strong>Teaching Workshop

Use the topic of clothing vocabulary and grammar to illustrate the different aspects of a lesson.

How can you build interest in the topic of clothing?

• Introduce the topic –
• Elicit answers – What are some different types of clothes?(Compile a list on the board)
• Develop an interesting worksheet – challenge your students based on age and ability
• Allow students to discover facts like grammar or vocabulary.
• Activity – Reinforce the new idea with an interactive activity.
• Provide inspiring feedback
• Assign an interesting task for homework.

How would you introduce the topic?
• Questions.
• Pictures – maybe with a well known celebrity.
• A quick activity

Activity #1 How would you introduce the topic of clothing? Brainstorm and present to the others.

• Question examples – Do you guys have lots of clothes?
Who do you think dresses better boys or girls?
Who is the best dressed celebrity?
• Quick activities/Pictures – Pictures of a few people to decide who is better dressed.
– Pictures of fashion disasters.

How would you develop an appropriate worksheet? How would you change it based on age/level?
• Lower learners – visuals
– Spelling exercises
– A few sentences of reading
• Higher learners – More difficult vocabulary
– Reading passages
– Writing exercises that require paragraph answers.
Other suggestions: Pictures of people with labels to be filled in.
: What are the differences between two pictures? Label the clothing differences.

Activity #2 Make a worksheet for either lower or higher learners. Share with the group.

How would you allow the students to discover the appropriate grammar: What are you wearing? I am wearing a coat/She is wearing a coat/They are wearing a coat/We are wearing a coat.
• Ask them to tell you what the question to ask about clothing is – elicit the answer. (What are you wearing?) Ask the question and see if they have the answer. I am wearing a coat.
• Write the basic structure on the board What +are/is + you/he/she/they/we +wearing I/you/he/she/they/we + am/are +wearing

What are some interactive activities that would help the students to practice the vocabulary and grammar?
• Pair work – ask your partner what they are wearing. (Partner students whose levels compliment each other. One partner may struggle a bit while the other is helpful and more knowledgeable.)
• Fun activity – ask students to use newspaper to create an outfit that they will describe as if it is a fashion show.
• Word search – with appropriate vocabulary
• Decide what your favorite celebrity is wearing.

Choose an activity above or your own to allow the students to talk using the vocabulary and the grammar. Present the activity with clear instructions. Listen to the results of the other participants. Give positive feedback and make any corrections that are needed.

What were some good techniques of activity delivery?
• Break down the instructions into simple sentences, repeating them if necessary.
• Ask the students if they understand or if they have any questions.
• Write more difficult instructions on the board.
• Complete an example for the class that demonstrates the activity.
• Choose the pairing of students noting which lower level students may benefit from pairing up with higher level ones.
• Go around to see the progress of the students and to give them feedback.
• Ask for some responses and react positively while still correcting what the participants are saying. Write some of their sentences on the board to reinforce what has been taught.

What are some general activities that might be useful?
Intro Activities
1. To introduce everyone you might tell them to choose an adjective that starts with the same letter as their name. eg. Marvelous Maria. Then you can get everyone in the class to remember all of the names before them.
2. Someone who – Prepare a sheet or on the board write some fun experiences. The students will circulate to try ask everyone if they have had the experience. They will record the name of the person that says yes.
3. Two truths and a lie- Ask everyone to write down two true statements and a lie and the class will guess the lie.
4. Developing a letter to a newspaper or a famous person that can be sent to that person.
5. Incorporating a real world activity like collecting food for the poor if you are doing a unit on social studies.
6. Develop a questionnaire where students have to ask people certain questions outside to get the answer. It may be about landmarks or it may be suited to a field trip.
7. Assign students to write the parts of a newscast assigning each topic. Eg. News, Entertainment.
8. Find out the students’ favourite movie or show and ask them to write a summary on it.
9. Back to the Board – to practice vocabulary put a student in front of the board. Write the word behind them. Ask the students to give hints about the word that is on the board. The student will try to guess what the word is.

What homework activities might be given to reinforce the day’s lesson?
• Fill in the blanks.
• Writing passages.
• Reading on the topic with questions.
• Memorize spellings. And remind students to study as you will ask them
To use the sentences the next day.

What problems may arise in a lesson?
• Rude students – Talking, making fun of another student, students challenge you.
• Bored students
• Demanding students
• Students have trouble understanding.
• Students only do the bare minimum and don’t push themselves.
• Students finish early

Role play Activity #4 Discuss what you would do in these difficult class situations.

1. Students have been continually talking during your lesson.
2. Students are laughing and mocking another student’s abilities

3. A student asks you a million questions and continually calls you over when you
are working with other students

4. A student is completely confused by your instructions

5. A student writes a couple sentences to answer your question but you know that they can produce much more.

6. Students are sitting and doing nothing as they have finished quickly.

Possible answers:
1. Students who are continually talking can receive a stern look or you can use their names and tell them to listen to whoever is speaking. If it continues tell them that it is polite to listen to others who are speaking because you would also want someone to do the same for you.

2. There is little tolerance given for these actions. A stern response is needed to let the students know that this is completely inappropriate. You may have to keep the students after class to reinforce the idea that their actions have hurtful consequences.

3. Tell the student that they will be with them in just a moment. If the student continues to be demanding to the point that of frustration you may have to let them know that they have to be respectful of other students’ time.

4. Repeat the instructions in simple terms. Do an example with the student. If they are completely lost maybe a student can show them their work.

5. Always push students to reach their potential being respectful of their limits. Ask students to write just one more sentence or to try using some new words. You might also provide new vocabulary for them to incorporate in their sentences. Always try to help them to the next leve.

7. Ask students to check their work with someone who is finished. You could also give the next question to be done for them to start on.

Final Activity – Create a small lesson plan to teach the group a particular topic. Choose from the following topics: a)Jobs b) The Weather c)Food d)The holidays

Tips for teaching
What do you think makes a good teacher?

• Make activities relatable – ask them to use answers from their own lives
• Make activities realistic – Give roleplays or problems that would occur in their community and ask them to produce work that could be used in the outside world. For example a letter to the
principal/president. A pamphlet that can be handed out to another class.
• Develop a rapport with students – use their names in exercise examples, show interest in their lives. Discuss popular and relevant things to them eg. Culture, tv etc.
• Be aware of time and don’t let an activity drag on too long. Students(especially younger ones)get bored easily.
• Plan a few extra fun activities to use in case your students are not responding to planned ones.
• Plan activities of different types to hold interest. Do questions in a workbook for awhile, but with younger kids you may do a song or a game to reinforce ideas. You may want to incorporate kinesthetic activities for younger children with a lot of energy.
• Children who act up may need the chance to be in the spotlight. Give them the opportunity to speak in front of the class or lead an activity.
• Realize that every child has aptitudes which they may not be aware of yet. Help them to discover the potential skills that they have and be supportive of their development.

Game outline
Community(Ecological Justice Development Game)
Time: 60-90 Minutes
Number of participants: 7-70
Objective: Participants will:
1. Learn about current ecological justice issues and their effect on the world’s population.
2. Think about how the Global South is affected by ecological justice issues.
3. Engage in action plans for promoting ecological justice.

Winning the game:
• Players that accumulate the number of points for each category(Environmental, Social, Health, Economical) that is outlined on the point summary sheet will win as they have achieved the balance needed to lead their lives.

Game Overview
• Begin by reading the descriptions of each character and the countries they represent so that you may choose which one you would like to represent during the game.
• Get the point’s summary sheet for your character. Notice how many Environmental, Health, Social and Economic points you will need to gain. The point goals for each section have been determined on the basis of what that character would generally need.
• To determine who will start the game players can choose a number between one and ten which the organizer will have thought of. The person or group with the closest number to the organizer can go first. The order will then go clockwise from the first person or team.
• There are two types of cards, Point Cards and Action cards. For each turn use a coin to determine which pile you will choose from. If your coin lands on heads then you can choose a card from the Point Cards pile. If your coin lands on tails then you can choose a card from the Action Card pile. Both types of cards will give or take away points from your summary sheet. Tokens will be given and taken away to represent these points.
• Point cards explain of a situation that may affect your character. If your character is listed on the card add or take away the points listed. Again this will be represented by tokens.
• The person that collects all of the necessary tokens is the winner.
• Action cards also give and take away tokens to players but the player must complete an action to get their token. Actions include:
Sketch It! – A player is given a word that they have to draw on a piece of paper. If the other players can guess the word then the player will get the token(s).
Act it out! –A player is given a word that they have to act out only using body movements. No words can be used while using gestures to explain the answer. If the other players can guess the word then the player will get token(s).
Answer It! – A player will give this card to the player on their right. The original player will be asked to answer a multiple choice trivia question. If the original player is correct they will get token(s).
Do it!- A player will be asked to do a physical or communication activity based on a situation. When the player completes the activity they will get or have token(s) taken away.
Unscramble it! – A player will try to unscramble a word that is linked with ecological justice. If they are successful they will be given token(s).

Preparation: Organizers need to supply:
Materials Included: Blank paper
Tokens Pencils/Pens
Point Summary sheets Coins(For coin toss)
Character Summaries
Country Descriptions
1 deck of action cards
1 deck of point cards
Sickness cards

Before getting started:
• Photocopy and cut the character and country descriptions. Each person or group will need to choose one character that they are representing.
• Photocopy and cut the sets of tokens for the Environmental, Health, Social, and Economic categories.
• Photocopy and cut the Point and Action cards and organize them into two piles.
• Photocopy and cut the point summary sheets for each character. Notice that some characters may have to collect more points than others in certain categories.

Set up:
• Set the point and action cards in the middle of the table.
• Make a pile for each type of token category. The game organizer will be responsible for the tokens and handing them out to each player as they gain them and they will also receive tokens when they are lost. If a player has a negative token count this can be recorded on the point’s summary sheet.
• Hand out the point summary sheets to each player.
• Hand out pencils/pens to each player.
• Make sure a few pieces are available for any notes that need to be made by the players.
• Place the coin that will decide which card to choose in the centre of the table.

• For larger groups: Depending on the number of participants you can choose two options.
Option A: Students can be organized in groups with each group representing a character. Students can take turns tossing the coin and choosing a card from the pile. One person can be chosen in the group to collect and record the amount of tokens given and lost by the team on the point summary sheet. The organizer can still have the responsibility of giving and taking away tokens from student representatives who approach them with token requests.

Option B: Several games can be played simultaneously, each game requiring up to 7 players.
There would need to be separate sets of photocopies of the Action and Point Cards, the Point Summaries and the tokens for each game played. One player for each game can be responsible for giving and taking away the tokens.


To understand some of the issues that exist in this game there are some topics that all of the players can discuss following the game.

Do you think that your character had any particular struggles?
Depending on whether you lived in the North or South, did your character have certain advantages or disadvantages? What were they?
Did your character have fewer or more points in some areas? Why do you think this might be?

To the characters in the south do you feel that the mining and oil companies were contributing to your community?
To the characters in the north do you feel that you had an impact on helping those in the south develop their countries?
What were some of the programs that people in south were a part of to develop their communities.
What is the connection between mining and aboriginal lands?
What kinds of farming help local farmers in different communities?
What affect does increasing the levels of participation of women in the community have on development? How?
What affect do some of the armed conflicts have on citizens in the Global South?
How difficult was it for your character to gain Economic, Social, Health or Economic points? Why do you think that might have been harder for your character?
Is water accessible to all?
What were some of the actions that you did that you might be able to do to help people in real life? Do you have any other suggestions for actions that you can take?

Safe Schools Lesson Plan – Bullying
Subject: English – Grade 10 Academic
Lesson Length: 75 minutes

Curriculum expectations:
• Reading and Literature Studies Stream
– Reading for Meaning – read and demonstrate an understanding of a variety of literary, informational and graphic texts, using a range of strategies to construct meaning.
– Understanding Form and Style – recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning
– Reading with Fluency – use knowledge of words and cueing systems to read fluently.
– Reflecting on Skills and Strategies- reflect on and identify their strengths as readers, areas for improvement and the strategies they found most helpful before, during and after reading.
• Reading for meaning – Variety of Texts, Using Reading Comprehension Strategies, Demonstrating Understanding of Context, Making Inferences, Extending Understanding of Texts, Analysing Texts, Evaluating Texts, Critical Literacy.
• Reading with fluency – Reading Familiar Words, Reading Unfamiliar Words, Developing Vocabulary.

Materials and resources: Internet, Worksheets, Video Clips, Questionnaire, Power Point, chart paper.

Important terminology: Intimidation, Overt and Covert Bullying, Socially Isolated, Self Esteem, Empower.

Background knowledge:

Motivator (hook): Show the Rick Mercer Rant YouTube video that appeals to kids to be strong and to know that, “It Gets Better.”(http://www.youtube.com/watch?v=t1Y7qpiu2RQ)
Put a couple questions on the board before showing: What is your reaction to what Rick Mercer says?
: Have you thought about what life will be like after high school?
: Have you been in some tough situations in school where you
witnessed prejudice and bullying or were yourself bullied?
(Time 10 minutes)

Lesson overview:

Discussion: Students will be told that they are starting a new novel “Fat Boy Swim” by Catherine Forde. Question: From the Rick Mercer Video what do you think one of the main issues in the book will be?
Question: From the title “Fat Boy Swim” discuss what you think may happen in the story if we know it is connected to bullying? (Time 10 minutes)
Discussion: Before we start looking at the book we’re going to discuss this serious issue of bullying as an introduction.
Activity: Bullying Questionnaire (Appendix Four) – Students can answer the questions they feel comfortable with and can share with the class what they want.
(Time10 minutes)

Activity: PowerPoint on bullying – http://facs.pppst.com/bullying.html. (Don’t show the last section “Responding to Bullying” until later.)Students will be asked to take notes from what they think will be the most important points. I will let them know that this is relevant to their understanding of the story we will read. They will then share with the partner what they have recorded and then we will discuss their points as a class.
Note taking tutorial – I will ask them what they think is important on the first two slides. I will then have two prepared with underlined important text so they can begin to understand the process.
(Time 15 minutes)

Activity: DVD clip – Glee – will show a clip where one of the main characters is bullied because he is gay. Questions on the board: Why do you think the bully went after the main character?
: How will the bullying affect the character now and in the future?
: How could the bullying be stopped?
(Time 10 minutes)
Discussion: Show the rest of the PowerPoint slides that discuss how to respond to bullying. Ask: What do you think about these solutions? Are they feasible? What other solutions can you think of? (Record on the board)
(Time 5 minutes)

Activity: With Poster paper you will create a school program that will help to stop bullying. For example a mentor program between grade 12s and 9s or a video contest to create an advertising against bullying. Write up the Purpose, Materials, Plans, Events, and Participants. After you finish your points you have to pitch your idea to the administrative board (the class) We will decide with one would be the most effective.
(Time 15 minutes)

• Observation – Group work and discussion involvement.
• Notes – quantity and quality.

• Note-taking tutorial – for those who find it difficult to pick out the main points.
• Cooperative learning – who require some help or stimulation from others.
• Visual aids – for visual learners I have a PowerPoint presentation as well as video clips.

Follow-up/implications for future lessons/homework:

• Hmk: Read the first chapter of “Fat Boy Swim”
• Future lessons – We can discuss the bullying of those who are overweight as that is the focus of the book. We could approach the administration with our students’ ideas about anti-bullying programs.


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