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Post by kamarlaambrose on Jul 4, 2012 18:55:10 GMT -5
Task 1:
Subject: Literature
Age Group: 15-16 years
The use of RAFT strategy: after reading the recommended text, The Pearl, students will be asked to choose any character and write a letter to another character in the book expressing how he\she feels about an experience. For Example, students may choose to write a letter to the doctor from Juana stating how important it was for Coyotito to get medical treatment immediately despite the fact that she had no money to pay for the treatment. Students may choose to write reports, advertisements, letters or any form of writing activity.
Which ever piece of writing that the students uses it must entail the following:
1. must be from a character in the book to another character\(s) in the book
2. must be discussing or informing about an issue developed in the book
3. must be in Standard English
Subject: English A
Form 4
Age Group: 15-16 years old
Summary Writing: Students will be given a short news paper and will be asked to summarize the article.
Students will be given a rubric so that they will be guided when summarizing the article.
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Post by mjoseph on Jul 5, 2012 18:05:16 GMT -5
Task 1
Content Area: Electricity and Electronics Technology
Age Group: 13-14
Topic: Ohm's Law
use of Raft
The RAFT strategy will be utilized by the teacher. Students will be ask to imagine themselves as the scientist Georg Ohms and write a blog message on the classroom blog page, informing a group of future inventors of the relationship between current, voltage and resistance in reference to Ohm's Law. Students will be provided with the criteria for grading the task by the use of a rubric given to them before they post their blog.
Task 2
Content Area: Electricity and Elcetrical Technology
Age Group: 13-14
Topic: Electric Shocks and Burns
use of learning journals
Students will be asked to write an entry in their journals about the importance of safety in an Electrical workshop after the topic was taught in class. They will also be asked to reflect on different ways to promote safety among students. Students will be allowed to use drawings in their journals or any other form of writing that they enjoy. This will foster students' creativity.
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Post by jwilliams on Jul 6, 2012 9:13:58 GMT -5
Topic: Energy
Age Group: 13-14
Activity 1
Student will write a poem/song/news article/poster about the importance of saving energy and the benefits of saving energy. Students can also include the alternatives to traditional energy. The piece of writing is to inform the general public on the importance of saving energy.
Guideline:Making the purpose of the writing assignment clear to all
students.
Activity 2
Students are to plan a match against activities that causes global warming. Students should also design placards and chants.
Guideline:Making the assignment meaningful and challenging.
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Post by kmesmin on Jul 7, 2012 8:45:50 GMT -5
Subject: Building Technology
Topic: Foundations
Age Group: 14-16
1. The use of comic strips
You and your friend were having a conversation about what kind of house which you would like to own. while speaking you realized that your friend has no idea as to what a foundation is and its purposes.
- using comic strips explain to your friend what is a foundation and the purposes of the foundation in a building. one of the guidelines for this assignment would be that the teacher provides the students with the criteria for grading the assignment, so that they are aware as to what information should be placed in the comic strips also the teacher and the students will create a comic strip together as practice for a concept which was previously taught.
Subject: Building Technology
Topic: Safety
Age Group: 13-14
2. The use of summary
After the teacher and the students have had their lesson where they generated the general safety rules for the use of tools and also for the use of the workshop. Students will then be given to write a summary about safety in the workshop. However to assist the struggling learners, the teacher will break down the task informing the struggling learners as to what the key points in the essay should be also the teacher and the students would write a summary together for a concept which was previously taught as to guide students on how the summary should be written.
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Post by kthomas on Jul 7, 2012 21:22:37 GMT -5
Activity One: The Use of a Comic Strip Between the Different Leadership Styles
Students will portray an argument, a discussion or conversation between the different leadership style showing how they may or may not the best one amongst each other. This will allow students to highlight the characteristics of the different styles.
Activity Two: The RAFT strategy:
Scenario: You are an executive member at an Marketing firm. Develop an advertisement with a suitable slogan for a cosmetic company or an automobile company
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Post by geugene on Jul 8, 2012 21:24:28 GMT -5
Subject: Principles of Accounts
Topic: Introduction to Balance sheet
Age group: 14-15 Grade 9
Activity 1: Students will develop a graphic organizer to show the concept vocabulary relationship of Assets, Liabilities and Capital in relation to a business.
Activity 2: After teacher has modelled a concept vocabulary relationship on a chart using assets, students will then be given a blank concept map to complete for Liabilities.
Guidelines:
1. Students will be given the various categories of the concept definition map. They will be asked to identify key features, examples and synonyms of the concept being developed.
2. Students will be given a checklist where they will be observed for successfully completing the concept map.
3. Students will also explore the definition and the importance of using a graphic organiser.
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Post by kstange on Jul 10, 2012 14:19:57 GMT -5
Subject: Biology
Topic: Cells
Subtopic: Cell Specialization
Age group: Form one (12-13 years)
RAFT
Activity: You are a specialized cell in the human body e.g. a nerve cell, a red blood cell or a sperm cell. Write a description of your appearance and features as well as an explanation of why these features are important to the body that you are a part of.
The informational text will be presented to the students in various formats for example video, labeled diagrams and written text. This is in an effort to present the information in various formats so all learners and particularly struggling learners are catered to. Students will be informed that full marks will be awarded only if they justify the need for all the specialized parts mentioned in their description.
Subject: Physics
Topic: Energy
Subtopic: Alternative Forms of Energy
Age group: From 3 (14-15 years)
Journal Entries
Students will write in their journals the benefits of alternative forms of energy such as wind and solar energy over traditional forms of energy like crude oil. Students must state explicitly, the benefits of one over the other to get full marks.
an active class discussion on the topic will be held prior to the writing exercise, to help struggling learners clear their misconceptions.
I particularly like JChicotLouisy and TEdward's comic strip activities. I believe it will inject interest into the classroom so more students will be involved in the learning activity. It will also award students an opportunity to explore their other gift like drawing, colouring and expressive writing, while they are learning important concepts.
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Post by qvidal on Jul 11, 2012 10:55:10 GMT -5
Age: 14-15 yrs
Topic: Sectors of Production
Task 1
Students will use the Cornell Notes strategy to write a summary after reading on Sectors of Production. Students will share their summary.
Task 2
Students will write in their journals the sectors of production given goods have to progress through. The students will write whether they believe that these good can be made with any other materials or by skipping any of the sectors of production.
Guidelines
1. The purpose of the writing tasks. This assignment will help them understand the processes goods undertake. Helps them identify what sectors of the economy certain goods fall under.
2. Students can vary their writing. They may write their summary in the way the will foster their retention. It maybe a poem, listing, a table etc.
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Post by cglasgow on Jul 12, 2012 19:24:10 GMT -5
Subject: Spanish
Age Group: 13-14 yrs
Topic: Shopping
Two writing strategies that can be used to help students understand the vocabulary in the content area include:
RAFT and Summarizing
Task One:
After students have been explicitly taught the strategy and how it is used, students will engage in a RAFT strategy where they write a song/ poem from the perspective of a dollar bill being used in a department store.
Task Two:
The summarizing task can be done after students read and employ comprehension strategies in examining a short text on a shopping experience. Students will summarize the main point in the text.
Two guidelines that can be used to ensure that students successfully complete the task and demonstrate their understanding of concepts learned include:
- ensuring that students know exactly what is expected of them in the use of the strategy. students will be reminded of the demands of the strategies during instruction
- students will be given a predetermined criteria for the marking of the summary, so that students know exactly what to include in the summary
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