________________________
Eggs colour ____________________________
Cattle pasture ______________________________
Geese eggs _____________________________
Frogs croaking ____________________________
Juices flavours _____________________________
Women clothes _____________________________
Children toys _____________________________
Members votes _____________________________

Date: Thursday 1st November 2018

Form: Two- Group 4
Subject: Literature
Topic: Oral Reading and Discussion
Sub-Topic: Reading and discussing Character traits in chapter two of the story “The Young
Warriors”
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Identify important content areas in the story
 Examine character traits of the main characters in the story
 Relate these characteristics to people they know in real life
 Read portions of the chapter orally and fluently
Previous knowledge: Students have read chapter one of the story, so they are aware of the
story line and the characters.
Resource(s): Class Reader: “ The Young Warriors”
Introduction: Post some oral questions about what the story is about and what took place in
the first chapter of the story. Students are expected to answer correctly. If they can’t, teacher
will conduct a brief review.
Procedure
Step one: On the board, write the words “Characters and Characteristics". Elicit from
students the definition of the words and discuss they difference between the two. If students
cannot define the term, ask questions that will help them get there, before simply giving them
the definition.
Step two: Elicit from students the main characters they met in chapter 1 of the story, and
have them say something they know about them. Use this to clarify the difference between
and character and the characteristics of the said character.
Step three: Begin the reading of chapter 2. Teacher will read and class will discuss the first
section, then teacher will have different students stand and read portions orally. After each
reading, we will discuss and highlight implicit or explicit characteristics of the main
characters. Other aspects of the content will also be discussed.
Application/Assessment:
Students will answer oral questions about the information discusses during the first
reading of chapter 2 of the story.
Evaluation: The chapter was not completed so we will continue reading and discussing
chapter 2.

Date: Thursday 1st November 2018

5 student did ok but their use of the persuasive techniques can be improved.

Date: Friday 2nd November 2018

Form: Two: Group 4
Subject: Communication Studies
Topic: Literature
Sub-Topic: Oral Reading and Discussion – “The Young Warriors “ chapter 2 con't.
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Read a passage paying attention to the conventions of oral reading
 Analyse information about characters and events from the story
 Present information about the passage read, orally and in writing
Previous knowledge: Students began looking studying chapter 2 of the story; therefore, they
are familiar with the content.
Resource(s): Reader: “The Young Warriors”
Introduction: Review briefly what was discussed during the reading of chapter two. Conduct
a question and answer section where each child will be asked one question in which they
would respond in standard English and in a well constructed statement.
Procedure
Step one: Class will then continue the reading and discussion of chapter two. We will focus
on character, characteristic, setting and conflicts. The definition of these elements will be
discussed and noted.
Step two: While reading, students will be reminded of the conventions of oral reading and
practice these conventions. Teacher will assess their reading and provide feedback and
assistance.
Step three: The reading and discussion will continue until 30 mins before the end of the
session. After that, students will reflect their understanding, by answering oral questions
about what was discussed and completing a short application about characters and
characteristics.
Application/Assessment:
Students will be assessed according to their ability to read fluently and answer oral questions.
Evaluation: Lesson went well. Students were a little more attentive than before but I am still
having to spend too much time on classroom management.

Date: Friday 2nd November 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Grammar and usage
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Correctly respond to items 1-20 of the 2014 CSEC paper 1 without the
assistance of teacher or peers.
Previous knowledge: Students are familiar with the topics tested in item 1-20
Resource(s): CSEC 2014 paper 1
Procedure
Step one: Let students know what they will be doing during the sessions. Give
instructions to write responses on folder sheet, then distribute papers to each
child.
Step two: Students will work on completing items 1-20 without the assistance
of teacher.
Step three: When students are finished, they will exchange worksheets and
class will discuss correct responses and grade papers. When papers are returned
students will be asked to assess their responses.
Application/Assessment:
Items 1-20 CSEC 2014 paper 1
Evaluation: LESSON WENT AS PLANNED. STUDENTS REALIZED
THEY HAVE SOME WORK TO DO.

Date: Friday 2nd November 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Spelling
Sub-Topic: Identifying and correcting misspelt words in sentences
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Identify misspelt words in a sentence
 Correct the spelling of misspelt words
Previous knowledge: Students understand what misspelt words are.
Resource(s): worksheet
Procedure
Step one: Explain to students what is expected of them during the lesson. Place
them in groups of 2 and give each group a worksheet. Let students know that
dictionaries or any devices should be used.
Step two: Students will work on completing the 22 items, then class will
discuss answers and grade papers.
Step three: Students will make corrections after their papers are returned.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Students did not finish all 22 items. They will continue the
exercise at the beginning of the next class.

Date: Monday 5th November 2018

Form: Five – Group 2
Subject: CXC English A
Topic: SBA
Sub-Topic: Group report
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Work in groups to select appropriate stimuli
 Speak eloquently and knowledgeably about stimulus materials
 Link their feelings about the materials with evidence from the text
 Appreciate other persons opinions
 Take notes of what was discussed and concluded in the group discussion
Previous knowledge: Students are already familiar with the artifacts.
Resource(s): Report worksheet
Introduction: Explain what will be done during the sessions and ensure all students are
equipped with their artifacts.
Procedure
Step one: Students will gather in their SBA Groups with all their artifacts. Teacher will give
an in-depth explanation of what the group written report is about. Here teacher will also read
students a sample group report.
Step two: Each group will be given a worksheet to help them analyse the artifacts. Students
will then discuss each artifact and after discussion of each, select three most relevant artifacts.
Step three: Students will then work together to complete the worksheet. Teacher will
supervise and lend support.
Step four: At the end teacher will collect the worksheet and the three materials students
selected to ensure that what they on the sheet is relevant.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Students wrote the first paragraph of the group report. They will continue
next class.
 SBA Written Report Worksheet

Group Members’ Names:

___________________________________________________________________________
___

A. GroupTopic:_____________________________________________________________
__

B. The Data Selected – Name of Author(s), ‘Title of Source/Data’, URL/Name of

Publisher, Date the source was published
i. ___________________________________________________________________________
___________________________________________________________________________
______
ii. ___________________________________________________________________________
___________________________________________________________________________
______
iii. ___________________________________________________________________________
___
iv. ___________________________________________________________________________
___

C. Processes – this include the method(s) the group used to ‘select’ each data that you will
be discussing and analysing.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________

D. Procedures – How did the group know that the data selected was appropriate? (Here a
discussion of how the primary and secondary sources were evaluated, is needed)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________

E. Reasons for Data Selection – Why was each of the data selected? What questions does
the group want to be answered? (Place the last name of the author and page number to
cite the data.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
F. Outcomes – the ways the conclusions from the data are presented to achieve a goal. What
can be inferred from each piece of data? Here you can discuss: reliability and validity.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________
G. Analysis of the Material – How the material can be categorized and described in relation
to the topic. (Here the RAFT technique can be used).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________
Date: Monday 5th November 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Reciting a dramatic monologue
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Craft a personal , lyrical poem about themselves
 Recite the poem in the form of a dramatic monologue
 Assess performances of their peers
Previous knowledge: Students know what is a dramatic monologue
Resource(s): Students personal poems
Introduction: Teacher will read r dramatic monologue to the students as they listen. She will
then explain what her poem was about and get critiques from students as to whether the
meaning was clear and the drama appropriate.
Procedure
Step one: Students will then get a few minutes to sharpen their poem and dramatic
performance. Each child will then stand to the front of the class to present their poem orally.
Step two: Teacher will listen and grade students according to their poems content, theme,
composition techniques and dramatic performance. Other classmates will be given
opportunities to discuss each other’s performance.
Step three: At the end, teacher will give general feedback and announce individual grades
Application/Assessment:
Students will be graded on their individual poem and performance.
Evaluation: Students could have done better. It was realized that little time was spent
on the craft. They were able to deliver but they were asked to improve the poem itself to
be graded.
Date: Monday 5th November 2018
Form: Three- Group 1
Subject: Communication Studies
Topic: Expository writing – CCSLC Module 3
Sub-Topic: Crafting conclusions and editing
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Craft a well written concluding paragraph for their speech
 Edit and rewrite entire essay
Previous knowledge: Students have written their body paragraphs for their speech
Resource(s): Students already constructed introductory and body paragraphs
Procedure
Step one: Students will view their into and body paragraphs. Class will discuss the elements
of each and how students can improve their paragraphs.
Step two: Class will then discuss the elements of the concluding paragraph. Teacher will
provides notes to remember and class will construct a sample paragraph together that
includes the element.
Step three: Students will then work on constructing their concluding paragraph which will
be evaluated.
Step four: After their concluding paragraphs are corrected, students will begin editing and
rewriting the other parts of their speech so that they have a complete speech.
Application/Assessment:
Students will write the conclusion and edit the introduction and body paragraphs of their
speech.
Evaluation: Students need more work on crafting the conclusion but it was done well
enough.
Date: Tuesday 6th November 2018
Form: Four- Group 3
Subject: English
Topic: Subject Verb Agreement
Sessions: 1&2
Objectives: At the end of the lesson, students should be able to
1. Explain the rules of Subject Verb Agreement
2. Construct oral and written sentences whose subjects and verbs agreement.
Previous Knowledge: Students are familiar with Subject Verb Agreement.
Resources: worksheet
Introduction: Present students with a SVA worksheet. Explain to them that they will select
the correct verb that completes the sentence. Students will work independently and they will
use a pencil to select answers. Teacher will grade students work but she will not mark correct
or incorrect answers. She will simply write how much they got correct.
Procedure
Step One: Teacher will explain to students that the English language is governed by rules;
therefore subject verb agreement has a number of basic rules that governs its correct use.
Elicit from students the rules they know and which items on the exercise used that rule.
Step Two: Class will look at a number of rules and examples for subject verb agreement.
Students will take note of these rules for future revision. The rules that will be studied are
listed below with appropriate examples.
What Are the Rules?

1. Subjects and verbs must agree in number. This is the cornerstone rule that forms the
background of the concept. Singular subjects take singular verbs; plural subjects take
plural verbs.

The dog growls when he is angry. The dogs growl when they are angry.

2. Don’t get confused by the words that come between the subject and verb; they do not
affect agreement.

The dog, who is chewing on my jeans, is usually very good.

3. Prepositional phrases between the subject and verb usually do not affect agreement.
The colours of the rainbow are beautiful.

4. When sentences start with “there” or “here,” the subject will always be placed after
the verb, so care needs to be taken to identify it correctly.
There is a problem with the balance sheet. Here are the papers you requested.

5. Subjects don't always come before verbs in questions. Make sure you accurately
identify the subject before deciding on the proper verb form to use.
Does Lefty usually eat grass? Where are the pieces of this puzzle.

6. If two subjects are joined by and, they typically require a plural verb form.
The cow and the pig are jumping over the moon.

7. The verb is singular if the two subjects separated by and refer to the same person or
thing. Red beans and rice is my mom's favourite dish.

8. If one of the words each, every, or no comes before the subject, the verb is singular.

No smoking or drinking is allowed. Every man and woman is required to check in.
 9. If the subjects are both singular and are connected by the words or, nor,
neither/nor, either/or, and not only/but also the verb is singular.
Jessica or Christian is to blame for the accident.

10. When noun and pronoun subjects like some, half, none, more, all, etc. are followed
by a prepositional phrase the object of the preposition determines the form of the verb.

11. The singular verb form is usually used for units of measurement or time.

Four quarts of oil was required to get the car running.

12. If the subjects are both plural and are connected by the words or, nor, neither/nor,
either/or, and not only/but also, the verb is plural.
Dogs and cats are available at the pound.

13. If one subject is singular and one plural and the words are connected by the words
or, nor, neither/nor, either/or, and not only/but also, you use the verb form of the subject
that is nearest the verb.

Either the bears or the lion has escaped from the zoo. Neither the lion nor the bears have
escaped from the zoo.
All of the chicken is gone. All of the chickens are gone.
Assessment: Students will then redo the introductory exercise to see if they can do better that
before.
Evaluation:

Date: Tuesday 6th November 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Composition
Sub-Topic: Report Writing
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Explain what is a report
 Use their imagination to create a written report pretending to be a character from the
story “The Young Warriors”
 Use factual information in the report that reflects and understand of character and
storyline from “The Young Warriors”
Previous knowledge: Students are familiar with the story, “The Young Warriors” and the
conventions of report writing.
Resource(s): Reader: “ The Young Warriors”
Introduction: Teacher will trigger students' prior knowledge about the text by asking a
number of oral questions that students will be expected to response to correctly.
Procedure
Step one: Teacher will explain to students that they would have to write a report. Have
students explain what a report is and how is one constructed. Discuss responses and clarify
any misconceptions.
Step two: Review how to craft a report. Use sample reports students did before as reference
points. Write the report item on the board.
Imagine you are Tommy from the story “The Young Warriors”. Chief Phillip found
out from the scouts that Charlie was dishonest during the final test and you knew and
said nothing. You were asked to write a report to the chief explaining
1. What was your final contest to become young warriors.
2. How was Charlie dishonest during this contest.
3. Why didn’t you report Charlie to the Chief.
Step three: Class will discuss these details orally. Students will then prepare to write the
draft of their report.
Step four: As students write, teacher will observe to ensure that they are using the correct
format, addresses and signature.
Application/Assessment:
Students will compose a first draft of the report.
Evaluation:
Date: Tuesday 6th November 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Speeches
Sub-Topic: How to deliver a speech
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Explain the relevant techniques used to deliver a speech
 Mimic the appropriate tone and techniques of a good speech delivery.
Previous knowledge: Students have written their speeches for CCSLC Module 3
Resource(s): Speeches
Procedure
Step one: Explain to students what will be done during the lesson. Have students look at the
speech they wrote. Invite one students to read their speech and then class will critique what
they liked or did not like about how the speech was delivered.
Step two: Teacher will give students some key information about the persuasive tone of a
speech and other speech techniques. Discuss each of the following.
How to Prepare and Deliver a Speech Effectively
1. Focus on the Main Message. If you've been asked to give a speech, the first
step is to choose a focused message...
2. Build Three Supporting Points. ...
3. Keep your Audience in Mind. ...
4. Be a Tactful Speaker. ...
5. Brevity Is The Soul Of The Wit. ...
6. Feedback is Important. ...
7. Eye Contact is Important. ...
8. Use Appropriate Gestures.
9. Speak with confidence
10. Do not hurry.
Step three: After discussing the techniques for delivering a speech, a number of students will
be asked to stand and read their introductory paragraph of their speech.
Step four: Teacher and classmates will tell them what they did right and what needs to be
improved.
Application/Assessment:
Students will practice saying their speech orally
Evaluation:

Date: Wednesday 7th November 2018

Form: Four- Group three
Subject: CXC English A
Topic: Vocabulary
Sub-Topic: New words and Meaning
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Correctly pronounce new words without teacher's assistance.
 Provide the meaning and synonym of the words
 Use words to correctly complete sentences
Previous knowledge: Students may be familiar with some of the words
Resource(s): worksheets
Introduction: Explain to students that in order for them to be good writers, their vocabulary
must improve and for it to improve, they must study words that they don’t use regularly, learn
their meaning, link them to synonyms that you may know and use them in oral and written
sentences. Encourage them to do this on their own. Learn a new word every week.
Procedure
Step one: Distribute hand out that has 20 new words with pronunciation, definition,
synonyms, derivations and sample sentences. Class will study words together. We will
pronounce the words, then study the definitions and synonyms associated, along with
analysing the sample sentence.
Step two: After studying the words, teacher will write a synonym of each word on the board
and individual students will be asked to indicate which new word matches the synonym of
the board. They will not be allowed to refer to the handout.
Step four: Distribute worksheets and discuss instructions. Students will complete items 1-10
on the worksheet, then bring it to the teacher to be graded. Class will discuss answers. At the
end, encourage students to use the words throughout the day.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Lesson went well. Class only did 10 of the 20 words. The other 10 will be done
on Friday 9th 2018 during the single session. With practice students should remember and use
the words in their written and oral speech.
Date: Wednesday 7th November 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Poetic devices
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Define all 8 devices studied during the lesson
 Identify these devices as the are used in poetry
 Create orally and in writing, examples of these devices
Previous knowledge: Students are aware of all the devices they will study during the lesson.
Resource(s): worksheet
Introduction: Remind students of their performance on a previous test on poetic devices.
Explain to them that it will be very difficult for them to analyse a poem if they can’t identify
the techniques and explain why they are used.
Procedure
Step one: Print the 7 poetic devices on the board. Students will say their names and attempt
to explain their meaning without the assistance of notes.
Step two: Class will then study each device individually. We will study the definition, it’s
effect on the poem and provide oral examples of the device.
Step three: After all words are studied, students will review the terms independently in final
preparation for their assessment exercise.
Step four: Students will be given the worksheet, and work independently to complete the
task.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Lesson went well. They seem to have gotten a greater understanding of the
devices. Some students are still unsure. They were encouraged to put in more effort in
remembering and distinguishing between devices.

Date: Wednesday 7th November 2018

Form: Five – Group 2
Subject: CXCEnglish A
Topic: SBA
Sub-Topic: Group Report- Second paragraph
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Work collectively in group environments without the supervision of a teacher.
 Discuss with group members why they selected each artifacts
 Task relevant notes as group members speak
 Work in groups to craft a paragraph explaining why each artifact was selected.
Previous knowledge: Students are aware of what is expected from them in group situations
Resource: artifacts
Introduction: As students settle in their groups, students will reveal the artifacts that they
selected for the group report.
Procedure
Step one: Teacher will explain what the second paragraph should entail. Groups will begin
discussion with apache other. They will be encouraged to ask the following. Why did we
select this artifacts? What aspect of it makes it more special than the others?
Step two: Students will be expected to write a few lines about each artifacts. Teacher will
check what students are doing and assist where necessary.
Step three: After groups finish writing about each artifacts they will then merge information
into one paragraph using transitional words or phrases.
Step four: Teacher will collect paragraphs to be graded.
Application/Assessment:
Students will write the second paragraph of their group report.
Evaluation: All groups completed the first and second paragraph. Some students were absent
from class because of different activities going on around the school.
Date: Wednesday 7th November 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Composition
Sub-Topic: Report writing
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Remember information from story “The Young Warriors”
 Write the second paragraph of their report independently.
Previous knowledge: Students know what is a report and they already wrote the introductory
paragraph of their report.
Introduction: Students will take out their books where they wrote the introductory paragraph
and read it to the class. Students will say if it is ok as is or if it need help.
Procedure
Step one: Class will discuss the information that should be in the second paragraph. Question
students about how Charlie was dishonest during the final test.
Step two: Demonstrate orally, how one should explain this information in a report. Remind
students to be concise and accurate in their explanation.
Step three: Students will begin writing their paragraphs. Teacher will observe as students
write and give assistance were necessary.
Application/Assessment:
Students will write the second paragraph for the report that they started yesterday.
Evaluation: Some students were absent because they went to play football for the
school. Therefore they did not get to write the paragraph. They others did not finish.
We will continue during tomorrow's lesson.

Date: Thursday 8th November 2018

Form: Two – Group 4

Subject: Communication Studies

Topic: Composition

Sub-Topic: Report writing

Session(s): 1&2

Objective(s): At the end of the lesson, students should be able to:

 Complete their report that they started in previous lessons

Previous knowledge: Students have knowledge of report writing

Resource(s): Incomplete reports

Procedure
Step one: Review what was discussed in the previous lesson. Some students were absent so
teacher will allow students who were present to explain what they did.

Step two: Students will be guided as to what is expected. Class will discuss information that
should be written in the second and final paragraph. Teacher will ask questions about how
Charlie was dishonest and why Tommy did not tell the chief of his dishonesty.

Step three: Students will then begin to write/complete paragraph 2 and 3. Teacher will
supervise as they work ensuring that they are doing what they should.

Step four: When students are finished, teacher will collect books to be graded.

Application/Assessment:

Complete the report about Charlie’s honesty.

Evaluation:

Date: Thursday 8th November 2018

Form: Three – Group 1

Subject: Communication Studies

Topic: Module 3

Sub-Topic: Speech Presentation

Session(s): 3&4

Objective(s): At the end of the lesson, students should be able to:

 Present an oral speech to and audience

 Use appropriate techniques that will enhance speech delivery
Previous knowledge: Students already wrote the speech to be delivered and they were given
tips for delivering a oral speech.

Resource(s): Already prepared speech, podium

Introduction: Set up podium then announce the rules, mark scheme and the names of the
first four students who will present.
Procedure

Step one: Each students will stand behind the podium and deliver their speech. At the end of
each speech, teacher will give short feedback on how the students did.

Application/Assessment:

Students will present their speech to the entire class.

Evaluation: Lesson went well. All students who were present got to present. Only
Sherise Davis was absent. She will present at the start of the next lesson.

Date: Friday 9th November 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Vocabulary Building
Sub-Topic: Word recognition- Chapter 3 “The Young Warriors”
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Orally provide the correct pronunciation of each word studied
 Defines each new word
 Accurately read sentences that contains the new words.
 Use new words to complete sentences
Previous knowledge: Students can use phonetic skills to pronounce some words that they
mat have never seen before. They have also read the first 2 chapters of the story “The Young
Warriors”
Resource(s): Word cards, drawings, sentence chart, worksheets dictionaries
Introduction: The new words that students will be studying will be associated with the story
that they have been reading “The Young Warriors” . Therefore, the class will begin with
students answering oral questions from chapter 2 and 3 of the story. Students will stand will
only be allowed to sit when they answer a question correctly. After that activity, students will
participate in an activity that the Young Warriors in the story had to do, which is the bow and
arrow contest. Students will use their bow and arrow they made for their class project.
Procedure
Step one: After the shooting contest, students will settle down and await further instructions.
Teacher will explain to students that we will move on to reading chapter 3 of the story the
following week; therefore, they must be aware of the words that they will meet in the passage
so that they can fully understand what they are reading and for them to be able to read
fluently.
Step two: Teacher will display 6 words from chapter three on the board. Students will
observe the words, then teacher will ask random students to attempt to pronounce the words.
Class will study the correct pronunciation of each word then all students will correctly
pronounce all words together.
Step three: Place five sentences on the board. Each sentence will contain one of the new
words. Students will read each sentence together, then teacher will ask students to say what
they think each new word means in context. Applaud students that can define words as used
in context and then have students use their dictionaries to look up all the words. Students will
read dictionary definitions out loud. Teacher will have students takes notes of words and their
meaning as well as the sentences that contain the new words.
Step four: After students finish taking notes, present students with a worksheet where they
will have to match new words with their meaning and complete sentences with the addition
of the appropriate new words. Teacher will monitor students as they words to ensure that they
are behaved and working independently.
Application/Assessment:
SEE ATTACHED WORKSHEET.
Evaluation: Lesson could have been better but some students were disruptive which took too
much of the teacher’s attention and hinders the progress of the class. I plan to take some
tougher measures and remove students from class when they are disruptive and disrespectful

Date: Friday 9th November 2018

Form: Five – Group 2
Subject: Communication Studies
Topic: SBA
Sub-Topic: Group Report- final paragraph
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Work cooperatively in groups to complete the final paragraph of their group report
Previous knowledge: Students have completed the 1 & 2 paragraphs
Resource(s): stimuli materials
Procedure
Step one: Students will meet in their groups. Teacher will distribute students’ work that the
complete previously.
Step two: Teacher will then discuss what should be in the final paragraph. Students will then
work together to compose their final paragraph. Teacher will monitor and lend support to
groups to ensure that they are doing the correct thing.
Step three: At the end of the lesson, groups will give teacher the reports to review.
Application/Assessment:
Write the final paragraph of you group report.
Evaluation:

Date: Friday 9th November 2018

Form: Four- Group three
Subject: CXC English A
Topic: Vocabulary
Sub-Topic: New words and Meaning
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Correctly pronounce new words without teacher's assistance.
 Provide the meaning and synonym of the words
 Use words to correctly complete sentences
Previous knowledge: Students may be familiar with some of the words
Resource(s): worksheets
Introduction: Explain to students that in order for them to be good writers, their vocabulary
must improve and for it to improve, they must study words that they don’t use regularly, learn
their meaning, link them to synonyms that you may know and use them in oral and written
sentences. Encourage them to do this on their own. Learn a new word every week.
Procedure
Step one: Distribute hand out that has 20 new words with pronunciation, definition,
synonyms, derivations and sample sentences. Class will study words together. We will
pronounce the words, then study the definitions and synonyms associated, along with
analysing the sample sentence.
Step two: After studying the words, teacher will write a synonym of each word on the board
and individual students will be asked to indicate which new word matches the synonym of
the board. They will not be allowed to refer to the handout.
Step four: Distribute worksheets and discuss instructions. Students will complete items 1-10
on the worksheet, then bring it to the teacher to be graded. Class will discuss answers. At the
end, encourage students to use the words throughout the day.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Student did better on this second half of the words vocabulary exercise. Teacher
will use these word during lessons to reinforce the words.

Date: Monday 12th November 2018

Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Unseen Poem
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Analyse an unseen poem with the assistance of the teacher
 Answer question correctly to show understanding of poem
Previous knowledge: Students can analyse a poem
Resource(s): worksheet
Introduction: Students will receive a poetic device worksheet they did last class. Teacher
will discuss correct answers and students will make corrections.
Procedure
Step one: Teacher will then have a discussion with students about poetry and all the
techniques they learnt previously that will help them analyse a poem. Teacher will distribute
worksheets and ask students to read it silently.
Step two: Teacher will then ask individual students to explain what the poem was about. As
students share, their peers will add or correct any information they think is necessary to the
summary of the Poem. Teacher will assist students is clarifying their interpretations of the
poem
Step three: Students will work on answering the questions about the poem. Teacher will
monitor as they write. Students will give answer sheets to teacher to be graded.
Step four: If time allows, class will discuss answers orally.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation:

Date: Monday 12th November 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: CCSLC MODULE 3
Sub-Topic: Listening exercise
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Listen carefully to two recording
 Show an appreciation for the lessons taught in both recordings
Previous knowledge: Students know the importance of listening
Resource(s): speaker, recording, folder paper
Introduction: Explain to students what will take place during the lesson. Students will
prepare to take notes from the recording so they will get paper to do so.
Procedure
Step one: When students are settled and quiet, teacher will play the first recording twice.
Each recording is a persuasive piece. Students will listen and take notes on the main idea of
the recording, who is the audience and how listening the recording changed or enhanced their
thinking and knowledge of the topic discussed.
Step two: Students will be given 5 mins to arrange their thoughts and notes. After everyone
is ready for the second recording, teacher will play it twice. Students will take notes and
arrange their notes.
Step three: After both recordings, students will write 2 paragraphs on each recording stating
the main idea of the recording, who is the audience and how listening the recording changed
or enhanced their thinking and knowledge of the topic discussed.
Application/Assessment:
Students will listen to 2 recording of persuasive speeches and write a paragraph on each
recording stating the main idea of the recording, who is the audience and how listening the
recording changed or enhanced their thinking and knowledge of the topic discussed.
Evaluation: Lesson went well. Students participated and they really tried to listen
attentively and make notes. Their paragraphs will be collected next class.

Date: Tuesday 13th November 2018

Form: Four – Group
Subject: CXC English A
Topic: Argumentative writing
Sub-Topic: Supporting details and Closing and opening sentences review
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Use different persuasive techniques to develop appropriate supporting details for body
paragraphs
 Create relevant closing and opening sentences for all paragraphs
Previous knowledge: Students are aware of all elements of argumentative writing
Resource(s): sample paragraph with supporting details and opening and closing sentences
Introduction: Distribute past essay students wrote. Have a discussion on all the weak areas
teacher identified while marking. Each child’s work had notes from teacher on how they can
improve. Students will review their essay to see the corrections made and improvement notes
give then class will discuss these weak areas in a general context.
Procedure
Step one: Teacher will distribute copies of a well-constructed essay. Class will use this easy
to look at how paragraphs opened, the appropriate use of supporting details and how
paragraphs close.
Step two: Class will look at the argumentative topic “Examinations should be abolished.
Explain three reasons why you would agree or disagree with this statement" class will discuss
argument for and against.
Step three: Class will now focus on ways once can open a paragraph. Teacher and students
will volunteer to give different sentences to begin body paragraphs. Teacher will remind
students that the opening sentences must be a complete sentence that states to topic and the
point to be discussed. Try a number of different structures so that students are familiar with
multiple ways.
Step four: Class will then move in the how to construct supporting details. Review the many
techniques students learnt and use their essay to identify what to do versus what not to do.
Encourage students to no depend on one technique but utilize many. Those that give
information along with those that persuade through emotion. Class will analyse the sample
essay to see how both are used.
Step five: Students completely abandoned the closing sentence in their previously written
essay. Teacher will explain to students that this sentence is important because it informs the
reader that on idea has ended and another will begin. If this sentence is not written the essay
will see choppy and not cohesive. Demonstrate this by creating appropriate closing sentences
that will reinforce main idea of paragraph or link the upcoming paragraph.
Application/Assessment:
Students will write one body paragraph on the topic “Examinations should be abolished.
Explain three reasons why you would agree or disagree with this statement"
Evaluation:

Date: Tuesday 13th November 2018

Form: Two – Group One
Subject: Communication Studies
Topic: Literature
Sub-Topic: Oral reading and Discussion- The Young Warriors
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
Previous knowledge: Students are familiar with the concept of the story
Resource(s): Reader and oral reading Rubric
Introduction: Brainstorm to recap the oral reading rubric. Discuss the different conventions
and what they want the reader to do. Class will also review through question and answer,
what the first 2 chapters were about.
Procedure
Step one: Students will turn to chapter three of the story and class will discuss what may take
place in this portion of the story. Students will predict what will happen to the Young
Warriors on their first hunting trip on their own.
Step two: Individual students will be asked to stand in front of the class, read a portion of the
text obeying all conventions, then explaining what they read. As they discuss the events in
the portion of the text, teacher will listen and correct or clarify any misunderstanding.
Step three: Teacher will provide oral reading feedback and discuss concepts, events, or
literary devices encountered while reading and anything that is deemed important for further
discussion.
Step four: About five minutes before the session ends, students will stop reading and have a
general discussion about what was read previously.
Application/Assessment: Students will be assessed according to their oral reading ability
and ability to explain what they understand from the passage they read.
Evaluation:

Date: Tuesday 13th November 2018

Form: Three– Group 1
Subject: Communication Studies
Topic: Fact vs Opinion exercise
Sub-Topic: Identifying fact and opinions
Session(s): 7
Objective(s): At the end of the lesson, students should be able to:
 Differentiate between a fact an opinion by explain each
 Identify statements that are considered facts and those that are opinions
 Utilize facts and opinions in expository essay’s and reports
Previous knowledge: Students have heard the terms facts and opinions before
Resource(s): worksheet
Introduction: Write two statements on the board and without explain, ask students to select
the sentence that is a fact and that which is an opinion. Do not discuss correct responses.
Procedure
Step one: Elicit from students what is a fact and opinion then discuss the terms in full.
Students will take note of the definition of the terms.
Step two: Discuss the ways in which we can identify facts from opinions. Use a number
of examples to illustrate.
Step three: After discussion , go back to the first two statements assess the correct
answers.
Step four: Distribute worksheets, explain instructions and leave students to work
independently on completing the assignment.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation:

Name: ___________________________ Date:______________

Fact and Opinion

Directions: Read each statement and then circle whether it is a fact or opinion. Explain
your answer.

1. The fastest land dwelling creature is the Cheetah. ______________________

2. Michael Jordan has a career average of 30.4 points per game.______________________

3. George Washington was the first President of the United States under the
Constitution._________________________

4. The ugliest sea creature is the manatee. _________________________

5. Michael Jordan is the greatest basketball player of all time. ______________________

6. There seems to be too much standardized testing in public schools. __________________

7. Prison is one of the worst places on the planet. ______________________

8. It is wrong for people under the age of 21 to drink alcohol. ______________________

9. Sister Carrie was written by Theodore Dreiser. ______________________

10. Lord of the Rings: Return of the King won eleven Oscars (Academy Awards).
______________________

11. Oranges contain both calcium and vitamin C. ______________________

12. The television show The Simpsons is just not as funny as it used to be.
______________________

13. Diamonds are the hardest substance on Earth. ______________________

Date: Wednesday 14th November
Form: Four – Group 3
Subject: CXC English A
Topic: Composition
Sub-Topic: Argumentative Writing exercise
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Compose a complete essay on a given topic
Previous knowledge: Students have written argumentative essay’s before
Procedure
Step one: Review, using question and answer, the conventions of argumentative writing.
Allow students to ask for any clarification they need before attempting the question.
Step two: Teacher will write the question on the board and discuss it with students so that
everyone is aware of what they have to discuss in their essay.
Step three: Remind students to ensure that their essay has all the necessary parts. Review
them if necessary.
Step four: Leave students to compose their essay.
Application/Assessment:
“School examinations should be abolished"
Do you agree or disagree with the above statement? Explain 3 reasons why you agree or
disagree.
Evaluation: Lesson went ok. Students attempted the question and were able compose an
essay but some of them were not able to complete in the time allotted.
Date: Wednesday 14th November 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Analysis of “Dreaming Black Boy”
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Analyse the poem in order to discuss it content, theme and other devices used
Previous knowledge: Students are familiar with poetry and poetic devices.
Resource(s): A World of Poetry
Introduction: Ask the students to write what they hope the world would be like in 20 years.
Ask them to name 2 things they would want to change about the world.
Procedure
Step one: Students will share their hopes and dreams with the rest of the class. Teacher will
also share what she hopes for them in 20 years.
Step two: Teacher will then write the Title of the poem on the board. Students will read title
them state what they predict the poem will be about.
Step three: Class will then participate in the reading of the poem. Students will read the
poem on their own then teacher will read the poem again as the students listen.
Step four: Class will participate in the discussion of the poem. Here we will discuss the
content of each stanza and figure out what the persona was wishing for, then we will look at
the devices, theme, tone, and mood. Students will take notes of important information
discussed about the poem.
Application/Assessment:
Students will be assessed according to their participation in discussions and their ability to
answer oral questions asked during discussion of the poem.
Evaluation: Lesson was good. Students participated well and were able to analyse what the
poet was saying and the general purpose of the poem
Date: Wednesday 14th November 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Literature
Sub-Topic: Reading and Discussion - Chapter 5
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Explain in detail all the events that took place in what was read in chapter 5
 Analyse how characters have changed throughout chapter 1-5
Previous knowledge: Students have read and discussed all elements of chapters 1-4
Resource(s): Class reader – The Young Warriors
Introduction: Play a game to review the content of chapter 1-4. Place students in groups and
play “Who Knows” where they are asked questions and a member of the group answer.
Procedure
Step one: After the game, class will begin the reading of Chapter 5. Students will read orally
and explain what they understand from their reading.
Step two: We will discuss characters and events and analyse how the characters has grown or
not grown emotionally from chapter 1 -4.
Step three: After reading and discussing the passage, class will review what was learnt.
Teacher will ask students question and they should be able to answer accurately.
Application/Assessment:
Students will be assessed according to their ability to respond accurately to oral questions and
their participation in classroom activities.
Evaluation: Lesson went as planned. Three students were absent, so they would not know
what took place. They would receive notes and be asked to get books and read chapter on
their own.
Date: Thursday 15th November 2018
Form: Two – Group One
Subject: Communication Studies
Topic: Literature
Sub-Topic: Oral reading and Discussion- The Young Warriors – Chapter 5 cont
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Read orally paying attention to oral reading conventions
 Explain what they read to the rest of the class
 Answer oral questions about the text
 Explain the growth recognize in characters.
Previous knowledge: Students are familiar with the concept of the story and have already
started reading chapter 5
Resource(s): Reader and oral reading Rubric
Introduction: Discuss the different conventions and what they want the reader to do. Class
will also review through question and answer, what the first part of chapter 5 was about.
Procedure
Step one: Students will turn to chapter five of the story and class will discuss what may take
place in the rest of the chapter. Students will predict what will happen to the Young Warriors
when they meet the Redcoat Soldiers.
Step two: Individual students will be asked to stand in front of the class, read a portion of the
text obeying all conventions, then explaining what they read. As they discuss the events in
the portion of the text, teacher will listen and correct or clarify any misunderstanding.
Step three: Teacher will provide oral reading feedback and discuss concepts, events, or
literary devices encountered while reading and anything that is deemed important for further
discussion.
Step four: About five minutes before the session ends, students will stop reading and have a
general discussion about what was read previously.
Application/Assessment: Students will be assessed according to their oral reading ability
and ability to explain what they understand from the passage they read.
Evaluation: Lesson when well. Students also got some notes on chapter 3 and 4 to study for
the test tomorrow.
Date: Thursday 15th November 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Composition
Sub-Topic: Report Writing
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Explain the different conventions of incident report writing
 Look and analyse events taking place in the video
 Use imagination to compose a report on the events in the video
Previous knowledge: Students have written incident reports before.
Resource(s): laptop, television, video, revision worksheet
Introduction: Distribute revision worksheets to students and explain what you want them to
do. Students will get 3 minutes to complete the revision worksheet. When finished, students
will exchange sheets and class will discuss students' responses to items.
Procedure
Step one: Explain to students that the focus of the lesson is report writing and though we did
it before, today’s lesson will have them look at a video scenario where, at the end, they would
have to imagine they are a character from the scenario and craft a report as that person
instead of the teacher telling them to write a report on a pretend incident. This exercise will
not only test students’ ability to write, but their ability to observe critically, listen carefully
and respond accurately.
Step two: To practice these skills of a good reporter, teacher will play a video and students
will be asked to take notes of what is happening so that they can give an oral report.
Randomly selected students will pretend they are a character in the video clip and teacher
will pretend to be a reporter seeking information about the incident. Here, students will be
encouraged to say what they saw, heard, smelt etc., not what they think happened. Here we
separate facts from opinions. Encourage students to not say what another person tells them as
if they saw it themselves but reference who said what.
Step three: Another video will be played, and students will look, listen and take notes of the
names and role of persons involved, where and when the incidents took place, what happened
and how events unfolded.
Step four: Students will then compose a formal incident report to be collect at the end of the
session.
Application/Assessment:
After watching the related video, imagine that you are the Resident Assistant at the university
and write a incident report letter to your Resident Supervisor explaining
  What kind of incident is being reported?
 When and where the incident took place?
 Who were involved?
 Events of the incident
 How the incident was resolved
 Make recommendations that will hinder such an incident from reoccurring.
Evaluation:

NAME: _________________________________ Date: _______________________

Place true or false at the end of each statement about report writing.

1. A report is a formal document. __________________________

2. A report has only the address of the sender. ______________________
3. A report does not need a title. _______________________
4. A report explains What, Who, When, Where, How and Why.
______________________
5. A report should be clear and concise. _____________________
6. You should lie about what happened in a report to stay out of trouble.
______________
7. A report is built on mostly facts not opinions. ________________________
8. You can use local dialect when writing a report. ________________________
9. A report is written in the present tense. _______________________
10. The closure and sign are not necessary in the writing of a report.
______________________
......................................................................................................................................................

NAME: _________________________________ Date: _______________________

Place true or false at the end of each statement about report writing.

1. A report is a formal document. __________________________

2. A report has only the address of the sender. ______________________
3. A report does not need a title. _______________________
4. A report explains What, Who, When, Where, How and Why.
______________________
5. A report should be clear and concise. _____________________
6. You should lie about what happened in a report to stay out of trouble.
______________
7. A report is built on mostly facts not opinions. ________________________
8. You can use local dialect when writing a report. ________________________
9. A report and a business letter have many similarities. _______________________
10. The closure and sign are not necessary in the writing of a report.
______________________
Date: Friday 16th November 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Comprehension test
Sub-Topic: Chapter 3 and 4 of “The Young Warriors”
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Response accurately to all questions asked.
TEST
NAME: _______________________________________ DATE: ____________________

Answer all questions on the lines provided

1. What clothing material did Tommy’s mother give to him to celebrate his accomplishments.
1mks

___________________________________________________________________________

___________________________________________________________________________

2. Tommy got a gourd that was handed down to him through generations. What was printed

on the gourd and what did they represent? 4mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What did Tommy's mother prepare for him to eat during the hunt? 2mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. What was the name of the mountain that was named after a great chief? 1mks

___________________________________________________________________________

5. How did the boys plan to catch the Coneys? 2mks

 ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6. During the hunt, why did Tommy tell the boys to leave their weapons behind when they

were going to observe the Coney-Ground? 2mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

7. Each boy used their own special skill to catch the Coneys. List the skills and the name of the

boys who used that particular skill. 6mks

__________________________________ _________________________________________

__________________________________ _________________________________________

___________________________________ _______________________________________

8. Why would the boys “walk like peacocks" when they return to Mountain Top with all the

Coneys they caught? 2mks

___________________________________________________________________________

___________________________________________________________________________
Date: Friday 16th November 2018
Form: Five – Group 2
Subject: Communication Studies
Topic: SBA
Sub-Topic: Group Report- final paragraph
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
 Work cooperatively in groups to complete the final paragraph of their group report

Previous knowledge: Students have completed the 1 & 2 paragraphs

Resource(s): stimuli materials
Procedure
Step one: Students will meet in their groups. Teacher will distribute students’ work that the
complete previously.
Step two: Teacher will then discuss what should be in the final paragraph. Students will then
work together to compose their final paragraph. Teacher will monitor and lend support to
groups to ensure that they are doing the correct thing.
Step three: At the end of the lesson, groups will give teacher the reports to review.
Application/Assessment:
Write the final paragraph of you group report.
Date: Friday 16th November 2018
Form: Four – Group 3
Subject: CXC English A
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently select the correct verb tense to complete a sentence

Previous knowledge: Students are familiar with verb tenses from previous classes
Resource(s): Worksheet
Procedure
Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.

Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.

Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.

Step four: Teacher will collect papers to grade.

Application/Assessment:

SEE ATTACHED WORKSHEET

Evaluation: Lesson went as planned.

Date: Monday 19th November 2018
Form: Five – Group 2
Subject: CXC English A
Topic: SBA Group report
Sub-Topic: Editing and rewriting
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Work as a group to edit, rewrote and type SBA’s group report
Previous knowledge: Student have drafted the three paragraphs of the report
Resource(s): Computers
Procedure
Step one: Students will go into groups and take out their drafted report. Teacher will explain
what each paragraph should be about and then leave students to review their paragraphs and
make any corrections they see fit.

Step two: Teacher will move around to groups and assist them in appropriate corrections.
Students will rewrite the reports, paying attention to the corrections made.

Step three: Students will them begin to type the report to be emailed to the teacher.

Application/Assessment:

Edit, rewrite and type group report for SBA

Evaluation: Students got to finish their group report

Date: Monday 19th November 2018
Form: Three – Group 2
Subject: Literature
Topic: Poetry Comprehension
Sub-Topic: “Dreaming Black Boy” Test
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Answer all questions on the test about the poem “Breaming Black Boy”
Previous knowledge: Students have studied the poem
Procedure
Step one: Teacher will give students a few mins to review their notes on the poem to prepare
for the test.
Step two: Teacher will write the test on the chalkboard and when she is finished, class will
read each question together, then students will be left to complete each question.
Step three: After students are finished and have given their papers to teacher, we will discuss
answers.
Application/Assessment:
Answer all questions on folder paper.
1. What is the dominant theme of the poem “Dreaming Black Boy” 1mk
2. Why did the boy have dreams and made wishes? 2mks
3. What did the boy wish for according to stanza 1 of the poem? 1mk
4. Why did the boy want the opportunity to be educated? 2mks
5. identify two pieces of evidence that shows the boy’s feeling of rejection. 4mks
6. Identify the line in which the boy feels that his freedom of speech and movement has been
suppressed. 2mks
7. Who are the ‘Touch Throwers’ and ‘Plotters in pyjamas’
8. What is the tone of the poem? 2mks
9. What terrible burden does the boy suffer? 2mks
10. What is his attitude to the suffering? 2mks
Evaluation: Only one student, Tazal Ham, did not do the test. Most students did well
Date: Monday 19th November 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Spelling and Vocabulary exercise
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Independently and correctly complete 30 items on spelling, punctuation, usage and
vocabulary
Previous knowledge: All concepts tested, students have knowledge of
Resource(s): Promotion exam 2015 – paper 1, items 1-30
Procedure
Step one: Teacher will conduct a review session on some of the rules that will help students
complete the exercise. Teacher will place students in groups of 3 and give them a rule to
study then stand and discuss with the rest of the class.

Step two: Class will discuss and clarify understanding of each rule.

Step three: Teacher will distribute past papers and explain what is to be done. Students will
work independently to answer questions correctly.

Step four: When students are finished, they would exchange their papers with another
students and class will mark items. Students will provide correct answers and say what rule is
used.

Application/Assessment:

Promotion exam 2015 – paper 1, items 1-30

Evaluation: Lesson went as planned. Some students did well, some not so well.
Date: Friday 16th November 2018
Form: Four – Group 3
Subject: CXC English A
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently select the correct verb tense to complete a sentence
Previous knowledge: Students are familiar with verb tenses from previous classes
Resource(s): Worksheet
Procedure
Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.

Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.

Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.

Step four: Teacher will collect papers to grade.

Application/Assessment:

SEE ATTACHED WORKSHEET

Evaluation: Lesson went as planned.

Date: Tuesday 20th November 2018

Form: Four- Group

Subject: CXC English A

Topic: Letter to the Editor Project

Sessions: 1&2

Previous Knowledge: Students know what a letter to the editor is.

Objectives: At the end of the lesson, students should be able to

 Debate a topic of interest.

 Used sarcasm as a technique of persuasion
 Show evidence of other persuasive techniques in this debate.
Procedure

Step One: Read a sample letter to students. In a guided discussion exercise, have students
identify the different persuasive techniques used and what effect they may have had on the
reader. Dissect letter paragraph by paragraph.

Step Two: Explain to students that a letter to the editor can be harsh or pleasant but it must
be effective and motivate readers to agree with your opinion. Introduce students to the
sarcasm and humour technique. Discuss what is sarcasm and provide a number of examples
of how sarcasm can be used

Step Three: Place students in groups, boys versus girls and have them write points on the
topic ‘Females perform better in school than males.’ One group will agree and the other will
disagree. Students will be graded on sequence of ideas and use of persuasive devices. Each
group will be given 15 minutes to prepare and short argument and 5 minutes to present their
argument.

Assessment

Make a presentation on the topic ‘Females perform better in school than males’

Evaluation: Lesson went as planned. Students had fun debating the opposite sex
Date: Tuesday 20th November 2018
Form: Two – Group 4
Subject: Communication Studies
Topic: Reading
Sub-Topic: Oral reading exercise
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Read portions of a passage orally respecting all conventions of oral reading
 Assess how they can improve their reading skills
Previous knowledge: Students are familiar with the conventions of oral reading
Resource(s): Reader – “The Young Warriors”
Introduction: Explain to students what will be done during the lesson. They will then be
given the portion of the story they will read to review for 5 mins.

Procedure
Step one: Each student will read their prescribed passage and explain what it was about.
Class will discuss and misunderstanding and then the next person will read.

Step two: If there is any concept that teacher feel needs clarifying to help students
understand, she will discuss before the other reader begins

Step three: At the end of all the readings and discussion, class will review everything that
was read.

Application/Assessment:

Students will be assessed for their ability to read orally and comprehend what they read.

Evaluation: Some students did well. Others are trying but need extra assistance.
Date: Tuesday 20th November 2018
Form: Three – Group 1
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:

 Independently select the correct verb tense to complete a sentence

Previous knowledge: Students are familiar with verb tenses from previous classes

Resource(s): Worksheet

Procedure

Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.

Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.

Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.

Step four: Teacher will collect papers to grade.

Application/Assessment:

SEE ATTACHED WORKSHEET

Evaluation: Students did well. They remembered tense rules they learnt in 2nd form
Date: Wednesday 21st November 2018
Form: Five – Group 2
Subject: CXC English A
Topic: Paper 1 review
Sub-Topic: Vocabulary, sentence completion, usage
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Correctly respond to items on the past paper.
Previous knowledge: Students are aware of the rules and content associated with items on
the paper

Resource(s): 2016 cxc English paper 1

Procedure

Step one: Discuss with students what will be done during the lesson.

Step two: Review some of the rules in grammar, vocabulary and usage that will assist
students in correctly responding to items on the paper.

Step three: Students will work to complete items 1-2 Date: Wednesday 14th November
Form: Four – Group 3
Subject: CXC English A
Topic: Composition
Sub-Topic: Argumentative Writing exercise
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Compose a complete essay on a given topic
Previous knowledge: Students have written argumentative essay’s before
Procedure
Step one: Review, using question and answer, the conventions of argumentative writing.
Allow students to ask for any clarification they need before attempting the question.
Step two: Teacher will write the question on the board and discuss it with students so that
everyone is aware of what they have to discuss in their essay.
Step three: Remind students to ensure that their essay has all the necessary parts. Review
them if necessary.
Step four: Leave students to compose their essay.
Application/Assessment:
“School examinations should be abolished"
Do you agree or disagree with the above statement? Explain 3 reasons why you agree or
disagree.
Evaluation: Lesson went ok. Students attempted the question and were able compose an
essay but some of them were not able to complete in the time allotted.

Date: Wednesday 14th November 2018

Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Analysis of “Dreaming Black Boy”
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Analyse the poem in order to discuss it content, theme and other devices used
Previous knowledge: Students are familiar with poetry and poetic devices.
Resource(s): A World of Poetry
Introduction: Ask the students to write what they hope the world would be like in 20 years.
Ask them to name 2 things they would want to change about the world.
Procedure
Step one: Students will share their hopes and dreams with the rest of the class. Teacher will
also share what she hopes for them in 20 years.
Step two: Teacher will then write the Title of the poem on the board. Students will read title
them state what they predict the poem will be about.
Step three: Class will then participate in the reading of the poem. Students will read the
poem on their own then teacher will read the poem again as the students listen.
Step four: Class will participate in the discussion of the poem. Here we will discuss the
content of each stanza and figure out what the persona was wishing for, then we will look at
the devices, theme, tone, and mood. Students will take notes of important information
discussed about the poem.
Application/Assessment:
Students will be assessed according to their participation in discussions and their ability to
answer oral questions asked during discussion of the poem.
Evaluation: Lesson was good. Students participated well and were able to analyse what the
poet was saying and the general purpose of the poem

Date: Wednesday 14th November 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Literature
Sub-Topic: Reading and Discussion - Chapter 5
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Explain in detail all the events that took place in what was read in chapter 5
 Analyse how characters have changed throughout chapter 1-5
Previous knowledge: Students have read and discussed all elements of chapters 1-4
Resource(s): Class reader – The Young Warriors
Introduction: Play a game to review the content of chapter 1-4. Place students in groups and
play “Who Knows” where they are asked questions and a member of the group answer.
Procedure
Step one: After the game, class will begin the reading of Chapter 5. Students will read orally
and explain what they understand from their reading.
Step two: We will discuss characters and events and analyse how the characters has grown or
not grown emotionally from chapter 1 -4.
Step three: After reading and discussing the passage, class will review what was learnt.
Teacher will ask students question and they should be able to answer accurately.
Application/Assessment:
Students will be assessed according to their ability to respond accurately to oral questions and
their participation in classroom activities.
Evaluation: Lesson went as planned. Three students were absent, so they would not know
what took place. They would receive notes and be asked to get books and read chapter on
their own.

Date: Thursday 15th November 2018

Form: Two – Group One
Subject: Communication Studies
Topic: Literature
Sub-Topic: Oral reading and Discussion- The Young Warriors – Chapter 5 cont
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Read orally paying attention to oral reading conventions
 Explain what they read to the rest of the class
 Answer oral questions about the text
 Explain the growth recognize in characters.
Previous knowledge: Students are familiar with the concept of the story and have already
started reading chapter 5
Resource(s): Reader and oral reading Rubric
Introduction: Discuss the different conventions and what they want the reader to do. Class
will also review through question and answer, what the first part of chapter 5 was about.
Procedure
Step one: Students will turn to chapter five of the story and class will discuss what may take
place in the rest of the chapter. Students will predict what will happen to the Young Warriors
when they meet the Redcoat Soldiers.
Step two: Individual students will be asked to stand in front of the class, read a portion of the
text obeying all conventions, then explaining what they read. As they discuss the events in
the portion of the text, teacher will listen and correct or clarify any misunderstanding.
Step three: Teacher will provide oral reading feedback and discuss concepts, events, or
literary devices encountered while reading and anything that is deemed important for further
discussion.
Step four: About five minutes before the session ends, students will stop reading and have a
general discussion about what was read previously.
Application/Assessment: Students will be assessed according to their oral reading ability
and ability to explain what they understand from the passage they read.
Evaluation: Lesson when well. Students also got some notes on chapter 3 and 4 to study for
the test tomorrow.

Date: Thursday 15th November 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: Composition
Sub-Topic: Report Writing
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Explain the different conventions of incident report writing
 Look and analyse events taking place in the video
 Use imagination to compose a report on the events in the video
Previous knowledge: Students have written incident reports before.
Resource(s): laptop, television, video, revision worksheet
Introduction: Distribute revision worksheets to students and explain what you want them to
do. Students will get 3 minutes to complete the revision worksheet. When finished, students
will exchange sheets and class will discuss students' responses to items.
Procedure
Step one: Explain to students that the focus of the lesson is report writing and though we did
it before, today’s lesson will have them look at a video scenario where, at the end, they would
have to imagine they are a character from the scenario and craft a report as that person
instead of the teacher telling them to write a report on a pretend incident. This exercise will
not only test students’ ability to write, but their ability to observe critically, listen carefully
and respond accurately.
Step two: To practice these skills of a good reporter, teacher will play a video and students
will be asked to take notes of what is happening so that they can give an oral report.
Randomly selected students will pretend they are a character in the video clip and teacher
will pretend to be a reporter seeking information about the incident. Here, students will be
encouraged to say what they saw, heard, smelt etc., not what they think happened. Here we
separate facts from opinions. Encourage students to not say what another person tells them as
if they saw it themselves but reference who said what.
Step three: Another video will be played, and students will look, listen and take notes of the
names and role of persons involved, where and when the incidents took place, what happened
and how events unfolded.
Step four: Students will then compose a formal incident report to be collect at the end of the
session.
Application/Assessment:
After watching the related video, imagine that you are the Resident Assistant at the university
and write a incident report letter to your Resident Supervisor explaining
 What kind of incident is being reported?
 When and where the incident took place?
  Who were involved?
 Events of the incident
 How the incident was resolved
 Make recommendations that will hinder such an incident from reoccurring.
Evaluation:

NAME: _________________________________ Date: _______________________

Place true or false at the end of each statement about report writing.

11. A report is a formal document. __________________________

12. A report has only the address of the sender. ______________________
13. A report does not need a title. _______________________
14. A report explains What, Who, When, Where, How and Why.
______________________
15. A report should be clear and concise. _____________________
16. You should lie about what happened in a report to stay out of trouble.
______________
17. A report is built on mostly facts not opinions. ________________________
18. You can use local dialect when writing a report. ________________________
19. A report is written in the present tense. _______________________
20. The closure and sign are not necessary in the writing of a report.
______________________
......................................................................................................................................................

NAME: _________________________________ Date: _______________________

Place true or false at the end of each statement about report writing.

11. A report is a formal document. __________________________

12. A report has only the address of the sender. ______________________
13. A report does not need a title. _______________________
14. A report explains What, Who, When, Where, How and Why. ___________________
15. A report should be clear and concise. _____________________
16. You should lie about what happened in a report to stay out of trouble. ____________
17. A report is built on mostly facts not opinions. ________________________
18. You can use local dialect when writing a report. ________________________
19. A report and a business letter has many similarities. _______________________
 20. The closure and sign are not necessary in the writing of a report. _________________

Date: Friday 16th November 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Comprehension test
Sub-Topic: Chapter 3 and 4 of “The Young Warriors”
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Response accurately to all questions asked.
TEST
NAME: _______________________________________ DATE: ____________________

Answer all questions on the lines provided

9. What clothing material did Tommy’s mother give to him to celebrate his accomplishments.
1mks

___________________________________________________________________________

___________________________________________________________________________

10. Tommy got a gourd that was handed down to him through generations. What was printed

on the gourd and what did they represent? 4mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

11. What did Tommy's mother prepare for him to eat during the hunt? 2mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

12. What was the name of the mountain that was named after a great chief? 1mks

___________________________________________________________________________
 13. How did the boys plan to catch the Coneys? 2mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

14. During the hunt, why did Tommy tell the boys to leave their weapons behind when they

were going to observe the Coney-Ground? 2mks

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

15. Each boy used their own special skill to catch the Coneys. List the skills and the name of the

boys who used that particular skill. 6mks

__________________________________ _________________________________________

__________________________________ _________________________________________

___________________________________ _______________________________________

16. Why would the boys “walk like peacocks" when they return to Mountain Top with all the

Coneys they caught? 2mks

___________________________________________________________________________

___________________________________________________________________________

Date: Friday 16th November 2018

Form: Five – Group 2
Subject: Communication Studies
Topic: SBA
Sub-Topic: Group Report- final paragraph
Session(s): 6
Objective(s): At the end of the lesson, students should be able to:
  Work cooperatively in groups to complete the final paragraph of their group report

Previous knowledge: Students have completed the 1 & 2 paragraphs

Resource(s): stimuli materials
Procedure
Step one: Students will meet in their groups. Teacher will distribute students’ work that the
complete previously.
Step two: Teacher will then discuss what should be in the final paragraph. Students will then
work together to compose their final paragraph. Teacher will monitor and lend support to
groups to ensure that they are doing the correct thing.
Step three: At the end of the lesson, groups will give teacher the reports to review.
Application/Assessment:
Write the final paragraph of you group report.

Date: Friday 16th November 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently select the correct verb tense to complete a sentence
Previous knowledge: Students are familiar with verb tenses from previous classes
Resource(s): Worksheet
Procedure
Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.
Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.
Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.
Step four: Teacher will collect papers to grade.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Lesson went as planned.

Date: Monday 19th November 2018

Form: Five – Group 2
Subject: CXC English A
Topic: SBA Group report
Sub-Topic: Editing and rewriting
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Work as a group to edit, rewrote and type SBA’s group report
Previous knowledge: Student have drafted the three paragraphs of the report
Resource(s): Computers
Procedure
Step one: Students will go into groups and take out their drafted report. Teacher will explain
what each paragraph should be about and then leave students to review their paragraphs and
make any corrections they see fit.
Step two: Teacher will move around to groups and assist them in appropriate corrections.
Students will rewrite the reports, paying attention to the corrections made.
Step three: Students will them begin to type the report to be emailed to the teacher.
Application/Assessment:
Edit, rewrite and type group report for SBA
Evaluation:

Date: Monday 19th November 2018

Form: Three – Group 2
Subject: Literature
Topic: Poetry Comprehension
Sub-Topic: “Dreaming Black Boy” Test
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to:
 Answer all questions on the test about the poem “Breaming Black Boy”
Previous knowledge: Students have studied the poem
Procedure
Step one: Teacher will give students a few mins to review their notes on the poem to prepare
for the test.
Step two: Teacher will write the test on the chalkboard and when she is finished, class will
read each question together, then students will be left to complete each question.
Step three: After students are finished and have given their papers to teacher, we will discuss
answers.
Application/Assessment:
Answer all questions on folder paper.
1. What is the dominant theme of the poem “Dreaming Black Boy” 1mk
2. Why did the boy have dreams and made wishes? 2mks
3. What did the boy wish for according to stanza 1 of the poem? 1mk
4. Why did the boy want the opportunity to be educated? 2mks
5. identify two pieces of evidence that shows the boy’s feeling of rejection. 4mks
6. Identify the line in which the boy feels that his freedom of speech and movement has been
suppressed. 2mks
7. Who are the ‘Touch Throwers’ and ‘Plotters in pyjamas’
8. What is the tone of the poem? 2mks
9. What terrible burden does the boy suffer? 2mks
10. What is his attitude to the suffering? 2mks
Evaluation: Only one student, Tazal Ham, did not do the test. Most students did well

Date: Monday 19th November 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: Spelling and Vocabulary exercise
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Independently and correctly complete 30 items on spelling, punctuation, usage and
vocabulary
Previous knowledge: All concepts tested, students have knowledge of
Resource(s): Promotion exam 2015 – paper 1, items 1-30
Procedure
Step one: Teacher will conduct a review session on some of the rules that will help students
complete the exercise. Teacher will place students in groups of 3 and give them a rule to
study then stand and discuss with the rest of the class.
Step two: Class will discuss and clarify understanding of each rule.
Step three: Teacher will distribute past papers and explain what is to be done. Students will
work independently to answer questions correctly.
Step four: When students are finished, they would exchange their papers with another
students and class will mark items. Students will provide correct answers and say what rule is
used.
Application/Assessment:
Promotion exam 2015 – paper 1, items 1-30
Evaluation: Lesson went as planned. Some students did well, some not so well.

Date: Friday 16th November 2018

Form: Four – Group 3
Subject: CXC English A
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently select the correct verb tense to complete a sentence
Previous knowledge: Students are familiar with verb tenses from previous classes
Resource(s): Worksheet
Procedure
Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.
Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.
Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.
Step four: Teacher will collect papers to grade.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Lesson went as planned.

Date: Tuesday 20th November 2018

Form: Four- Group

Subject: CXC English A

Topic: Letter to the Editor Project

Sessions: 1&2

Previous Knowledge: Students know what a letter to the editor is.

Objectives: At the end of the lesson, students should be able to

  Debate a topic of interest.
 Used sarcasm as a technique of persuasion
 Show evidence of other persuasive techniques in this debate.
Procedure

Step One: Read a sample letter to students. In a guided discussion exercise, have students
identify the different persuasive techniques used and what effect they may have had on the
reader. Dissect letter paragraph by paragraph.

Step Two: Explain to students that a letter to the editor can be harsh or pleasant but it must
be effective and motivate readers to agree with your opinion. Introduce students to the
sarcasm and humour technique. Discuss what is sarcasm and provide a number of examples
of how sarcasm can be used

Step Three: Place students in groups, boys versus girls and have them write points on the
topic ‘Females perform better in school than males.’ One group will agree and the other will
disagree. Students will be graded on sequence of ideas and use of persuasive devices. Each
group will be given 15 minutes to prepare and short argument and 5 minutes to present their
argument.

Assessment

Make a presentation on the topic ‘Females perform better in school than males’

Evaluation: Lesson went as planned. Students had fun debating the opposite sex

Date: Tuesday 20th November 2018

Form: Two – Group 4
Subject: Communication Studies
Topic: Reading
Sub-Topic: Oral reading exercise
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Read portions of a passage orally respecting all conventions of oral reading
 Assess how they can improve their reading skills
Previous knowledge: Students are familiar with the conventions of oral reading
Resource(s): Reader – “The Young Warriors”
Introduction: Explain to students what will be done during the lesson. They will then be
given the portion of the story they will read to review for 5 mins.
Procedure
Step one: Each student will read their prescribed passage and explain what it was about.
Class will discuss and misunderstanding and then the next person will read.
Step two: If there is any concept that teacher feel needs clarifying to help students
understand, she will discuss before the other reader begins
Step three: At the end of all the readings and discussion, class will review everything that
was read.
Application/Assessment:
Students will be assessed for their ability to read orally and comprehend what they read.
Evaluation: Some students did well. Others are trying but need extra assistance.

Date: Tuesday 20th November 2018

Form: Three – Group 1
Subject: Communication Studies
Topic: Grammar
Sub-Topic: Verb tense Exercise
Session(s): 8
Objective(s): At the end of the lesson, students should be able to:
 Independently select the correct verb tense to complete a sentence
Previous knowledge: Students are familiar with verb tenses from previous classes
Resource(s): Worksheet
Procedure
Step one: Teacher will explain to students that grammar is a major issue when crafting
essays. Have students elicit how incorrect gramma can affect their writing. Discuss
responses.
Step two: Explain the verb tense is one of the greatest grammatical errors in writing. Discuss
briefly what verb tense is all about and what they express. Use examples of incorrect use of
verb tense and say how it can confuse a reader.
Step three: Distribute worksheets and discuss what is to be done. Complete number 1
together, then leave students to independently complete the other items.
Step four: Teacher will collect papers to grade.
Application/Assessment:
SEE ATTACHED WORKSHEET
Evaluation: Students did well. They remembered tense rules they learnt in 2nd form

Date: Wednesday 21st November 2018

Form: Five – Group 2
Subject: CXC English A
Topic: Paper 1 review
Sub-Topic: Vocabulary, sentence completion, usage
Session(s): 5&6
Objective(s): At the end of the lesson, students should be able to:
 Correctly respond to items on the past paper.
Previous knowledge: Students are aware of the rules and content associated with items on
the paper
Resource(s): 2016 cxc English paper 1
Procedure
Step one: Discuss with students what will be done during the lesson.
Step two: Review some of the rules in grammar, vocabulary and usage that will assist
students in correctly responding to items on the paper.
Step three: Students will work to complete items 1-20. They will work independently.
Step four: When they are finished, they will exchange papers and grade each other’s work.
While grading, class will discuss what makes a response correct or incorrect.
Application/Assessment:
2016 cxc English paper 1 numbers 1-20
Evaluation: Lesson went as planned. Students were asked to finish the comprehensions
passages for home work to be graded.
0. They will work independently.

Step four: When they are finished, they will exchange papers and grade each other’s work.
While grading, class will discuss what makes a response correct or incorrect.

Application/Assessment:
2016 cxc English paper 1 numbers 1-20

Evaluation: Lesson went as planned. Students were asked to finish the comprehensions
passages for home work to be graded.