Lesson plans

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Subject: Social Studies Date: Topic: Groups and institutions Objectives: Students should be able to 1. Operationally define the terms groups n institution 2. List examples of groups 3. State the characteristics of groups 4. List examples of institutions 5. Briefly explain the functions of different institutions Materials : pictures, PowerPoint, social-studies textbook. Content A group is a number of individuals who share a common bond or relationship and have a particular goal or purpose. Each person in society is a member of a group. An individual's behavior affects the group. The group affects the individual's behavior as well. An individual becomes a member of a group to satisfy some need. Some of these include - Belonging and identity - Physical companionship - emotional security - Status and importance - avenues for leadership and decision making Introduction (5 minutes) Students will be told of the objective of the lesson. Students will then view some pictures. They will identify what each picture is showing. Their responses will be written on the board. Students will give one term that refers to all the words written on the board Activity 1 (20 minutes) Students will then define the term group. Students will use the following questions to help them formulate their definitions. 1. Do we have one person or a number of persons in a group? 2. Do the persons in the group have anything in common? 3. Why did or do they come together?
Students will then engage in a brief discussion where they understand that there are different types of groups. Students will then use that information to label the groups they had written on the board previously. Activity 2 (20 Minutes ) Students will read the information on pages 6 t 8 of their Social Studies text. They will share any relevant information related to what was read and will respond to questions to initiate discussion on the content _______ as well. Students will share with each other the groups they belong to. Students will state why they joined these particular groups. The teacher will also share with the students the other reasons for joining groups. Students will engage in discussions where they will identify the characteristics of groups. Activity 3 ( 30 minutes ) The students will view, read and discuss the information contained in the PowerPoint presentation based on groups and institutions. They will answer questions to review the main points at the various points in the presentation. They will also read chapter 20 of the Social Studies Text books. They will discuss the presentation content. Activity 4 (20 Minutes ) Students will share with the class the information they obtained after conducting research on institutions. As they share with each other, guiding questions will be asked to help students briefly the term. Students will also list the various institutions that they found. Activity 5 ( 20 minutes ) Students, through questioning will briefly explain the functions of the various institutions Conclusion: Through questioning, students will summarize the main points of the lesson. Evaluation: Students' participation during each activity will be observed. Students will be evaluated during the completion of each activity during this session.
Subject: Language Arts Time: 9:30-10:30 Date: Grade 3 Objectives: Students should be able to 1. Define adverbs 2. Identify adverbs in sentences 3. Use adverbs correctly to complete sentences 4. Define the term predictions 5. Make predictions based on the information given in the passage and on prior knowledge. Materials: video, students' textbooks Content : An adverb is a part of speech that modifies a verb, an adjective, or another adverb. Adverbs usually answer such questions as "How?" "Where?" "When" or "To what degree?" "How often". Predicting: A prediction is an educated guess about what will happen later in a text. It is Based on thing sthat have already happened. Informed by things that you know Not outlandish or uncharacteristic When making a prediction you are required to make an inference 1. Think about the text first What has already happened? Had the author left any clues? 2. Then Consider what you know What is likely to happen next? Introduction: ( 5 Minutes ) Write a sentence on the board with no modifier (e.g. The kid walks, or talks.) Ask a student to come to act out the sentences Add an adverb to the sentences (e.g The kids walks quickly), and have the students act it out again Change the adverb and, once more, have the students act it out. Underline the adverb in the sentence.
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