messages from the...
TRANSCRIPT
MESSAGES FROM THE CLASSROOM
II
~ Interactive lesson plans ~
Financed by
Prishtina 2007
Published by:
Kosovo Educator Development Program
Kosova Education Center
Kosova Readers Association
For the publisher: Dukagjin Pupovci
Materials prepared for publication by: Melinda Mula
Cover & Layout
Petrit Tahiri
Printed by:
ADEA
Designed By: Universalia Management Group
www.universalia.com
Acknowledgments:
Many thanks to teachers for publication of their lesson plans and other submissions.
Valbona Thaçi, Avdi Shabani, Indira Shahiqi, Qazim Morina, Afërdita Hajdari-Hoxha,
Eqrem Sopaj, Mehmet Shehu, Hasan Thaçi, Qerim Krasniqi, Fadil Latifi, Alirizah
Osmani, Osman Gashi, Fatmir Latifaj, Saranda Kumnova- Pozhegu, Shqipe Bardhi,
Vllaznim Balidemaj, Melinda Mula, Refik Azemi, Shqipe Rrahmani, Teki Rraci, Nexhat
Rexha, Nehat Duraku, Memnuna Ajdini, Atifa Beqiroski and Miftar Adzemi.
Special thanks to authors of the articles:
Mary Melvin, PhD, University of Miami, Ohio, USA;
David Cluster, PhD, Hope College – Holland, Miami, USA
Osman Gashi, PhD, University of Prishtina, Kosova
Translated in English by: Blerim Saqipi
English language editing by: Dr. Tom Gougeon, University of Calgary
TABLE OF CONTENTS
Osman Gashi: The School And Quality Changes................................................................7
David Cluster: What is cditical thinking............................................................................11
Mary Melvin: Warm-ups for workshops............................................................................19
LANGUAGE AND LITERATURE LESSON PLANS....................................................29
Herbert Hekman, “Lunch before death”, story......................................................30
“The golden autumn” by Xhani Rodari.................................................................32
Book, radio and televizion.....................................................................................35
Working with text: “There is nobody to write to the Colonel”, G. G. Markez......38
Unit Five: Where do you live?...............................................................................41
Ataturk and Turkish woman..................................................................................43
Unit 1c, English Across the Curriculum................................................................45
MATH AND NATURAL SCIENCE LESSON PLANS..................................................49
Geometric lines.. ...................................................................................................50
The sum and differences of angles.........................................................................54
The circle game......................................................................................................56
Number 7 (seven)...................................................................................................60
Adding and subtracting three digit numbers..........................................................62
Volcanoes and Earthquakes...................................................................................63
Physical features of atmosphere.............................................................................65
Water......................................................................................................................68
Role of the plant parts............................................................................................70
Organ Systems.......................................................................................................73
Alkanes..................................................................................................................76
Thermo-capacity………........................................................................................78
Sources of electric power: Galvanic elements (battery)…....................................81
Invertebrates..........................................................................................................85
Methods for classifying compounds…..................................................................87
OTHER LESSON PLANS................................................................................................91
Friendship and Sympathy......................................................................................92
Access; Basic information.....................................................................................94
Electrical stabilizers on motor machinery.............................................................97
7
THE SCHOOL AND QUALITY CHANGES
Osman GASHI Ph.D
The Kosovar education is at a crossroad. Kosovar school directors and teachers need to
think deeply about what has been accomplished and about what must yet be
accomplished. They must think about change.
Words change and reform are the words that seem to be used most frequently over
the last five years in the Kosovar educational setting. Michael Fullan, a Canadian expert
in educational field said:
the secret of growth and development is to know how to face the change
forces – by reverting the positive forces in our benefit while we `blunt the
cutting tool` of the negative forces “, adding that„the future of the world is
a future of learning, a future of getting prepared to face the change
(M. Fullan, Change Forces, Tirana 2002).
The last five years were very important for the Kosovar education system and its
institutions in embracing positive changes. Currently, we have decided to leave behind a
more traditional way of education, for a more modern one that is harmonized with EU
standards. While this time of change evolks pride it is also painful, for the future is not
certain. The school leadership in Kosovar schools have demonstrated perserverence,
cooperatiing with governing institutions and NGOs with the goal to complete internal
changes in curriculum, school structure, school policy and above all teacher practice.
This book is offered to the reader as a result of a fruitful cooperation between the
Kosovar Educator Development Programme (KEDP), Kosovo Education Center (KEC)
and Kosovar Reading Association, which have given the best of their energy and passion
to support and enhancing education in Kosova.
This book is a direct product of teachers themselves: teachers of all profiles and levels;
and teachers who are enthusiastic and committed. Teachers inspired this book and it is
their words that will covey the concepts within it.
Specific programs like Reading and Writing for Critical Thinking (RWCT), Learner
Centered Instruction (LCI), Interactive Learning, Step by Step, Quality Teaching, and
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many other programs impacted the teachers who in turn brought modern ideas and
strategies into classrooms and schools and formed professional networks that extend from
the first grades of primary school to the University.
Terms, notions, techniques and strategies, which were unknown until then, such as:
ERR, Brainstorming, Cluster, Five-liner, DRTA, INSERT, Jigsaw, Know/Want to
Know/Learn, Gallery Tour, RAFT and many others became everyday words for Kosovar
teachers. The walls of the classroom, halls and staff rooms became covered with
drawings, different writings, essays, posters, and tables.
Kosovars today are witnesses of a new way of teacher practice, which is enriching
student learning with new forms and content.
In the setting, where teachers have undergone different training cycles, we frequently
hear the following excerpts of dialogue from students , parents and teachers:
“Everything will be different from now on”…
“My system of thinking has changed completely”…
“My students now behave differently, are more friendly, love more each other,
and express solidarity more”…
“In our school we have a new philosophy coming, which is different from the
traditional, no matter how the others call it – reform, transformation,
enhancement …”
“This is a gift from the God …”
“My child looks forward to going to school, this happened very rarely before …”
Are we late? Or can we change and become members of the community of progressive
nations worldwide?
We can achieve membership if we work differently, seek change of our structures, and
above all change in ourselves.
When people are free to think, one can notice the variety of opinions and
ideas. The idea of having a single correct answer is left aside; we can have
more opinions expressed… Trying to limit the expression of ideas, it means
limiting students’ thinking. In order to have the critical thinking flourish, we
need to create a classroom, a climate, which convinces students that they are
welcome and are allowed to express variety of opinions and ideas
(J. L. Steele, K. S. Meredith, C. Temple).
9
Now, there is a fairly large group of certified teachers, instructors and trainers who
have taken the responsibility of training other colleagues. In difficult conditions, and
often without the deserved support, they persistently held to universal goals to convey the
knowledge they have gained to their colleagues. They have become, as Michael Fullan
says,
the teachers of the future who will be committed to the moral purpose –
making the change in children’s lives as one of the first sparks of deep
quality changes in the society. According to him, students cannot become
life long learners unless their teachers posses these characteristics.
Teachers need to be successful so that students are successful and students
need to be successful so that the society is successful.
Kosova have begun its journey to become a member of the global community of
progressive nations and to finish this journey, it must institutionalize these changes in the
curricular system, so that these methodological innovations become part of the program
and curriculum of all subjects and levels of education. Educational institutions in Kosova
must embrace the initiatives that very often come from the bottom-up, from schools and
teachers themselves. The top-down and bottom-up changes that together support
progressive education will ensure a place for Kosova in the world enriching its society
and the lives of generations to come..
10
11
WHAT IS CRITICAL THINKING?
David Klooster
From Kansas to Kazakhstan, from Michigan to Macedonia, school teachers and
university professors are seeking to encourage critical thinking among their students. We
know that critical thinking is a good thing, a skill that will enable us to better cope with
the demands of the 21st century, and give us an important perspective on much of what
we learn about and do.
But what is critical thinking? I hear the question from teachers just beginning to
experiment with new pedagogical approaches, as well as from students and teachers who
have been working in critical thinking classrooms for a long time. The term is difficult to
define, because it includes so many skills, activities and values. What are we talking
about when we talk about critical thinking?
The literature about critical thinking offers many definitions of the term, not all of
them in harmony. Because we seek a description that speaks to teachers from elementary
school to university, within varying cultural settings, a very flexible definition may be
necessary. Despite the diversity of educational contexts that readers of this journal find
themselves in, I believe we can develop a definition of critical thinking that will move
our conversation forward.
Before we try to define the term, let’s consider some kinds of thinking that are not
critical thinking. Probably we can agree that mere memorizing is not critical thinking.
Memorization is an important mental ability, one that all learners need; but it is quite a
different skill from critical thinking.
When we realize that machines such as computers also have memories – better
memories than almost all people have – we know that memorization by itself is not
adequate thinking. Yet for many traditional teachers, memory is the most highly valued
kind of thinking in school, and many test and examinations probe only for the extent of a
student’s memory. Those of us interested in critical thinking are searching for something
more complex.
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Another type of thinking that is different from critical thinking is the mental task
of comprehending ideas. Again, this is an important school skill. In a science or math’s
classroom, or in a history or literature classroom, there are times when students need to
work hard to comprehend what the teacher or the text is saying.
Comprehension, especially of difficult material, is a complex mental operation.
For example, when a student works to comprehend a Shakespeare sonnet, or
struggles to wrap her mind around the Extreme Value Theorem in calculus, the student is
engaged in a complex intellectual task, but in the first efforts to comprehend the material,
the student is not yet a critical thinker.
Some teachers would argue that genuine comprehension always requires critical
thought, because the learner must translate someone else’s ideas into his or her own
language and mental construct. Yet, when we work to comprehend someone else’s
thinking, the first phase of our thought is passive: we are receiving what someone else
has already thought. Rather than creating something new and individual, we are accepting
what someone else has already created.
It is not until the newly understood ideas are tested, evaluated, expanded, and
applied that the student engages in critical thinking. I believe that both memorization of
facts and comprehension of concepts are necessary preliminary activities for critical
thinking. But by themselves they do not constitute critical thinking.
A third kind of thinking that is different from critical thinking is creative or
intuitive thinking. Athletes, artists and musicians all use their minds in complex ways;
but when they perform at a high level, their thinking is rarely self-conscious. They are not
conscious of their own thought processes.
Consider a professional athlete, such as the great Czech hockey star, Jaromir Jagr
(who wears the number 68 on his uniform, to commemorate the events of the Prague
Spring of 1968). When he is about to make a shot at the goal, does he consider: “Is now
the right moment? What other ways of considering the situation might I find? How would
other great players consider this moment? Would Wayne Gretsky shoot now, or would he
wait? Would he pass the puck to another player, or would he take the shot himself?”
If Jagr’s thought processes were this deliberate and self-conscious, he would
never score a goal. Although his decision to wear the number 68 on his jersey is an
example of critical thinking, his decision about when to fire the puck is not. Likewise,
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artists and musicians use complex mental operations that are not wholly conscious or
deliberate. Their intuitive thinking is valuable, certainly, but it is not critical.
So how can we define critical thinking? I offer a five-point definition of the term.
First: critical thinking is independent thinking.
In a critical thinking classroom, each person forms his or her own ideas, values
and beliefs. No one can think critically for you. Critical thinking is work that you can do
only for yourself. Therefore, individual ownership of thinking in the classroom is a
precondition for critical thinking. Students must feel the freedom to think for themselves,
to decide complex questions for themselves.
Let me offer an example to illustrate this point. Some years ago I taught American
Literature in a university in Slovakia. My students there held a great deal of information
in their heads about many American writers. They especially knew a great deal about
Walt Whitman. They knew when he was born and when he died. They knew the titles of
all his important works. They knew his position in literary history – who influenced him
and whose work was in turn influenced by his. They knew the major themes of his
poetry. They could recite the opening lines of his famous “Song of Myself”.
But they had never actually read the poetry. All of their knowledge was drawn
from the lectures of an earlier professor – someone who had read the poems and told his
students what to think. When I put the actual poems of Walt Whitman before my
students, they needed to learn new skills to be able to read the works for themselves and
to form their own opinions about his work.
Critical thinking is not necessarily original thinking, since it is possible for a
person to adopt an idea or belief from another person and still feel it wholly to be their
own. We find pleasure and power in the sentence “I agree with you”, and of course the
critical thinker will sometimes find himself in agreement with others.
After my students in the Slovak university had themselves read Whitman’s work
and reflected on it and discussed it with others, they sometimes agreed with critics whose
published work they read, or with their classmates, or even with their former professor.
But it was crucial that each thinker should decide for himself or herself, that each should
think independently. Independent thinking is the first, and perhaps the most important,
quality of critical thinking.
Second: information is the starting point for critical thinking, not the end point.
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Students need to know a great deal before they are motivated and able to think for
themselves. We sometimes say, “You can’t think with an empty head.” In order to
develop complex thoughts, we need a good deal of “raw material” – facts, ideas, texts,
theories, data, concepts.
Sometimes my students in the American university seem to have the opposite
problem to students in Slovakia – they seem not to remember enough of their previous
learning, and each new writer, each new poem seems something wholly new. I need to
work with them to develop mental road maps and frameworks of knowledge and depths
of factual information so that they can apply their critical skills in productive ways. I do
not argue that critical thinking is a substitute for traditional learning of facts, but neither
do I want to say that simply learning the facts is adequate.
Our work involves more kinds of work than teaching critical thinking: we also
teach students to comprehend and retain information of many kinds. Teaching critical
thinking is one responsibility, among several others, of the teacher.
Students of every age, from the first grade to the university, can think critically,
because all of them already have rich life experiences and deep resources of prior
knowledge. As they learn more, they are able to become more sophisticated thinkers, but
even very young children are capable of independent, critical thinking (as those of us
who have children know very personally). Critical thinking is the work that students and
teachers and writers and scientists actually do with the facts that they have learned.
Critical thinking takes traditional learning and makes it personal, meaningful, useful and
permanent.
Third: critical thinking begins with questions, with problems to be solved.
Human beings have a basic curiosity towards the world. We see something new,
and we want to know about it. We see an interesting place, and we are curious to go
there. The philosopher and chemist Michael Polanyi notes that “As for down the scale of
life as worms and even perhaps amoebas, we meet a general alertness of animals, not
directed towards specific satisfaction, but merely exploring what is there: an urge to
achieve intellectual control over the situations confronting them” (quoted in Meyers, p.
41). Curiosity, then, is a basic characteristic of life. We are more accustomed to seeing it
in young elementary school children than in students in the secondary school or
university, and that is a sad indication of the result of most schooling on young minds.
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Yet authentic learning at every level is marked by the urge to solve problems and
to answer questions that arise from the learners’ own interests and needs. John Bean says
“part of the difficulty of teaching critical thinking, therefore, is awakening students to the
existence of problems all around them” (p. 2).
The Brazilian educator Paulo Freire argues that we need to replace traditional
education, or “banking” education, in which teachers make “deposits” in the minds of
students, with “problem posing” education, in which students grapple with significant
problems from the world around them. Students learn best, he argues, when they identify
genuine problems in their own experience – problems of economics, social structure, and
political power – and use the resources of the classroom and the school to investigate
solutions. Because of his insistence on the analysis of oppressive power and his
conviction that education can liberate students from this oppression, Freire’s work is
called “liberatory pedagogy”.
The American philosopher of education John Dewey suggests that critical
thinking begins with students’ engagement with a problem. “The most significant
question which can be asked about any situation or experience proposed to induce
learning is what quality of problem it involves” (p. 182). According to Dewey, problems
stimulate our students’ natural curiosity and encourage critical thinking. “Only by
wrestling with the conditions of the problem at hand, seeking and finding his own way
out, does [the student] think” (p. 188).
The work of the teacher, then, in preparing for class is to identify the problems of
students, and as they become increasingly oriented to this new way of beginning to
investigate ideas, to help students formulate their own problems. Critical thinking
pedagogy becomes a purposeful and productive activity, not simply “school work”, as
students engage in the practical intellectual work of formulating solutions to the problems
they face in the world. As students gather data, analyze texts, consider alternative points
of view, and brainstorm possibilities, they are seeking solutions to the problems that
concern them.
The Canadian professor Ralph H. Johnson defines critical thinking as “a particular
kind of activity of mind which enables its possessor to arrive at sound judgment about
something proposed to him for action or belief” (p. 1). Johnson’s definition stresses the
role of critical thinking in deciding questions, in solving problems.
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Fourth: critical thinking seeks reasoned arguments.
Critical thinkers develop their own solutions to problems, and they support those
solutions with good arguments and convincing reasons. They recognize that more than
one possible solution exists, and therefore they work to demonstrate why their preferred
solution is logical and practical.
An argument consists of four basic elements. First, the argument makes a claim.
This claim (also called a thesis, or main idea, or central position) is the heart of the
argument, the one most important idea of the thinker. The claim is supported by a series
of reasons. Each of the reasons, in turn, is supported by evidence. The evidence can be
statistical data, textual details, personal experience, or other kinds of evidence recognized
as legitimate by the audience. Underlying the claim, reasons, and evidence is the fourth
element of argument: the warrant. The warrant is the underlying belief or assumption that
the speaker or writer shares with the audience, the assumption that justifies the entire
argument.
For example, a writer might argue that graffiti artists have a right to paint their
signs on public buildings (claim), because their signs are statements of their personal
belief (a reason) and because sometimes graffiti is aesthetically pleasing (another reason).
The writer would then offer evidence, perhaps a statement from the country’s constitution
about the right of free speech, or from a political philosopher who states that each human
being has a right to express himself or herself, and the writer might include samples of
graffiti that have artistic merit. Underlying this argument would be the warrant or
assumption that free speech is an especially important human right.
Often, good arguments also acknowledge that other competing arguments exist
(counter arguments), and the thinker will concede or refute these opposing views. An
argument is always made stronger by acknowledging that other views are possible. For
example, our defender of the rights of graffiti artists would strengthen his argument by
acknowledging that property owners also have rights that should be protected, and that
some compromise might be achieved between the rights of the artist and the rights of the
person who owns the building that becomes that artist’s “canvas”.
By creating such arguments, critical thinkers challenge the authority of texts,
traditions, and majorities, and resist manipulation. This emphasis on using reason to
make complex decisions about actions or values is at the heart of many definitions of
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critical thinking. Robert Ennis, for example, defines critical thinking as “reasonably
deciding what to do or believe” (quoted in Johnson, p. 1).
Fifth and finally: critical thinking is social thinking.
Ideas are tested and improved as they are shared with others. The philosopher
Hannah Arendt says “for excellence, the presence of others is always necessary”. As we
discuss, read, debate and disagree, and enjoy the give and take of ideas, we engage in a
process of deepening and refining our own positions.
Teachers of critical thinking, therefore, employ a number of classroom strategies
that encourage thinking in the presence of others, including group work, debates,
discussion, and the publication of student writing in a variety of forms. Although the first
element of my definition of critical thinking stresses the importance of independence in
thinking, this final point emphasizes the social dimensions of critical thinking, because
the critical thinker finally works in a community of others, engaged in tasks larger than
the construction of the self.
Critical thinking teachers therefore work to nurture the attitudes that facilitate the
productive exchange of ideas, attitudes such as tolerance, careful listening to others, and
assuming responsibility for one’s own positions. In all of these ways, teachers of critical
thinking strive to bring learning inside the classroom closer together with life beyond the
classroom. Because teachers ultimately work to create an ideal society, they strive to
make classroom life a mirror image or reflection of life beyond the classroom, and
helping students become critical thinkers is one step in attaining larger social and cultural
goals.
According to this definition, critical thinking can be realized in many school
activities, but I would argue that writing offers the greatest promise, for teachers and
students alike. Writing forces students to be active. Writing makes their thinking visible
and accessible. Writing is independent thinking, and it requires the writer to employ his
or her existing knowledge. When students write, they construct reasoned arguments for
their positions. Good writing seeks to solve problems and provide answers for readers.
Writing is an inherently social activity, because the writer is always conscious of the
presence of the reader.
Writing is hard work for students, the hardest work they do. Of course, requiring
students to write also creates more work for teachers; but because the results of student
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writing are so important, many teachers consider the additional work to be worthwhile.
Teachers can coach students in their work, creating a process of brainstorming, writing,
revising, editing, and publishing, and thereby teach them how to do this difficult work
effectively.
Students themselves come to value this work when they know that their teacher
really cares about what they say, and when they have opportunities to share their work
with classmates, parents, and other members of the community. For all of these reasons, I
believe that writing is the strongest tool for teaching critical thinking.
The challenge I face in my own teaching is turning this definition of critical
thinking into practical, daily classroom habits. As a teacher engaged in the process of
transforming my pedagogy from traditional, curriculum - centers education to progressive
education, focused on the needs of my students and of my society, I am always searching
for ways to organize the work my students and I do in the classroom. My hope is that this
work will help to produce citizens of my community who are well informed and better
able to contribute their ideas, their energies, and their lives to the betterment of our world.
References
Arendt, H. (1977, Thinking. New York: Horcourt Brace Jovanovich.
Bean, J. (1996). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical
Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass.
Dewey, J. (1916). Education and Democracy. New York: Macmillan.
Freire, P. (1972). Pedagogy of the Oppressed. New York: Academic Press.
Johnson, R. H. (1985, September-October). Some observations about teaching critical
thinking. CT News, Critical Thinking Project, California State University, Sacramento, 4,
1.
Meyers, C. (1986). Teaching Students to Think Critically: A Guide for Faculty in All
Disciplines. San Francisco: JosseyBass.
David Klooster is an associate professor of American literature, at Hope College,
Holland, MI, USA and an RWCT volunteer in the Czech Republic and in Armenia.
His email address is: [email protected]
19
WARM-UPS FOR WORKSHOPS
Mary P. Melvin
A sense of cooperation and feeling of trust are essential to an effective workshop. These
qualities do not occur spontaneously. They must be carefully developed and nurtured by
the workshop leader. Effective leaders develop them by planning activities to help the
group become a cooperative, supportive community of individuals.
Activities specifically designed for this purpose is variously referred to as “warm-
up activities”, “icebreakers”, or “community-building activities”. In this article, I refer to
them as warm-up activities.
Effective warm-up activities meet several basic conditions. They relate to and
support the purpose of the workshop. They take into account the background and
characteristics of the participants, characteristics such as their age, their previous
interactive educational experience, and whether or not members of the groups are already
acquainted with each other. In selecting warm-up activities to meet these conditions,
leaders need to consider ways to support three critical domains of human behavior –
affective, cognitive and psychomotor.
In this article, I discuss how warm-up activities support the human domains cited
above, and the ways in which participants benefit from such activities. Then I describe
warm-ups I have used effectively with classroom teachers.
Activities for opening a workshop
At the first meeting of new groups and at the beginning of each day, warm-up
activities are especially important in the affective and the cognitive domains. People learn
best and become fully engaged in interactive learning activities if they are relaxed and
emotionally and physically comfortable. Learning is enhanced when an opening activity
draws attention to the purpose and content of the workshop.
Affective Domain
When a new group meets for the first time, attention must be paid to how people
feel. Leadership is needed to help group members get acquainted, mix with new people,
feel safe, and become relaxed and comfortable. With a new group, one of my first goals
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is to build a sense of community in which participants come to know and trust each other
and feel free to interact in a low-risk environment.
Cognitive Domain
At the opening of a workshop, as well as at the beginning of each day,
participants benefit from activities that are mentally challenging, which activate their
thinking processes and lead them to focus on specific tasks. An important issue for
workshop leaders to remember is that participants arrive at workshops thinking about a
wide range of unrelated topics – family, job, traffic, and preparations for dinner. Warm-
up activities are useful tools to help people lay these issues aside and turn their attention
to the workshop.
Participation in a workshop requires behaviors that are different from a typical
day at work. Teachers need to change their thinking, from being the person responsible
for helping others learn, to being active learners themselves. Administrators have to
switch from directing an organization to being directed by a workshop leader.
Carefully planned warm-up activities are an effective first step toward helping all
participants begin to focus on the workshop setting.
Activities during the workshop day
Later in the day, and as a workshop moves into a second or third day, different
types of warm-up activity are needed. Participants need to get out of their seats and move
around every hour or two. Repeated opportunities for participants to become better
acquainted enhance the possibilities for successful interaction during the workshop and
for continuing professional support after the workshop is ended. When participants are
initially getting acquainted with the basic features of interactive teaching and learning,
they need numerous opportunities to experience satisfying interaction in non-threatening
situations. Warm-up activities, which support the psychomotor and affective domains, are
effective for these purposes.
Psychomotor Domain
Participants should never be expected to remain seated for long periods of time.
They need a change of pace, a chance to move about, to stretch their muscles and
reawaken their bodies. For these purposes, I use warm-up activities with an emphasis on
physical activity and relaxation.
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Affective Domain
A deeper understanding of interactive teaching and learning can be enhanced
through warm-up activities that include opportunities for participants to talk to each
other, to write and share thoughts or feelings, to share ideas and information about
themselves as people. Workshop leaders need to plan such activities with care, because
the open sharing of ideas and feelings can be difficult for people in regions, which have a
history of suspicion and lack of trust.
Another issue is that tensions often arise in workshops in which difficult and
challenging issues are encountered. Participants may become angry or hostile toward one
another. Such feelings are detrimental to the effectiveness of the group and must be dealt
with. A pause for a warm-up activity is a good way to defuse a difficult situation, change
the atmosphere, and break the tension.
Guidelines for warm-up activities
A few simple guidelines are important in planning and conducting warm-up
activities.
Time
Warm-up activities should be brief. Effective warm-up activities rarely last more
than ten minutes.
Participation
All participants should be actively involved in each warm-up activity. Each
person must contribute to the outcome of the activity. No one is permitted to be a
spectator.
Effective warm-up activities are interactive. Every participant should interact with
other members of the group during the activity.
Group Size
Warm-up activities may involve some individual work; such as having
participants make a list, recall an event, etc. From this, they move to small-group activity,
where several participants meet to share their thoughts. Depending on the nature of the
activity and the size of the group, many activities can then be carried to the whole group.
Some activities are effective only with the whole group. When this is true, all
participants must join in. Warm-up activities can’t achieve their purpose if some people
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are permitted to sit on the sidelines while a get-acquainted or community-building
activity is happening.
A selection of warm-up activities
Here is a selection of warm-up activities that are effective with new groups, and
as groups become better acquainted. For each, I indicate which of the three critical
domains of human behavior –affective, cognitive, and psychomotor – are best supported
by it.
Treasure Hunt. This is an excellent activity for the first meeting of a new group.
The main focus is sharing information about personal interests. [Affective, cognitive,
psychomotor.]
Ask participants to list three of their non-educational personal interests, such as
soccer, pets, gardening, music, etc. Direct participants to find at least two other people
who share each of their interests.
Descriptive Snacks. This activity is great for beginning-of-the-day mental
stimulation. I recommend saving it for groups in which the participants are already
acquainted, because the outcome leads to personal observations about individuals.
[Affective.]
Place a small plate of snacks (pretzels, candy kisses, odd-shaped crackers, candy
with unique shapes or texture) on each table. It works well to have just one kind of snack
on each table, and for no two tables to have the same kind. Ask participants to pick up
one or two of the snacks on their table and study them carefully, their shape, texture,
taste, etc. Next, ask them to make a list of eight to ten adjectives that describe their snack.
When everyone has written their adjectives, have them select one of these adjectives that
describes themselves. Then have participants take turns telling the whole group the
adjective they chose and why it’s a good descriptor for them.
I learned this activity from Claudia Dybdahl who used it with Albanian RWCT
participants.
Nice Notes. This is especially effective during workshops about the writing
process because it involves a quick and easy way to use writing. [Affective.]
Distribute a small piece of paper (sticky notes are fun) to each participant. Ask
them to:
1) notice the person sitting to their left;
23
2) think of something nice about that person (e.g. appearance, behavior … it need
not be relevant to the workshop);
3) write a brief note to that person telling them the nice thought;
4) sign it and give the nice note to the person;
Later, I encourage participants to write nice notes to anyone in the workshop.
However, for the introductory “nice note” experience, it’s essential to give directions to
ensure that everybody in the room receives a nice note.
Adapted from Phyllis Bailey, a former 7th and 8th grade English language teacher
in Ohio. After teaching her students about nice notes, she routinely began Thursday
classes with writing nice notes. Although the practice began with notes to other students
in the room, it expanded to include other teachers, administrators, maintenance people,
cafeteria personnel … anyone in the building. Not surprisingly, Thursdays were eagerly
anticipated by the whole school as the nice notes made their way to their recipients.
Human Knot. This is a good activity to clear the air of tension and help
participants relax so they can return to the tasks of the workshop. [Affective,
psychomotor.]
Have participants stand in circles of about eight people each. Quickly, without
noting who is standing where, each person puts his/her right hand into the circle and takes
hold of another hand. They do the same with the left hand. Tell participants to stay
connected with the hands they are holding. They now begin to “untie” their human knot
by moving under and over the connected hands.
This is not a competition to be the first group to succeed. The real goal is for each
circle to untie itself, so groups must understand that they should continue to work on
untying until they succeed in forming an “unknotted” circle.
Wallet Write … or Packet Write. This group activity is just right for those
moments when everyone seems weary and in need of a change of pace. [Affective,
cognitive.]
Ask participants to take something out of their pocket, purse or wallet that
represents them in some way, and to write about that object for five minutes. After
writing, participants share in pairs. Invite a few participants to read their pieces to the
whole group.
24
Thanks to Sheila Shapiro who introduced this activity to the Bulgarian RWCT team.
Additional warm-up Activities
Activities for the initial meeting of a new group
Find Someone who … This activity gets participants involved in brief
conversations with others. [Affective.]
Before the meeting, prepare a 4 x 4 grid similar to a Bingo card. In each box,
write a phrase that describes a personal characteristic. Use descriptions such as brown
eyes, a birthday in March, two children, a holiday spent at the beach, etc.
With a copy of the grid, each participant moves around the room seeking people
who fit each description. A person who has one of the characteristics writes her/his name
in that box. As participants get all 16 boxes filled in, they gather in one area of the room
and talk about whose name appeared in each box.
Same or Unique. Participants share information about their personal interests.
[Affective.]
Divide participants into groups of four. Provide each group with a large piece of
paper and markers or crayons. Ask them to divide the paper into four quarters and draw a
medium-sized circle in the center.
Members of each group share personal information about themselves – interests,
skills, family, etc. In the center of the paper, the group draws what is common or the
same about all of the members of their small group. In each corner of the paper,
individuals draw what is unique about them. These unique characteristics must not be
shared by any of the other participants in the group.
Each group shares its poster with the whole group. An effective way to do this is
to have all members of the group stand and take turns explaining their section of the
drawing.
Sally Beach, from the University of Oklahoma, shared this activity in the first
newsletter of the RWCT project.
Teach the Teacher. This is a good activity to use with a new group in a country or
city which is unfamiliar to the leader, because it gives participants a non-threatening way
in which to teach him or her about their country or home area. It does take more time
than usually recommended for warm-ups, but it’s valuable because everyone in the group
gets a chance to speak.
25
Post a large map of the country or city on an easel. Distribute small sticky notes,
and ask participants to write their name on a note.
Ask participants to think of something they want you to know about their country
or city. One at a time, participants come to the front, stick their name on their location on
the map, and tell the group their piece of information.
Because each person decides what he or she will say, there is no threat of giving a
wrong answer. This is a convenient way to have each person come to the front of the
room and speak to the group.
Activities for breaks during the morning or afternoon
Guess what you just Heard.
This groups activity is good for those mid-afternoon moments when people are
tired and in need of same relaxing movement. [Psychomotor, affective.]
The activity involves four motions:
1. rubbing the palms together … creating a “swish, swish” sound;
2. snapping the fingers, alternately left, right, left…;
3. clapping the hands alternately on the thighs … creating a “clap, clap” sound;
4. stamping the feet on the floor, alternately left, right, left …
The group makes a circle: any size is fine; the bigger, the better. the leader starts the
action and it proceeds to the left, clockwise.
The leader initiates the first motion (rubbing the palms together), and then the
person to her left begins the same motion, then the next person to the left. The motion
continues to build as it goes around the circle. Each person starts the motion only after
the person before her has started it. Thus, a motion is constantly growing around the
circle. When the first motion has begun – one person at a time – around the entire circle,
the leader starts the second motion (snapping the fingers) and each person in the circle
copies it, again moving around the circle one person at a time. Then motion three, then
four. After four, the leader introduces the same motions in reverse … three, then two,
then one. After motion one has completed the circle, the leader ceases any motion, and
the ceasing continues around the circle.
26
When quiet reigns once again, the leader asks participants to say what the activity
sounded like to them. (To many, it sounds like the arrival and departure of a storm, but
other interpretations are equally valid.)
Thanks to Sue Koch and Clare Struck of the University of Northern Iowa for this activity.
Human Machine. This activity is guaranteed to clear the air of tension and help
participants relax and return to the tasks of the workshop. [Affective, psychomotor,
cognitive.]
Divide participants into groups of four to six. Ask each group to think of a
familiar machine and to plan a way to use all the members of the group to dramatize the
machine in action. Send groups off to different areas so that they can discuss and
practice. When all the groups return, they take turns demonstrating their “machine”. The
other participants guess their machine. Some of my favorites are a car wash, a vacuum,
cleaner, a lawn mower, a microwave … and even a manual typewriter.
Thanks to Sue Koch and Clare Struck of the university of Northern Iowa for this activity.
Contrasts. This is a good activity to stimulate mental activity. [Cognitive, affective.]
Write a list of contrasting words on a chart or board. Use about six pairs of
contrasts, such as:
mountain/field tiger/cat
sweet/sour wool/synthetic
airplane/cart snow/ice
sun/moon liquid/solid
rain/wind metal/elastic
glass/plastic paper/wood
From each pair, participants select the one, which they would prefer to be. In
twos, participants share their responses, and come to a consensus to select one word from
each pair that the two of them together would prefer to be.
Some of these responses can be shared with the whole group. Speakers should say
the words they chase, and explain why they chose those words.
Adapted from an activity that Mimoza Gjokutaj of Albania used in a Kosovo
RWCT workshop.
27
Name Attributes. This activity gives participants a chance to be serious or silly as
they describe and talk about themselves. [Affective.]
Participants write the letters of their names down the left-hand side of the page.
For each letter, they choose an attribute that describes themselves. For example:
P – punctual P – puny
A – active A – artificial
T – thoughtful T – tough
They share their attribute lists with others in their group. Each group selects one
to share with the large group.
Thanks to Valentyna Sikachyna and Inna Bolshakova who used this activity at the
Ukrainian National RWCT Conference in January 2001.
28
29
LANGUAGE AND LITERATURE LESSON PLANS
30
COURSE: LITERATURE
GRADE: XI (eleven)
LESSON: Herbert Hekman, “Lunch before death”, story
OBJECTIVES: At the end of the class students should be able:
1. To gain knowledge on the short German prose of the century XX;
2. To be able to know the theory-literary constituents of a short story (style,
figurative meaning, plot);
3. To compare this story with the work of the contemporary authors in the
Albanian literature;
4. To specify the position of the author and his work in the German and
European literature in the 20th century;
THINKING BEHAVIORS: Encourage students’ judgment, analysis and independent
thinking.
TECHNIQUES: Envisaging with previous terms
Reading in pairs
Letter addressed to the author
RESOURCES: Herbert Hekman’s literary work, blank paper, flip chart, markers
STRUCTURE OF THE CLASS
E Envisaging with previous terms (key words)
Free writing
5’
R Reading in pairs 15’
R Pairs’ presentation to the whole group (class)
Letter to the author
20’
CLASS PROCEDURE:
Initially the teacher writes down on the board three key words out of the literary text and
students, based on that, will do a free writing. These are the expressions that might be
chosen:
a. Prison
b. Famine
c. Last wish
31
Students are then divided into pairs and they read the entire text; each pair has the tasks
assigned so that they will have where to focus:
Pair I: Is guided to underline, list and analyze the figures of speech;
Pair II: To identify and write down all the characters and to analyze their position
and interrelation;
Pair III: Find the ideas, opinions and messages that come out of the text
(they tell the main message of the story in front of the whole class)
Even within the pairs, each student has a specific role as a reporter or as a person to
answer the questions.
After this phase is finished, each pair presents on their work.
At the end, students are guided to individually write a “Letter to the author”, to express
their opinions, ideas and main questions in relation to the main characteristics of the story
and in relation to the short prose in general.
32
COURSE: Literary reading
GRADE: II
LESSON: “The golden autumn” by Xhani Rodari
OBJECTIVES:
1. To describe the autumn season by guiding the imagination with melody
2. To judge for the actions of the characters and to argument for those actions
3. To create new titles according to the models in the text and to argument them
Time: 2 class time
Key words: composer, independent, amazed
STRUCTURE OF THE CLASS:
Phases of the
class
Teaching strategies Organization
E
-encourage discussions
-encourage writing
-individual work
-whole class work
R
-interactive reading
-encourage discussions
-presenting the information
in a figurative way
-individual work
-pair work
-small group work
R
-encourage writing
-creating study behaviors
-individual work
-pair work
-small group work
CLASS PROCEDURE
EVOCATION:
Initially I prepare students to listen a melody composed by the Italian composer Antonio
Vivaldi (Four seasons, the part “Autumn”-Vivaldi)
After listening to the melody, I encourage students’ discussion by asking questions:
How did you feel? What kind of mood this melody created? What were you thinking at
that time? The author of this melody has tried to remind us of a season. Which one is
that? Which are the sounds that made you think of autumn?
33
I have brought different leaves with me in the classroom (leaves of the autumn season)
and I distribute those among students as they are sitting in groups. Then, I offer everyone
a yellow sticker in the shape of leave. Students are told to write in those yellow stickers a
sentence to describe leaves (with special emphasis on the color and form of the leaves)
that are on their tables. In the meantime, On the wall, I put a big sheet, where I have
drawn a tree without leaves. After finishing the sentence, students will put them on the
tree that was drawn on the big sheet, on the wall. The sentences that they have written
will be read and then the discussions start:
- Which color dominates in the tree and around it; the tree that you fitted
with leaves?
- What would the mountains look like in the autumn if all the trees are
like the one we have created here in the classroom?
REALIZATION OF THE MEANING:
Students are told to open the reading book in the text, at the “The golden autumn” part
and to read the first 15 lines, and to find the answers to the questions that they all have.
Questions:
• What were the characters of the part of the story that you read?
• What were the similarities and differences between you and the girl from the story
after reading the first two lines?
• Were her wishes strange and why?
• Why did the girl mention the numbers 7,30 and 365?
• How would you guide/advise the girl?
• What message would you send to the father of the girl?
After the individual work, students in pairs discuss the ideas and opinions they have in
relation to the questions and then the whole class discusses these questions. Then, the
best messages sent to the girl and father are assessed. Then, these messages written at a
corner of the class.
34
Students are instructed to fill in the table while reading the text. The table has been
prepared by the teacher.
Table:
Red Green Golden Yellow Brown
LEAVES
Rabbit Bear Squirrel Fox Wolf
ANIMAL
Hazelnut Chestnut Mushroom Dog rose Blackberry
PLANT
After filling in the table, students discuss it with the friend next to them and then with the
whole group. A student from each group describes the mountain in the autumn by reading
the table that s/he has just completed.
REFLECTION:
In the blackboard I will write the words:
• Winter
• Spring
• Summer
Students are advised to individually write appropriate adjectives for each word (as in the
model “Golden autumn”). Then, they discuss in pairs and groups for the ideas they have
written and they discuss in front of the others in class by supporting their writing.
Home work: Students will put poems, stories, photos and pictures describing the autumn
in their portfolios.
From the experience: The evocation created a sense of satisfaction among students.
This was evident from the discussions after listening to the melody from Vivaldi
“Autumn”. This beginning and these two activities in the evocation phase I think made
students be more responsible at the other stages of the class.
A topic taken from: Reading book, grade II, page 45- “Golden autumn”, author Xhani
Rodari
35
COURSE: Albanian language
GRADE: III
LESSON: Book, radio and television
OBJECTIVES: At the end of the class students should be able;
1. Develop their reading and writing skills
2. To distinguish the characteristics of the book, radio and television
3. To provide arguments for their importance
Key words: book, radio and television
Resources: Albanian language grade three book, notebook, blank paper, pencils
STRUCTURE OF THE CLASS:
The
phases
of the
structure
Teaching strategies The organization of students Time
E Anticipating through prior terms Individual, pair and whole class
work
10’
R Save the last word for me Individual and whole class work 20’
R Graphic organizers Group work 15’
Development:
EVOCATION: (Anticipating through prior terms)
In the beginning, we write four key terms on the table: Luli, book, radio and television.
Students will individually write a short story using these terms. After they write the story,
they will read stories to each other in groups. Some students will read their stories to
whole class.
REALIZATION OF THE MEANING: (Save the last word for me)
Students will work based on the following instructions:
They initially open the books on page 64. Students will start to read the text. While
reading, they are asked to choose an extract that they like the most and to write it down
36
on the notebook. On the back side of the sheet, they will write the comment for the
extract they have chosen.
They may also write something that will be in contradiction with the extract.
After finishing reading the text and after taking notes, one student reads the extract while
the others who have chosen the same extract will give feedback. During the discussions,
words that ate not clear to students will be clarified. This will continue with some other
students as well.
Through some questions, we will do a summary of this part of the lesson. e.g.
- Why do you think the book is important?
- What is the value of radio and television?
- After the radio and television were discovered, did the value of the book
decreased?
- How would you finish this part? Why?
REFLECTION: (Graphic organizers)
In the final phase, students will reflect in groups in a written form and they will deepen in
internalizing the knowledge even further.
Characters What do they do and
say?
How do they
feel?
How would you feel and
how would you act if
you were in the position
of the characters?
Luli
Book
Radio
Television
Luli’s parents
Representatives of the groups read the writing.
37
From the experience:
In the phase of the realization of the meaning, students will focus on the reading process,
they try to understand that part of the text (extract) and will reflect on what they will read.
By using these techniques, students are motivated for an independent work and to think
critically.
For the realization of this lesson, we can use other techniques as well. e.g.
DRTA, DLTA, Two-part journal, Five-liner, Essay, Drama, Venn’s diagram etc.
38
COURSE: Albanian language and literature
GRADE: VIII
LESSON: Working with text: “There is nobody to write to the Colonel”, G. G. Markez
OBJECTIVES: At the end of the class students should be able:
1. To tell the story in their words and describe the environment where the event
happens;
2. To analyze the local proverb ”Beggar on a horseback1”;
3. To distinguish the defects of the state regulation at the time when the event
happens;
4. To compare the societal position of colonel and pensioners in our country;
5. To identify at least three cases of human rights violation in the story;
THINKING BEHAVIORS: Students should be trained to ask questions of all levels of
thinking;
Key words: Colonel, pensioner, famine, soap
STRUCTURE OF THE CLASS:
Phases of the
structure
Teaching strategies Organization of the
students
Time
E Brainstorming Traditional seating 7 min.
R Advanced lecture, Two-part journal,
Questions addressed to the author
Circle form
(horseshoe)
25 min.
R Usage of the dramatizing elements,
The sculptor and the material, The
blind hand
Group work 13 min.
Development of the lesson
EVOCATION:
Students are told about the new lesson, but before they learn the new information they all
individually need to think about the status of the pensioners in post-conflict period in
Kosova. Students think for a short period of time about this and then give their opinions
in relation to the issue raised. Students’ ideas are written on the board. 1 The proverb could not be translated literary from the Albanian, so an equivalent English one had to be used.
39
REALIZATION OF MEANING
Now, students are instructed to take the books, notebooks, and pens along with them and
sit in the chairs arranged as a circle. Initially, students are asked if they have heard about
the writer Gabriel Garsia Markez. After collecting students’ ideas, teacher continues with
the lecture to inform them about the life and work of the author and finish the lecture by
announcing that our textbook a text by that author. Students are told that the text will be
read in two parts. (The first part is from the beginning to the paragraph “But, in fact
….”). Students are advised that during reading students take notes on the “Two-part
journal”. After reading the first part, two or three students read and comment on the parts
of the text they have chosen and in the meantime the teacher asks students to ask
questions in relation to issues that may be unclear. There may be questions like:
- Why does the colonel not have a pension?
- Why do colonel and his wife try to hide the hard economic condition of their
family?
- What do we understand by the proverb “Beggar on a horseback”?
- Does the author explain why Colonel has not received a pension for 20 years?
- What does the author mean with the saying: “waiting for the soap-bubble that
were promised after every election, and as a result there is a dead boy”
- What does lightening represent in a figurative meaning?
- Why does the author make a character like Don Sabas (deceiver) to be so rich?
- What human rights are violated in this part?
Students will try to give the answers to these questions by taking the role of the author, in
his absence.
After the comments and the answers to the questions are finished, students are
guided to read the second part of the text. This part as well will be read and notes will be
taken on the “Two part journal” and after the reading is finished, students will start
reading the selected parts and their comments. Other students as well will discuss for the
comments from their own viewpoint in relation to the issue. In this part as well, students
will be asked to make questions to the “author” about the things that may not be clear
enough.
- Where is Makondo?
- Which are Neerlanda’s promises?
40
- What does the author mean by term the fevers of the apartment?
- What the symbolism of selling the rooster? Why is it so important? Is there any
other choice?
- What is the author’s message?
- What are the similarities and differences of colonels and pensioners in our
country?
Students will try to give answers to all these questions. The teacher will help as
needed. For the questions that no answer could be found, we will commit to finding
additional information in the future and present it to the others in the class whenever we
will find that information.
REFLECTION:
Now, I ask students to divide into four groups and each group to be located at one
part/corner of the classroom.
Every group will have two sculptors and the material for work (2-3 students will
play the role of the sculptor while the others are the material for building the sculpture.).
Every group has a task to present a sculpture by telling a story from the passage/text
worked with in the class. The tasks are written in the letter prepared beforehand by the
teacher and put in an envelope. Group representatives will draw an envelope and will be
placed at the corner/area where the group is located.
First task: Work out the sculpture of the colonel’s wife selling the watch in town. On the
other hand, we have the colonel who appears to be angry about what his wife has done.
Second task: Work out the sculpture of the colonel and his wife struggling.
Third task: Work out the sculpture of wife frightened from lightening, while the colonel
on the other side happy.
Fourth task: Work out the sculpture of the sad colonel selling the rooster to the old Don
Sabas, and on the other side colonel’s wife smiling ironically. At the end, group
representatives comments on the sculpture of his/her group by telling what it represents.
After each presentation, other students can comments, give feedback and applaud to the
work that was done.
41
COURSE: English language
GRADE: IX
LESSON: Unit Five: Where do you live?
OBJECTIVES:
1. To identify the house equipment
2. To formulate correct sentences in English
3. To protect the environment
TYPE OF THE CLASS: Development
Resources: Book, flipchart, markers, different photos from newspapers and magazines
Key words: Bedroom, kitchen, living-room, bathroom
Structure of the class Teaching technique Time
E Brainstorming 10
R Cooperative learning 25
R Pair envisaging 10
WARM UP ACTIVITY:
In the begining, a satisfactory space is created by removing the classroom furniture.
On the board, the teacher writes three letters as L (left) R (right) B (both). Students
form two rows in front of the board. The teacher will stand in front of them and help
them through the activity. We start with the English language ABC – everybody in row
says the letters of the alphabet and move the right, left and both hands. Do the same for
numbers as well, starting from two e.g. 2, 4, 6, 8, 10. 12. 14.16.18.20 etc. (If time is
available continue with numbers from three, e.g. 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 etc.)
E
In the introductory part, the teacher continues with questions and collects student
answers: Where do you live? Where do you prepare your breakfast? Where do you wash
your face? Where do you sleep? After the students’ answers are noted, continue with the
other parts of the lesson.
R
In the beginning, students will be divided in groups according to the above mentioned
key words.
42
First group – bedroom, second group – living room, third group – kitchen, fourth group –
bathroom.
Each group will describe the photos, which the teacher has provided from different
brochures from furniture stores. e.g. the first group will describe the photo of the
bedroom, the second group will describe the living room, third group will describe the
kitchen photo and the fourth group will describe the bathroom. All students communicate
with each other and at the end write things on flipcharts. After putting things on the
flipchart they will appoint the group representatives to present to the work to the whole
class.
R
In the last part of the class, students will be divided into pairs to describe the photos
that they have in their textbooks. e.g. one student asks questions while the other one will
answer to those questions. e.g. Where is the dog? (It’s on the floor in the living room.)
Where is the sofa? (It’s in the living-room.)Where is the fridge? (It’s in the kitchen.) etc.
43
COURSE: Turkish language
GRADE: IV
LESSON: Ataturk and Turkish woman
OBJECTIVES:
I. SKILLS
a) To interpret the text (extract)
b) To understand its main aim
c) To compare the rights of Turkish women in different periods of time
II. KNOWLEDGE
a) To learn about the respect that Ataturk had about the Turkish woman;
b) To obtain information for Turkish women contribution and their
cooperation with Ataturk during the liberation war in Turkey;
c) To learn about the rights of the Turkish women after the amendment of
1934 constitution;
III. ATTITUDE
a) To learn together and to exchange ideas with each other
b) To respect the women’s rights in family, school and in society.
RESOURCES:
- Reading book for grade IV
- Coloured chalks
- A picture of Ataturk with Turkish women
- Black board
- Paper
-
INTRODUCTORY ACTIVITY
Teacher asks students to comment the Ataturk picture where his meeting with Turkish
women is described. Students are asked some questions about his life and work.
1. When was Ataturk born?
2. Where was he born?
3. Where was he educated?
And some questions about his work/activity.
44
Students discuss these questions and their answers are written on the board with coloured
chalks.
DEVELOPMENT STRATEGIES: (individual and group work)
Students are divided into three groups. Students are asked to open the books on page 108.
We divide the extract: Ataturk and Turkish women into three parts and assign each group
to read a part. Students will read individually (5 min.), then they will comment on their
part in the group.
- Give each group a chart paper and a question on it. After the groups answer the
question, they appoint a group representative to reflect on the work of the group;
- The first group will reflect on the contribution of the Turkish woman during
liberation war in Turkey;
- The second group will reflect on the rights of the Turkish women after the 1934
constitutional change in Turkey;
- The third group will reflect on the rights of the Turkish women in today’s society.
The groups will reflect 5 minutes each including the questions that may be asked by other
groups.
WRAP UP ACTIVITY: Students will be involved in a network discussion in relation to
the question: What are the rights of the women in the area where they live?
This question can be given as a homework assignment as well.
45
COURSE: English language
GRADE: VI
LESSON: Unit 1c, English Across the Curriculum: School Subjects and timetables
OBJECTIVES: 1. To order numbers, days of week and subjects.
2. To describe the class timetable in English language.
3. To respect the class schedule.
TYPE OF CLASS: Repetition
Teaching resources: textbook, board, chalk, markers, A4, A3 paper,
Different calendars of the month, days of the week, school timetable, cards with numbers.
Key words: timetable, subjects, numbers, months
Techniques: Brainstorming 10 min.
Data gathering
Mixed words 25 min.
Ideas’ accompanying
Poster project 10 min.
INTRODUCTORY ACTIVITY
Pieces of paper with names of the months written in them will be distributed equally to
students, e.g. January, February, March – so the first group will be formed out of the first
six months. And then other groups are formed from other months i.e. four groups of six
students each. Students will form the groups based on the months and start a brief
repetition from the first to the last group. The first group repeats the months January,
February and numbers from 1 to 6. Other groups as well will repeat their months and
their numbers as well. In that way, we will have all the months and numbers covered and
repeated.
1 Example
In the same way, we will have three other groups formed with other months and numbers
in row.
January February March 1st2nd 3rd4th 5th6th
46
DEVELOPMENT STRATEGY
At this phase of the class, the sheets that were prepared, with 24 words written on them,
will be distributed to each group of students. Students will have one minute time to read
all these words. Then, the sheets will be turned on the back side and they will need to
write all the words that they have remembered out of those 24 words. They will have 4
minutes time to do this.
After this, students will open the papers with 24 words, but now they need to imagine,
compile, different formulations with these words but other group ideas will be given and
they will be written on A3 paper; Time is 20 min
24 mixed words
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FINAL ACTIVITY The work that was prepared will presented in front of the groups now: Each group appoint a representative who will present the work of the whole group. They will present different ideas that they have written in A3 paper. Groups have the right to write different ideas.
(A possible example)
Timetable for year 6 Lesson
Day 1 2 3 4 5 6
Monday English Maths B Art French L History Sport
R U
Tuesday Maths Music E Soccer Geo. N Albanian Art
A C
K H
(The main objective is to see if we can find the class schedule from the working groups) HOMEWORK: Each student needs to describe the class schedule in English.
48
49
MATH AND NATURAL SCIENCE LESSON PLANS
50
COURSE: Mathematics
GRADE: XI
LESSON: Geometric lines
OBJECTVES: By the end of the class students should be able:
1. To identify geometric lines through reviewing the interdependence of
the geometric line terms
2. To resolve tasks that have to do with geometric lines and their
application in life/practice
3. To verify the recurring formulas for finding the n-term of the
geometric line by using the mathematic induction.
TEACHING RESOURCES: Book, student notebook, expert sheets, A4 sheets etc.
Key words: Geometric line, geometric line hertz, the amount of geometric line hertz.
Class structure
E Concept table 5 min.
R Jigsaw II (Expert sheets) 30 min.
R Association 10 min.
EVOCATION
Students will be divided into pairs and numbered one and two. Students who are number
one (1) will do this task:
The value of a car each year is decreased for ½ of the price it had in the beginning
of the year. If the price of the car is 8 000 Euro, then what is the value of that car after
four years? Besides resolving the task, students will fill in the following table as well:
At the end of
the first year
At the end of
the second year
At the end of
the third year
At the end of
the fourth year
The price of
the car
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Students with number two will do the following task: A specific bacterium in
specific conditions triples every hour. If we have 1000 bacteria then what would be the
number in four hours. Students will complete the following table as well:
At the end of the first hour
At the end of the second hour
At the end of the third hour
At the end of the fourth hour
Number of bacterium
Students, in pairs, will discuss the completed tables. The teacher will write the
results gained from students in the table drawn on the black board. If we have several
results for one request then the teacher will write those with different colours on the table.
It will be emphasised that in the first case we had a decreasing line while on the second
case we had an increasing line.
REALIZATION OF MEANING
Students will number from one (1) to three (3) and form home groups. All students with
number one will get together, students with number two and students with number three
will get together too. In this way expert groups are formed. Students with number one
will be given the expert sheet number one, students with number two will be given the
expert sheet number two and students with number three will be given the expert sheet
number three. All students are asked to read the whole text while paying attention to
finding the answers to the questions and tasks of their expert sheet. After reading the text,
the expert groups will discuss the answers and results of the questions/tasks. Students go
back to their home groups and start from number 1 to number 3. Each one of them will
present the answers discussed in the respective expert group.
REFLECTION
The teacher organizes students in groups to resolve the prepared association. This
association will help students to strengthen the knowledge gained earlier, and they will
also do the interdisciplinary connection of Mathematics and Physics.
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Faraday Difference bn=b1qn-1 Science
Electromagnetic d General term Studies the nature
and spatial shapes
Flux an=a1+(n-1)d q Pythagoras
Alternative power General term Hertz* Course/subject
Induction Arithmetic line Geometric line Mathematics
* Frequency (of a periodic phenomenon)
Induction is a notion, which is used very often in Physics, while the Mathematics
induction is a notion used in mathematics. In this concrete example, the mathematics
induction is used to verify the recurring (recurrent) formulae for drawing (discovering)
the general term and the partial amount in arithmetic and geometric lines.
HOMEWORK
By using the mathematic induction, students will verify that
bn=b1qn-1 and Sn= a1* (1-qn)/ (1-q)
and they will also write a five-liner with the topic “geometric line”. A possible five-liner
could be as follows:
Geometric line
Increasing Decreasing
Is described Is built Is analyzed
Some life phenomena are explained through the geometric line
Geometric progression
It is important that students prepare a five-liner for the mathematics concepts because in
this way they are going to summarize the information learned and they will express that
in an artistic way. This will increase the interest of students to learn mathematics.
Expert sheet No.1
What do we mean by geometric line?
Complete the table
Mathematics induction
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q x1 x2 x3 x4
2 1
1/2 6
1/2 4
Specify the geometric line, whose limits meet the conditions below
a1+ a3= -20
a2+ a4= -40
Expert sheet No.2
What do we mean by geometric line hertz? [Frequency (of a periodic
phenomenon)] Complete the table
q x1 x2 x3 x4
1/3 1/9
9 36
4 2
Specify the geometric line, whose limits meet the conditions below
a1+ a4= 144
a2+ a3= 96
Expert sheet No. 3
What do we mean by Interpolling of the terms in the geometric line?
Complete the table
q x1 x2 x3 x4
4 32
2/3 6
1/2 2
Between number 5 and 160, inter-pool 4 limits of geometric line.
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COURSE: Mathematics
GRADE: VI
LESSON: The sum and differences of angles
OB JECTIVES:
I. Skills
a) To be able to classify the types of angles in a visual way.
b) To work together and exchange ideas freely.
c) Evaluation skills.
II. Knowledge:
a) Knowledge about angles construction.
b) Working with models, with colour paper.
III. Approach:
a) Students will be active during the class.
b) Explain the actions with models and with the mathematic method
c) Understand the importance and the relation between the actions with the
modelling and mathematics method.
Time: 40 minutes
NECESSARY RESOURCES: textbook, coloured paper, flipchart, scissors, angle
measurer, Solo tape, triangle, rope.
Introductory activity:
In the beginning of the class students will be motivated with a creative activity "The
spider web ". Students are placed on a circle, it is preferred girl – boy order. A roll of
string is needed for this activity.
The teacher will explain the activity beforehand: Each student will throw the string roll to
another student and will say a word that relates to the angle, e.g. The peak of the angle,
the sides of the angle, the lying angle, alpha angle, beta angle. etc. Then, the roll is
thrown to the other student by holding the string. Each student is obliged to remember the
word, phrase or sentence of the person that threw the ball to him/her. At the end, the roll
has to go back from the last person back through the way it came and they need to say the
respective words, phrases or sentences. The roll will go back to the person that started it.
An applaud is preferred at the end of the activity.
Teacher writes down the lesson on the table and asks the question: Why do we do this
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activity? What did we learn from this activity? Does this relate to the new lesson?
All the ideas are written on the table.
DEVELOPMENT STRATEGIES: (Jigsaw – expert sheets)
Students will be divided into four groups depending on the number of students. There can
be more groups if needed. Teacher distributes the materials and the models in cards that
he had prepared beforehand and gives the instructions about how to use the text. Teacher
monitors and helps all the groups. Groups will complete the poster (flipchart) as a result
of the group work and appoint representatives.
The posters are put on the wall, and the teacher can invite a debate depending on the time
available.
FINAL ACTIVITY:
Teacher assigns individual tasks to students. e.g. tell the sum of the two angles? The
angle, A = student number on the records; combine the figures so that the angle will be
wide; e.g. if a student has the number 7 (seven) then number 7 can be combined with
number 2 and 0 (zero) A= 270 and angle B = 90.
Calculate with the mathematics method.
a). A + B = C , solution; C = 270 + 90 = 360 – The angle is full.
b). A - B = K , solution; K = 270 – 90 = 18o – This is a lying (down) angle.
Teacher collects student results, evaluates them and keeps in student portfolios.
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COURSE: Mathematics
LESSON: The circle game
OBJECTIVES:
1. Students to actively take part in the formulation of the concept
2. To apply the concept in any circle
3. To relate the new information with the previous information
The first need – the need of students’ knowledge
In order to complete the experiment, students need to have their previous knowledge on
the circle and its elements.
The teacher prepares the necessary material for the experiment; a circle with a larger
diameter if possible (it can be worked with a solo tape, rope etc.). In the circle line, we
write put a point. The teacher starts the experiment demonstration by drawing students’
attention to what he is doing.
The first step: In the middle of the class, the teacher specifies (marks) a point from
which she/he then draws a straight line. On that point, the teacher draws the circle so that
the point of the circle aligns with the point of the line and makes a circle around the line
and marks the other point. A segment is formed here. This can be done once again if
needed.
The second step: Then, the circle diameter is placed above the segment by starting from
the starting point and measures the segment with a diameter as a measuring unit.
This step as well will be done once again so that students will see that the segment is
equal to more then three diameters.
Scheme of the experiment:
a)
b)
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Now, students will have to write their observations individually. (They are asked to write
an observation on a piece of paper).
When the teacher notices that students have stopped writing she/he starts gathering the
observations. Teacher asks a student to read his/her observation and then the teacher
reads it himself and puts it on the board. Teacher asks if there are more observations
which are similar.
A student will be asked to collect all the observations and puts them on the table. This
same procedure will be followed for the last observation as well.
Students’ expected observations:
• I noticed a circle was rolled along a straight line
• The teacher made the comparison of the perimeter and diameter
• We noted that a full movement of a circle was equal to more than three diameters
• The straight line was divided into three unequal parts
• The circle was divided into two equal parts
• The circle has a specific length
• The circle perimeter was smaller than three diameters and larger than three
diameters.
(All these observations were put on the table).
In order to verify the correct and incorrect observations, the teacher asks two students to
verify the observations through the experiment, where one student reads the observation
and the other one conducts the experiment.
Observation selections:
The teacher selects the observations. Those observations that are closer to the concept
will be selected. I.e.,
• We noticed that a full movement of the circle was equal with more than three
diameters
• The circle perimeter was smaller than four diameters and larger than three
diameters.
Now, the teacher asks the question (questions), and based on the questions students
should make the judgments (hypotheses).
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Question: Does the same thing happen with the circles with different diameters?
Now, students will write their opinions about the questions, on individual bases.
Again, a student will be asked to collect these judgments (opinions).
All student judgments will be put on the table:
• It does not work for all the circles
• It works only for this circle
• It works in a smaller circle
• It works for all the circles
Now, students are divided into groups; the number of members in the group will depend
on the number of the students sin class.
Suggestions and warnings: Students should be careful in measuring because by not being
careful might yield negative results. After forming the groups, each group is given an
observation and a judgment (hypothesis); in case we do not have enough observations
and judgements for each group we can give one observation and judgment to two groups.
Then, groups are told what they need to do. After reading their observations and
judgments, students think about the necessary materials and how they are going to
conduct the experiment and then they ask/seek the materials that they need to conduct the
experiment. The groups should appoint their representatives, recorders etc. The teacher
should have additional materials to provide to students for the experiment.
Teacher should observe the groups during this time and should help as needed, should
observe how interested and involved individual students are. After noticing that students
have completed the experiments, teacher provides chart paper so that students can put
down the process they have gone through. After all the groups finish their work, the
teacher invites all students to group around one group (poster) to see and listen what that
specific group has done – in this case a group representative will present the work of the
group. Students can ask questions for the group, but not any provocative question.
After all this is done, posters are put on the wall. Then, students will give some key
words in order to formulate the concept and in this case the teacher together with students
will do a proper formulation of the concept.
The final concept will be written on the table and students should be given time to write
this down on their notebooks.
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The perimeter and diameter hertz gives us a number 3.14 which is written as π
Proposals for evaluation tasks:
The hertz [Frequency (of a periodic phenomenon)] of which measures of the
circle will give us number π?
How long will the route which the clock indicator takes over 24 hours if we
know that the length of the clock indicator is 8 cm?
Are to number after the comma (,) enough to calculate the length of the earth
equator?
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COURSE: Mathematics
GRADE: I
LESSON: Number 7 (seven)
OBJECTIVES
1. To order numbers according to the order in the activity
2. To fill in the empty boxes according to the requirements in the text
3. To create groups of seven elements
RESOURCES: stickers, paper basket, color paper, scissor
ACTIVITY: 5 MIN.
The teacher will guide an activity where students create a circle and number from
one to seven and when number seven is pronounced students slap (applaud). Then, they
number backwards, from seven to one.
After students sit, they put on the wall the part of the story: “Snow-white and
seven dwarfs”. When the Snow-white entered the house, she saw that everything was
seven in number: seven spoons, seven plates, seven chairs, seven glasses, seven beds. She
did not know that this hose belonged to the seven dwarfs.
The techers will ask students: “Which was the word that was repeated several
times? Can we replace this word with a number?”
The teachers will present the number and put a sticker with number seven (7) above the
word seven.
Open the books on page 25.
Students describe the Exhibit 1 where they find elements with number seven (7). Then, as
required in the text they complete things, and we stop for a minute after each of the tasks
(exercise) to discuss the procedure. Then, two students come in front of the class and they
put the stickers that were prepared by the teachers into the baskets, one will put from 1 to
7 and the other one will put from 7 to 1. The baskets will be placed on a wall.
1234567
1234567
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REFLECTION
In this part, each group is asked to find everything that is related to number seven,
e.g. 7 days of the week, 7 members of the family, the story “The wolf and seven goats”,
March the 7 etc. Then, students will have a task to create different groups that create the
number 7 (seven). They can use the color paper.
HOMEWORK: Modeling number 7 (seven).
CORRELATION
1. language
2. physical education – activity
3. arts – drawing
4. musical education – when saying number 7.
ADVANTAGES OF THE ACTIVITY
Concentration
Active participation
Ordering numbers from different angles
Relaxation
Acceptable for al subjects (courses)
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SUBJECT: Mathematic
GRADE: III
LESSON: Adding and subtracting three digit numbers
LESSON TYPE: Enhancement
OBJECTIVES: At the end of the class student should be able (learn) to:
1. Prove and improve algorithms of adding and subtracting through resolving
assignments
2. Develop independence and consistency in work
3. Prove with his maximal engagement in understanding operations and developing
motivation. CLASS STRUCTURE
E Brainstorming 5 minutes
R Clip 25 minutes
R Cluster 10 minutes
EVOCATION (Brainstorming)
Students are divided in groups. After they are divided they will take assignments that
have to be worked on to find out which mathematical operation are we dealing with, then
how do we name the first number, second and which is the result of that mathematical
operation, as well as its values. All of this is done in groups, and final solutions are to be
presented to the big group with this we reach to give a title to the lesson.
REACHING UNDERSTANDING (clip)
After the students are divided I new groups, they are iven materials that has previously
been prepared by teacher, then first individually and afterwards in groups, solved
assignments are classified in the board with signs: know; learned (new knowledge);
additional information
All their solutions are written on the board and presented to the big group.
REFLECTION (Cluster)
Students draw right triangle where they write the expression: “adding and subtracting of
three digit and one digit number”. Around this triangle they describe assignments and
other values related to these numbers, then, how many digits does that number have.
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COURSE: Geography
GRADE: V
LESSON: Volcanoes and Earthquakes
OBJECTIVES: At the end of the class students will be able:
1. To, in their words, tell three main characteristics of volcanoes and earthquakes.
2. To tell and locate in the map two main zones of the volcanoes and earthquakes.
3. To identify the main causes of earthquakes appearance and to argument, in their
words, the importance of volcanoes.
4. To present the main consequences of volcanoes and earthquakes.
KEY WORDS: Volcano, magma, eruption, earthquake, epicentre, hypocenter
TYPE OF THE CLASS: Development
FORMS OF WORK: Individual, pair and group work
TEACHING RESOURCES: The world’ physical map, Geography 5, models of
volcanoes, photos, drawings, blank paper, markers, etc.
STRUCTURE OF THE LESSON
E BRAINSTORMING 10’
R KNOW – WANT TO KNOW –
LEARN
25’
R FIVE-LINER 10’
CLASS PROCEDURE
EVOCATION
At this stage of the class, the teacher will ask the following question: What do you
think or know about the volcanoes and earthquakes? Students will be guided to initially
think individually about what they know or they think they know about this question and
they will write down their opinions on notebook; then they will discuss in pairs and at the
end they will conduct a group discussion. The opinions of the groups will be presented by
representatives of the groups and the teacher will write them down on the KNOW
column, which the teacher would have already prepared on the blackboard. After
completing the first column, the teacher encourages students to ask questions in relation
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to what they want to know more about the volcanoes and earthquakes. The questions
asked by students will be written in the WANT TO KNOW column by the teacher.
REALIZATION OF MEANING
After the second column is completed, teacher presents to students the new topic
and asks them to open their Geography book on page 60 and to read the text individually,
which can be done by using the INSERTS symbols. While reading, students will
carefully ask for answers for the questions made by them on the second column. Students
keep notes on the answers to the questions and other information learned during text
reading. This information and answers will be written on the third column – LEARN.
KNOW WANT TO KNOW LEARN
Smoke and fire comes
out the volcano;
Volcanoes cause a lot
of damage;
Earthquakes cause fear
among people;
Earthquakes destroy
houses, schools, split
the ground etc.
What is the name of the hot
material that comes out of the
volcano?
Where do we find volcanoes and
earthquakes most?
How do earthquakes happen?
What changes do volcanoes and
earthquakes bring to the earth
surface? etc.
Magma
Around the pacific ocean
(The hot pacific strip)
and Mediterranean zones.
Most of the earthquakes
happen because of the
rifts and movements that
happen in the depth of
earth, etc.
REFLECTION
Groups of students will be asked to compile a five-liner, while the leaders of the
groups will read that to the students.
VOLCANOES
active extinguished
erupt createtake out
comprises of crest, crater and channel
fire
EARTHQUAK
unexpected strong
quiver destroy shake
are created deep in the earth
wave
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COURSE: Geography
GRADE: V
LESSON: Physical features of atmosphere
OBJECTIVES: At the end of the class students should be able:
1. To tell five main characteristics of air and mention the instruments that will be
used for their measurement.
2. To tell, in their words, how does it come to the warming of the air and how does
the temperature of the air increases with the increase of the sea level.
3. To identify the main causes of air pressure changes and causes of rain and snow.
4. To argument why it is important to measure the air characteristics three times in a
day.
KEY WORDS: Air temperature, air pressure, winds, humidity,
TYPE OF THE CLASS: Development
FORMS OF WORK: Whole class, individual, pair and group work
TEACHING RESOURCES: Instruments for measuring the characteristics of the air,
physical map of the world, Geography 5, blank sheet, markers, expert questions, etc.
STRUCTURE OF THE LESSON
E BRAINSTROMING AND
QUESTIONING TECHNIQUE
10’
R JIGSAW II 25’
R CLUSTER 10’
EVOCATION:
At this stage of the class, the teacher develops a brainstorming questioning technique
with the entire class. For example:
• What is atmosphere?
• Why is atmosphere important for the life on Earth?
• What layers is the atmosphere made of?
• Why is troposphere the most important layer of atmosphere?
• Where does the heat of Earth come from?
• Why is the sun source of life on Earth?
66
On the basis of these questions, to which students give responses, ideas and thoughts, the
new lesson topic gets organized.
REALIZATION OF MEANING
At this stage of the class, students are divided up in groups, by forming home
groups. Students count from 1 to 4. The teacher divides up the class, by having the
students with no. 1 sitting together (in one group), likewise those with no. 2, 3 and 4. In
this way, the teacher forms expert groups. Following the formation of expert groups, the
teacher asks the students to open up the geography books on page 72, by presenting the
new topic and the objectives which need to be achieved by the end of the class. Expert
sheets get distributed too, which contain questions. The student gets the sheet with the
paper with the number that he/she has himself/herself. Therefore students with no.1 are
given the sheets with no. 1, and so on.
The task of all groups is to read individually the entire text. The text should be
read so that each student finds the answers to the questions in the expert sheet, which
have been given by the teacher. The answers found are discussed within the expert group.
Each expert is responsible for the questions from the expert sheet.
When the time is up, “experts rejoin home groups and each of them reports about
his/her part, by welcoming the questions of the others and by giving his/her thoughts too.
Questions for expert groups
Expert sheet no. 1
1. What are the main features of the air and how is their daily, weekly and yearly
average found?
2. Why does the temperature of the air on the surface of the air change on every
place, day, week, month and year?
3. How are the winds divided by the manner of blowing?
Expert sheet no.2
1. Which instruments measure: air temperature, air pressure, air speed and direction,
air humidity?
2. What are the main causes of rain and snow?
3. How does the air warm?
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Expert sheet no.3
1. What are the main causes of the air pressure changes?
2. In what areas we have local, seasonal and planetary winds?
3. How are clouds created and what form can they have according to their
appearance?
Expert sheet no.4
1. What causes winds?
2. How are atmospheric processes divided by the way they are formed?
3. Why does the temperature of the air drop with the sea level increasing?
REFLECTION
Groups of students are asked to create a cluster, while leaders of the groups are asked to read the out to the students.
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COURSE: Science
GRADE: IV
LESSON: Water
OBJECTIVES: At the end of the class students will be able:
1. To categorize their ideas regarding water based on the common characteristics
2. To comment the questions asked (formulating their own answers)
3. To envisage the aggregate condition of the water in different temperatures without
ever applying that in practice.
STRUCTURE OF THE CLASS
E Categorizing review
R Jigsaw II
R Venn’s diagram
EVOCATION
Students compile a list of things they know about water. The ideas that the groups
generate are written on the board in a joint list.
Students will try to individually specify the categories from the ideas that were given
earlier.
If they have difficulties with that, teacher can help them with the first category, e.g.
Features of water (or aggregate condition, its spreading in the nature, its usage etc..)
REALIZATION OF THE MEANING
After getting to know what the topic is every member of the group will be assigned a
number from 1 to 4. Each of students will have a special expert sheet. They are
responsible to read the entire text but the emphasis is on the questions that need to be
answers.
Students, from home groups, will move to expert groups. So, all the 1s get together, all
the 2s get together etc.
They will take notes on the answers of the expert groups. Now that they are experts, they
go back to their home groups and each of them in turn talks about what they have learned
in the expert group.
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REFLECTION
Since students have learned about the air in the third grade, then in pairs they will
identify, through Venn diagrams, the commonalities and differences between water and
air.
And at the end, all the pairs will create a single common diagram.
Air Water
Expert Sheet 1
1. In what parts of the earth we find water in a liquid condition?
2. Students boil a dish filled in with water and covered at the top. Do you think that
the amount of water will reduce?
Expert Sheet 2
1. Divide the surface of the earth and human body composed of/covered with water.
2. If the temperature is of the water is 3oC, what will be the condition of the water on
the dish?
Expert Sheet 3
1. In what temperatures does the water change its aggregate condition?
2. Students freeze a bottle filled in with water. If students leave it outside at a 0oC
temperature, what do you think will happen?
Expert Sheet 4
1. List the aggregate conditions of the water?
2. If human bodies would remain without water, what do you think will happen?
As homework students will need to apply in practice questions 2 from the first three
sheets and compare them with the answers that were given during class.
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COURSE: Biology
GRADE: IV
LESSON: Role of the plant parts
OBJECTIVES: At the end of the class students should be able:
1. List the main parts of the plants
2. To explain the role of at least four of them
3. To analyze their inter-relation and inter-dependance
TYPE OF THE CLASS: Development
TYPES OF WORK: Individual, pair and group work.
RESOURCES: Book, A4 sheets, pen, color, solo tape.
KEY WORDS: Root, stalk, leaves, flower, fruit, seed.
THE STRUCTURE OF THE CLASS
E Brainstorming 5’
R Jigsaw I 25’
R Graphic organizer 10’
CLASS PROCEDURE
EVOCATION
At the beginning of the class the teacher will organize a warm up activity with the
purpose to motivate and relax students. Working individually, students will create a shape
out of some lines given below, and relate the activity with the topic of the class. At the
beginning, the teacher write down (on the board) the lines that will be used by students.
The teacher will explain them that they can use the lines only once and they can change
the place of the lines and not their shape. The lines can create a shape/figure if they are
put together. In case difficulties are noticed, the teacher will advise students to help them
achieve the desired outcome. E.g., The shape/figure resembles to something that we may
have at our homes. We may have something like that in the halls of the schools. It is
grown, watered etc. (Not all these instructions may be used). It does not necessarily mean
that the figure should be exactly the one that we desire because students may create a
different shape/figure that would be acceptable.
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After students finish their work, they discuss several of the work they have done.
The teacher and students can draw the shape/figure if they do not get the one that they
have aimed for.
The shape/figure for warm up activity (The parts drawn and the desired shape/figure)
After the shape/figure has been finalized the teacher asks students: What do you
know about the plants?
They will discuss in pairs and then the teacher will write down their information on the
board.
REALIZATION OF THE MEANING
After students have given their answers, they will number them from one to six –
so each student will be assigned a number and they will be grouped by number.
According to the numbers assigned, the teacher divides the text into six parts. Each
number will be assigned a part, as follows:
1. Root
2. Stalk
3. Leaves
4. Flower
5. Seed
6. Fruit
Students are instructed to go to the part of the text that they (by number) were
assigned.. The teacher tells students that they are going to read and study their assigned
text with their group members and after they become experts for that group they will
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teach/explain their part to the rest of the class. Students should be aware that the other
members of the class rely on their teaching because nobody studied more than the part
they were assigned – so everybody is waiting for their group members to teach them the
other parts. Group one will explain/teach their part, group two will teach/explain their
part and all the others until everybody is finished. At the end, all the students should be
familiar with all the parts of the text and not only for their own part.
Then, will read their respective parts of the text and they discuss the content of their
part with each other. Then, starting from group one (1) each groups in turn teaches its
own part to the class. Everybody gets the chance to talk about its own part in the same
way. (The teacher observes how the information is conveyed from one student to the
others).
REFLECTION
After everybody gets the chance to teach/explain, students are told to present their
part in drawing and put their drawings on the wall according to the structure of the plant.
Then, the representatives of groups will present their drawing and will explain the
relation of the of plants with each other and will talk about their importance.
HOMEWORK
To bring to class any plant that may contain all the parts or bring parts separately.
FROM THE EXPERIENCE: During this class/lesson, it was a pleasure to see students
getting involved in drawing the shape/figure right in the beginning of the class. This
activity created a kind atmosphere in the class and as a result there was a working
atmosphere during the rest of the class. It was evident that all the students were
committed to completing the assigned tasks with high responsibility.
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COURSE: Biology
GRADE: VIII
UNIT: Organ Systems
LESSON PLAN: Digestive system
OBJECTIVES: At the end of the lesson students will be able to:
1. Name digestive system organs
2. Identify those practically on the model
3. Know what are the functions of particular organs
4. Differentiate tooth with their build and their function
KEY WORDS: Mouth, teeth, tongue, salivary glands, esophagus, trachea, stomach,
small intestine, large intestine, anus, liver, spleen, blood system.
TEACHING TOOLS: Human body dummy, tooth model, Stomach model, Liver model,
overhead projector and overheads, Scheme model of the digestive system
LITERATURE: “Biology” for grade VIII of elementary school
“Human anatomy”- text for upper secondary schools
Other literature: magazines, internet...
CLASS LESSON STRUCTURE
E Brainstorming 10 minutes R Know, want to know, learned 20 minutes R Cluster 15 minutes
EVOCATION (brainstorming)
Teacher forms groups of five students
Teacher gives questions to the students:
1. What do you know about digestive system?
2. What do you know about teeth?
3. What is the role of stomach?
REACHING UNDERSTANDING (know, want to know, learn)
In this phase, that takes about 20-25 minutes, a teacher asks these questions: “What do they
know or will like to know about digestive system organs?”
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Students use their notes from their first class (evocation). During this time teacher draws on the
board a table with three columns. In the first column “know” he will note what students know or
think they know. (At the same time this table is made by students also in their notebooks.)
KNOW WANT TO KNOW LEARNED
After this, teacher asks students: what would they like to know about this system?
Students ask different questions, and teacher helps by reformulating and then writing them
down in the column “WANT TO KNOW”. It is desirable that students ask variety of questions,
which will be written on the table. On the other part of this phase, the text will be read by
students.
Before reading the text, teacher asks them to search for the answers to their previously
asked questions in the text, that will make the reading more comprehensive, and with this they
will improve the understanding of the lesson.
After they have read the text, students give answers on some of the previously asked
questions. The answers are written on the table by teacher, in the column “LEARNED”.
The same thing is done by students in their notebooks.
Some of the questions that are made will be unanswered; something that teacher will give
the students to find answers in specific places (specific literature, magazines, internet, etc.)
In the same column “LEARNED”, in addition to the answers, it will be noted all new
things that have been learned during the reading of the text.
REFLECTION (Cluster) During this phase of the class, students, first individually and then in the group will be working
with “cluster” method, on piece of paper, which will then be presented from the group leader in
front of the other students.
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Cluster example:
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COURSE: Chemistry
GRADE: 12
LESSON: Alkanes
OBJECTIVES: By the end of the class, the students should be able:
1. To describe the general formula for the alkanes
2. To draw geometric form of the alkanes
3. To analyse the structure of the alkanes
4. To determine the type of hybridisation in the alkanes
RESOURCES: Book, pencil, sheets A4 format, blackboard and chalk.
STRUCTURE OF THE CLASS:
E Brainstorming 10 min.
R Cubism 20 min.
R Five-liner 10 min.
DEVELOPMENT OF THE CLASS
WARMER
The students are instructed to think individually about the questions posed.
After having learned the chemical structure and classification of the hydrocarbons, the
following questions arise:
What are ‘Alkanes’? (saturated or unsaturated hydrocarbons)? Why?
How many atomic orbitals are used in its hydrolysis?
What type of hybridization is present?
Then the teacher will summarize the characteristic data of each group separately in a
paper A4
EXPANDING UNDERSTANDING
The students are divided into groups of 5 – 6 persons and are instructed to read the
lesson ‘Alkanes’. Each group is distributed given a sheet with prepared questions from
the teacher, written on three sides of the cube.
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DESCRIPTION:
Draw the general formula for the alkanes?
Give the geometric form of the alkanes’ representatives, be it methane (CH4) or ethane
(C2H6)?
ANALYSIS:
Analyze single-bonded connections between carbon – carbon and carbon – hydrogen.
Analyze carefully the structure of the alkanes, reactions involving them, reactivity, etc.
ARGUMENTATION:
Importance of the alkanes, preparation or obtaining CH4, their wide usage and
application.
REFLECTION can also be done with a five-liner.
ALKANES
saturated non- reactive
obtained halogenated substituted
Alkanes are resistant to acids and bases
Saturated hydrocarbons (paraffin)
Connections and geometry in ethane (C2H6).
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COURSE: Physics
GRADE: VII
LESSON: Thermo-capacity
OBJECTIVES:
1. To tell how does the inner energy of bodies change
2. To compare the thermo-capacity of different bodies
3. To define the thermo-capacity of bodies
STRUCTURE OF THE CLASS
E Brainstorming 5’
R Insert 20’
R The categorizing review 15’
CLASS PROCEDURE
EVOCATION (Brainstorming)
The teacher asks a number of questions and waits for students to answer those questions,
in pairs and in groups.
e.g.
1.What do you understand by thermo-capacity of the bodies?
• Retains the temperature • Huge inner energy
• High temperature • Transmits energy etc.
• Releases temperature
2. Which of the substances has bigger thermo-capacity (e.g. oil, ice, iron, aluminium,
water etc.)
• Iron • Oil
• Copper • Water
• Aluminium • Ice
• Ether • Glass
3. Do all the liquids have the same density?
4. If not, does the density impacts in the energy transmission?
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5. Where is the biggest movement (frequency) of the molecules?
6. How much does this movement impacts in the energy transmission? etc..
REALIZATION OF THE MEANING (Insert)
The teacher completes this phase by giving students the material. Students will read the
material and while reading will put the appropriate signs as bellow:
If the information is known already
+ If the information in new
- If thoughts do not match
? I need new information
Known
+
New information
-
Thoughts do
not match
?
Need more new
information
• Each body has a
specific inner body
temperature
• When the liquids
are different with a
same mass, for the
same amount of
energy their
temperatures change.
What is the reason of
the change of the
temperatures of
different bodies with
same mass?
• The temperature
changes with the
change of the inner
energy.
• The amount of
energy which raises
the body temperature
for 1K or 10C is
called body thermo-
capacity.
What is the reason that
each body has its
specific thermo-
capacity?
• The temperature
increases when we
have the same liquid
with different mass
• Each body has a
specific thermo-
capacity.
What is the advantage
of those bodies that
have huge thermo-
capacity in
practice/life.
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• When we have
the same liquid with
different mass, the
temperature of the
liquid with smaller
mass gets higher.
• If the
temperatures
increases from t1 to t2,
where t2> t1, Q – the
amount of energy,
then
12 ttQC−
=
What do vehicles use
antifreeze and what is
its function.
• Unit
[ ] [ ][ ] K
JtQC ==
Why does the oil need
to be thicker in the
summer and thinner in
the winter.
REFLECTION (The categorizing review)
During all the time, I guide students by asking questions:
• Categorize the thermo-capacity of different bodies
• Categorize based on the amount of energy/temperature
• Categorize based on the mass of the body
• Categorize based on the usefulness in the everyday life
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COURSE: Physics
GRADE: VI
LESSON: Sources of electric power.: Galvanic elements (battery)
OBJECTIVES: Abilities:
a. To be able to use the material
b. To break up symbols from the scheme
c. To make a device
Knowledge:
a. Become acquainted with sources of energy
b. Learn new words
c. Learn about the capacity of an element
d. How does a system function
Approach:
a. To be convinced about the work done
b. Enjoy the obtained result
c. Entertain during the endeavour
Time: 40 min.
Key concepts:
a. Brainstorming
a. Preparation of the material
b. Drafting a preliminary plan
c. Make a device
d. Relation theory-practice
Necessary resources:
a. fruits (lemon)
b. metal sticks (copper, iron – steel)
c. transmitters
d. lamps (for consumption)
Prior preparations: During the pre-hour, teacher prepares students about the lesson
which will be developed.
1. Re-groups the students
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2. According to the groups, students are told what material to bring to the school for the
next class.
3. Each student of the group should bring an element (one student brings lemons (2
pieces), another one brings the transmitters (2), one brings metal sticks (4), two copper,
two iron, one student brings the lamp).
For this material, the teacher gives instructions on the length of the metal sticks (they
should be 5 – 10 cm. long), lamps should be of three Amperes, while the length of
transmitter 10-20 cm.) The teacher should possibly not disclose the aim of these gathered
materials. It should remain a challenge for the students till the end of the next class.
WARM-UP ACTIVITY
The teacher gets the focus for this unit by posing strategic questions:
What can be a source of energy?
Give names of means that release energy?
What king of energy do they reflect?
Are all sources of energy the same?
How is energy released? How is energy caused? What causes it?
From these questions, students will list some sources of energy amongst them, including
THE BATTERY. These questions help in answering the other question of how does the
battery produce energy (chemical energy turns into electric energy). At this stage, another
knowledge objective is accomplished (becoming acquainted with a source of energy).
During the brainstorming phase, the teacher supplements these thoughts with additional
knowledge.
Through this strategy, the teacher realises the key concept too (brainstorming).
DEVELOPMENT STRATEGY
During warm-up activities, students understand what a battery (galvanic element) is.
At this stage, the teacher explains the term Galvanic.
Students express themselves very clearly that there is something within the battery which
produces energy, but at this level, they are not studying chemistry to be able to give
chemical structure. The teacher explains that there is a solution within the battery, which
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can be broken up, that helps a process develop, and that later chemical energy released
turns into electric energy.
This substance is called ELECTROLYTE – a new term for the students. The teacher
again offers explanations about this word (this is where the objective of learning new
words is accomplished).
At this stage, the teacher supplements the approach by posing the question:
Would you like to make a battery?
We can be convinced that lemon does not serve for refreshment drinks only, but
also…?
Students prepare the material while the teacher gives every group a prepared sketch. This
sketch contains the materials that students have brought, as asked in the last class. The
students should follow the sketch and use the materials accordingly.
At this stage, the objective of ability is achieved (they use the materials according to the
scheme). The students will not find it difficult to make the battery with fruits, if they
follow the sketch prepared by the teacher. During this stage, the teacher observes the
groups and helps them. The students are advised not to install the lamp only. It should
remain for the end of the class (the scheme is presented .attached at the end of the class
model)
WRAP –UP ACTIVITIES
When the teacher makes sure that all the groups have ended the work, the lamp gets
installed in every group separately, while the students of other groups will be commission
members.
The result of the work will be finalised when the lamps are installed in the end, and if
there is light, then the group is applauded by friends.
All groups, one by one, install the lamp as a final step (at this stage of the class, the
objective of ability is reached – they make a device – and also the objective of approach –
they are happy and enjoy the results of the work done). This way the whole class gets a
sense of conviction too.
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During this activity, it is likely that the lamp does not work, as the fruit (lemon) does not
have enough power to enlighten the lamp as the battery, but it is worth trying and it helps
understand how the things work (at this stage of the class, the students achieve the
objective of getting acquainted or the knowledge of how a system works).
ADDITIONAL ACTIVITIES
What are students going to discover:
Fruits: example - Lemon does not serve for refreshment drinks only, but also to make
things, as it is the case with the battery.
From the lemon, battery turns chemical energy into electric energy.
Battery is also made up of two metal sticks (one iron and one copper), which are called
electrodes and transmit power. One of them is positive, the other is negative.
The solution in fruits (lemon) is similar to the solution found on some saline or acids.
NEW WORDS
Battery: a device made up of some parts or elements which are joined together to
perform an action (to produce electric power).
Galvanic Element: battery is also called galvanic element to honour the scientist Luigi
Galvani.
Electrolyte – a substance which when liquid, is subject to separation into integral parts.
85
COURSE: Biology
GRADE: VII
LESSON: Invertebrates
UNIT: (ring-like worms - animal organisms with body segmentation, homonymous)
TYPE OF CLASS: Development
Resources: Model of annular worms (drawing, poster), book, sheets, marker, laboratory
needle scalpel, hand-lamp and a living organism of an earth-worm, sheet glass,
magnifying glass.
OBJECTIVES: By the end of the class, students should be able :
1. To become familiar with types of annular worms
2. To describe the outer and inner structure of these animals
3. To analyze the life, reactions and sensitivity of these animals towards dangerous
factors
4. To know about the ecological and biological role of these orgamisms .
STRUCTURE OF THE CLASS
WARM UP
ACTIVITY:
At the beginning of the class, students put the earth-worm,
which has been taken from a humid environment, onto a
glass sheet, and the teacher asks students to observe it.
Then the teacher displays the poster (model) of the earth-
worm, with the inner and outer structure, on the board.
Students make a description of what they see in their
notebooks. Then students take the laboratory needle and
poke a pre-determined part of the body and they wait to
see the reflexive reactions. The students describe what they
see and continue to poke it with the flashlight to see its
reaction to light and whether it moves backwards.
10min
DEVELOPMENT
STRATEGIES:
In this part students start to read and describe the features
of body structure and expand their knowledge regarding
these animal organisms with homonymous segmentation.
If the groups are divided, then one group makes the
86
description of the outer body of the earth-worm and writes
down the data on the poster while also having the teacher
give additional suggestions. At the same time the notes are
written down in their notebooks while the other groups
read the lesson and describe the inner structure with the
help of the poster displayed earlier. Data is put on paper.
- One group of students become observers of data from
other groups and by following notes in the text draw
conclusions on the work of the groups or get key concepts
used by the student. They analyze essential data about
these organisms: sensitivity, provocation and other factors
(skin moisture, jelly secretion, etc).
20min
WRAP UP
ACTIVITY:
Groups present their work and data presented on the paper
and reflect on all the data noticed from the very beginning:
the sensitivity of these worms towards provocation factors,
and their ecological and biological role. The observer
group will supplement the data and concepts used by the
groups and the ecological and biological indications, and
the importance of these animals in the nature.
10min
HOMEWORK To investigate the types of worms with homonymous
segmentation in their environments and present their data
on the kinds of soils these organisms live in and their
agricultural and economic role, if this information is
available. .
5
87
COURSE: Chemistry
GRADE: VII
LESSON: Methods for classifying compounds
TIME: 40 min
OBJECTIVES:
l. Skills: a) To create group working habits.
b) To understand the types of substance compounds
c) To create a culture of using the methods for classifying the compounds.
2. Knowledge: a) To gain knowledge on the methods of classifying the compounds.
b) To gain knowledge on the types of compounds based on the their
composition and aggregate (physical) condition.
c) To know how to make the distinction between the substance and its
constituents.
3. Attitudes: a) To form their personality with an autonomous attitude
b) To show love towards group work.
c) Distinction between the substance and its constituents is a necessity in the
everyday life.
RESOURCES: Book
Table
Chalk
White paper
INTRODUCTORY ACTIVITY: 10 Min
In order to attract students’ attention in the beginning of the class, teacher will ask
students several questions in relation to the previous lesson so that they can make a connection
of this lesson with the previous one.
For this, the teacher will use the two-part journal, which she/he will put on the board and then
complete it with answers that students present.
88
Compounds
Homogeneous Heterogeneous
Sugar + Water
Salt + Water
Vinegar + Water etc.
Oil + Water
Sand + Iron pieces
Sulphuric powder + Iron pieces etc.
Then, the teacher will introduce the new lesson by asking students what is required to divide
these compounds.
DEVELOPMENT STRATEGY: 20 Min
Group work
Expert group technique
Teacher divides students into groups by creating home groups. Since students will learn about
the five ways of dividing compounds, and the total number of students in class is 20, then there
will be about four groups of five students each.
HOME GROUPS
After the teacher forms the groups, she/he ask students to sit on groups according to the
numbers they were assigned. All those who are number one will sit on one group and so on and
the teacher will make sure that there are five groups of four students each.
EXPERT GROUPS
1 2 3
4 5
1 2 3
4 5
1 2 3
4 5
1 2 3
4 5
1 1
1 1
2 2
2 2
3 3
3 3
4 4
4 4
5 5
5 5
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After the teacher forms the expert groups, she/he asks each group to study one method of the
compounds -: 1. Decanting 2. Filtrating 3. Distillation 4. Crystallizing 5. Division through
magnet. And, then after 10 minutes of group work the teacher asks students to go back to home
groups and report on what they have learned in the expert groups.
FINAL ACTIVITY: 10 min.
Individual Work
In order to see if students have learned the content or not, to the teacher will prepare a
short test with a couple of questions on the lesson and give it each student.
METHODS FOR THE DIVISION OF COMPOUNDS
1. Which are the methods for the division of compounds?
2. Through which method we can do the division of a alcohol-water compound?
3. Through which method we can divide the solid and liquid substances?
ADDITIONAL ACTIVITY:
In our next class, the teacher will facilitate the experiment if a lab is available.
90
91
OTHER LESSON PLANS
92
COURSE: Civic education
GRADE: III
LESSON: Friendship and Sympathy
OBJECTIVES: By the end of the class, students should be able to:
1. Understand the terms friendship and sympathy
2. Give different examples that are related to these two topics,
3. Tell characteristics of a good man towards the one who does evil
4. Use multiple intelligences.
RESOURCES: Book , markers , small and big sheets
TIME: 40 min.
WARM-UP ACTIVITY (7)
At the beginning of the class, the teacher will ask some students a question who is their
best friend and what characterises that friend. By making this question, the teacher will
try to bring forth thoughts that are related to the lesson unit. After that the teacher will
write on board the terms friendship and sympathy, and the students will give ideas on
what they’re thinking. Certainly, the teacher will write down on the board all thoughts
coming from the students .
FRIENDSHIP SYMPATHY
Help Help
Love Help the poor
Respect Co-operation
Sincerity Lending money
Trust
DEVELOPMENT STRATEGY (25)
The teacher will tell the students about the unit, which will be developed. The first three
groups will read the part which is related to friendship, whereas the three other groups
will read the part which is related to sympathy.
After the reading ends, the teacher has prepared a question for each of the two groups.
The first question for the first three groups is: did the bird do well for remaining with the
93
eagle? All ideas given by the students will be written on the board, in order to develop a
debate with the other three groups that have not read the part on friendship. The teacher
will ask from the students to give the message of this story. At the end, the teacher will
display a big sheet, with which he will tell them what friendship is: Friendship is mutual
trust and respect. With friends we share our joy and sorrow. Without them, we will be
lonely, we’ll lack socializing, advise, help, etc.
The question for the three other groups, which have read about sympathy, is:
Did Vjoca do well?
These ideas will be also written on the board, so that the students understand easier
Vjosa’s action. Therefore to develop a debate with three other groups that have not read
this part. Certainly, if needed, the teacher will pose some other question, in order to make
sure the unit is well understood.
WRAP-UP ACTIVITY (6)
At this stage of the class, the teacher will ask the students to write an ESSAY on
something that happened to them, and which is connected to the unit developed today.
They will choose one essay from each group and have them read later.
HOMEWORK (2)
For their homework, students will do the exercises III and IV.
CORRELATION WITH OTHER SUBJECTS
Albanian Language and Literature
Natural sciences
Mathematics
Biology etc.
While the intelligences used are :
Logical intelligence
Linguistic
Natural
Interpersonal and
Intrapersonal
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COURSE: Information and Communication Technology
GRADE: XI
LESSON: Access; Basic information
OBJECTIVES: At the end of the class students should be able:
1. To define what is the database
2. To analyze the importance of tables in the databases
3. To distinguish the forms from the questionnaires and reports
4. To assess the importance and usage of Access in practice/work
KEY WORDS:
Databases, Recording, Tables, Forms, Query (Questionnaires), Macro.
Teaching resources: Notebooks, text, table.
Teaching methodology: Individual, pair, group work.
CLASS PROCEDURE
Warm up activity
The teacher starts the class with a warm up activity (Rebus). In the table, the teacher
draws the shapes below and asks students to guess the sentence which stands behind
these figures.
The sentence that is behind the figures is: Minimizing the main window2 (In original
Albanian: Mini-miz-imi i dritares kryesore).
2 In the original language (Albanian) by saying the names of the figure you create this sentence, but saying the names of the figures in English does not create the same sentence.
E Brainstorming 10’
R Two-part journal 20’
R Five liner 10’
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EVOCATION (Brainstorming)
The teacher asks students to list the applicative programs that they have learned in school
and in different courses until now. After mentioning the name of the program MS-
ACCESS, the teacher guides students to individually write what they know about Access.
Students are going to discuss their notes in pairs and then in groups. Their information
will be written on the table and will be discussed by the whole class.
REALIZATION OF THE MEANING (Two-part diary)
Students read the lesson: Access, basic information. the teacher asks students to divide
the notebook sheet into two parts with a vertical line in the middle.
On the left column, the teacher and students write the first quote that incites them even
more – while on the right side we write the comments on the quotes taking into account
the questions:
- What was the element of the quote that incited you even more?
- What did the quote made you think?
- What were the questions that came out that?
After they finish the first quote,the students move on with the second one.
From the reading, students take out the parts that have drawn their attention the most,
e.g.:
Databases
Rational Data Management
Sample (RDBMS)
Record
Pool of data with a organization structure which
makes it easier to save and use them represents a
database.
In the Access, data are saved on tables and used based
on the Rational Data Management Sample (RDBMS)
Data from the table are out on record, so that every
column of the table presents a record.
96
Table
Forms
Report
Macro
Creating database in Access starts with specifying the
tables within which data will be put.
Forms are used to fill in the tables with data and also
use them
Reports are designed to print the data from database.
Macro is used to automate different actions while
creating and using the database
Different comments for same quotes will be discussed particularly.
REFLECTION (five-liner)
The teacher asks students to write a five-liner individually. After writing the five lines
students are told to read them within the group and to choose a single one to present to
the whole group.
Access
Applicable Important
Gathers Organizes Manages
Access represents a system for administering the data.
Manager
After group presentations, if there is time available there will be a whole class discussion
on the question:
Do you think that access is one of the most important programs that you have
learned about so fat?
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COURSE: Technical education
GRADE: VIII
UNIT TOPIC: Electrical installations
LESSON: Electrical stabilizers on motor machinery
TYPE OF CLASS: Working on a new lesson
PURPOSES OF THE CLASS:
Educational:
• Improving knowledge on electrical stabilizers on motor machinery
Nurturing:
• Develops interests for technical equipment, memorizing and observing new
details
LESSON STRUCTURE
E Think and share opinions in pairs 10 min.
R Advance lecture 25 min.
R Wanes Diagram 10 min.
EVOCATION PHASE
Students are divided into pairs and in groups
They do a quick oral refreshment of the elements and materials from which the electrical
installation is made in a house.
After that students are asked: Are there similar electrical installations as the ones in the
house?
This is made with an aim to make them conclude that these installations are made in
motor machinery.
When this answer is reached, students are required that in one A4 paper (on which they
have been signed previously), to write everything that they know about installations and
electrical stabilizers of the motor machinery
Each student writes for himself and then in pairs share their letters to add on each others
notes, and finally each of them reads his letter with additional notes
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PHASE OF ACCOMPLISHMENT (Understanding)
During this phase students are asked to read in the book part that deals with electrical
stabilizers in cars (page 74). Readings are individual with an exception when we don’t
have enough books in the class, in this case they can read in the groups. After some time,
when reading is over, each of the groups will present content that has been learned, and
then in the groups we hand out questionnaires prepared for this purpose. After they have
carefully read questionnaire, based on technique “Advance lesson” groups have to create
a table with seven columns in an A4 paper, in opposite sides, by writing in each column
groups and parts of the tools and stabilizers of electrical installation in the car.
When columns are prepared, or even before that, to demonstrate: ignition board, candles
and electrical cable. From students it will be asked that, first individually and then in
pairs, to fulfill columns of the table previously prepared. At the end presentation of these
tables will be taped on the wall.
Group for Gr. For… Gr. for... Gr. for... Gr. for … Gr. for… Gr. for…
After the reading these tables, students can take notes or make comments or also mention
the ones that do not fall under no existing column
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REFLECTION PHASE
In the reflection phase students are given an assignment to recapitulate knowledge
through “Wanes Diagram”, in relation to which they will draw two circles that are
overarching in between. In the first circle they will note elements and materials of house
electrical installation, and in the other circle, elements and materials of the car electrical
installation. Meanwhile, in the middle where two circles come together it will be asked to
write elements and materials that are shared by both installations, respectively those that
we run into in both circles.
100
References:
www.kec-ks.org
www.edprogram.ca
www.rwct.org