Week 16: Lesson Plan Beginning February 6-10 2023

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 1
The passage is entitled Put Me in the Zoo The passage is about children going to the zoo
and asking questions why the animals are placed in a zoo.
Vocabulary words: character, story, point of view
Attainment Targets:
Answering key questions and understanding a character's point of view.
Objectives: Students will be able to:
Students will be able to identify characters, settings, and major events in a familiar story
Procedure/ Activities
Engage: Have your students gather in a circle. Ask your students to brainstorm what they
know about zoos and zoo animals. You can show some pictures or non-fiction books about
zoos to stimulate prior knowledge. Allow students to share what they recall/ know about
zoos. Bring out some zoo animal figures and a "zoo" (basket). Place one of the animals in the
zoo. Ask the students questions like: Which animal did I put in the zoo? Where did the
animal go? Why do we put animals in zoos? How do you think the animal feels about being
in the zoo?

Explore: Tell the students that you will be reading them a story about a creature that wants
to be in the zoo. Direct students to think about how the animal feels while listening to the
story.
Explain: Have a few students choose an animal figure and lead the group in moving or
making the sound that the animal makes. Examples are thumping their chests like a gorilla or
roaring like a lion. Tell the students that just like we can pretend to move or sound like an
animal, we can pretend to feel what an animal or character may feel.
Elaborate: Read the story Put Me in the Zoo. As you read, stop and ask questions to
encourage understanding. Have the students put stickers on their clothing to match the colour
of the character during different parts of the story.
Evaluation Activity: Assessment: Have your students practice pretending to be characters
in their favourite stories.
Reflection:__________________________________________________________________
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________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 2
Brief description of lesson.
Visualising is when you create a picture or image in your mind after reading or hearing a
statement.
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students should be able to:
Draw what they visualize as they read and present their drawings to others.
Material/ Resources: visualization
Procedure/ Activities
Engage: Call students together as a group and ask them to think about their last birthday or a
birthday party they have attended. After giving students a moment to think about this, ask
them to close their eyes. While their eyes are closed, tell them to think about what they saw at
their birthday. Ask students to think about what they felt, smelled, heard, and tasted at their
birthday party. Have students open their eyes and share with the group or a partner some of
the things they saw, smelled, heard, felt, and tasted in their minds. Explain that today, they
will practice visualizing as they read. Explain that this is something they already know how
to do since they just did it. Today, they will learn to apply this skill to reading. Good readers
use the strategy of visualization to help them make pictures in their minds and think about
what they read.
Explore: Review the five senses, referring to the work students did. Draw pictures of each
sense (hand for touch, nose for smell, etc.) on the board. Have students use 1–2 sentences to
describe the birthday scene, using sentence stems such as, "I heard
Explain: Explain to the students that the word "visualization" means to use all of our senses
to help us imagine or picture something in our minds. Briefly review the five senses with the
students and explain that when we use our imagination, we are visualizing. Explain to
students that to practice visualizing, we will be using all of our senses and our imagination.
Explain that you will play a sound and then share with them what you visualize. Play one of
the sound clips, e.g. the sound of waves crashing on a beach. Model closing your eyes and
listening. When the sound clip is over, explain to students that when you heard this sound,
you pictured seeing the ocean, hearing the waves, feeling the sand between your toes, and
feeling the heat of the sun on your skin. Explain that you also imagined taking a sip of cold
water and how it tasted in your mouth. It is helpful to also draw your visualization on the
board as your describe it to the students.
Elaborate: Explain to the students that you took the sound and made pictures or a mini
movie of it in your mind. Connect the idea that when the students read, the author is telling
them what to visualize. It is their job as the readers to form the pictures in their mind. Play
two other sounds, making sure to describe what you see in your mind. Make sure to describe
the five senses as you visualize.

Evaluation Activity: Assessment: Review what the word visualization means and how
good readers visualize as they read.

Reflection:
___________________________________________________________________________
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Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 3
Brief description of lesson Teach your students about sequencing with this creative
language arts lesson. After putting events in order and drawing their own stories, kids will be
pros at using the words "first," "next," "then," and "last."
Vocabulary words: sequence, first, next, last
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students should be able to:
Material/ Resources:
Procedure/ Activities
Engage: Ask students to describe their morning routine before coming to school. Let two or
three students share their routines with the group. Explain that today they will learn the word
sequence. Sequence is the order in which things happen. Good readers need to know about
sequence because it helps them understand different stories. Good writers need to know about
sequence because they need to make sure the events of their stories make sense in order.
Explore: Tell the students that you would like to share with them the sequence of your
morning routine. As you tell the students your routine, hold up the corresponding printed
image for each step. For example, say, "First, I wake up and put on my warm and cozy
slippers. Next, I go and brush my teeth using my purple toothbrush. Then, I go to the kitchen
and eat a bowl of cereal and drink some orange juice. Last, I put on my coat and come to
school."
Explain: Make sure that you use the words first, next, then and last in your description of
your morning routine.
Elaborate: Ask students to use sequence words to describe the pictures they drew while
sharing the pictures in small groups or partnerships. To assess student understanding over the
course of the lesson, walk around the room while students are working. At the end of the
exercise, collect the students’ worksheets. Review them later for further assessment.
Evaluation Activity: Assessment: Call students together as a group. Ask them to tell about
the new words they used today. Ask: "Why do good readers and writers need to know and
use these words?
Reflection:
___________________________________________________________________________
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________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 4
The passage is entitled ‘Trees”. The passage is about the essential importance of tree in the
environment.
Vocabulary words: tree, environment, provide, survival, absorb
Attainment Targets:
Show an appreciation for a Trees
Become knowledgeable about the facts about them
Objectives: Students will be able to:

 Predict what the passage will be about after guessing a riddle

 complete the ‘K’, ‘W’ aspect of the KWL chart

 participate in a vocabulary activity

 read the passage
 complete the ‘L’ aspect of the KWL chart
 write a short summary of the story
 Design a concept web related to export
 Write the meaning of seven words from the passage
 Create sentences with words from the passage
 Arrange sentences in the correct order
 Material/ Resources: exercise books, copies of the passage, flash cards, strips of
paper

Procedure/ Activities
Engage: Students will say the jingle entitled “Reading is Fun”. Lesson will commence with
a riddle in order for students to state what they think the passage will be all about. Teacher
will say ‘Riddle mi dis riddle mi dat guess mi dis riddle and perhaps not’; I am green and
small it take years to become big and strong. I play an important role I provide shelter and
food for others to eat from. The title will then be written on the board.

Explore: A KWL chart will be drawn on the board. Students will complete the ‘K’ aspect of
the KWL chart. After that a discussion will ensue. They will then discuss what they would
want to learn. They will then fill out the ‘W’ aspect.
Explain: A vocabulary activity will be played. Teacher will use flash cards so that students
can become familiar with words before reading.
Elaborate: Students will then be instructed to read the passage as whole class, paired and
individually. Questions will be asked in between reading. After reading students will
complete the ‘L’ aspect of the chart.
Evaluation Activity: Assessment:
Reflection:
___________________________________________________________________________
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________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 5
Brief description of lesson. The passage is about a little girl name Kate who enjoys the
weather at the beach.
Vocabulary words: beach, sand, water, sun, Kate, castle
Attainment Target:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Learning Objective: Student should be able to answer literal stated questions from a
passage or story book.
Procedure/ Activity:
Engage: Teacher will introduce the topic to the children by explaining to them that this
lesson will help them learn how to figure out the answers to questions stated in a passage or
paragraph.
Explore: To help the children feel comfortable and build up his self-confident, the teacher
will introduce herself to the children.
Explain: The teacher will then ask the children a question from the introduction given, after
the children respond, the teacher will praise them for answering correctly and explain that this
exercise will be just as easy.
Elaborate: Read a short story to the children and tell them to listen for;

Reflection:
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Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Listening and Speaking
Duration: 1Hour
Unit Title: Living together
Focus Question: What are the types of family
Topic: Speaking
Attainment Targets: - Communicate with confidence and competence for different purpose
and audiences, using SJE and JC appropriately and creatively.
Objectives: By the end of the lesson students should be able to:
ask and answer questions about activities at school that they like.

Skills: Ask questions

Strategy: listening
Materials: blank sheet, pencil
Procedure: 1 [20 minutes]
Whole Class Activities

1. Revise page eight in the student booklet about what happens in the school day.

2. Use your smiley face to put beside your pictures on page eight and explain which
parts of the day you like e.g. "I like lunch time."

Pair Work 1 [5 minutes]

1. Give the children a smiley face each and ask them to say which parts of the day they
like, while looking at page eight in their student booklet.
2. Use blue tack to attach your pictures to the whiteboard and put your smiley face
beside the things you enjoy. Each time say the sentence "I like _______."

Whole Class Activities 2 [15 minutes]

1. Ask the children to come up and hold their smiley face beside something they like. Ask
them the question "What do you like doing at school?" Encourage them to answer "I like
____________."

2. Practise step five lots of times and allow students to have many turns. Allow students to
have turns being the 'teacher' asking the question. Have the question and answer card
where all students can see it.

Pair Work 2(5 minutes)

1. Put the students in pairs and let them practise the question and answer sequence with
several different partners.

Whole class activities 3 (15 minutes)

1. Model drawing pictures of two things you like doing on page nine of the student booklet.

2. The students should complete page nine of the student booklet. Either the student or the
teacher should complete the sentence above each picture.
3. When all the students have finished their pictures and sentences, they should share what
they have drawn and written with the group.

Reflection:
________________________________________________________________________
________________________________________________________________________
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Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Word Recognition and fluency
Duration: 1Hour
Unit Title: Living together
Focus Question: What are the types of family
Topic: Decoding

Sub-Topic: Syllabication

Attainment Target:

1. Apply relevant decoding skills to the reading process

Objectives:
By the end of the lesson students should be able to:
1. Identify the syllables in words.
2. Apply syllabication rules to decode multi- syllabic words.
3. Spell multi-syllabic words.

Skills: listening, reading

Materials: worksheets, handout, word cards,
Content:
Syllabication is a strategy used to divide/ break up words into smaller parts, called syllables,
so they can be pronounced, spelt and written more easily.

Syllabication Rules

1. Every syllable has one vowel sound.

2. The number of vowel sounds in a word equals the number of syllables e.g. home (1),
sub/ject (2), pub/lish/ing (3), e/du/ca/tion (4)
3. A one-syllable word is never divided e.g. feet, cup
4. When two or more consonants come between two vowels in a word, it is usually
divided between the first two consonants. E.g. sis/ter, hun/gry, shel/ter, cloth/ing.

Procedure:

Whole Class Activities [20 minutes]

1. Teacher places hand under chin and call the targeted words.

2. Count the number of times the jaws drops.

3. Tell students that each time the jaw drops a syllable is represented. Explain that the
parts of the word they are hearing and feeling are called syllables and that every word
has even one syllable.

4. Repeat activity with students indicating the number of syllables as determined by the
number of times the jaw drops as they say the words.

5. Write the words, using a slash to indicate the syllables.

6. Introduce the vowel rule- “Every word has a syllable.” Re-read the targeted words to
confirm rule.

7. Give rule “The number of vowel sounds in a word equals the number of syllables e.g.
home (1), sub/ject (2), pub/lish/ing (3).” Ask students to work in pairs to determine if
the rule is correct.

8. Review the two rules presented in the activities.

Group Activities [30 minutes]

Group 1 -At Grade Level

A. Independent (15 minutes)

1. Give students a sheet with the rules and a list of words to break into syllables.
a. A one-syllable word is never divided e.g. feet, cup
b. When two or more consonants come between two vowels in a word, it is usually
divided between the first two consonants. E.g. sis/ter, hun/gry,

B. Teacher Guided (15 minutes)

1. Review work done in the independent session
2. Give a spell quiz or dictation. Encourage students to use syllabication rules to break up
and spell/ write the words given.
3. Review work and provide feedback on misspelt words.

Group 2 -Below Grade Level

A. Teacher Guided (15 minutes)

1. Present two rules with examples to students.

a. A one-syllable word is never divided e.g. feet, cup

b. When two or more consonants come between two vowels in a word, it is usually
divided between the first two consonants. E.g. sis/ter, hun/gry

2. Select a set of multi-syllabic words from a passage to be read.

3. Guide students to use the syllabication rules to decode words.

4. Have students read the passage individually and as a group (Choral Read).

B. Independent ( 15 minutes)
1. Students will play a game of Bingo using Unit-related multisyllabic words e.g. clothing,
education, recreation, television, shelter, food, etc
Whole Class Activities [20 minutes]

1. Ask Group 3 to present their work.

2. Select words from the Bingo and other activities which might have been difficult to
decode or spell. Have students identify the syllables and read the words.
Students share sentences which include the targeted words.

Reflection:
___________________________________________________________________________
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Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Comprehension
Duration: 1Hour
Unit Title: Living together
Focus Question: What are the types of families

Topic: Summarizing
Attainment Target:
1. Read for meaning, fluency and enjoyment.
Objectives:
By the end of the lesson students will be able to:
1. Select the best summary for a paragraph
2. Write a sentence to summarize a paragraph and/or short story read

Skills: Reading, identifying main points, recording, writing, thinking

Materials: Paragraphs or short stories, worksheet
Strategies: Questioning, Summarizing
Content:

When summarizing, we use as little words as possible to tell the important points about an
event or idea. When we write a summary, we should ensure that we
a. State the most important points, details or ideas (main ideas)
b. Use as few words as possible
c. Leave out information that we do not need

Procedure:
Whole Class Activities [15 minutes]
1. Display and read aloud with students a long and a short account of an incident which
happened.
2. Ask students to compare both versions stating the similarities/ differences between
the two reports. E.g. identification of who was involved, where the incident occurred,
when it occurred, length of reports, etc.
3. Explain the concept of a summary and the steps in writing a summary.
4. Ask students which of the two reports represents an example of a summary and why
5. Review the steps to be used in creating a summary.
6. Using a table to record observations, guide students to use the criteria given to
identify the summarized report of the two examples. Questions to be used in the
evaluation are: -  Was the most important information about the event stated?
 Was the account short?
  Did the report include information that we did not need to know?
 Did you use your own words to write your summary?

Group Activities [30 minutes]

Group 1-(Mixed Ability)
A. Teacher-Guided (15 minutes)
1. Give students a new paragraph and a checklist with the words- Who, What, Where,
When, How, Why.
2. Read paragraph with students and help them to identify the answers to these
questions.
3. Show students how to use the information to create a summary sentence using the
sentence pattern, Who -What –Where/ When –Why/How.

B. Independent (15 minutes)

1. Give students a paragraphs or short stories on a worksheet and ask them to use the
pattern given to create their own summary sentences.

Group 2- (Mixed Ability)

A. Independent (15 minutes)
1. Provide students with worksheet. Ask students to match each paragraph with the
most appropriate summary.

B. Teacher-Guided (15 minutes)

1. Have students share their work done in the independent session and provide
feedback.
2. Give students a new paragraph.
3. Write the questions Who? What? Where? When? How? Why? on the chalkboard.
4. Read paragraph with students and help them to identify the answers to these
questions. Record the responses.
5. Show students how to use the information/responses to create a summary sentence
using the sentence pattern, Who -What –Where/ When –Why/How.
6. Support students as they use the steps/pattern.
7. Ask students to summarize two or three paragraphs using the steps/pattern taught.

Whole Class Activities [15 minutes]

1. Have a presenter from each group share his/her summary.
2. Sing the song “summarize” to close.
Reflection:
___________________________________________________________________________
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________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Grammar
Duration: 1Hour
Unit Title: Living together
Focus Question: What are the types of family?
Topic: Comparing Adjectives
Attainment Target:
1. Know and use basic skills and the conventions of spoken and written language
Objectives:
By the end of the lesson students will be able to:
1. Comparing objects using comparative adjectives.
2. Complete worksheet given
Skills: Reading, speaking, listening, scanning, skimming
Materials: worksheet, chart, https://slideplayer.com/slide/2421112/
Adjectives That Compare (er) - ppt video online download

Strategies: Think Aloud, Think-Pair-Share

Content:
What are comparative adjectives?
Comparative adjectives are used to compare differences between the two objects they modify
(larger, smaller, faster, higher). They are used in sentences where two nouns are compared,
in this pattern:
Test your knowledge

Examples
My house is larger than hers.
This box is smaller than the one I lost.
Your dog runs faster than Jim's dog.
The rock flew higher than the roof.
Jim and Jack are both my friends, but I like Jack better. ("than Jim" is understood)

1. Think Aloud
I can think through the steps to do a task by asking myself some questions or
making some statements such as: So far, I know…., I wonder why…, Hmm, I
think…., Could I …., This made me think of…, Let me think this through…..
2. Think-Pair- Share
When I share ideas about a solution to a problem with a classmate, we can discuss
different ways to come up with the best solution. First, I think for myself, and then I
share with a partner who also shares with me. Next each member in my group shares
his/her idea. Finally, we choose the best solution.
3. Concept Sort
Ideas can be sorted into groups so we can see how they connect to each other. You
can begin with headings then place ideas in the correct group (closed sort) or place
the ideas in groups then give each group a heading (open sort).
Procedure:

Whole Class Activities ( 1) [15 minutes]

A great way to start any lesson about comparatives is with a fun comparatives song. The
song ‘Harder, Better, Faster, Stronger‘ by Daft Punk is great for this, but there are many
great songs with comparatives. Play the song and ask students to try and remember the words
that end in ‘er ‘. Write these words on the board.
Next, explain to students that these kinds of words are used to compare two things and
demonstrate with an example. A great way to do this is to elicit the adjective ‘tall‘ and invite
two students to the front of the class. Have the students stand back to back to check their
height, and then ask the class to identify which student is taller. Then do the same with the
adjective ‘short‘.

Group 1 - Below Grade Level

Group 2- Above Grade Level

Whole Class Activities (2) [15 minutes]

Review what students have learned. Using the same PowerPoint as before, review with
students how to change adjectives into the adjective form and how to make comparative
sentences.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Writing
Duration: 1Hour
Unit Title: Living together
Focus Question: What are the types of family?
Topic: Parts of a letter

Attainment Target:
Develop approaches to the writing process to enable them to organise their ideas into a
coherent structure including, layout sections and paragraphs
Specific Objectives:
By the end of the lesson students will be able to:
Write formal simple invitations using the writing process
Skills: critique invitations
Materials: Charts, Worksheet
Strategy: listening and speaking
Content: The action of inviting someone to go somewhere or to do something.
Procedure:
Whole Class Activities [20 minutes]
Teacher reviews Reading/Writing from Day 1 and specifically focuses students’ attention on
the question which asked students to list some interesting details.
Pair 1 [5 minutes]
The teacher then leads students in a discussion which explores sentence variety and word
choice; focus on creating exciting and engaging letters appropriate for the intended audience.
Whole Group 2[15 minutes]
Teacher should reference literary models and write down any interesting words, phrases, or
descriptive sentences chosen by the students.
Teacher reviews tone of friendly letters: personal, conversational, and informal. List on chart
ways to address various audiences in greetings and closings:
Greetings Closings
Hi Love
Hello Sincerely
Dear Your friend
Dearest Yours truly
Greetings Yours very truly
What’s happening Affectionately
Very gratefully yours
Pair 2 [5 minutes]
Teacher asks students to review their Letter-Writing Guides. Students are encouraged to
make any necessary changes. Teacher asks students to review their Letter-Writing Guides.
Students are encouraged to make any necessary changes. Teacher asks students to review
their Letter-Writing Guides. Students are encouraged to make any necessary changes.
Whole Class Activities 3[15 minutes]
Students begin drafting their friendly letters.

Reflection:
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Subject: Mathematics
Grade: 2 Strand: Number Duration: 60 minutes Term: 2
Day 1&2
Topic: Tell time using a calendar
Standard:
Students will use non-standard and/or standard metric (SI) units, instruments, and procedures
to estimate and measure quantities of different attributes, and to compute and solve problems.

Benchmark:
Estimate and measure time and use these to solve related
problems. Attainment Target:
Estimate, compare and use various types of measurements.

Standards for Mathematical Practices:

() 1. Make sense of problems and persevere in solving them.

( ) 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know how to:

- write and use ordinal numbers
- count numbers from (1) and thirty-one (31)
- identify days of the week and months of the year
Specific Objectives:

At the end of the lesson, students should be able to: -

Tell time using a calendar
Teaching/Learning Resources:
- Calendar (August 2020 and November 2020)
- ‘Evaluative Activity’ Sheet
- ‘Exploring the Calendar’ activity Sheet
Key Vocabulary:

- calendar - year
- days - weeks
- months - ordinal numbers
- seven - twelve
Content Outline:

A calendar is a chart or series of pages showing the days, weeks and months of a particular
year or giving particular national holidays and seasonal information. We always begin the days
of the week with a capital letter. The names of the week are nouns (naming words). There are
seven days in one week and twelve months within a year.

Engage:
Part 1
Students will be given flash cards with a day of the week on each card and asked to place them
in order from the first day of the week.
Students will be engaged in a discussion openly.
1. How many days are in the week?
2. What is the first day of the week?
3. Which day is considered as mid-week?
Part II
Students will recite the months of the year rhyme ‘The months of the year are January,
February, March, April, May, June, July, August, September, October, November, December.’
Students will be engaged in a discussion openly.
1. How many months are in a year?
2. What is the third month of the year?
3. What is the ninth month of the year?
4. Which month comes before September?
5. Which month comes after October?
6. Which month comes between June and August?

7. How many months apart are February and April?

 Explore:
Task 1
In groups of no more than 4, students will be given a calendar of August 2020 to discuss their
observations within their groups. (please see the attached calendar of August 2020). Students
will be asked after observations guided questions.
Guided questions:
1. Why do we need to have a calendar?
2. What do you believe we use a calendar for?
3. How many days make one week?
4. How many school days are in one week?
5. What are some things you do during the week and on the weekend?
Task 2
Students will share their observations from the August 2020 Calendar. Students will be asked
to discuss the following questions within their groups based on the August 2020 calendar.
Guided questions:
1. How many days are in August 2020?
2. August 1, 2020 is on which day of the week?
3. The last day of the month is?
4. August 28, 2020 is what day?
5. How many Fridays are in August 2020?
6. How many Sundays are in August 2020?
7. What date is the second Saturday of August 2020?
8. What date is the third Tuesday of August 2020?
9. State the dates for a one-week period for August 2020
10. If I received an assignment to do on August 5, 2020 and it is due in 5 days, what date
will the assignment be due?
Explain:
Students will be engaged in a whole class discussion where groups will share answers to the
guided questions and critique responses.
Elaborate/Extend:
Students will be given an activity sheet to complete using the August 2020 calendar. (please
see attached activity sheet)
Evaluate:
Individually, students will be given a blank calendar and asked to fill in the information using
the instructions given. (please see attached)
Reflection:
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 Exploring the Calendar

Using your August 2020 Calendar, fill in the missing number.

On your August 2020 calendar, draw a rectangle around the numbers to help you to fill in the
missing numbers.
The first one is done for you.
a.
3 4

10 11

b.

c.
2312 2413

3120

Evaluative Activity
Fill in the missing information in the November 2020 calendar using the following
instructions.
Instructions:
1. The first day of the month is a Sunday.
 2. There are 30 days in November, which day is the last day?
3. Today is the 9th of November and we are going to the zoo 10 days from today. On
which date are we going to the zoo?

Subject: Mathematics Grade: Strand: Duration: 60 Term:

Day 3 2 Measurement minutes 2
Topic: Events on the Calendar
Standard:
Students will use non-standard and/or standard metric (SI) units, instruments, and procedures
to estimate and measure quantities of different attributes, and to compute and solve problems.
Benchmark:
Estimate and measure time, and use these to solve related problems.

Attainment Target:
Estimate, compare and use various types of measurements.
Standards for Mathematical Practices:
() 1. Make sense of problems and persevere in solving them.
( ) 2. Reason abstractly and quantitatively.
( ) 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
() 5. Use appropriate tools strategically.
() 6. Attend to precision.
() 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know:

- The days of the week
- The months of the year
- How many days make a week
- How many weeks make a month
Specific Objectives:

At the end of the lesson, students should be able to:

- Associate time and months with events
Teaching/Learning Resources:

Sentence strips, numbered monthly calendar , calendar chart

Key Vocabulary:

- day
- week
- month
- calendar

Content Outline:
A calendar is a chart or device which displays the date and the day of the week, and often
the whole of a particular year divided up into months, weeks, and days. There are 12 months
that make up the calendar year.
Engage:

Students will be taken outside to play the game “Those who were born in____ skip around.
Teacher will give each group month a card/strip with the name of the month on it.
(Teacher will make the strips)
Students will remain in their group month and sit accordingly when they get back inside

Each student will fill out their Birth Profile Card after they are taken back inside.
Each student will say the month, day and year they were born and place their birth card in the
appropriate Calendar Train Coach (Page 2)
Example: I was born January 1, 2013
Is there any month that no one was born in this class?
Teacher will record on the board if necessary.

Guided Questions: Are there any special events/ holidays that happen during the year?

Expected Responses: New Year’s Day, Valentine’s Day, Ash Wednesday, Good Friday,
Easter Monday, Labour Day, Independence Day, Emancipation Day, National Heroes’ Day,
Christmas Day, Boxing Day. Black History Month Child’s Month. These will be sorted
according to the month they occur and given to the group month
Cards will be made for each. Teacher will ask students which holiday/s falls in each month.
Guided Questions
Is there a special day in January? Is
it a Public Holiday?
Example New Year’s Day - January 1.
What about February? And so on

A student from that month will stick the appropriate card on the Calendar Chart displayed.
( Teacher will make a Month and Special Events/Holiday Chart)
Guided Question
Which months do not have specials events?
Teacher will solicit responses from students and write responses on the board. Teacher will
allow students to stick a ‘NO SPECIAL EVENT’ Card at the appropriate month
Explore:
Working in rearranged groups of 4 or 5 as there are some months which have no special
events/holiday
Complete the table
Write the date/ month for each of the following events for the year 2020. Use the calendar
given to assist you (7 minutes)
Special Event Day Month

New Year’s Day

Valentine’s Day

Ash Wednesday

Good Friday

Easter Monday

Labour Day

Independence Day

Emancipation Day

National Heroes’ Day

Christmas Day

Boxing Day

Black History Month

Child’s Month

Teacher will supervise the process and provide guidance where necessary.

Explain:
Each group will show and tell one of the solutions from their work. Teacher will ask the rest of
the class if they agree or not. Correction will be made where necessary.
 Elaborate/Extend:

Working in pairs. Students will be given a blank tabular sheet with these captions below to
complete.
(Teacher will construct the sheet)
Write the special events in their correct column then answer the questions below
SPECIAL EVENTS
PUBLIC HOLIDAY NOT A PUBLIC HOLIDAY

1. How many events are public holidays?

2. How many are not public holidays?
3. Explain why?
Evaluate:
(Print Activity)
Write the name of the month and the year you were born. Colour the day you were born.

Name_______________________________________________________

Month: ___________________________________ Year:

__________________

Circle the day, if any, special event takes place in your month.

Use your calendar to answer the following questions.

1. Is there a special event happening in your month of birth?

_______________________________
2. If so, name the special event/s.
____________________________________________________

3. Does the event have a special date? _____________________________

4. If so, give the date _________________________________

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
 Answer the questions below
1. How many students have birthday in this month? ______________

2. Are there more than one person having birthday on the same day? __________

If so; how many? ________________

Which day/s is it? ______________________

INTEGRATION
This activity could be done in an integrated lesson
Students will be placed in their birth month.
Each group will be given:-
• a birth month timeline strip with a hole punched below each day;
(See Appendix 2 for sample)

• (See Appendix 3 for sample)

Each student will attach the string after filling out their profile card through the punched hole
and tie it under the day they were born.
Each group will also be given a numbered calendar page and questions below. (See appendix
4) Each student will colour the day they were born.
Teacher will supervise the process and to guide the students and instruct them on what to do
if more than one person share the same birthdate.
This could be used in an Integrated Lesson
Sample strips for birth month
Print, copy, cut and join each strip horizontally for each month as appropriate. Punch hole
under each number.
Month __________________________________________

Subject: Grade: 2 Strand: Duration: 60 Term: 2

Mathematics Measurement minutes
Day 4& 5
Topic: Solving Calendar related problems.
Day 4& 5
Standard:
Students will use non-standard and/or standard metric (SI) units, instruments, and procedures
to estimate and measure quantities of different attributes, and to compute and solve problems.

Benchmark:
Estimate and measure time, and use these to solve related problems.

Attainment Target:
Estimate, compare and use various types of measurements.
Standards for Mathematical Practices:

() 1. Make sense of problems and persevere in solving them.

( ) 2. Reason abstractly and quantitatively.
( ) 3. Construct viable arguments and critique the reasoning of others.
( ) 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
()7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know:

- The days of the week
- The months of the year
- How many days make a week
- How many weeks make a month
Specific Objectives:

At the end of the lesson, students should be able to:

- Solve simple calendar related problems on time.
Teaching/Learning Resources: -
Cut out pieces of calendar

Key Vocabulary:
- week
- day
- month
- calendar

Content Outline:
A calendar is a chart or device which displays the date and the day of the week, and often
the whole of a particular year divided up into months, weeks, and days. There are 12 months
that make up the calendar.

Engage:
Give students cut out rectangles of calendars like the one below. Facilitate a discussion of how
many days make a week and a month, and how many weeks make a month.
Explore:
Sandy cut out some rectangles from an old calendar like the one above. However, her little
sister marked out some spots and they now look like this.
Below Academic level
What is the missing date? How do you know?

Above Academic Level

How can you figure out what dates are missing?

Explain:
Select students of different academic level to present on how they were able to determine the
missing date.
Guiding Questions:
 How many days make one week?
 What date will come after the 16th of any month?
 If this Monday is the 10th of a Month, can you tell what the next Monday will be?
Elaborate/Extend: Mother’s Patty Shop sells chicken patties every Tuesday and
Wednesday. If this week they sold chicken patties on the 13th and 14th, what dates will they
sell chicken patties again next week? How do you know?
Evaluate:
Your birthday is on a Thursday of this month. With your knowledge of calendar, complete this
blank calendar to show what days the other dates will fall on.

Use the calendar to the right tothe

answer
following questions.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

NAME: Subject: Health & Family Life Education

Date: Grade: 2
Theme: Sexuality and Topic: We are Alike but Different in What  we
Sexual Health  do             
Duration: 2- 3 sessions
General Objective: Students will demonstrate an appreciation for gender differences.

Value: Respect Life Skill: Self-awareness

Specific Objectives: At the end of the lesson students should be able to: 
 Knowledge: Explain at least  2 similarities and  differences  between  boys and  girls 
 Attitude: Show respect for similarities and differences between boys and girls.
 Skill:  Demonstrate self-awareness skill in a manner that shows respect when
identifying similarities and differences between boys and girls.  
Content Summary: 

What is gender?
Gender means being male or masculine and female or feminine. Boys are referred to as
 males and girls as females. 

What are gender roles?

Boys and girls learn from their families, communities, school or church and other places
how males and females are expected to act, dress, the jobs they are expected to choose, the
games they play etc.

Gender roles are changing

Both boys and girls can play games together, complete chores and remain boys or girls. 
The activities we do are neither male nor female. E.g. Sweeping the yard is a chore that can
be done by either a boy or a girl and a man can be a nurse or a woman can be a pilot. Both
boys and girls may like to play the same games and even participate in the same sports. 

Gender Equality
Girls deserve the same opportunities as boys and vice versa.

Respect - Having respect for someone means you think good things about who a person is
or how he/she acts. 

Self-A Awareness steps:
 Identify what makes you feel good about yourself.
Resources:  HFLE Curriculum, pictures, song 
Engagement: 
Pupils will sing the song, “If you are a boy and you know it clap your hands”

If you are a boy and you know it clap your hands

If you are a boy and you know it clap your hands

If you are a boy and you know it and you really want to show it
If you are a boy and you know it clap your hands.

If you are a girl and you know it clap your hands

If you are a girl and you know it clap your hands

If you are a girl and you know it and you really want to show it
If you are a girl and you know it clap your hands.

Teacher will introduce the topic of the lesson, the value and life skill.
Students will then be reminded of the rules that must be observed in HFLE class.
Exploration: 
Teacher will get students to understand when something is similar and different by using
objects in class.
Students will then observe pictures shown to them by the teacher and ask to identify the
differences between boys and girls based on the pictures. 
     Picture 1                                                            Picture  2
Different                                                              Alike
Students will listen to the song, “R.E.S.P.E.C.T, Find out what is means to me”. They will
then in their groups discuss the word respect.  

Reflective Questions: What makes me different or similar to other? 

Explanation/Life Skill Development Activity:

Students will listen to story of a boy and a girl. 
Story: 
Sam likes to play bat and ball while Pat likes to sing.  Pat says bad things when Sam plays
bat and ball.  Sam says bad things when Pat sings. Sam and Pat like to watch movie and
play with Barky their pet dog.  They feel happy. 

Students will be introduced to the step in self-awareness skill identify what makes you  feel
good about yourself and ask to discuss the following: 
1. What makes Sam and Pat feel good? 
2. Did Sam show respect for what Pat likes? 
3. Did Pat show respect for what Sam likes?  
Reflective Question: Do I know what makes me feel good about myself?

Elaboration: 
Students will be placed in mixed gender groups to talk about what they like to do to make
them feel good. They will discuss the following: How can you be a good friend and
classmate? How do you feel when you make someone happy or cheer up someone who's
sad? 

Students will then be asked to make a chain of compliments with your class and get some
practice giving and receiving compliments. They will then share each sentence in the
"Chain of Compliments" handout with the class. 

They will then cut out all of the sentences and tape or glue them together in interlocking
circles to make a chain. 

On the second page of the handout, give yourself some compliments using self-awareness.
They will then write or draw pictures of 5 things you're good at or love to do in the star.
They will listen to each other and respond showing respect- (saying something nice or
good to their peers)   
  Reflective Question- How can I show respect to my peers? 
Evaluation: Students will work together in groups to create a picture story showing the
differences in gender using self-awareness. They will also use pictures that shows
 demonstration of respect for boys and girls.   

Teacher’s Evaluation:

Name: Miss Morris

Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Term: Two Unit 1
Unit Title: Living together
Focus Question: What are the types of family
Day 1
Topic: Types of family (Revision)
Objectives: By the end of the lesson students will be able to:
1. Identify the different types of families
2.Complete worksheet
Key Skills: Recall and discuss
Materials: Worksheet, chart
Carlong Integrated Studies - Living Together Grade 2 textbook pages 8 and 9,
Skills: Speaking, critical thinking, viewing, writing and listening, discussing the types of
family
Summary of Content: Nuclear family - This family consists of father, mother and
child/children. Extended family – A family consisting of parent’s children and near relations
likes grandfather or uncle, aunt living in the same house. Single parent family – consists of
one parent raising one or more children on his/her own. Adopted family - consists of a
mother and/or father who are taking care of child/children who are not related by birth.
Sibling family –consists of an older brother or sister who is taking care of a younger
brother(s) or sister(s).
Engage: The students will recall previous information about their family.
Explore: Then sing along to the song ‘We are family, mother, father, sister and me. They
will include that different types of families nuclear, single parent too. Then they will answer
questions related to the song.
Explain: Then they will take turn to share in discussion about the different types of families
(nuclear, extended, single parent etc.) and make comparison. Not all families are alike some
family are large while some family are large.
Elaborate: They will discuss the pictures of different types of families display on computer.
They will tell the type of family in each picture and say which one is the largest and smallest.
Evaluation Activity Assessment: Complete the worksheet given.

1. My grandmother lives at the house with my family.

I live in a __________ family.
2. My sister and I live with my mother.
I live in a _________ family.
3. I live with my parents.
I live in a ______ family.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Day 2
Topic: Adoptive family
Objectives: By the end of the lesson students will be able to:
1. Compare family which they meet in Biblical and other texts to families they know.
2. Read information about the adopted family.
3. Colour and label a picture of the adopted family.
4. Write simple sentences using capital letters and full stops.
Materials: Word cards, students’ text, mosaics of families, Carlong Grade 2 Integrated
Studies term 2 Living Together textbook
Key Skills: Identify, discuss
Content: Adopted family - consists of a mother and/or father who are taking care of
child/children who are not related by birth.
Engage: The teacher will read the story about the Frasers in text page 129 People Places and
Things in my Community Integrated Studies Workbook. Then they will answer questions
related to the story.
Guided questions:
1. What type of family was Frasers family?
2. How many people where in Frasers family?
Explore: Students will watch a video based on adopted family.
They will take turn to share in interactive discussion about their findings.
Explain: They will pronounce the unknown words in the adopted family sentence then read
aloud the meaning of adopted family. This will be written on the whiteboard. Adopted
family- a adopted family consists of a mother and/or father who are taking care of
child/children who are not related by birth.
Elaborate: Most families who adopt usually want to feel a sense of “family ownership” of
their adopted children – just as if the children had been born to them. They may even wish to
deny the importance (or even the existence) of the adopted child’s birth family. If the
circumstances that led to a child’s adoption involve neglect, abusive behaviour, or
abandonment, the adoptive family’s wish to protect the child or help the child avoid the pain
may reinforce their denial.
Evaluation Activity Assessment: Colour and write one sentence using an adjective to
describe the picture. Then complete the activity on pages 16 in their textbook.
Sentence Stem: They are a __________ family.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Day 3
Topic: Foster family
Objectives: By the end of the lesson students will be able to:
1. Compare family which they meet in Biblical and other texts to families they know.
2. Read information about the foster family.
3. Colour and label a picture of the foster family.
4. Write simple sentences using capital letters and full stops.
Materials: Word cards, students’ text, mosaics of families, Carlong Grade 2 Integrated
Studies term 2 Living Together textbook
Key Skills: Identify, discuss
Content: Foster parents are persons temporarily serving as parents for a child who has lost
or been removed from a parent’s care and who is not the person’s own biological child.
Engage: The teacher will read the story about the Franks in text page 129 People Places and
Things in my Community Integrated Studies Workbook. Then they will answer questions
related to the story.
Guided questions:
1. What type of family was Franks family?
2. How many people where in Franks family?
Explore: Students will watch a video based on foster family.
They will take turn to share in interactive discussion about their findings.
Explain: They will pronounce the unknown words in the adopted family sentence then read
aloud the meaning of foster family. This will be written on the whiteboard. Foster family-
Foster parents are persons temporarily serving as parents for a child who has lost or been
removed from a parent’s care and who is not the person’s own biological child.
Elaborate: Foster parents are individuals or couples with a genuine interest in children and a
sense of community responsibility. They come from all walks of life, but share a common
mission to provide safety and security for children. Foster parents know and understand that
for every story of sorrow and pain, there is a story of healing and success. 

Evaluation Activity Assessment: The students will write information about foster family
and colour picture of foster family. Then complete the activity on pages 16 in their textbook.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Day 4
Topic: Blended family
 Objectives: By the end of the lesson students will be able to:
1. Compare family which they meet in Biblical and other texts to families they know.
2. Read information about the Reconstituted family.
3. Colour and label a picture of the Reconstituted family.
4. Write simple sentences using capital letters and full stops.
Materials: Word cards, Carlong Grade 2 Integrated Studies term 2 Living Together textbook,
https://youtu.be/igwttaWwfWQ Read Aloud! An SEL story about blended families for kids

Content:
Engage: Students will play Wheel of Fortune to arrive at the topic. Teacher will read a short
story about this type of family and ask students if they have or know someone who has this
type of family.
Explore: Students will view a Read Aloud! An SEL story about blended families for kids
They will take turn to share in interactive discussion about their findings.
1. Explain: They will pronounce the unknown words in the blended family sentence then read
aloud the meaning of blended family. This will be written on the whiteboard. Blended
family- a family consisting of a couple, the children they have had together, and their children
from previous relationships.

Elaborate: A blended family, also known as a stepfamily, is a family formed when two people
come together and bring a child or children from previous relationships. When a blended family
is formed, your children might be of the same age group or have major age differences, and you
might also have a child together.

Forming a blended family has its share of rewards and challenges. Both the parents and the
children face challenges as they adjust to new relationships and new environments. Children may
find it difficult to accept a new step-parent as the one in charge, whereas the step-parents may
have a hard time parenting unfamiliar child. 

Evaluation Activity Assessment: The students will write information about blended family
and colour picture of blended family. Then complete the activity on pages 13-14 in their
textbook.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Civics
Duration: 1Hour

Objectives: By the end of the lesson students will be able to:

1. Define and Identify aspects of the Jamaican culture
Content: Jamaican culture consists of the religion, norms, values, and lifestyle that define
the people of Jamaica.
Materials:
Content:
Topic: Aspects of the Jamaican Culture
Engage: View short video clips/teacher-created multimedia presentation/pictures of food,
music, dances, mode of dress, folktales etc… and tell the cultural aspect/s of life portrayed.
Explore: Through discussion get an understanding of the concept of culture.
Explain: Talk about foods that they like to eat and how they are prepared. E.g. ackee and
saltfish, rice and peas, run down, ducknoo, cornmeal pudding etc. through guided research
investigate the origins of these dishes.

Elaborate: Identify the various festivals and cultural celebrations on a calendar. For
example, National Heritage Week, Jamaica Day, Jamaica Independence Celebration, Maroon
New Year’s Celebration etc. Talk about the activities related to national events and national
symbols. For example, The National Anthem, the National Pledge, The National Song and
The National Coat of Arms. Rehearse one aspect of any festival of their choice. Wear the
appropriate dress for the depicted festival.

Evaluation Activity Assessment: Students will write definition from white board.
Home Work: Collect pictures of the various aspect of culture discussed, paste in scrap
book/journal and write a sentence for each picture.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________