Writing-- First Week Idea (True/False Test)

1- Ask students to take out a sheet of paper, write the proper heading, number the paper from  1-10 and get ready for a true/false test. Assure them that no one fails this test.

2- Give students ten statements about yourself. Students are to decide if they think the statements are true or false. Some examples I use are: 1) This summer I climbed Pike's Peak [false], 2) I play the flute [false], 3) I have a 20-pound cat [true], etc., etc. Try to make them as outlandish as possible, but include equal amounts of true and false statements.

3- Go over each statement. Have students raise their hands if they put true or false. Then "prove" each statement. For the statement about the cat, I show them a photograph of her in all her fatness. I also bring my flute and play a few bars of a familiar tune.

4- Students are then allowed to give themselves an "A" no matter what they made on their test, but in order to keep that "A," they must then compose a well-drafted paragraph (or two) about their English teacher. It must be factual, but does not have to be solely based on the true/false test. (Some students choose to write a paragraph describing my physical attributes.)

5- For homework, students are to compose their own true/false test.
Remind them to include an equal (or close to equal) number of true
statements and false.

6- The next day, pair students up. Have them administer their tests on one another. Then have them write paragraphs about each other. (They can ask more questions of one another if necessary.)

7- Students then introduce their partner to the class by reading their paragraphs out loud. For homework students can revise/edit their paragraphs.

8- Again, this activity can be stretched into two days or compressed into one. It's also a great writing-diagnostic tool.

First week writing

Writing-- First Week Idea  (House Drawings)

1- Give students a blank piece of typing paper and have them draw a picture of their house in pen or pencil. It is important that students not show one another. (5-10 minutes).


2- Collect the drawings and place them face up on the floor.


3- Invite students to come by rows (or groups) to select a drawing they find interesting. Again, it is important that artists not reveal their "masterpieces." It is also important that students not select their own drawings!


4- On a separate sheet of paper, students are to write a paragraph describing the family that lives in the house they selected. They might tell the gender of the artist, the size of the family, etc. This is all speculation, of course. Encourage the students to be creative.
(10-15 min.)


5- Collect drawings and paragraphs, but keep them together. Read aloud each paragraph and show the drawing. Students will enjoy hearing what others speculate based on their drawings. After you read the paragraph, ask the owner of the house to raise his/her hand. You might also ask the author to raise his/her hand as well, although some students may wish to remain anonymous.


6- After reading a paragraph and identifying the artist (homeowner), I then ask that person a few questions about his/her family. It's a good icebreaker and gives everyone a chance to get to know each other better.


7- This activity can be stretched to two days or compressed into one. The paragraphs can be taken home for homework to be revised/edited. It's a great writing-diagnostic tool, too.

Wiktionary

It is a useful site for all English teachers as it provides you with a wide range of vocabulary.

Action Research

Action Research 

It is a reflective process that allows for inquiry and discussion
as components of the “research.” Often, action
research is a collaborative activity among colleagues
searching for solutions to everyday, real problems experienced
in schools, or looking for ways to improve instruction
and increase student achievement. Rather than dealing
with the theoretical, action research allows practitioners to
address those concerns that are closest to them, ones over
which they can exhibit some influence and make change.
 

Ground Rules for Teachers

Ground Rules for the Teacher:
• Bring with you a great deal of humor
• Bring a lot of love and care
• Make sure you have a serious program.
• Look for a positive point in each student. Make them feel good and tell them!
• Contact the parents as soon as possible.
• Be very consistent in checking homework.
• Give a mark for most of the work they produce
• Every class should have a course book.
• Start the lesson with icebreaker.
• Give homework and feedback.
• Choose those chapters that interest them.
• Consider the students’ learning styles and Multiple Intelligences.

Is it a 'u'?

The letter 'u' can often confuse you when you are spelling a word.
To help you to remember the spelling of such words, say them to yourself as they are spelt when you write them.

Sometimes an 'o' can sound like a 'u' e.g. 'oven' can sound like it should be spelt 'uven'	oven among come money government discover none
'u' often makes an indistinct, or unclear sound which can make it difficult to hear that it is in the word.	antique cheque business Saturday laugh aunt
Some words may seem to have too many 'u's in them.	unusual queue (don't confuse this word with 'cue' - a billiard or snooker cue)

Lesson Plan Template

This lesson plan template was designed to make lesson plan writing easier to do while ensuring that all lesson plan components are met.

Lesson Plan Title:............

Concept / Topic To Teach:..................

Standards Addressed:..................

General Goal(s):..................

Specific Objectives:....................

Required Materials:...................

Anticipatory Set (Lead-In):.....................

Step-By-Step Procedures:.......................

Plan For Independent Practice:.........................


Closure (Reflect Anticipatory Set):....................

Assessment Based On Objectives:.....................

Adaptations (For Students With Learning Disabilities):.....................

Extensions (For Gifted Students):.........................

Possible Connections To Other Subjects:.......................

Classroom activities

One of my students said,"I have forgot all what I learnt last year except

the classroom activities of making posters."

Instructional Technology

What 21st century skills and resources are needed to implement Best Practice in the use of instructional technology?

The resources on this page and on the digital audio, digital imaging, and Multimedia Communication Server (voice over IP) subpages enable technology integration and foster best practice implementation.
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•  Digital Audio and Podcasting - Web page
•  Digital Imaging - Web page
•  PowerPoint Presentations - Nortel LearniT Flash video tutorial
•  Web Page Creation - Nortel LearniT Flash video tutorial
•  Windows MovieMaker - Nortel LearniT Flash video tutorial
•  Concept mapping tools:
•  CMAP - Concept mapping tool to construct, navigate, share and evaluate concept maps.

•  FreeMind - Java-based concept mapping tool with CMAP capabilities that is useful for project organization and visual tracking

•  Multimedia Communication Server (MCS) - Nortel web page
•  Camstudio - Free, streaming video screen recording tool
•  Open Office - Free, open source word processing and office tools suite
•  NVU - Free web site editor
•  NVU Basics - Nortel LearniT Flash video tutorial
•  Picasa - Free photo sharing software from Google
•  Google Earth - Geographical search and image software
•  Rubistar - Creating rubrics