Plan of work for week beginning September 8, 2019

Subject: Mathematics
Grade: Three
Unit Title: Numbers
Focus Question: Why are Teeth, Stomach and Lungs important parts of my Body?
Attainment Target: Know the value of numerals and associate them with their names,
numbers and ordinals.
Day One Monday September 8, 2019
Objectives: Students should be able to:
represent and name number up to 9999 using numerals and words.
Skills: writing, identifying, reasoning
Materials: manipulative
Procedures:
Engage
1. Students will use card pack where aces will be counted as ones, the king, queen, jack and
ten will be removed. In pairs, students will turn over two cards each they will put the 4
digits together and record them as two different numbers. They will then be asked to do
the following questions.

a. Can you read each number aloud?

b. Can you write the number name for your number?
c. Can you state the place value of each digit?

Explore
2. Students will be given a strip with number names where they will work with their partner
and write the numeral to represent the name. This activity will be done where they will
also be required to write the number names for numerals. They will share with the class.

Extend/elaborate
3. Students will be given the blocks where they will use them to represent their numbers
after which they will also be required to write the number name to represent their number.
Students will be given several numbers for them to use their blocks to represent.

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Evaluate
4. Students will then be given some number name to write the numerals and some numerals
to write the number names.
a. Five thousand six hundred and eight
b. 2348
c. Nine thousand three hundred fifty six
d. 7650
e. Eight thousand one hundred and twenty

Homework

Write the number name for the following.

a. 9000

b. 8324

c. 1660

d. 4359

Write the numeral to represent the number name.

a. Seven thousand nine hundred thirty two

b. Three thousand four hundred and seventy

Evaluation

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Day Two Tuesday September 9, 2019

Objectives: Students should be able to:
compare and order numbers up to 9999

Skills: writing, identifying, reasoning

Materials: manipulative
Procedures:
Engage
1. Students will recap previous lesson through a song.
Song
Sing to the tune of ‘If You’re happy and you know it clap your hands’.

Every digit in a number has a place (has a place)

Every digit in a number has a place (has a place)
Every digit in a number has a place
Every digit in a number has a place

A two-digit number has two place

A two-digit number has two place
A two-digit number tens and ones
Every digit in a number has a place.

Explore
2. Students in their group will be given a variety of number cards. They will be required to
identify different number from their sets based on the instruction given by the teacher.
Eg. Which number is the smallest?

3. They will then show all the numbers in their set to the class and then show the correct one
based on the instruction given. Students will be asked to identify the symbol used to
compare things.

Explain
4. Students will define the term symbol. It means things that are used to stand for or
represent something but in this case symbols are used to compare numbers by size. They
will be told that each symbol represents a fish (teeth will be drawn on them) and the fish
likes big things, therefore the mouth will always open to the bigger number. Examples

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 will be placed on board and teacher and students will talk through the examples. They
will read through the examples with the meaning of the terms.

Extend
5. In groups students will be asked to put their sets of numbers in order from largest to
smallest or smallest to largest based on instruction. Again they will share with the class.

Evaluate

6. Students will be given numbers to compare and order.

Compare these numbers.

a. 1600 1450

b. 9999 9994

c. 2468 2486

Rearrange these numbers from largest to smallest

a. 5902 3654 7842 2554

b. 1774 3958 5644 2875

c. 6393 3396 3936 3693

Evaluation

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Day Three Wednesday September 10, 2019

Objectives: Students should be able to:
Use expanded notation (up to 4 digit numbers)

Skills: writing, identifying, reasoning

Materials: manipulative
Procedures:
Engage
1. Students in their groups will play a math relay.
2. Teacher will write the following numbers on the board. 7532 9472 6853 4772
3. Each person from the group will write one of the numbers. They will be required to order
the numbers from smallest to largest. The team that finishes first with the numbers in the
correct order is the winner.

Explore
4. Students will play a game in which they will only be allowed to use words from one
thousand to nine thousand when they count. They will add one more counting block,
straw or fudge sticks to the common pile which they will place on their desk and read it
in broken down form. Eg. 2543 is said as 2 thousand 5 hundred 4 tens and three etc.
5. They will each be given some manipulates and they will draw the place mat on their desk
with chalk. A number will be written on the board and students will use their manipulates
to represent the number after which they will write the expanded form below their mat.
Teacher will go around observing students as they work.
Elaborate

6. Students in their groups will be given different numbers to write all the ways they think
they can be expanded. They will share their findings with the class.

Evaluate

7. Students will complete the following.

Write the following numbers in expanded form

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 3482
1873
8612
2946
9558

Homework
Write the following numbers in expanded form

4377
5428
7835
6392
1738

Evaluation

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Day Four Thursday September 11, 2019

Objectives: Students should be able to:

Rename 4 digit number showing more than nine hundred

Skills: writing, identifying, reasoning

Materials: worksheets
Procedures:
Engage
1. Students will ask students to tell how many they would have if they stack ten hundred
stacks together. (thousand). They will tell how they would write a thousand, the amount

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 of digits starts a thousand and then place it on the place value chart that they will draw on
their desk. They will be given other numbers in thousand to place on place – value chart.
They will then write the names for each number paying attention to proper spelling. They
will be given numbers that requires zero to hold different places.

Explore

2. Students will be given numbers which they will be asked to how many hundreds are in
the number.
Eg. How many hundred is the same as 1200?

3. Students will be asked others question for example how many hundreds is the same as 5
thousand 3 hundred.

Evaluate

4. Complete the following.

How many hundreds ___?
2 thousand
4 thousand
6 thousand
8 thousand
5 thousand
6 thousand 3 hundred

Homework
8 thousand 2 hundred
2 thousand 7 hundred
7 thousand
3 thousand
9 thousand 5 hundred
9 thousand

Evaluation
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Day Five Friday September 12, 2019

Objectives: Students should be able to:
Identify the position of each digit whole numbers

Skills: writing, identifying, reasoning

Materials: worksheets
Procedures:
Engage
1. Students will play the game Atom. A student will call a number, once the number is
called, the students will group themselves accordingly. The remaining students who fail
to get into a group with the number matching the number value has to sit down.
2. Selected students will be given a card from the sheet below to play the game.

Explore
3. Students will be given place value charts in their groups with digits written on cards.
The terms digits, place value will be explored.
4. Students will be guided to place varying digits on the place value charts. For example
 3 in the ones place
 2 in the tens place
5. They will read the whole number, expand it and write its number name.
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  23 = 20 + 3 (twenty-three)
6. Students will do the same activities up to hundred thousand place.

Explain
7. Students will be given 4 digits. For example
 1 3 4 1
8. Students will explain the value of each digit based on the place under which they are
positioned.
9. Students will be required to rearrange digits to show the largest number or the smallest
number that can be made from the digits given.
10. Have place value and numbers be given in different order for students to write them
correctly. For example
 3 in the tens place
 6 in the thousands place Th. H. T. O.
 5 in the ones place 6 1 3 5
 1 in the hundreds place

 Four hundred, seven, three tens =

 Thirteen thousand, fifty =
 Two hundred thousand, four ten thousand, one thousand =

Extend/elaborate
Homework
11. Students will apply what they have learnt to complete the following activity below.

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Evaluate
Students will complete activities in their Integrated Approach text page 9.
1. Twenty-four thousand, six hundred and eight=
1. Sixteen thousand and eleven=.

Evaluation
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Subject: Integrated Studies

Grade: Three
Unit Title: My Body
Focus Question: Why are Teeth, Stomach and Lungs important parts of my Body?
Attainment Target: explore the attributes/characteristics/features of people and objects
in the environment in order to classify and make comparison
Day One Monday September 8, 2019
Objectives: Students should be able to:

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 Identify the different types of teeth
Skills: Identifying, reasoning, writing
Materials: Manipulatives
Procedures:
Engage
1. Students will be asked to identify some internal organs of the body that was learnt from
previous class and tell what they do.
2. Students will listen carefully to a poem which will be read to them by teacher then
engage in discussion to bring out the main idea, types of teeth and their properties.
Pearly white teeth have I
At the front, side back oh my
Incisors, canine flat and pointed
Premolars and molars gritty on top
Eating made easy
No need to try

Explore:
3. Students will use their mirror to examine their teeth while teacher ask questions as to
their shape, size, appearance and position. They will describe the surfaces as they use
clean finger to rub over teeth.
4. Students will then compare their teeth with their friend’s teeth. They will then record
their observation on a chart with relation to the size, shape and position.
Explain:
5. Students will tell where each teeth is found and describe them in sentences. They will
also tell if they think all the teeth do the same things.
Extend:
6. They will listen to a story about teeth.
Peter and Tim are a part of the same family. They live in York Street. Their parents love them
very much. They love to eat a lot of food with their sharp, pointed and broad teeth. They eat
just about everything. One day Tim bites into a biscuit and one of his incisors fell out. He
screamed and ran to his mother and said ‘It’s bleeding!’ mother helped him to wash his
mouth and he was fine again.

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 7. Teacher and students will discuss the story.

Homework
Students will paste a picture of the teeth in their books and write two sentences about it as it
relates to the shape, size etc
2. Based on description, students will name the teeth.
Pointed and found at the side of the mouth _____________________
Chisel-shaped and sharp _____________________________

Evaluate:
Answer the following question from the story.
a. How many children are mentioned in the story?
b. Where did the children live?
c. What caused Tim’s tooth to fall out?
Evaluation
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Day Two Tuesday September 9, 2019

Objectives: Students should be able to:
Identify the different types of teeth
Skills: Identifying, reasoning, writing
Materials: Manipulatives
Procedures:

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Engage
1. Students will recite the poem below to see who can do it the best. They will also discuss
it with teacher.

Teeth are small but mighty tools.

That bite, tear and crush our food.
Many of them in our mouths we know
Cause food to help our bodies grow.
Some are flat, chisel-shaped and sharp
While others are pointed, rigid and broad
All of them has a special function
To help us with digestion.
Explore:
2. Students will eat samples of own food brought from home to identify the function of each
type of tooth. Students will then observe what takes place when they eat biscuit, carrot
or cane then tell which teeth is involved the most. Biscuit-incisors, carrot – premolars and
molars, pizza –canine etc. they will tell other foods that different teeth are responsible for
biting, chewing or tearing.

Explain:
Students will be told that even though each tooth has a different function all of them work
together to get food small for digestion. They will tell what they think digestion means. They
will sing the song below from handout the tune ‘ Carry mi Ackee’ for reinforcement of
information taught.
Si mi incisors
Mi use them fi bite food
Weh mi madda give mi
Si mi incisors
Mi use them fi bite food
Weh mi madda give mi

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Oh lord food nice food nice
When you take a bite

Extend:
Students will count the number of teeth they have and compare them that of their peers. They
will tell the reasons all children don’t have the same number of teeth. They will make a tally
table to show the information of their group members.

Home Work: Find out the other names for the kinds of teeth.

Evaluate:
Match the type of teeth to its function or description.
Teeth Function
Incisor Grinds chews and crushes

Canine Bites, grips and cuts

Premolar and molar Tears and cuts

Evaluation
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Day Three Wednesday September 10, 2019

Objectives: Students should be able to:

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 Distinguish between temporary (primary, milk, baby) and
permanent teeth.
Skills: Identifying, reasoning, writing
Materials: Manipulatives
Procedures:
Engage:
1. Review previous lesson by answering riddles. They will then report findings of other
names for each kind of teeth. Students will also act out a scene in which someone is
covering the mouth while talking to another or is unable to smile at a joke as opposed to
someone who is confident to do so. They will discuss what they think is the reason for
either behaviour. They will also tell what benefits are there in having our teeth. (happier,
more attractive, ability to speak properly, ability to eat)

Explore:
2. Students will tell if they were born with teeth, if they were told at what age they began to
have them and what the process is called (teething). They will also state when all the
teeth came into their mouths. They will say if they lose any and how many they would
have in all if they didn’t. (20). They will be asked to give the name for those set of teeth
if it is known and explain what it means and its process.

Explain:
3. Teacher will let students know that their first set of teeth is called temporary, baby or milk
teeth. These began to grow in their mouths at about six to eight months and is completed
at about age three. They will also read pg 4 from their integrated text for further
understanding.

Extend:
4. Students will check how many set of each teeth they have. They will demonstrate on a
number line how they would move if they count by four their canine teeth according to
the number of children in their group since one person has four canine teeth. They will be
taught that learning to order numbers when we skip count helps to multiply. This is a
quick way of adding several sets of the same number

Evaluate:

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Answer the following questions.
1. How many sets of teeth does a human being have?
2. At what age is the mouth full of temporary teeth?
3. What is another name given to the temporary set of teeth?

Students will complete pg 9 of their integrated Studies text.

Eg. Fill in missing numbers in order
4, 8, 12, _____, ____, 24, _____, 32
44, 48, _____, _____, ______, _______

Home work

Pg 10 and 11 of their Integrated Studies.

Evaluation
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Day Four Thursday September 11, 2019

Objectives: Students should be able to:
Distinguish between temporary (primary, milk, baby) and
permanent teeth.
Skills: Identifying, reasoning, writing
Materials: Manipulatives
Procedures:
Engage:

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 1. Students will recite poem about ‘Missing tooth’ from their Integrated Studies text pg. 24.
They will answer the following questions:
Who wrote the poem?
How old was the poet?
How did the poet feel when she realized she had a wiggly teeth?
What was the purpose of throwing the tooth on the roof?
Do you think the teeth will grow back?

Explore:
2. Students will give the name of the new set of teeth that comes into the mouth after the
temporary ones are called. They will also say how old they were when they had their four
different kinds of teeth. They will tell which teeth grows only in the permanent
set(wisdom teeth). Misconcept will be cleared up through discussion.

Explain:
3. Students will say what they understand about temporary and permanent set of teeth
giving similarities and differences. They will also be told that the permanent teeth start to
grow below the gum before the temporary ones are lost. They will also be taught that at
age 12 most kinds of teeth are found in the mouth and then at about age 16 the wisdom
teeth begin to grow.
Extend:
4. Draw and label the different shapes the types of teeth have.

Evaluate:
Answer the following questions
1. How many sets of teeth do we have? _______________
2. How many teeth are found in the:

i. Temporary set of teeth _________________

ii. Permanent set of teeth __________________

3. At what age does someone grow their:

i. Temporary set of teeth __________________
ii Permanent set of teeth __________________

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 4. State two differences between the two sets of teeth.

________________________________________________________________________
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5. Which teeth is not found in the temporary set of teeth?
________________________

Home work

Students will make a model of their teeth making sure that the correct number of teeth are in the
mouth.

Evaluation
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Day Five Friday September 12, 2019

Objectives: Students should be able to:
Identify the external parts of a tooth
Skills: Identifying, reasoning, writing
Materials: Manipulatives
Procedures:
Engage:
1. Using the KWL strategy students will say what they know about the teeth and what they
would like to know. These will be written on the board.

Explore:

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 2. Students will examine their friend’s teeth and tell how many parts they see. They will
express whether or not teeth have different parts and give the names if known. They will
then be shown the picture of a tooth and tell the amount of parts seen.

Explain:
3. Students will be taught that a tooth has three main parts namely the crown, enamel and
root. They will also be taught the root have prong. They will look at the pictures of the
different types of teeth on pg 23 of their integrated text and tell how many prong they see
in both the canine and the molar. They will then read the information from the same page
for clarity. They will then tell what they learnt.

Extend:
4. Students will say what they think is inside the tooth. They will also tell what they think
cause holes in tooth. They will make a crown from cartridge paper like that of a royal
family.

Evaluate:
1. Students will draw and cut out the shape of a tooth from white paper and paste it on
coloured paper and label it.

Answer TRUE or FALSE for each statement.

2. The enamel is the part of the teeth hidden within the gum. ____________________
3. The teeth are held firmly in the gum by the root. _________________
4. The white covering on the teeth is the crown. ____________________
5. A canine tooth has the same number of prongs like that of a molar tooth. _____________
6. The wisdom tooth has three prongs. ____________________

Evaluation
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Grade: 3
Subject: Language Arts
Duration: 1hour x 5
Term 1 – Unit 1
Day 1
Strand: Word Recognition and Fluency
Attainment Target: Develop phonic awareness and use knowledge of letter sound
correspondences in order to decode unfamiliar words
Specific Objectives: pupils should be able to:
 Identify long vowel sounds and blend these with consonant sounds to read words
Topic: Long Vowel Sounds
Materials: story and word cards
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Key vocabulary: long vowel sounds, a, e,i,o,u, initial, medial, position, consonant, blend
Skills: identify long vowel sounds, blend sounds
Content Summary:
Long vowels say their names. There are different ways to form long vowel sound. For example:
silent e at the end of a word or teaming up with others (ee=seed).
Whole Group (25 minutes)
 Lesson will commence with students being engaged in singing the vowel song, “I know
some letters that are vowels….” sung to the tune of “Old McDonald”
 Students will explore the vowels on the board in both upper and lower cases.
 They will be asked to read the topic on the board to identify the focus of today’s lesson.
 Then they will be guided in discovering or recalling that long vowels say their names.
 Next, they will observe and call words on the board paying attention to where the long
vowel sound is sounded (initial, medial or final positions)
 Finally, they will listen to story and clap when they hear long vowel sound words will be
written on the board
Small Group (20 minutes)
Group 1 will work on naming the vowels and producing their long sound and blend one of the
sounds with consonants to make a word.
Group 2 will be given a list of words to write (-) above the letter(s) that make the long vowel
sound in words. Nb. Not all words will have long vowel sounds. For example: she, hat, potato.
Group 3 will get a few sentences to circle the words with the long vowel sounds.
Whole Group (15 mins)
 Students will be engaged in a question and answer session where questions will be asked
based on the content covered. This will be done in order to reinforce content and clear up
any misconceptions that they students might have.
Assessment:
3G students will circle the picture beside the word with a long vowel sound and then write (-)
above the letter (s) in the word where the long vowel sound is heard.

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 rake pot teeth cat

3M students will be asked to write 10 words with long vowel sounds and write (-) above the
positions where the long sound is pronounced.
Evaluation:

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Day 2
Strand: Comprehension
Attainment Target: Read for meaning, fluency and enjoyment of texts, using a variety of clues
to gain information and identify ideas and events
Specific Objectives: Pupils should be able to:
 Demonstrate understanding of structure through the use of graphic organizers and
outlines
 Use self -questioning and teacher questioning to promote reading skills
Topic: Self-Questioning
Materials: grade level reading books
Key vocabulary: before, during, after, questions, predictions
Skills: engage in discussion, discuss and write questions, use self-questioning
Content Summary:
Asking questions before, during and after reading a text helps readers to become better readers.

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Whole Group (25 mins)
 Students will observe a chart with the headings: before, during and after.
 Then they will be guided in discovering the importance of asking questions about a text
before reading, during and after.
 Students will be showed a grade level text and be asked to share questions that they
would ask themselves before reading this text. The process will continue for the during
and after reading aspects.
 After each stage, students will observe to see if any of their questions were answered

Small Group (20 mins)- The same books will be used for all groups.

Group 1 will observe cover of book/title in order to formulate and share the questions that come
to their minds.

Group 2 will read the first few pages and then share questions that come to mind while reading.

Group 3 will share questions that they would like answers for after reading the entire text.
Whole Group (15 mins)
 Students will be engaged in discussing and recapping the text in order to see connection
and significance of self- questioning

Assessment:

3G students will observe the cover or title of a grade level book and either write or orally state
two questions that come to mind based on the cover or topic.

3M students be given a grade level book to read and write questions under the following headings on
the table below as they do self- questioning before, during and after reading text.

Before During After

Evaluation:

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Day 3
Strand: Grammar and Conventions
Attainment Target: Write sentences which are grammatically accurate and correctly punctuated
using SJE and JC appropriately
Specific Objectives: Pupils should be able to:
 Identify and use irregular plural nouns
Topic: Irregular Plural Nouns
Materials: pictures
Key vocabulary: irregular, plural, nouns, singular
Skills:
Content Summary:
Nouns are names of people, places, animals or things.

Irregular plural nouns are nouns that do not become plural by adding -s or -es, as most nouns
in the English language do.

Some words with descriptive adjectives and hyphens for the plural by adding the correct affix to
the noun portion of the word, for example: fathers -in-law.

Some animals have the same singular and plural forms, for example: deer-deer, sheep-sheep,
swine-swine.

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Whole Group (25 mins)
 On the board, a picture of a foot will be drawn on one side and two feet on the other side
for students to identify them.

 Pictures will be labelled with the words foot and feet.

 Discuss the spelling of each noun. Potential questions include: What do you notice about
the spelling? How are the spellings different?

 Students will be told that today they will learn about irregular plural nouns and how they
are formed.

 Several other examples will be explored for students’ understanding

Small Group (20 mins)
Group 1 will be given pictures where they match the singular pictures with words to their plural
forms.
Groups 2 and 3 will match column A with B.
Column (A) Singular Column (B) Plural
Mouse feet
Foot children
Goose men
Man deer
Woman mice
Child geese
Ox teeth
Tooth women
Deer Oxen

Whole Group (15 mins)

 Lesson will be recapped and reinforced by repeating how some nouns form irregular
plurals

Assessment:
3G and 3M will read each sentence and write the plural of the word given in brackets on the
lines provided.
1. There are four ________ at the bus stop. (man)
2. I brush my ___________ everyday. (tooth)

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3.Two _________ are eating cheese. (mouse)
4. Mr Ali has two _______________. (child)
5. The farmer has five_____________. (sheep)
Evaluation:
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Day 4
Strand: Writing
Attainment Target: Develop approaches to the writing process to enable them t organize their
ideas into a coherent structure include layout, section and paragraphs
Specific Objectives: Pupils should be able to:
 Write to compare different ideas or concepts
Topic: Comparing
Materials: pictures
Key vocabulary: compare, similar, difference
Skills: compare characters/ideas
Content Summary:
Comparing and contrasting are ways of exploring the similarities and differences between two
things.

Whole Group (25mins)

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  Students will observe a pictures or samples of oranges and ripe bananas in order to state
the similarities that these items share as well as the differences. These similarities
identified will be represented on a graphic organizer.
 From here the concept of compare will be introduced
 Then the students will explore two characters from different stories in order to make
comparisons
Small Group (20 mins)
 Students will work in their respective groups to compare given objects, characters and
events (hurricane, drought)
 They will share their work with the rest of the class.
Whole Group (15 mins)
 Through question and answer session, students will recap the content covered.
Assessment:
3G and 3M students will be showed pictures of Mickey Mouse and Ironman to compare orally or
in written form.
Evaluation:
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Day 5
Strand: Grammar and Conventions
Attainment Target: Write sentences which are grammatically accurate and correctly punctuated
using SJE and JC appropriately
Specific Objectives: Pupils should be able to:
 Formulate and apply rules for the use of singular and plural demonstrative pronouns
Topic: Demonstrative Pronouns
Materials: objects of various types

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Key vocabulary: near, far, singular, plural, this, that, those, these
Skills: identify demonstrative pronouns, discuss rules and meaning of demonstrative pronouns
Content Summary:
The demonstrative pronouns are this, that, these and those. The point to specific things
This and these refer to things that are near while that and those refer to things that are far.
This and that are singular while these and those are plural.

NEAR FAR
Singular This That
Plural These those

Whole Group (25 mins)

 Students will be engaged in a question and answer session where teacher will use
demonstrative pronouns in questions to establish distance as well as forms (singular or
plural). For example, teacher will ask, What is this or that? What are these and those?
 Then, students will be further guided in understanding or discovering the content.

Small Group (20 mins)

Group 1 will place objects in the class, close s well as some distance away from themselves.
Based on their location to the objects they will be asked to use (this, that, these and those) to
point to the objects.

Groups 2 and 3 will describe things in the classroom, using demonstrative pronouns to refer to
them for example: Those books over there are very big.

Assessment:

3G and 3M students will circle/write the correct word on the lines.

1) __________ (this / that) train over there is big.

2) __________ (this / that) train over here is old.

3) __________ (this / that) apple is good.

4) I don’t know if ________ (these / those) oranges are sweet.

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 5) __________ (these / those) are my favorite boots.

6) __________ (this / that) is the first one to arrive.

7) __________ (these / those) people are new to the area.

8) Can you pass _________ (these / those) sheets around?

9) __________ (these / those) are the pencils I prefer.

10) __________ (this / that) place is taken already.

Evaluation:

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Subject: HFLE
Grade: Three
Theme: Self and interpersonal Relationship
Unit 1: Personal Development
Topic 1: I am a wonderful person
Objectives: By the end of this topic students should be able to:
Use self evaluation to Identify personal qualities
Recognize the good in themselves and in others

Content: My Self Esteem

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 Self esteem refers to how we think and feel about ourselves. There are
wonderful things about all of us.
What/Who influences how I feel about myself?
 The media
 My friends
 The way I look
 Things people say about me

Activities
1. Students will form circle and pass a ball around while music is being playing. Whoever
has the ball when the music stops has to say a wonderful thing about him/herself. The
activity is repeated and the second time, the students say something wonderful about a
classmate.

2. Teacher and student will play Sponge Bob game Teacher say “Sponge Bob says I am
wonderful. Who says you wonderful?” Students respond by sharing with the class who
has shaped their self esteem. For example: student may respond by saying mommy,
teacher, ect. Students will also discuss ways in which they show they show are
wonderful.

Assessment
3. Students will write a song about themselves.
Evaluation
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