Lesson Plan

Class: 1-1

Teachers: Mrs. Donicia Hospedales

Lesson Duration: 70 minutes

Lesson: Vocabulary Tier 2 words

Content strand: Writing Skills

Purpose: To show students how to incorporate tier 2 word clusters into their vocabulary

when describing the physical features of someone.

Rationale: Students often utilize tier 1 words when writing and speaking, students will now

be able to enhance their writing by incorporating tier 2 words and word clusters.

Teaching point: Students will learn tier 2 words that are substitutes for tier 1 words which

can be used in descriptive writing to convey more nuanced meaning.

Anticipated difficulty: Students may have difficulty transitioning from the use of tier 1 words to

tier 2 words.

Prior knowledge: Students are familiar with basic words and clusters for describing the

physical features of someone.

Resources: Whiteboard, markers, charts, worksheets

Instructional objectives

Students will be able to:

1. Identify the nuances between tier 1 and tier 2 words and clusters.

2. Recall the connotations of the tier two words and word clusters.

3. Create sentences using tier two words and word clusters.

4. Create a paragraph describing someone’s physical features.

SET INDUCTION: Teacher commences the session by asking random students to describe some

of the physical features of members of their family specifically the shape of face and the color

eyes.

PROCEDURE

STEP 1: Teachers elicits from students their responses.

STEP 2: Teacher introduces students to tier two words which they use to describe facial feature

specifically the shape of face and type of eyes of certain characters and friends.

STEP 3: Students are given the following graphic organizer.

Tier 1 expression Tier 2 Meaning
Long face Elongated face Someone with an elongated
face is someone whose face is
long and slender. You can
also use it to describe
emotions for example
someone feeling saddened by
something.
Hard face Chiselled face someone with a strong clear
boned structure. A muscular
face.
Round face or big Peculiar heart shaped face This is when you have a
head/forehead wider forehead and narrower
chin.
Nice eyes Hazelnut eyes This is a mixture of colors,
most commonly green and
brown.
Black eyes Ebony colored eyes Ebony is a very dark black
color.
Sad eyes Sorrowful eyes Someone with sad eyes
probably because of a lost
family member, friend or
something close to them.
Interesting eyes Mesmerizing eyes Eyes that are attractive or
interesting that you do not
notice or pay attention to
anything else around you but
those eyes.
Baby face Cherubic face The word describes persons
with a rosy, childlike
innocence and a face like a
sweet angel.
STEP 4: Students choose the best word which describes the picture then the teacher offers some

sentences.

Examples using each cluster:

1. I will never forget him because he had a weird elongated face.

2. I distinctly recall the man with the chiselled face who ran out of the bank hysterically.

3. I remember her long cascading hair and her heart-shaped face.

4. The hazelnut eyes were arched over by heavy brown brows.

5. His ebony-coloured eyes gazed at me as I walked across the street.

6. Sharon followed them at a distance, watching her new friend with sorrowful eyes.

7. There was something about his dark mesmerizing eyes that kept me interested in what he

had to say.

8. She stood there with a cherubic face, dimpled chin, unruly hair and a glorious presence.

STEP 5: Teacher explains and discusses the differences in features.

STEP 6: Teacher distributes cards with words from the word bank students will look

around the classroom and try to match the description / features with anyone of their classmates.

Students then justify why they choose that particular student.

STEP 7: Teacher uses caricature to engage students. The teacher will use known characters

with exaggerated physical features.

STEP 8: Students try to determine which feature each character is depicting this will be in

the form of a game.

STEP 9: Students will utilize the word bank to assist them with the task.

STEP 10: Students write sentences using clusters from the word bank to show that they

understand the context in which the words can be used.

STEP 11: Student presents their sentences.

STEP 12: Teacher rights a paragraph using the clusters from the word bank.

STEP 13: Students write a paragraph using the descriptions.

STEP14: Students present their paragraphs.

STUDENT ACTIVITY

Students will:

- Answer Questions posed by teachers

- Write down definitions

- Create sentences

- Match the caricature to the correct feature

STUDENT ASSESSMENT: Students present their responses and sentences using tier 2 words.

CONTINGENCY PLAN: Teacher will review the definition if students are still having difficulty

with words.
 Tier two expressions
Word Sleuth generated

J S Q Q J D E R M I G K D E Z

M I H O N P T Y K N Z R A L R

V B N R P P L S I I C B G O A

D T C T T Z F Z R H E N R N I

L R W E E N I W I E W V F G L

V F H E A R T S H A P E D A U

G X Y K E M E U C C C U X T C

N L G M J L D S N D Z Y E E E

Y A S U L Z L Y T L C A W D P

H E M E B M Q A S I E W P F I

M R D J I V S C E C N Z B W E

L U F W O R R O S B G G A J V

Z Z C H E R U B I C O F R H P

X H V C Y W G V Z B X N G Z X

M N F B J X D J U B V D Y G Q

CHERUBIC CHISELLED EBONY

ELONGATED HAZELNUT HEARTSHAPED
INTERESTING MESMERIZING PECULIAR
SORROWFUL
Date:

Class: Form 3

Teacher: Donicia Hospedales

Lesson Duration: 70 minutes

Lesson: Fact and Opinion

Content strand: Listening, writing, critical thinking and analyzing

Purpose: To present students with the criteria for distinguishing between

statements of fact and opinion.

Rationale: Students need to be able to effectively differentiate between Facts

and Opinions as this prepares students for writing Reports and

Advertisements.

Teaching point: Knowing what are facts and opinions allow for distinguishing a

statement that is based on feelings and what is believed to be true as

opposed to statements that are based on evidence to support your

statement.

Anticipated difficulty: Students may have difficulty distinguishing between fact and

opinion because they may not be familiar with the criteria for

distinguishing between the two.

Prior knowledge: Students are familiar with fact and opinion from previous exposure

to Reports, Essays and Advertisements.

Resources: White board and Pictures, Index cards, food labels

Instructional objectives

Students will be able to,

1. Define a Factual statement and a statement of opinion.

2. Identify factual and opinionated statements.

3. Distinguish factual from opinionated statements.

4. Create statements of fact and opinion.

Set induction: Teacher plays a you tube video about the advantages and disadvantages of social

media.

PROCEDURE

STEP 1: Teacher starts lesson by asking the students what is a factual statement and what is

an opinionated statement. The students respond orally to question.

Teacher then writes two examples on the board and have students determine if the

sentences are factual or opinion.

Example 1. Corporal punishment in schools in Trinidad and Tobago was banned

several years ago.

 Example 2. Corporal punishment in schools is necessary.

STEP 2: Teacher discusses with students the two sentences. Students try to explain why one

sentence is fact and the other is opinion.

STEP 3: Teacher then writes the definition of factual statement and statement of opinion.

Teacher asks what do we mean by evidence: Teacher and student examines the

sentence.

Beyonce has won 28 MTV Music Awards making her the most awarded artist in

the award show history. Teacher asks the following questions:

1. is this a fact or opinion?

2. what may be the evidence to determine that it may be factual?

Beyonce is the most entertaining female artist ever lived.

Teacher enquirers from the students the fact that, if we are saying for opinion we

need to look out for ‘most’ how come the first sentence about Beyonce has most

and it’s a factual statement?

Teacher and student try another sentence.

I think I have the worst car in my family.

Hurricane Katrina is the worst hurricane in US history.

STEP 4: Teacher explains notes: Facts are what we know it can be proven. You can

determine that something is fact by using references doing research to find evidence

to support your statement.

Opinions are based on what we think, believe or personal view, how someone feels

about something and is driven and reinforced by emotion. Opinion varies according

to an individual’s knowledge, beliefs or their culture.

STEP 5: From the definitions teacher gives students sentences to determine if they are fact

or opinion.

1. The month of December is of special significance for Christians. (f)

2. Parents are to blame for the poor behaviour of their children in school. (O)

3. The Caribbean Islands attract tourists because of the fine weather and attractive

beaches. (F)

4. When a storm develops into a hurricane it is more dangerous. (F)

STEP 6: Teacher offers some guidelines for distinguishing between fact and opinion

Facts are: Things known for certain to have occurred, things known for certain to

be true, things known for certain to exist, things that can be supported by hard

evidence.

Opinions are: things believed to have happened, things believed to be true, things

believed to exist and things that may not be supported by hard cold fact.

STEP 7: Students use the criteria for justifying their responses for the previous task.
STEP8: Game session: Teacher distribute some cards with the letter “F” for factual on one

side and “O” for opinion on the other. Teacher reads out sentences and students

raise cards to identify whether the sentence is a factual sentence or an opinionated

one. Student would work in pairs for this task.

1. The speed limit in Trinidad and Tobago is 100 kilometers per hour on highways.

2. The speed limit should be increased to 150 kilometers per hour on highways.

3. Science has done more harm than good to the world.

4. Scientists have proved that non-smokers who are in the company of smokers can

suffer diseases like asthma and lung cancer because of smoke inhalation.

5. The principal’s speech was interesting to me.

6. The principal has run a successful school as seen from the results.

7. I believe you can do better in school work.

8. The local song “zesser man” is out to corrupt young minds.

9. This book by Juliet Richman is the most uninteresting book.

10. Parents believe that violence in video games may cause their children to become

more violent.

STEP 9:

Teacher instructs students to look at advertisements to see how these statements are

used. Once the students are completed with this task and feel comfortable with
 identifying fact and opinion teacher and student examine how these said statements

are used in advertisements.

Students would be placed in groups and given advertisements taken from

magazines and newspapers. Their task is to determine which advertisement used

facts and which used opinions.

STEP 10: Teacher then distributes items within the groups. Students will be asked to read the

labels to determine what information on the label is fact and what might be opinion.

Teacher and student discuss.

Step 11: Teacher closes by asking two students to read two reports of a fight at school

between two students one being factual and the other opinion.

Teacher then ask students to briefly state which is fact and which is opinion.

Students briefly explain to indicate that they understand the concept.

STUDENT ASSESSMENT: 1. Oral assessment through feedback from students.

2. Collaborative work within groups.

3. Individual work (identifying which sentences are fact and

opinion)

4. Individual responses to game segment where students

were asked to respond to questions.

CONTINGENCY PLAN: If time runs out student would be given the work sheets to complete for

home work.
Resources

Link for set induction.

https://youtu.be/Nb9GfRJEVZk

Report Factual

A fight between Kim and Kerneisha

On February 3rd 2019 Kim and Kerneisha were seated in Mathematics class. Kim got up

to throw a piece of paper in the bin. On her way back Kerneisha extended her leg tripping

Kim. Kim fell to the ground and burst her lip. Kim immediately got up and proceeded to

tug at Kerneisha’s hair and slammed the opponent to the floor. They both began to

wrestle with Kim on top of Kerneisha pinning her to the floor. The Mathematics teacher

Mr. Moore attempted to part the two girls. After they were separated they were taken to

the Principal’s office to write their reports on the incident.

Report Opinion

Kim and Kerneisha were sitting in the best Math class with the most interesting Math

teacher in the school Mr. Moore. Kim asked to be excused as she wanted to throw

something in the bin. On her way back Kerneisha extended her leg intentionally tripping

Kim. It was well deserved because Kim is our class bully. Kim immediately got up and

proceeded to tug at Kerneisha’s hair and slammed the opponent to the floor. They both

began to wrestle with Kim on top of Kerneisha pinning her to the floor, in my opinion

Kim won the fight. The Mathematics teacher Mr. Moore attempted to part the two girls.
After they were separated they were taken to the Principal’s office to write their reports

on the incident.

WORK SHEETS

Place an “F” by the statements you think are factual statements and an “O” by
Opinionated statements.
1. The speed limit in Trinidad and Tobago is 100 kilometers per hour on highways.

2. The speed limit should be increased to 150 kilometers per hour on highways.

3. Science has done more harm than good to the world.

4. Scientist have proved that non-smokers who are in the company of smokers can

suffer diseases like asthma and lung cancer because of smoke inhalation.

5. The principal’s speech was interesting to me.

6. The principal has run a successful school as seen from the results.

7. I believe you can do better in school work.

8. The local song “Zesser Man” is out to corrupt young minds.

9. This book by Juliet Richman is the most uninteresting book.

10. Parents believe that violence in video games may cause their children to become

more violent.
Read the Paragraph.
Underline the factual statements
Circle the opinion statements.
On the fourth of July 2006, the members of various trade unions marched in the city’s streets. They

were protesting the many accidents and deaths of workers which occur at industrial sites. I believe

that the management of these industries do not take enough precautionary measures to protect their

workers from the dangers of mishaps. This negligence to provide adequate safety measures is a

crying shame on our industrialist. I think that their primary concern is to increase profits at the

expense of the health and safety of the workers. The entire country is appealing to the government

to implement the Health and Safety Act which requires employers to adhere to the laws governing

the safety of the work place.