Week 8

April 19-23,
2021
Name: Roxanne Dacres
School: Unity Primary School
Date: April 19, 2021
Time: 9:35 – 10:15
Duration: 40 Minutes
Grade: 3
Subject: Language Arts
Topic: Contractions
Term: 2
Unit: 1
Strand: Grammar and Conventions
Attainment Target:

 Write sentences which are grammatically accurate and correctly punctuated, using
SJE and JC appropriately.
 Use and adopt a range of sentence structures according to context, distinguishing
between SJE and JC.

Specific Objectives:

1. Define the term contract, contraction

2. State the use of the apostrophe in contractions.
3. Shorten words using - is, will, are, would and am’
4. Use contractions in sentences

Skills: identify contractions, make contractions

Resources: Laptop, google slide, https://youtu.be/gubPH3Wurg
Key Vocabulary: contract, contraction
Vocabulary: contract, contraction, apostrophe
Engage:
The students will be asked to watch the video about contraction. Video:
https://youtu.be/gubPH3Wurg . After watching the video, the students will be asked questions
about the video. The teacher and students will engage in a discussion by using the following
questions.
Questions:
1. What happened in the video?
2. What were the letters replaced with?
3. What did you notice about the 1st words
3. Do you know the name given to the new words formed?

Explore:
The students will be given sentences with contractions and asked identify the contraction in each
sentence.
Sentences:
I’m getting cold.
He isn’t going with us.
She’s going to the supermarket.
I’ll help you with your work.
I didn’t see the dog.

Explain:
The students will then play a matching game. They will be asked to circle the contractions with
their correct words. They will be asked to explain how they arrived at the answer that they gave.
The teacher will listen and make any necessary corrections.

you are youre you’re your’e

we are [p-[;0 we’re wer’e w’ere
I have Iv’e I’ve Ive’
There is theres ther’es there’s
She is she’s sh’es she’is
I had I’ad Ia’d I’d
She will She’ill she’ll shw’ll
Elaborate:
Students will be asked to form contractions with the highlighted words in sentences.
Sentences:
He is _________________ at baseball practice.

She would ______________ like to learn to play the guitar.

We will ________________ go to the beach tomorrow.

They are _______________ going to have a picnic

I have _________________ read that book several times already.

Why is __________ he sitting over there.

Evaluate:
Students will complete the worksheet posted in the google classroom.
Name: Roxanne Dacres
School: Unity Primary Primary School
Date: April 20, 2021
Time: 8:30 – 9:30
Duration: 1 Hour
Grade: 3
Subject: Language Arts
Topic: Dictionary Skills – Guide words
Term: 2
Unit: 1
Strand: Word Recognition and Fluency
Attainment Target:

 Read fluently and with appreciation.

 Develop phonic awareness and use knowledge of letter-sound correspondences in
order to decode unfamiliar words
 Automatically recognize words (including basic sight words lists) through repeated
exposure and mnemonic devises.
 Establish a concept of print and use a range of word recognition clues, re-reading and
reading ahead, to identify new words.

Specific Objectives:
1.Tell what a dictionary is used for
2. Arrange 5 words in alphabetical order.
3. Explain what are guide words after discussion
4. Use guide words to find words in the dictionary

Skills: arrange words in alphabetical order

Resources: Laptop, google slide, youtube video, dictionary
Key Vocabulary: guide, alphabetical, dictionary
Engage:
Students and teacher will engage in a discussion of what the dictionary is. The students will be
asked how the words in a dictionary are organised. The students will then be given 5 word to
arrange in alphabetical order. Boil Bore Bone Book Box

Explore:
The students will be told to take out their dictionaries. They will be told to look at the top of each
page and tell what they see.
Expected answer: words
The students will be asked what they think the words at the top of the dictionary does.
Expected answer: tell if the word you are looking for is on that page.
They will be asked to look at the 1st word at the top and the last word at the bottom and tell what
they notice. Expected answer: the first word is at the 1st word on the page and the 2nd word is the
last word on the page.
The students will then be asked to work in groups of 3 to to find out what words that they would
find on a particular page based on the words at the top of the dictionary. The students will use the
private chat to communicate with each other.

Explain:
Each group will be asked to present their answer to the class. The teacher and students will listen
and the teacher will clear up any misconceptions. The teacher will ask the students to explain
how they arrived at their answers.
 The teacher will explain to the students that the words at the top of the dictionary are called
guide words and they tell the words that would be found on that particular page.

Elaborate:
The students will be asked to find the words ‘pen’ and ‘star’ using the guide words.

Evaluate:
Students will be asked to complete the activity posted in the google classroom

Guide Words
Below you see sets of guide words from a dictionary. The page number is written in the
center

Bronze 32 buffalo
Dive 97 doll
Grove 16 grill
Grim 117 grouch
Style 314 sunflower

1. On which page is the word grind? _________________

2. Is the word bug on page 32? _____________________

3. Which day of the week can be found on page 314? ____________

4. Would the word dime be found before or after page 97? ________

5. Which word is on page 117: ground, grow or groom? __________

 Content
Guide words are the words at the top of the dictionary. They tell you the first word and the last
word on the page. It helps you to know if the word you are looking for is on the page.
A dictionary is a reference book that list words in alphabetical order. A dictionary
gives the meaning and other details of the listed words. Each listed word that is in a
dictionary is called an “entry word”.
In the dictionary the entry word is sometimes separated with a dot (.) or hyphen (-) to
separate the syllables to help with the pronunciation of the word. After the entry word
the part of speech of the word is given. The meaning of the word is then given and
some words may have more than on meanings.
Example: hang (verb) 1. to fasten or attach (a thing) so that it is supported only from
above or at a point near its own top; suspend.
2. to attach or suspend so as to allow free movement:to hang a pendulum.
3. to place in position or fasten so as to allow easy or ready movement.
Reflection:
This lesson did not go as expected. The students had a hard time grasping the concept of the

guide words. I had to keep repeating for them to understand the concept.

The students participated in the lesson and were answering the questions but they were not

getting the understanding.

More activities should have been done to try and get the students to get the understanding for

themselves instead of me telling them. A video could have been used as well because I realise

that videos grab their attention and help them to learn better.
Name: Roxanne Dacres
School: Unity Primary School
Date: April 21, 2021
Time: 11:05 – 12:05
Duration: 1 Hour
Grade: 3
Subject: Language Arts

Topic: Information Letter

Term: 2
Unit: 1
Strand: Writing
Attainment Target:

 Develop approaches to the writing process to enable them to organize their ideas into
a coherent structure including layout, sections and paragraphs
 Write to narrate, to persuade and for a range of transactional purposes, using SJE and
JC appropriately and incorporating multi-media approaches to their writing
 Use language and text form appropriately and with imagination to create vibrant and
engaging texts
 Write well-constructed paragraphs which have linking sentences within and between
them

Specific Objectives:
1. Tell at least 3 parts of a letter
2. Tell what is an information letter
3. State the kinds of details placed in an information letter letter
4. Write a simple information letter to a friend using the correct letter outline
Skills: identify parts of a friendly letter, generate ideas

Resources: Laptop, google slide

Key Vocabulary: invitation, salutation, address, district, invitation, information

Engage:
A review of the previous lesson was done. The students will be asked to identify the parts of a
letter. The ginger bread man will be used to remind the students of the parts of the letter and
where each is found. The students will be asked to tell the types of letters that they know of.
Expected answer: thank you letter and invitation letter

Explore:
The students will be shown a sample letter and asked to read the information placed in the letter.
The students will be asked to tell what information do they see in the letter. The students will be
asked if the letter is a thank you letter or invitation letter?
Expected answer: none.
The students will be asked to look at what the letter is saying and try to determine what type of
letter is shown.

Explain:
Individual students will be asked to answer the questions.
Questions:
What is happening in the letter?
What is the letting telling?
What kind of letter is it?
The teacher will listen to the students and make corrections where necessary.
The students will be told that the letter is an information letter because it is giving information
about something that is happening. Further clarity will be made and expansion of content will be
done.
Elaborate:
Students will be asked to give some of the details that they would put in and information letter to
a friend. Different scenarios will be given.
Scenario 1: You are telling your friend about your new pet
Scenario 2: You are telling your friend about your day at the beach.
Evaluate:
Students will be asked to write a simple information letter, using the correct format of how a
letter is outlined, telling a friend about what they did over the weekend
Content
A letter is a written message sent from one person to another. There are five (5) parts
of a letter. They are: the address, the date, the greeting, the body and the closing.
The senders address and the date are at the top of the letter at the right and is
sometimes called the heading.
The greeting / salutation comes below the heading and is on the left side of the letter. The
greeting is where you greet your friend. For example, Dear Mary, or Hi Mary.
The Body is the largest part of the letter. It tells what the letter is about. It comes just
below the greeting.
The closing is the last part of the letter. It has a short comment followed by your
name. For example Your friend, Jane or Love, .
The three main types of letters are a thank you letter, an invitation letter and a request letter. A
Thank you letter is written to thank someone for something that they did, or to thank them for
something that they gave you.
An invitation letter written to invite someone to an event. A request letter is written to ask for
something.
An information letter gives information about something. It gives detail about a particular topic
or event
Reflection:
This lesson went very well. The lesson was basically revision because we had done letters

before. We were just adding to the type of letters that they already know. The children were very

responsive towards the lesson. They were answering the questions presented to them and

participating in the lesson.

The lesson could have had more examples of the information letter instead of just having one

sample.
Name: Roxanne Dacres
School: Unity Primary Primary School
Date: April 22, 2021
Time: 11:05 – 11:45
Duration: 1 Hour
Grade: 3
Subject: Language Arts
Topic: Poetry
Term: 2
Unit: 1
Strand: Comprehension
Attainment Target:

 Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identifies ideas and events
 Use deduction and inferences to interpret information and ideas
 Read fluently with appreciation

Specific Objectives:
1. Explain what is a poem after discussion
2. Give at least 2 elements of a poem
3. Write a poem with at least one element of poetry.

Skills: listen attentively, speak clearly, identify poetic devices, engage in discussion

Resources: Laptop, poems

Key Vocabulary: poem, poet, poetry, rhyme, imagination, rhythm, stanza

Engage:
A poem will be read to the students ‘New Scholar’ by Louise Bennett. The students will be told
to listen carefully to the poem and be ready to answer questions about the events of the poem.

Explore:

After listening to the poem the students will be asked if the text or story that was read is a poem.

The students will be asked why they think it is a poem or not a poem. The students will be asked

to give examples of some things that made the text a poem.

Explain:

The students will be shown two poems and asked to compare the poems.

The students will be asked to tell what are some of the things that they notice in the poems.

Expected answer:

rhyming words,

Some things in the poem are not real

One is long and one is short

The poems have a rhythm to them

The teacher will listen to the students and clear up any misconceptions. The teacher will explain

to the students that the things that make up the poem are called the elements.

Explain:

The students will be asked to read a poem displayed on the screen and name some of the

elements seen in the poem

Elaborate:

The students will be asked to read the poem displayed on the screen and identify some of the

elements of a poem.

Evaluate:

Students will be asked to write a short poem or find one on the internet that one element of a

poem is clearly identified.

Content

A poem is a piece of writing that uses imaginative words to share ideas, emotions or a story with

the reader. ... Most poems for children rhyme or they have rhythm (just like music) or

repetition. But a poem doesn't have to rhyme!

Reflection:

This lesson was quite satisfactory. The students were very intrigued with the lesson. I could see

they were having fun because they enjoyed reading the poems and they were eager to answer the

questions presented.
Date: April 16, 2021
Subject: Mathematics
Grade: 3
Duration: 1 hour
Term: Three
Topic: The Clock- Telling Time

Attainment Targets:
 Demonstrate an understanding of the use and value of money.
 Identify the various Jamaican coins/notes and use and establish equal values of different
combinations.
 Tell or show the value of a set of coins/notes.

Objectives:
1. Tell the time to the hour
2. State the amount of minutes in quarter of an hour
3. Tell the time using quarter to the hour as well as digital
4. Draw clock faces showing time quarter to the hour and write the time

Content:
The clock tells us the time of day. Some clocks have two hands. The short hand is called the hour
hand. The long hand is called the minute hand. There are 60 minutes in one hour. There are 24
hours in a day. The analog displays numbers ranging from 1 to 12. The clock is the standard

unit for measuring time. Other instruments are the watch, cellphone etc The hands
turn in a clockwise direction. Time is measured in hours, minutes, seconds. Sixty
(60) minutes = 1 hour. The long hand takes five minutes to move from one number
to the next. The digital clock does not use hands, it uses numbers. A colon is used
to separate the hour and the minutes. The hour is on the left of the colon and the
minutes to the right.

Materials:
Interactive analog model clock, youtube video, song
Key Vocabulary:
Time, clock, minute, hour, analog, hands, face, shape, water clock, sundial, instruments.
Skills: telling and writing time shown, drawing and labelling clock faces,

identifying the instruments of telling time

Engage:
The students and teacher will sing the jingle “When the long hand is 9 it’s quarter
to” repeat four times (tune – If you’re happy and you know it…)
While singing teacher will show the clock with the long hand pointing on 9.
The students will be asked how many minutes is quarter to.

Explore:
Pupils will show on their clock faces the same time that the teacher shows.
They will then listen to the times that the teacher says and show same on their
clocks. They will also be shown times and asked to say the time
Pupils will read time as quarter to __.
For example, the teacher will say quarter to ten or 9:45

Explain:
The Teacher will ask the students when the minute hand is on 9 what should the
time read. Expected answer: _:45 or quarter to ___.
Pupils will then count the minutes from the 00 or the 12 going in a clockwise
direction until they reach 9. Pupils will learn that each quarter has 15 minutes.
Teacher will explain that the time can be read using the analog and the digital
times. Quarter to the hour is really 15 minutes before the hour. For example:
Pupils will draw this in their books.
 Quarter to 10
9:45

Elaborate:
The students will then engage in a
game called hip hop around the clock. The song will be played and the students
will be given a time to show on their model clocks.
When the song ends the first student to show the time on the clock wins, they will
also write the digital time.

Evaluate:
Students will be asked to complete the activity on pages 226 – 227 in their Rediscovering
Mathematics for the Caribbean
Date: April 21, 2021
Subject: Mathematics
Grade: 3
Duration: 1 hour
Term: Three
Topic: Pictograph

Attainment Targets:
 Collect, organise and interpret information in practical situations and use probability
language
 Collect and record attribute data.

Objectives:
Students will be able to:
1. Explain what is a pictograph after discussion
2. Work cooperatively in groups to explain a given pictograph
3. Explain the importance of the title and the key on a pictograph
4. Interpret the information presented on a pictograph

Materials:
Laptop, pictographs, slides
Key Vocabulary:
Pictograph, interpret, key, title
Skills:
Interpreting data
Engage:
The word ‘Pictograph’ will be displayed on the screen. The students will be asked which words
can they get from the word pictograph. Expected answer: picture and graph.
The students will then be shown different pictures and asked which one they think would
represent a pictograph based on the words derived from pictograph and the discussion.

Explore:
Based on the answers given by the students, they will be asked to say why they selected that
picture. When the correct image is selected the students will be asked to tell what they are
seeing.
Expected answer: pencils, pictures, favourite subject.
In groups of 3, the students will be asked to communicate using the private chat to explain what
the graph is representing. The students will be given a hint to use the title and the image at the
bottom to help explain the pictograph.
Explain:
Each group will be asked to give their answers. The teacher will listen to each group and
afterwards make any corrections. After listening to each group, the students will be asked how
the title helped them to explain the pictograph.
The teacher will listen and further explain the importance of the title and the key.
Elaborate:
The students will be shown a different pictograph. Individual students will be asked to explain
the pictograph. The graph will not have a title or a key. This will be done to ascertain if the
students will be able to explain without the title and key.
The title and the key will then be added and the students asked to interpret.
Students will then be asked to answer questions based on the pictograph shown.

Questions:
1. What is the title of the pictograph?
2. what does 1 smiley face represent
3. Which fruit received the most vote?

Evaluate:
The students will be asked to complete a live worksheet posted in the google classroom.
https://www.liveworksheets.com/worksheets/en/Math/Pictographs/Pictograph_cb1548980a
z
Content
A pictogram is a chart that uses pictures to represent data. Pictograms are set out in the same
way as bar charts, but instead of bars they use columns of pictures to show the numbers
involved.
A pictograph must have a title and a key. These will help to interpret the data presented.
Reflection:
Date: April 22, 2021
Subject: Mathematics
Grade: 3
Duration: 1 hour
Term: Three
Topic: Pictograph Cont.

Attainment Targets:
 Collect, organise and interpret information in practical situations and use probability
language
 Collect and record attribute data.

Objectives:
Students will be able to:
1. Explain where information is received to input in a pictograph after discussion
2. Collect data from classmates to input in a pictograph
3. Create a pictograph using the data collected
4. Use the pictograph to answer questions

Materials:
Laptop, pictographs, slides
Key Vocabulary:
Pictograph, interpret, key, title
Skills:
Interpreting data
Engage:
A review of the previous day lesson will be done. The students will be asked to tell two things
that a pictograph must have. They will then be asked to interpret a pictograph

Explore:
After interpreting the pictograph, the students will be asked where does the information come
from to put on a pictograph.
Expected answer: from people
They will then be asked how do we get the information from people. Expected answer: by
asking.
The students will then be told that we will be creating a pictograph indicating their favourite
fruits. The students will be asked to raise their hand when they hear their favourite fruit. The
students will be told that they can only raise their hand once.
The fruits will be displayed on the screen and the number of students who raised their hand for
each fruit.

Explain:
The students will be asked to list the things that will be placed on the pictograph. The students
will be asked to give a title for the pictograph and the create a key. The teacher and students will
work together to create the pictograph on the whiteboard.
Elaborate:
The students will then be asked to answer the questions based on the pictograph created.
Which fruit is the favourite?
Which fruit is the least favourite?
How many students like …..?

Evaluate:
The students will be asked to complete a worksheet posted in the google classroom.
Content
A pictogram is a chart that uses pictures to represent data. Pictograms are set out in the same
way as bar charts, but instead of bars they use columns of pictures to show the numbers
involved.
A pictograph must have a title and a key. These will help to interpret the data presented.
The information received to create a pictograph has to be collected.
Date: April 23, 2021
Subject: Mathematics
Grade: 3
Duration: 1 hour
Term: Three
Topic: Pictograph Cont.

Attainment Targets:
 Collect, organise and interpret information in practical situations and use probability
language
 Collect and record attribute data.

Objectives:
Students will be able to:
1. Use the key on a pictograph to answer questions

Materials:
Laptop, pictographs, slides
Key Vocabulary:
Pictograph, interpret, key, title
Skills:
Interpreting data
Engage:
A review of the previous day lesson will be done. The students will be asked to tell two things
that a pictograph must have.

Explore:

The students will be shown a pictograph with the key representing 2.

The students will be asked to tell how much each flower represents. The will be asked to
calculate the amount of flowers for Monday. The students will be asked if the picture represents
2 flowers how much are we going to count each flower by. The students will be asked to tell how
much the ½ of flower would represent.

Explain:
Individual students will be asked to calculate the number of flowers represented for each month.
The teacher will listen to the students and make any corrections.

Elaborate;
As a whole class the students will complete a pictograph with questions.
Evaluate:
Students will complete worksheet in google classroom.

Name: Roxanne Dacres

School: Unity Primary and Infant Schooly
Date: April 19, 2021
Grade: 3
Subject: Integrated Studies
Topic: Language in Our Culture
Focus question 1: What is the Jamaican Culture?
Duration: 1hr
Prior Knowledge
Students know features of the Jamaican culture.
Attainment Target:
Language in our culture

Objectives: At the end of the lesson, the students should be able to;
1. Define the word language. (Cognitive)
2. Tell the languages in the Jamaican culture. Example: Creole and English (Cognitive)
3. Distinguish between Creole and SJE, recognizing that language changes according to
situation. (Cognitive)
4. Research the meaning of words to be used in sentences.(Cognitive)
5. Collaborate to make presentation. (Affective)
6. Demonstrate different movement sequences from a selection of traditional cultural music
while showing angles with their body. (Psychomotor)
7. Tell how they feel about the Jamaican language (Affective)
 8. Dramatize aspects of the Jamaican culture. (Psychomotor)

Resources: language on Jamaican language https://youtu.be/0ZjPeMGiOpk, songs

Skill: Communication, presentation, research, writing,
Vocabulary: Derived, forum, International, delicious, exhausted, reunion, derived,
communicate, essential.

Engage: ( 5 mins)
The conversation on page 13 in the students’ text book will be read by two students. The students
will be asked questions.
Question: What language was Shawn speaking?
Expected answer: English
Question: What language was Shawn’s father speaking?
Expected answer: Patios or Creole
Question: Which country speaks Creole and English language?
Expected answer: Jamaica
Question: What do you thing will be the lesson today?
Expected answer: Jamaican Language

Explore: (15 mins)

The students will be placed in small groups to complete given task. The task will be shared on
the screen for the students to see as the communicate privately in their groups in the chat room.
Group1: Role play Shawn reunited with his mother, you may speak in Creole and English.
Group 2: Discuss and present on some of Jamaican culture Shawn missed while he was away
and new foreign culture he learned.
Group 3: present on three Jamaican dishes Shawn’s mom could be preparing for dinner.
Group 4: Explain and present on one aspect of the Jamaican culture using Creole.
Group 5: Explain and present on one aspect of the Jamaican culture using English.
Group 7: Present one Traditional dance: Quadrille, Bruckins, Dinki Mini, Mento, Ska,

Explain: (15 mins)

The groups will make their presentation, each presentation will be followed by a brief discussion
as the other students and teacher is allowed to share more information on the topic presented,
seek clarity or make clarification. The content will be read and discussed. The students will
watch a video on the Jamaican language.
Extend: (10 Mins)
The students will research and write the meaning of given words. Example: forum,
International, delicious, exhausted, reunion, communicate, essential, derived. The students
will use any of the words to write two and three sentences using Standard Jamaican English.
Evaluate:
Students will dance to cultural music while demonstrating different angles their body can make.
The students will be asked to tell what they learn from the lesson, they may give their summary
in Standard Jamaican English or Creole.

Content
The language that people speak is an essential part of their culture. The language of a country

is the one that the citizens use to communicate. Two languages are used in Jamaica to

communicate these are The Standard Jamaica English and Creole or Patois. All countries

that were ruled by England use English as one of their language. The Creole was pass down

through our ancestors.

Jamaica's Dr. Louise Bennett Coverley or Miss Lou as she was affectionately called, was born in

Kingston, Jamaica on 7th September, 1919. A cultural icon locally, regionally and

internationally, Miss Lou was one of Jamaica's leading comediennes and the 'only poet who

really hit the truth about her society through its own language.'

Language in our culture

Name: Roxanne Dacres

School: Half way Tree Primary

Date: April 21, 2021
Grade: 3
Subject: Integrated Studies
Topic: Jamaica’s Official Language
Focus question1: What is the Jamaican Culture?
Duration: 1 hour
Prior Knowledge
The students have been introduced to Standard Jamaican English and Creole.

Attainment Target:
Learning about Jamaica’s Official Language
Objectives: At the end of the lesson, the students should be able to;

1. Explain the term official language (Cognitive)

2. Distinguish between Creole and Standard Jamaican English. (Cognitive)
3. Collaborate to complete task. (Affective)
4. Use digital tools to conduct research. (Psychomotor)
 5. Use dramatic presentations to highlight Jamaica’s official language. (Psychomotor)
6. Complete table to show angles found in letters. (Psychomotor)
7. Use sentences when responding to question in Standard Jamaican English (Cognitive)

Resources: Questions, https://youtu.be/fj-S0J9MWYc

Skill: Research, presentation, collaboration.

Vocabulary: Communicate, formally, official, accent, creole
Engage: ( 5 mins)
The students will listen to the poem “not even likkle twan” https://youtu.be/fj-S0J9MWYc
The presentation will be played twice during the second presentation it will be stopped
occasionally as the students are asked to tell their understanding of the line in Standard Jamaican
English.
Question: What language was used in the poem?
Expected answer: Creole, patois
Question: What language did you use to explain your understanding?
Expected answer: Standard Jamaican English.
Question: Do you know which of the two is Jamaica’s Official Language?
Expected answer: Standard Jamaican English Language
Question : What do you think the lesson will be about?
Expected answer: Jamaican English Language.

Explore: (15 mins)

The groups will use their devices to research and make a short presentation on the official
language of Jamaica.
They may present using song, poem dramatization or any other creative method.
Explain: (15 mins)
The groups will make their presentations the other students will be allowed to contribute to
presentation after each group is finish. The content will be read and explained.
Extend: (10 Mins)
The students will observe the letters in the word JAMAICA’S OFFICIAL LANGUAGE and
identify the angle they can find.
The students will construct a table with the headings letter and angles and diagram and then
complete the activity. The students will be called upon to tell their findings. The letters will be
shared on the screen for students to show the angle using the annotate.
Example:
Letter Angle
Diagram

A Acute
Evaluate:
The students will be asked generated question to assess their understanding of the lesson.

Questions:
1. What is the official language of Jamaica?
2. What is the name of the English Jamaicans speaks?
3. What is the meaning of accent?
4. What is a countries official language?
5. When do we use the official language?

Content
The language that people speak is an important part of their culture. Although most Jamaicans

speak both Standard Jamaican English and the Jamaican Creole, Standard Jamaican English is

the official language. However, speakers of English do not always sound the same way. The

English that Jamaican Speak is called Standard Jamaican English, mainly because of the way

we pronounce words. The way people pronounce words is called accent.

The official language of a country is the one that citizens use to communicate formally. It is the

language you use to write your examination in school or to communicate with the rest of the

world. It is also used when we are writing business letters, preparing legal documents or making

formal speeches.

All countries that were once ruled by England use English as one of their official language.
Name: Roxanne Dacres
School: Unity Primary and Infant School
Date: April 23, 2021
Grade: 3
Subject: Integrated Studies
Topic: Jamaica’s Unofficial Language (Writing in Creole)
Focus question1: What is the Jamaican Culture?
Duration: 1hr
Prior Knowledge
The students have learnt about Jamaica’s official language
Attainment Target:
Jamaica’s Unofficial Language (Writing in Creole)

Specific Objectives: At the end of the lesson, the students should be able to;
1. Define the term unofficial. (Cognitive)
2. Select the correct answer to make sentences true. (Cognitive)
3. Perform cultural poem. (Psychomotor)
4. Write Creole and its translations. (Cognitive)

Resources: video link on patios https://youtu.be/F6syBXasM-8

Skill: make presentation, reading,
Vocabulary: Unofficial, Creole, official, honourable,

Engage: ( 5 mins)
The students will be asked to think about their favourite poem, song or quote or the funniest
word they know in Jamaican Creole. They will tell it to the class.

Explore: (15 mins)

Miss Lou’s poem ‘Education Studiration” will be displayed on the screen. A student will read the
poem. It will remain on the screen as the students break in their groups to review the poem and
answer related questions.
Questions:
1. In the poem, what does the speaker value most?
2. Why?
3. Which aspects of culture are mentioned in the poem?
4. Choose five Creole from the poem and write the English word for each.

Explain: (15 mins)

The groups will make their presentation, the answers to the questions should come from the
poem and then the content will be read and discussed.

Extend: (10 Mins)

The students will read and complete the ‘Lets write” activities on pages 15 and 17 in their text
book Primary integrated Studies 2B.
Sentences:
Select the language that would be used in each situation.
1. An address to students by the Honourable Minister of Education and Information.
a. Official language b. Creole
2. A weather report given on National Television
a. Official language b. Creole
3. Two members of Jamaica reggae Boyz discussing a game they won.
a. Official b. Creole
4. Miss Jamaica being interviewed by the international coordinator of the Miss World
Pageant.
a. Official language b. Creole
5. Children playing a ball game at lunch time.
a. Official language b. Creole

Evaluate:
The student will write their own Jamaican poem and decorate it using angles.
The poem will be shared with the class, the students will also explain which angle was used.
Content
The unofficial language of Jamaica is the Jamaican Creole or Patois. Most Jamaicans speak a

form of this language and can understand it. Many can speak both the official and unofficial

language and can switch from one to the other easily. The Jamaican Creole developed out of a

mixture of English and the different languages brought here by the Africans.

A few writers have written books and poems in Jamaican Creole. One of the most famous of

these writers is the Honourable Louise Bennett-Coverley, popularly known as Miss Lou’.

The language we speak and the way we speak depend on the situation in which we find

ourselves.

Education Studiration by Louise Bennett

If yu bright den yuh got de right—to education

Mi full up mi purse wid money,

Dem tief it weh from me.
Mi full up mi belly wid food
An as mi sneeze mi feel hungry.

Mi full up mi brain wid learnin,

Wid sense and Knowledge gran,
Mi feel relief not a tief can tief
Mi education!

Chile, if yu got ambition,

No matter how yu poor
Nutten can keep yuh down now
Dere’s free schoolin galore!

Wid one step bram bram into

De bes’ school in de lan’
To qualify and tun boasify
Wid education!

Mas Joseph tun-foot nephew

Jane twis-mout gal Ritty,
Tata daughter a study fi University.
Dem countenance not handsome,
Dem station is not gran’,
Dem clothes a wreck
But dem brains can tek
Education.