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NAME- FIRST LAST
Lesson Plan Files
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Usha Madhoo-Nanan

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external image insert_table.gifLystra Rajkumar- Barran

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Hemawatie Katwaroo

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Rajendra Dilraj
See myelearning or weebly
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Darrel S. Lakhan
Student: DARREL S. LAKHAN #98733535EDTK: Use of Media and Production of Educational Material Lesson Plan FormatDescriptive title for lesson: Persuasive Writing
Subject: Creative Writing Level: Tertiary
Instructional Goal:
-Teachers will improve their instructional skills in teaching Creative
Writing at all levels in the primary school.
Previous Knowledge:
-Teachers know that pupils learn in a multiplicity of ways.
-Teachers are aware of the need to improve poor performances in Creative
Writing in the school.
-Teachers do have some knowledge of teaching Creative Writing which they can
build on.
-Teacher know the steps involved in the writing process from the first lesson.
Lesson Pre-Assessment:
-Assessment of record and forecast
-Assessment of scheme of work
-Classroom checks by HODs, Senior Teachers and Principal
-Evaluation of national test and SEA
Rationale for Teaching Strategies Selected:
A workshop setting was used with teachers working in co-operative learning groups. In this strategy differing talents and skills of group members can be used in working toward a common goal. Skills such as presenting, charts designing, organising, scribing and time keeping can be maximised. Also, teachers are able to actively participate in the learning process through the organised activities.
Objectives Organized by Domain:
1.Cognitive
(A)Given a framework for persuasive writing teachers will delineate the three
main segments.
(B)Teachers will write a persuasive piece following the framework on a topic of
their choice
2.Affective
Teachers will display tolerance for differing ideas as expressed in persuasive
writing pieces.
3.Psychomotor
Teachers will dramatize the reasons for and against a given topic as a prewriting
activity.
Stages of Instruction
Objectives
Materials
Teacher
Student
Set Induction
- Ice breaker
-Objective (2), is being addressed here
-Ball
-Slides with different types of shoes
-Individual packages with handouts and stationary
-Multimedia
-Teacher presents ice breaker: participants are asked, “if you were to be a shoe, what type of shoe would you want to be and why?
-Teacher now informs the class that today we are going to explore persuasive writing which often includes the following parts: A framework for persuasive writing is presented via the multimedia
-Participant tosses a ball to another teacher who will respond against the reason given by the first teacher. This will continue until all teachers have either responded against or stated why they would be a certain type of shoe.
-Participants open their packages and examine framework.
Content
-Dramatization using the given persuasive writing framework as the script.
-Defining persuasive writing through the dramatization.
-Identifying the different segments in the framework using personal packages and the multimedia.
-Using the framework to write and present a persuasive writing piece in groups.
Teaching & Learning Strategies
-Objective (3)
-Objective (1)
-Objective (1) (B)
-Flash cards
-Skeleton framework
-Teacher divides the class into those for and those against the given persuasive piece and presents them with flash cards to dramatize their parts.
-Teacher guides participants to establish that persuasive writing is a type of writing in which the writer presents his opinion and tries to convince the reader to agree.
-Teacher presents the frame work and elicits from participants what the three main stages are.
-Teacher elicits from where in the framework is each stage.
-Teacher presents an empty framework in which participants will select a topic and complete the three sections in their groups and present it
-Teacher invites all participants to critique the work of their peers using the framework and a rubric.
-Participants dramatise their respective parts.
-Participants identify and state the three stages: opinion statement, main reasons and answers to objections and call to action.
-Participants responds, 1st, 2nd and 3rd paragraphs respectively.
-Participants complete and present their pieces via the multimedia.
-Participants critique each other’s work group by group and award a score using the rubric.
Closure

-Refreshments
-Multimedia
-Teacher summarizes the main points of the lesson using appropriate slides on the multimedia and through a question and answer session.
-Participants respond to questioning.

Formative Assessment:
  • Participants critique each other’s group presentation and award a score using a given rubric.
Summative Assessment
  • Participants complete an evaluation sheet evaluating the content and delivery of the session.
Contingency Plan :
  • In case of a power outage a generator sourced from a member of the community is set to kick in automatically.
  • Should the power point presentation fail for technical reasons other than a power outage, the packages distributed to each teacher will contain individual copies of the entire power point presentation.
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Vijayantie Rampersad
http://scienceintheclassroom.weebly.com/
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Natasha Ramsoondar

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Serah Ramoutar

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Sally Brizan

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Natasha Mahabir

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Natalie Joy Dottin

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VASHTI RAMPERSAD

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ARLENE GEORGE-LEWIS