This module is designed to introduce participants to teaching at the upper secondary and post-secondary levels, and will explore the kinds of planning and preparation necessary for successful teaching. Emphasis will be placed on developing active learning experiences for learners; and using technology to enhance those learning experiences.
- Teacher: Everton Lewis
TERM 1 UNIT 1
Health & Nutrition
About the Unit The following unit of work offers a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through Grade 8 are expected to meet the grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. This unit, entitled “Health and Nutrition” employs the Literature - Based Approach to provide the context for the exposure of students to the skills and concepts to be reinforced and/or developed. The unit encompasses concepts related to the range of skills which constitute the six Language Arts strands and seeks to provide the scaffolding students require as they develop competence in the use of the English Language.
GUIDANCE FOR THE TEACHER
This unit extends and reinforces skills previously introduced in Grade 7 to address the skills in different strands using the Literature- Based Approach. This approach is research-based and has proven to be useful in the transfer of Language Arts skills. It is based on the use of a wide range of literature- text, pictures, diagrams, cartoons, e-mails, blogs and other media centred on a theme. It allows for the teacher to develop materials at the student’s readability and interest levels and supports making connections and identifying the links among the Language Arts strands
It is also important to note that in cases where the activities give students the opportunity to practise specific language skills, the teacher should explicitly teach rules, structures and strategies prior to these activities. Students should be encouraged to think critically and creatively, and reflect on and articulate their thinking and learning.
Check that students can:
Listen in order to respond to information
Use the process writing approach
Write research questions
Determine sentence structures based on given features
Write for different purposes
Distinguish between SJE and JC
Know the techniques for writing narrative and persuasive pieces
- Lecturer: Everton Lewis