Week 5

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 51

Week 5: Lesson Plan beginning

Name: Miss Morris


Grade: Two
Subject: Reading
Duration: 1Hour
Day 1

Attainment Targets:
1. Give and receive information
2. Know and use basic language skills and the conventions of spoken and written language

Vocabulary words: Tortoise, Hare, race, upset, under


Objectives: Students should be able to:
Identify sight words in lesson
Call and spell unfamiliar words
Read fluently
Comprehend what they have read.

Material/ Resources: Reggae reader, flash cards


Procedure/ Activities
Engage: Students will say the jingle entitled “Reading is Fun” students will read the title of the
story. “The Hare and the Tortoise”
Explore: Teacher will introduce sight words to class. They will read words from cards.
Explain: Allow pupils to find sight words in reader and underline them. Teacher allows pupils
to read sentences which contain sight words.
Elaborate: Pupils will read in their respective groups with teacher supervision. Discussion on
passage read.
Evaluation Activity: Assessment: Students will complete activity given on age 19.
Reflection:
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 2

Attainment Target:
Read for meaning, fluency and enjoyment.
Objective:
By the end of the lesson students will be able to:
1. Read grade level texts in phrases

Content: To understand what we read we must be able to call the words accurately and read at a
speed that is not too fast or too slow. It is also important we use the sound of our voice to help
the listener to understand what we read (expression). By doing all of these things our reading
becomes clear. When we read clearly and accurately we call it fluency.
Skill: Reading in phrases
Materials: Phrase strips with phrases from story, pocket chart, Literacy 1-2-3 reader “Careful
and Carefree”, flash cards, phrase cards, Passage for Reader’s Theatre
Strategies: Echo Reading, Paired Reading, Readers’ Theatre
Procedure/ Activities
Engage: Read a sentence, first, word by word, then in phrases to students.
a. I do not play
b. I do not play with anything
c. I do not play with anything that could be bad
d. I do not play with anything that could be bad for me

Explore: Ask students to tell which reading was easier to understand and why. Confirm correct
answers and state reason(s).
Explain: Give an explanation of fluency in reading (see content) to pupils.
Display the sentence cut into phrases in a pocket chart.
Model fluency by reading to and with pupils, sweeping fingers under each phrase (I/ do not
play /with anything /that could be bad/ for me).
Elaborate: Display a phrase pyramid and have pupils read and predict what will come next in
the pyramid; display the phrases in the following order.
Read the completed sentence and direct pupils to listen for the pauses (I do not play/ with
anything/ that could be bad/ for me.)
Students will practice by reading sentences in phrases as modelled by teacher.
Evaluation Activity: Assessment: The teacher and students will practice phrasing by echo
reading the first or a few pages of the book, Careful and Carefree. (Students will follow in their
little books)
Reflection:

Name: Miss Morris


Grade: Two
Subject: Reading
Duration: 1Hour
Day 3
Attainment Targets:
Show an appreciation for a Doctor
Become knowledgeable about the facts about them

Vocabulary words: doctor, hospital, stethoscope, thermometer, heart, lung


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 wear a white coat and
black pants and I carry a stethoscope around my neck. Expected Response: Police Man. 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: Write one sentence about why doctors are important.
Sentence Stem: Doctors are important because……………………………………
Reflection:
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 4

Attainment Target:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.

Objectives: Students will be able to:


retell stories by properly sequencing text and images.
Key Vocabulary: siblings, horribly, swans, beautiful, treated
Material/Resources: Computer or electronic tablet ""
Procedure/ Activities
Engage: Gather the students. Display the title page of "The Ugly Duckling" interactive story.
Explore: As you display the cover of the story say, "This is the story of 'The Speedy Worm.'
Wait for the students to object, then say, "Oh, you're right! This is the story of 'The Angry
Goldfish!'
Wait for the students to correct you. Ask the students to explain how they knew the story was
about "The Ugly Duckling."
Explain: Let students know that today, they'll be using pictures and words to put this story in
order. Point to the picture and remind students that a picture in a book is called an illustration.
Review that the illustrations and the words in a book go together to tell a story.
Elaborate: Review the definitions for the word’s illustration, author, and illustrator.
Ask students, "How can you tell what a story is about before you read the book?"
Provide the sentence stem, "I know the story is about ________ because I can see _________."
Evaluation Activity: Assessment:
Reflection:
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 5
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 will be able to:
Students will be able to practice making predictions and support their thinking with evidence
from the text.
Vocabulary words: fox, forest, railroad, bridge, river
Material/ Resources: copies of the passage, flash cards, strips of paper
Procedure/ Activities
Engage: Students will say the jingle entitled “Reading is Fun.
Explore: Teacher will introduce story title “Wallet Wonder”
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 to predict what will happen next in the story.
Evaluation Activity: Assessment:
Reflection:

Name: Miss Morris


Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Attainment Targets: Students should be able to:
1. Communicate with confidence and competence for different purposes and audiences.
2. Know and use SJE and JC appropriately and creatively.
3. Read for fluency, meaning and enjoyment.
4. Use recognizable handwriting and appropriate spelling and vocabulary to write for a
variety of purposes.
5. Create musical composition exploring varied elements of music.
6. Plan and display visual arts and expression.

General objectives:
1. Know about the body parts
2. Show awareness and appreciation of their body parts
3. Tell the functions of the body parts
4. Give and receive information
5. Demonstrate motor movements successfully which are appropriate to grade level

Key vocabulary: skeleton, bones, joints, short, long, framework bend, Organ, inside, outside,
brain, head, skull, face, hand, feet, upper, lower, internal, external, function, nerves, senses, heart
Skills: observe and compare bones, list words, draw, dramatize
Materials: video YouTube video, computer/TV/, (songs, music), drums, picture/model of
skeleton, word cards, chart, “My Body” workbook pages 1

Key vocabulary: skeleton, bones, head, skull, neck, shoulder, ribs, joints, short, long,
framework, bend, protect, posture, skipping, walking, running, pretend, straight, muscle
Content: Your brain controls your movements. When your brain is healthy, it can send
messages to your muscles to tell them to work with your skeleton so you can move about. When
your muscles are healthy, they can receive the messages from the brain. Remember, our skeleton
helps us to move. We are able to move because of our muscles pulling on the bones of our
skeleton. Our heart pumps blood to our muscles. Our brain controls how all these parts work
together. A dance pattern is the set of different body shapes and body movements that we can do.
We can make different shapes with our body (curved shapes, straight shape, circular shapes….)

Day: 1
Topic: - Organs working together
Specific Objectives: By the end of the lesson, students should be able to:
1. Describe how the brain, heart and skeleton work together
2. Retell religious and other stories related to how the parts of the body work
3. Draw a picture of the brain, heart and lungs

Engage: Introduce the topic for the lesson. Encourage students to watch You tube video
“Fingers and Thumbs keep moving….” They will imitate actions in the video and sing along. At
the end of the song, they will talk about the different body parts moving and working together.

Explore: Share with students that organs work together to perform their special functions.
Display word cards for brain, heart and lungs. Students will spell the words and recall their
function. They will say why they think the organs should work together. Students will be
selected at random to say what will happen if the organs were not working together. Have
students recall the functions of the skeleton and how it works with the brain, heart and lungs.

Explain: Teacher will emphasis the importance of organs working together. Students will listen
to the story “Organs working Together” Text, “Inside My Body” page 113. Students will be
allowed to ask questions and teacher will provide answers and clear up misconceptions.

Elaborate: Students will listen to or read clues in their groups to find the correct organs. Page
115- workbook. For example, Clue 1- Organ that pumps blood around our body. (The heart).

Evaluate: Students will label the picture of the brain, heart and lungs and label them. NB
Teacher will guide students.

Reflection:
Name: Miss Morris
Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Day: 2
Topic: Our movement
Objectives: By the end of the lesson, students should be able to:
1. Demonstrate the flexibility of the skeleton as they move the body in different ways to
beats of the drum and rhythms
2. Tell at least two functions of the skeleton
3. Identify at least three organs in the human body.

Engage: Students will join in with teacher to sing ““Fingers and Thumbs keep moving….”.
https://youtu.be/_PRBO_AdTjE They will do related actions.

Explore: Students will run, jump, skip and hop on the spot. They will make body shapes and
patterns (workbook page 16). Teacher and students will have a discussion about which organ
controls movements.

Explain: Teacher will display the picture of the brain and point out the area that controls
movement. The small, back part of the brain controls our movement and our balance. Our brain
controls our body. It gets messages from all our body parts. It sends messages to all body parts to
tell them what to do. When your brain is healthy, it can send messages to your muscles to tell
them to work with your skeleton so you can move about.
Elaborate: Students will do demonstrations to show how the skeleton helps the body to move,
stand straight and bend. Students will view chart with the skeleton. Discuss the different parts of
the skeleton which allow movement to take place. Students will do movements with their bodies
to show this (neck, shoulders, arms, legs…).

Evaluate: Students will draw a representation of the skeleton and

Faster students -write three sentences about the skeleton.

Slower Students - The skeleton ………………. The internal organs.

(protects, shape)

Reflection:

Name: Miss Morris


Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Day 3
Topic: Fit bodies
Objectives: By the end of the lesson, students should be able to:
1. Tell how the skeleton moves.
2. Demonstrate the movements of the skeleton
3. Tell what would happen if they did not have bones in their bodies
Engage: Students will listen and dance to the song “Physically fit.” Students will do the different
actions such as Clap hands, swing arms, shake hips, bend knees and touch their toes. Students
will tell the different actions which were done in the song and say what allows them to move.

Explore: Students will use their body parts to do movement like animals. They will listen and
follow instructions before doing each action. For example, flap wings like a butterfly, leap like a
frog……

Explain: Have students recall how the brain and skeleton work together to produce different
movements. Students will tell what they think would happen if they did not have a skeleton. If
we had no bones or skeleton, our bodies would have no shape. Our bodies would shake like
slime or jelly. We would not be able to stand straight; walk or move around like we are doing
now. Our skeleton gives our body its shape.

Elaborate: Students will read information from text (page 97) about the skeleton and its
movement. Students will tell what they understand from the text. Students will then do activities
such as raising and lowering their hands and bending their knees. They will use play dough to
make bodies without bones/skeleton and talk about their model with each other.

Evaluate: In groups students will put together a 1min dance routine using clap hands, swing
arms, shake hips, bend knees and touch their toes.

Rubric: Grade students based on the actions done in the specified time. Rate the routine from 1-
5, with 5 being the highest and 1 being the lowest.

5 4 3 2 1
Students used Students used Students used Students used Students
one minute and one minute and more than one more than one misunderstood
did all actions did some minute and did minute and did the instructions
actions. all the actions some actions. given.
Reflection:
Name: Miss Morris
Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Day: 4
Topic: The body as a community
Objectives: By the end of the lesson, students should be able to:
1. Describe how the brain, heart and skeleton work together
2. Retell religious and other stories related to how the parts of the body work

Engage: Students and teacher will sing the song “The More We Work Together”.
https://youtu.be/iQ5Pah8FNNg
Students will find a partner and do the actions.
Explore: Teacher and students will talk about the importance/benefits of working co-operatively
in groups, at home, at school and in their community e.g. Football teams, athletes on a relay
team, groups in school, church choirs, youth clubs.
Explain: Teacher will share the Bible story “The man who could not walk” on page 111 in the
workbook. At the end of the story allow students to answer this question; which organs and body
parts work together to make us able to walk? Teacher and students will be engaged in a
discussion about how working together results in unity and harmony in different situations. For
example, playing a game that requires you to have a partner and both students play together until
the game is completed. Discuss how working co-operatively is related to how the various parts of
the body work together
Elaborate: In groups students will write what they understand from the story “The man who
could not walk”.
Evaluate: Students will complete the activity on page 104 in their workbook.
Finish the sentence to tell how your body parts worked together in this activity.
Our________ controls our __________, muscles and ________, and makes them work together
so that we can _________.
NB Teacher will supply words

Reflection:

Name: Miss Morris


Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Day: 5 Revision Lesson
Objectives: By the end of the lesson, students should be able to:
1. Tell at least four things they have learnt about organs working together
2. Answer questions correctly
Procedure/Activities:
Engage: YouTube videos - Students will listen to songs done throughout the week.

Explore: Students will play a group game “Ring around the Roses” and a partner game “Throw
and catch.

Explain: Teacher will engage students in a discussion about them working together in unity to
make things work. For example, playing a game that requires the help of others. The discussion
will continue making reference to organs working together to make our body work and stay
healthy. Information from the lesson content will be used to guide the discussion.

Elaborate: Students will say the poem “Shadow Dance” work book page 123. Students will be
given a question card in their group and they will work together to come up with the answer for
their questions.

Evaluate: Students will complete workbook activities.

Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Listening and Speaking
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
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:
Listen to the ideas and opinions of others.
Skills:
Express thoughts and opinions
Materials: Printed work sheet
Strategies: communication skills, and critical thinking
Procedure: Whole Group 1 [20 minutes]
Warm-Up
 Introduce the lesson by asking the class to think about lunch. Say something like, "Would
you rather play ball or stay in the class and read books? Why?"
 Have students share their answers with a partner and ask a few students to share aloud
with the whole group.
 Explain that they just shared an opinion, or how they feel about something and why.
 Tell the students that today you will be reading aloud a story and asking students to share
their opinion, or how they feel about the story.
Pair work 1 (15 Minutes)
Introduce the vocabulary words for the lesson by providing student friendly definitions and
utilizing the accompanying glossary and visual vocabulary cards as a reference. Invite students to
share in their own words what each of the vocabulary words mean.
Whole Class Activity 2 (15Minutes)
Read aloud Mr. Wolf's Pancakes by Jan Fearnley. As you read, pause to notice the story pattern
and encourage the students to read it along with you (by prompting them). For example, "Can
you help me ____. No!"
Pair Work 2 (5Minutes)
Pair students up to share their opinion of the story.

Ask the following questions and allow time for student discussion:

I. How did Mr. Wolf's neighbors behave when he needed their help?
II. Do you agree with Mr. Wolf's decision to eat the pancakes himself?
III. Do you think he should have shared with his neighbors? Why/Why not?

Whole Class Activities 3 (15 Minutes)


Bring the class together and ask them to think about the moral of the story. Discuss their ideas as
a group.

Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Word Recognition and fluency
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Context Clues

Attainment Targets:
Establish a concept of print and use a range of word recognition clues.
Objectives: By the end of the lesson students should be able to:
Identify context clues in written texts.
Skills:
 Read sentences
 Identify context clues

Materials: Chart, flash cards, white board, activity sheet, computer


Content: Context clues are more commonly found in nonfiction txt than in fiction, though they
are found in children’s literature, often with the goal of building reader’s vocabulary. Words can
have multiple meanings, so being able to infer the correct meaning from context is a valuable
reading comprehension skill.
Procedure: Whole Class Activity 20Minutes
A sentence will be written on the board that contains a word unfamiliar to the students. Eg. I
was so parched that drank the entre bottle of water.
Answer - very thirsty
Student will be asked to read the sentence and determine the meaning of the unknown word.
After several guesses’ teacher will explain that there is not enough information about the word to
define.
Sentence will be rewritten with additional wording to give students context. Discussion will
ensure to show how the addition of information helped define the unknow word even though was
no definition.
E.g. I was so very thirsty that drank the entre bottle of water.
Pair work 1 (15 Minutes)
Students will be given sentence to identify the context clues for the following. Students will be
rewarded for correct answer.

The mouse nibbled on the cheese.

What does nibbled mean?

(A)dance (B)ate

Whole Class Activity 2 (15Minutes) Teacher will model how to use context clues to define
words. A brief story will be read to class. Teacher will find unknown words and use context to
determine meaning.
Pair Work 2 (5Minutes)

Students will then be asked to do the same for the two more words

Whole Class Activities 3 (15 Minutes)

A video will be shown to concretize the concept of using context clues to define words.
Discussion will ensue. https://www.youtube.com/watch ?v= 73 p_oKEYqTQ .

Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Comprehension
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Sequencing Events

Attainment Targets: Read for meaning fluency and enjoyment of text using a variety of clues
to gain information and identify ideas and events.
Objectives: sequence events, pictures and information in stories or other texts.
Skills:
 sequence pictures
 Use signal words to sequence story events

Materials:
- JB Gets Ready for School by William Ziegler All About Story
- Sequence worksheets
- Glue Paper

Procedure: Whole Class Activity (1) 20Minutes


 Have the students come together as a group.
 To motivate the students, tell them that "Today, we are going to learn about story
sequence. That means what happens first, next and last. Can anyone tell me three things
you did before you arrived at school this morning?"
 Give students time to process your request.
 Randomly select students to give examples.
 Once they're done, share three things you did before you arrived at school this morning.
For example, "First, I woke up at 6:30 a.m.
 Next, I took a shower and brushed my teeth. Last, I got dressed and drove to school."

Pair Work (1) 10 Minutes


Model sharing what happened first in your day. Have students’ pair-share with a partner what
happened first in their day using the sentence starter, "First, I __ __ __ __."

Whole Class Activity (2) 10 Minutes


 Say, "Today, we are going to read a book called JB Gets Ready for School by William
Ziegler."
 Read the story to the students placing emphasis on the sequence of events.
 At the end of the story, ask the class to recall the main events.
 Record their answers on the board.

Pair Work (2) 10 Minutes


Have students’ pair-share what happens first, next and last in the story, using the book to guide
them.
Whole Class Activities (3) 10 Minutes

Sequencing Your Day


There are some activities we do every day. Cut out the pictures below the dotted line and put
them in order of the way they happen during the day.

1 2 3

4 5
Reflection:

Name: Miss Morris


Grade: Two
Subject: Language Arts
Strand: Grammar and Conventions
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Pronoun

Attainment Targets: Write sentences which are grammatically accurate and correctly
punctuated, using SJE and JC appropriately.
Objectives: Use appropriately personal pronoun in their first points of view.
Skills: Use personal pronouns
Materials:

 Internet access for BrainPOP (I VS Me movie)


 Interactive whiteboard
 Class set of Worksheet
Content

Procedures / Activities:
Whole Class Activity (1) 20 Minutes

1. Ask a volunteer to think of a sentence that uses the pronoun I. Write the sentence on the
whiteboard. Tell the class that I is a first-person pronoun. Explain that we use first-person
pronouns to talk or write about ourselves. Tell them that the other first-person pronouns
include me, we, and us as you write them on the whiteboard. Ask another volunteer to
think of a sentence using the pronoun me. Write it below the I sentence. Ask students
how they think I and me differ? If no knows, explain that I is the subject -- it does the
action, while me is the object -- it receives the action. Then ask volunteers to come up
with sentences using each pronoun.
2. Show the movie I Vs. Me on an interactive whiteboard or other large display for the
whole class once through without pausing.
Pair Work (1) 10 Minutes

1. Pair students and have them watch the movie again as they complete the Star Diagram
Graphic Organizer distribute the graphic organizer for students. Instruct partners to
pause the movie to write the grammatical rules for each of the four first-person pronouns.

Whole Class Activity (15) Minutes


Students will read to class the grammatical rules for each of the four first- person pronouns.
Pair Work (2) 10 Minutes
Distribute the I Vs. Me Worksheet for students to complete independently.
Whole Class Activities (3)5 Minutes
Invite students to stand in a circle. Throw a small bean bag or ball to a student and say a first-
person pronoun aloud. The student who catches it has 10 seconds to use the word in a sentence.
Then that student throws the bean bag or ball to another student while saying aloud a different or
the same first-person pronoun, and so on. If students can think of a sentence, they're out and the
person who threw, throws to another student.

Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Writing
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Creating Advertisements/Posters

Sub topic: The Writing Process - Revising, Editing, Publishing

Attainment Targets:
1. Give and receive information.
2. Write to narrate, persuade and for a range of transactional purposes.
3. Know and use the basic conventions of the spoken and written language.

Objective
By the end of the lesson, students will be able to:
1. Apply the last three steps in the writing process in the creation of an advertisement.

Skills: Reading, listening, writing -revising, editing, publishing

Materials: “The Yellow Gas Balloon” Read With Me, Literacy 1-2-3 Grade 2 Primary
Anthology, markers, pictures of leisure activities, sample of advertisement, individual
advertisement templates, Editing Checklist

Strategies: The Writing Process, Read Aloud

Content:
1. The writing process involves five steps. These are first Pre Writing, Drafting, Revising,
Editing/Proofreading and Publishing. a. Revising.
This is the third step in the writing process. This is done after you have decided on
what you want to write and have completed a draft of your ideas. This is a time to
improve your writing. During this step you should:

 Read and review your first draft.


 Share your draft with another person and get ideas on how to improve your
writing. (Conference)
 Make changes to improve your writing piece.

b. Editing and Proofreading


The fourth step is editing and proofreading. Remember to 
Make sure that your writing makes sense.
 Edit (check) your spelling, capital letters, and punctuation.
 Write a neat final copy of your work.
 Re-read and re-check for errors one last time.

c. Publishing
The fifth and last step is to publish your work.
 Illustrate your writing.
 Share your writing.
 Display your writing in the classroom.
(Source- http://www.studyzone.org/testprep/ela4/j/writingprocessl.cfm)
2. An advertisement is something (such as a short film or a written notice) that is shown or
presented to the public to help sell a product or to make an announcement. (Merriam
Webster Dictionary)

Procedure:

Whole Class Activities [15 minutes]


1. An extract (pg. 64 – 65) from the story, The Yellow Gas Balloon, will be read aloud to
the students.
2. Students will talk about the leisure activities that they undertake, and the reasons for their
choice of activities.
3. The teacher will present his/ her sample of an advertisement for his/her favourite leisure
activity, e.g., a reading club.
4. Students and teacher will discuss the:
a. concept of an advertisement as a piece of writing;
b. critical features of the advertisement that is - It states the name of the activity; it tells
the venue, location and time; it has a picture and it also gives a reason why students
should participate;
c. steps in the writing process.
5. Teacher and student will review these points on a checklist.

Group Activities [30 minutes]


Group 1 (Mixed Ability/Interest Groups)
A. Teacher Guided (15 minutes)
1. The teacher will explain the final 3 steps in the writing process and its value to the
reader- attractive/ appealing, conveys accurate information etc.
2. Using questioning, the teacher will invite students to critically review the sample
advertisement presented. Some questions include  Was the best picture chosen for the
advertisement?
 Was the writing neat?
 Were the letters/ words big enough to be read?
 Were words spelt correctly?
 Was the advertisement attractive?
 Did the advertisement give a strong reason for joining the club?
3. The teacher will explain to students that these questions can be used for editing their own
work.
B. Independent (15 minutes)
Students will be asked to create an advertisement of a club for their favourite leisure
activity using the template and editing checklist provided as a guide. (See examples
below)

Group 2 (Mixed Ability/Interest Groups)


A. Independent (15 minutes)
Students will be asked to create an advertisement of a club for their favourite leisure
activity using the template provided as a guide.

B. Teacher Guided (15 minutes)


1. The teacher will explain the final steps in the writing process and its value to the reader-
attractive/ appealing, conveys accurate information etc.
2. Using the Editing Checklist, invite students to critically review the advertisement they
created.
3. Allow students to give their evaluations and to suggest how they could improve their
advertisements.

Group 3 (Mixed Ability/Interest Groups)


A. Independent (30 minutes)

1. Students will be given a copy of the Editing Checklist and a sample of an advertisement.
They will be asked to use the checklist to evaluate the sample given and to make
suggestions to the group members on how to improve the advertisement, e.g. bigger
letters, neater writing etc.
2. Students will be asked to re- create the advertisement given incorporating the suggestions
they made.
Whole Class Activities [15 minutes]
1. Complete final editing of advertisements using checklist and place on class notice board

Evaluation Activity Assessment:


Activit
Picture related to activity

Reasone.g
It’s Fun

Date: _____________
Time: _____________
Place: ____________
Venue: ____________

See you there!

Reflection:

Name: Miss Morris


Grade: Two
Subject: Civics
Duration: 1Hour
Theme: Identity
Sub Theme: Personal Identity
Core Value: Self Respect/ Love of self

Garvey’s Quote: God and Nature first made us who we are.


Material: Quote from Marcus Garvey
Poem: “I’m glad I’m me”
Skills: Drawing, speaking, listening and writing

I. Objectives: Students will identify themselves as male/ female


II. Students will state statistics/ statistical information about self
III. Students will demonstrate an acceptance and appreciation of self.

Activities: Student will repeat the poem” I’m special” Students and teacher discuss poem. They
will then state the things that make them special and different.
The differences between two students at the front of the classroom (height, age, size) will be
discussed. Class will repeat quotation. Class will discuss quotation, then repeat, Class write
quotations in their notebooks.
Evaluation Activity: Assessment:
I. Students will give at least two sentences about what they think makes the special.
II. Students draw themselves as the profession they would like to be in the future

Reflection:

Name: Miss Morris


Grade: Two
Subject: Physical Education
Duration: 1Hour
Topic: Physical Fitness
Learning Objectives: Students will be able to:
I. explain aspects of physical fitness
II. list and define factors that impact physical fitness

Key Vocabulary: Physical fitness


Flexibility
Procedure/ Activities
Engage: Asking students about topic by asking them what the term 'fitness' means.
Explore: Students will share answers with a partner, then discuss as a class.
Explain: Tell students they will be learning about what physical fitness actually is and how they
can stay physically healthy.
Elaborate: Start the first video lesson What is Physical Fitness? - Definition & Importance.
Pause at 1:10 and define the term 'physical fitness' on the board. Create space to write the five
components of physical fitness, then restart the video
 Pause after each section and record definitions and examples. Discuss with students,
asking how much of each they have in their lives and what they find challenging or fun.

 Factors affecting Physical Fitness performance

I. Injury
II. Lack of Physical activity
III. Poor diet
IV. Poor sleep
V. Dehydration

Evaluation Activity: Assessment: Students will talk about their personal experience about
factors affecting fitness performance.

Reflection
NAME: Miss Morris Subject: Health & Family Life
Education
Date: Grade: 2
Theme: Self and Interpersonal Relationships Topic: Learning about Myself
Duration: 1 hour
General Objective: Students will understand more about themselves.

Dominant Life Skill: Self-awareness


Value: Appreciation
Specific Objectives: At the end of the lesson students should be able to:
Cognitive: Examine what they know about themselves
Attitude: Share why it is important to appreciate themselves.
Skill: Demonstrate self-awareness skill in learning about self in a manner that shows
appreciation.
Content Summary:
It is important for us to learn about ourselves, as each person is different. Each child is
different. Children can learn about themselves just as they do when they meet someone new.
Learning about ourselves help us to interact better with others and it helps us to be happier
with ourselves. Children can learn more about themselves by:

 Trying new activities (under supervision and with permission)


 Joining a club
 Eating new foods (with permission of parents/guardians)
 Asking themselves questions
 Asking others questions about experiences with them as babies or when they were
younger
 Asking others what they think or know about them in general

Appreciation - Appreciation is recognizing and enjoying the good qualities of someone.

Steps in Self-Awareness Skill


 What are you good at doing?
 What would you like to do better?
Resources: Song- “Sing 'n' Learn – Respect Me”, Game, Role Play
Engagement: Students will be engaged in the game of atoms where they will move to from
groupings according to numbers given at command of the teacher. For example, groups of
twos, threes, etc.
Teacher will state the objectives of the lesson and highlight the dominant life skill (self-
awareness) and the value (appreciation). Teacher will introduce the appreciation signal –
hugging oneself - that will be used throughout the lesson to reinforce the value. Students will
be asked to set ground rules for the class to ensure good classroom behaviour management.
Exploration:
Students will move around the room to the tune of the song, “Sing ‘n learn – Respect Me:
https://www.facebook.com/singnlearn
Teacher will draw boxes on the floor with the following labels:
1. This is Me
2. Definitely not Me
3. Maybe that is Me

As the teacher reads out characteristics of people students will move to the boxes that best
describes them and shout out what is written in the boxes. At the end of the game students will
write one thing they know about themselves. Students will then discuss in groups what
appreciation means and ways in which they show appreciation for self.

Reflective Question: What makes me feel good about myself?


Explanation/ Life Skills Development Stage: In two groups, students will be introduced to
the two steps in self-awareness (What are you good at doing?
What would you like to do better?). They will be placed on “Hot Seat” and ask to present on
these questions as the steps are asked in questions by the teacher.
Reflective Questions: How can self-awareness skill help to develop my appreciation?
Elaboration: Students will listen to scenarios by teacher and then discuss the importance of
knowing themselves. Students will use the appreciation signal (hugging oneself) as they
participate in discussion

Sam went on a class trip to the botanical garden. When he arrived, his teacher noticed that he
could not stop sneezing and his eyes were swollen to the point where he could not see. Sam
was allergic to some of the plants there but did not know.

Pat was lost and went to the police station for help. The police officers asked her for her full
name, her parents’ names and their telephone numbers. Pat did not know the any of the
information the police asked for.

Mary entered a contest where she could win a million dollars but when asked what she was
good at, she coud not answer and therefore could not win the money.

Students will then role play ways in which they can use self-awareness to help themselves.
They will use the appreciation signal throughout the role play to show that the appreciate
themselves.
Evaluation: Students will be placed into pairs and conduct interviews as on a television show.
They will sit around a table and answer questions asked by their peers. They will then take
turns to ensure everyone get a turn at answering and asking questions. They will practice their
responses using the steps in self-awareness and the value appreciation. Rubric will be shared
with students on how to assessed each presentation.

Questions for Interview


What are you good at doing?
What would you like to do better?

Evaluation Activity: Assessment

Role- Play Rubric

Name/Group: _________________________________________________

Date: ________________________________________________________

CIRCLE THE APPROPRIATE RATING FOR EACH ITEM

Criteria Rating

Speech was clear 5 4 3 2


1
Self-awareness steps seen 5 4 3 2
1
Use of the appreciation signal 5 4 3 2
1
Role-play was well prepared. 5 4 3 2
1
Role-play was entertaining 5 4 3 2
1
Role-play demonstrated effective use of the life skill 5 4 3 2
1
Total
Reflection

Subject: Mathematics Strand: Duration: 60


Grade: 2 Term: 1
Day 1 Measurement minutes
Topic: Comparing Objects

Standard:
Students will use non-standards and/ or standard metric (Sl) units, instruments and procedures
to estimate and measure quantities of different attributes and to compare and solve problems.

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

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:


- Identify objects that are long, short and tall.
- Tell the relationship between more than, less than and equal to.

Specific Objectives:

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


- Compare Objects
- Tell the a) longer/ shorter, b) taller/ shorter, or the same length as two objects when
placed side to side.
Teaching/Learning Resources:

- Paper clips, connecting cubes, variety of objects, box


Key Vocabulary:
- Shorter - Vertical
- Longer - Horizontal
- Taller - East
- Measure - West
- Height - Top
- Length - Bottom
Content Outline:

- When we compare things, we look for similarities and differences.


- Long is a horizontal measure of an object and tall is a vertical measure of an object.
- Long measures from east to west (side to side) and tells the length and tall measures
from north to south (top to bottom) and tells the height.
- Short is a measure of small distances from one end to the other.

Tall/ height Long/ leh

Engage:

Students will read the poem and then do a role-play of the poem.
My sister is tall, tall as can be But I am short, O can’t
you see She can reach, reach O so high
But I have to sit, just sit and cry.

Everyone has a name. Some are different


Some are the same. My sister name is short
Mine is long. All are right
And none is wrong.

1. How can you tell who is taller or shorter?


2. How can you tell which object is longer or shorter?
Explore:

In groups students will be asked to complete the instructions given below:


Task A

1. One person will stack 7 red connecting cubes on top of the desk
2. Another student will stack 12 yellow connecting cubes on top of the desk.
3. What is the relation of the two stacks of connecting cubes?
4. Use words to describe the two stacks of connecting cubes seen.

Task B
1. Lay nine (9)
white paper clips on top of the desk forming a line.
2. Lay fourteen (14) blue paper clips on top of the desk forming a line.
3. What is the relation of the two lines formed?
4. Use words to describe to describe the two lines.

Task C
Students will be given
the following
word cards with the following words.
taller longer shorter
Preselected objects will be place in a box in each group. For example: eraser, pencil,
sharpener, ruler, small book, etc.…
1. Students will select two objects from the box, observe and use the words from the word
cards (taller, longer and shorter) to compare each of the objects using complete
sentences.
2. Explain your answer.

For example:
1. The _________________
shorter/
is taller than the___________________.
OR
2. The_________________
_ is longer/ shorter than
____________________
the .
Explain:

In groups students will discuss and then answer the questions

1. What do you understand about the term taller?


2. What do you understand about the term longer?
3. What do you understand about the term shorter?
4. When do we use the terms longer, taller or shorter? Give examples
Elaborate/Extend:

Students will complete the


sentences with words from the
list given below.

Longer Taller
Pam is ___
SUE is ________ than Roy.

The is ______ than the .

Evaluation Activity : Assessment

Students will read and then complete the questions below.


Write 3 to 5 sentences telling your friend what you have learnt about the terms taller, longer and
shorter. Give examples or use illustrations.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________

Subject: Mathematics Grade:2 Strand: Duration: 60 Term 1


Day 2& 3 Measurement minutes

Topic: Non-Standard units of measure


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 distance, 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:


- Compare using longer, shorter, thick and thin.
Specific Objectives:

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


- Compare, estimate and measure length of various objects using non- standard units.
Teaching/Learning Resources:

- Paper clips, pencil, string, index card, interlocking cubes, square tiles
Key Vocabulary:

- Measure, length, non-standard, units, estimate/ guess

Content Outline:

Measurement involves a comparison of an attribute of an item or situation with a unit that has
the same attribute. Lengths are compared to units of length.
Non-Standard unit is any unit or item that is not a standard metric or customary unit, which
can be used to measure something. For example, paper clips, blocks, finger space and hand
span.
Engage:

In groups, provide the students with three to five items such as an index card, a pencil, a paper
clip and a piece of string. They will then search (scavenger hunt) to find things that are of the
same length shorter or longer than the length of each item.

They will now display their items and the class says whether they are correct or not.

Explore:

- Distribute pre-prepared bags and an unsharpened pencil to students in groups/pairs (one


bag per group/pair). Each bag will contain a different measuring tool.
large paper clips small paper clips square tiles interlocking blocks
unsharpened pencils

- Each group/pair will estimate then measure to show be asked to look at the given
item and guess/estimate approximately how many it will take to have the same length
as the pencil and record.
- They will measure the pencil with their item/object by lining them up end to end. -
Students will tell the number of items it took to measure the length of the
pencil.

Use the information above to complete the table:

Measure Large paper Small Square tiles Interlocking


clips paper clips blocks
I think it would take ____ to
measure the pencil.
I took ________ to measure
the pencil.

Explain:

Based on the exploratory activity students will have a whole group discussion.
Guided Questions
- What have you observed in the responses/answers?
- Why did we get different answers?
- Is the measurement accurate if there are spaces between the objects used?
- Does it matter if we have the same unit when we are measuring something? Why or
why not?
Elaborate/Extend:

Each child will be asked to draw a boat in his/her notebooks. They will then share the drawing
with their elbow partner, who will measure the drawing and record the measurement ensuring
that the unit is stated e.g. 5 paper clips, 8 square tiles etc. They will then make a comparison
with each other’s drawing for example which is taller or longer and by how many units.
Evaluate:

Students will estimate and then measure items using paperclips and then record their responses
in a table. For example;

Reflection:
Subject: Mathematics Grade: 2 Strand: Duration: Term:
Day 4 & 5 Measurement 60 minutes 1

Topic: Non- Standard and Standard Units


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 distance, 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:


- identify and use non- standard units
- identify and use basic standard units
- the concepts length, metre, centimetre and estimate
Specific Objectives:

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


- Distinguish between non-standard and standard units of length. (Understand the need
for standard international (SI) units of measure)
Teaching/Learning Resources:

- Metre strips
- Centimetre/metre ruler
- Tape measure
- Paper clips of different sizes
- pencils
- Non- standard units such as: hand span, foot step, etc.

Key Vocabulary:

- Standard units
- Non- standard unit
- International standard units
- length
- metre, centimetre
Content Outline:

- Standard units of measurement are units of measurement that are typically used
within each measurement system.

- Nonstandard units of measurement are units of measurement that are not typically
used, such as a pencil, an arm, a toothpick, or a shoe.

- The International System of Units (SI, abbreviated from the French Système
international (d'unités)) is the modern form of the metric system and is the most
widely used system of measurement.
Engage:

Students will be placed in small groups. Each group will be given a set of cards with
standards and non- standard units written on them. Students will place the words into two
groups: Used for Standard Measure or Used for Non- Standard Measure. Possible words are:
Foot, yarn, toothpick, pencil, paper clips, hand span ….
Metre, centimetre, kilogram, gram, millimetre, litre….
Students will give a reason for their choice of grouping.
Explore and Explain:
In the same group, each student will be asked to measure the length of a given object in the
classroom. Each member of the group will be required to measure the object using the same
standard (tape measure, centimetre ruler, metre ruler) and non- standard units (hand span, foot
step, etc.). The information should be tabulated.

Name of Student Non - standard unit Standard unit

Focus Questions:
- What do you notice when you use the non -standard unit then you use the standard unit
to measure?
- Which unit of measure is more accurate?
- Which unit of measure do you think is better to use; Standard or non-standard? Justify
your response.
Elaborate/Extend:

Mark wanted a length of chain for his dog. He went to the store and ordered 20 hand span of
chain based on his estimation.
- Mary estimated the 20 hand spans of chain but it was way too short.
- John estimated the length of the chain was way too long.
- Paul estimated the length of the chain it still too short.
- The supervisor estimated the length of the chain also and it was too long.
His mother told him to use a metre stick to measure the length and he got 3 metres. He went
back to the store and ordered the 3 metres length of chain. The supervisor measured it and it
was exactly the length he needed.
Students will be required to discuss the scenario in their groups and answer the following
questions.
- Why do you think the length of chain that Mary and Paul estimated was too short?
(use of non-standard unit of measure should be highlighted in the discussion)
- Why do you think the length of chain that John and the supervisor estimated was too
long?
- What do you notice when Mark got the exact length of chain he needed? (Use of
standard unit of measure should be highlighted in the discussion.)
Evaluate:

Estimate then measure the lengths of these objects to the nearest centimetre a) your pencil b)
your shoe c) one of your textbook d) a piece of cord. Write your answer in the table below.

Things Measured Estimated Length Actual Length


Length of a pencil about ___________ cm ____________ cm
Length of a shoe about ___________ cm ____________ cm
Length of a textbook about ___________ cm ____________ cm
Length of a piece of cord about ___________ cm ____________ cm

Without using a ruler, have students estimate and draw line segments of varied lengths. Then
measure the line segments with a ruler to the nearest centimetre.

Reflection:

You might also like