Lesson plans for week beginning May 9-13, 2022

Subject: Integrated Studies

Focus question: What does my community look like?

Grade: 2

Attainment Target:

· Understand the process and forces that have formed the physical and built environment.

· Develop an understanding of the interdependent relationship between man and its

environment.

· Know and value the contribution of communities and institutions in fostering national,
regional and international integration.

· Communicate with confidence and competence for different purposes and audiences, using
SJE and JC appropriately and creativity.

· Write well-constructed paragraphs which have linking sentences within and between them.

· Explore paths, geometric shapes and space, and make generalization within the environment.

· Use the correct unit, tools and attributes to estimates, compare and carry out the process of
measurement to given

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

· Demonstrate an understanding of the positions of north, south, east and west in relation to
their community.

·Use the compass to aid in finding directions to identify places in their community.

· Use directional words to give location of important buildings and other key features of the
community.

· Estimate distances between buildings.

· Explain how the physical layout of their community has changed over a period of time.
Use questioning to collect information about their community.

· Use SJE to express themselves.

· Display an appreciation for some of the beliefs, practices and expressions of persons from
different religious beliefs, practices and expression of persons from different religions faiths.

Skills: reading, writing, discussion, listening, creating, observation, writing,

Materials: text book, pictures, toy car, In My Community Term 3

Key vocab: community, live, north, south, east, west, important, places, religious, building,
estimate, location, direction, compass rose, cardinal points, map, parishes

Content:

Directional words are those that are relevant to pointing out directions. Examples are under, top,
middle, bottom, left and center. There are four main directions: north, south, east and west.
Direction helps to find the location of a place.

A map can show part or all of a community. It can show where the important buildings are. It
can also show where the homes are and the roads to get from place to place. A map can show:-

· Part or all of a country

· An area of the world like the Caribbean

· Towns, villages and roads

· Natural features like rivers and mountains

In the Bible we read of many communities that Jesus visited while He lived on earth. As He went
from one community to another, He told people who had gathered to hear Him about the love of
God. He encouraged people to do good to others.
Days 1 and 2

Engage: Students will observe a picture of a compass and identify the letters and tell what they
represent.

2. Play a game of Where Am I? Using the compass to know the different directions.

Explore: Students will look at a demonstration of the concepts of north, south, east and west
from a video

Learn directions based on sun for kids |#compass |#cardinal directions |#directions |#EToddlers -
Bing video.

Using the compass they will play a game of 'Simon Says' to find places in the classroom or on a
map.

On a pre-drawn map of their community they will use a toy car to drive along the streets on a
map and follow the directions given. Example if I am at school and I want to go home, drive the
car along the route I would take. Talk about the importance of buildings that they arrive at in
relation to the school or each other using the key words on the compass. They will identify their
community on a map of Jamaica.

Students will go on a field trip in the community and locate and identify important places. They
will use their devices to take pictures of these places. They will use the picture to create a collage
titled” My Community” in their scrapbook and write sentences about them.

Using a map of the community they will identify important buildings and the road on which they
are located. They will estimate distances between buildings using string or non-standard units to
compare the distances such as hand span, paper clip etc.

Explain: Students will identify some important buildings in their community and use the
compass to show their location/ directions.

and draw a compass to show the direction. They will name some important buildings in their
community, as well as tell where they are located correctly. They will also estimate distance
correctly.

Extend: Students will

1. List the 4 main directions used when dealing with locating places.

2. Locate and identify places on a map given.

3. Write 2 sentences about pictures taken of their community.

4. Name two important places in their community.

Homework: Complete pages 49 and 50 of their Primary Integrated Studies-In my Community

Teacher’s
Evaluation:____________________________________________________________________
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Day 3 and 4

Engage:

The previous day’s lesson will be reviewed briefly by playing the game ‘Simon Says’ eg. Simon
says walk/hop to the north, ect. Ask the students how much do they know about their
community? What are some of the things that they would like to know about it and suggest who
they could get that information from(older people).Teacher will suggest that they voice their
questions that they would like to ask older members of the community.These questions will be
listed on the board.

*****Invite an older, more knowledgeable person to join the class for a RAP SESSION with the
class.

Explore: Students will ask persons in their community about its history and how things have
changed in the community. They will make a presentation for the class on how the community
has changed. They will use a recording device to record the presentation. They will compile a
resource book on the information they got from the interview. They will give oral sentences to
say how they feel about what they have learnt. They will move to music and freeze into position
to create tables that represent buildings. They will use prepositions in sentences to indicate where
places are located in relation to each other. They will give sentences orally about their
community. They will illustrate their community in art.

Explain: Students will share information about some of the changes they’ve learned about their
community. They will write short sentences to share what they’ve learnt about their
community. They will write thank you notes to the persons interviewed which will be edited by
the teacher.
Extend: Students will be grouped according to the community in which they live. They will
write a story entitled My Community.

Evaluation: Read their stories to the class. Classmates will critique them along with the
teacher's input and corrections will be made where needed.

Teacher’s
Evaluation:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Day 5

Engage: Students will watch a video on religious buildings.after which a discussion will follow
where the students will identify and name the religious building seen and say which of these
buildings they can find in their community.

https://youtu.be/Ttwi_ScO55k

Students will continue to work in their groups (community) and visualize different
religious/important buildings in their community and write down the name.

Say if they noticed buildings like these mentioned in the video in their communities. Do they
look the same/different? What is similar/different about them?

Explore: Students will make dramatic presentations showing the different forms of
worship of religious groups in their community. Students will discuss the location of the
buildings and the types of building. They will research online to find out how long the buildings
have been in existence and the main reason why they were constructed. They will create a model
of buildings in their community. They will identify the different denominations in their
community. Collect information on what religion they practice and which deity they worship.
Discuss how they differ from each other,if any.

Explain: Students will identify the buildings in their community and the main reason they were
constructed. They will also discuss the location of the religious buildings in relation to other
buildings in the community. They will use basic locations such as north, south, east, west to tell
the location.

Extend: Students will

Use the information collected on religious practice and deity in the explore section to create a bar
graph.

Using the graph, write about the information collected, for example:

A. How many people surveyed were christians?

B. Compare how many persons surveyed practice christianity and muslim.

Evaluation: Students will :

1. Draw and colour a religious building in their community.

2. Write a sentence to compare two religious buildings in their community

Home work

Make a model of their community with the different religious buildings.

Teacher's
Evaluation:____________________________________________________________________
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______________________________________________________________________________
____________

Subject: Language Arts

Grade: 2
Strand: Listening and Speaking
Attainment Target:
● Communicate with confidence and competence for different purposes and audiences,
using SJE and JC and creatively.
● Listen to recall, understand and respond to speakers messages whether implicit or
explicit.
● Recognize, value and make distinctions between home language and SJE to improve
acquire language literacy and competences.
● Explain and comment on the speaker's use of language, including use of SJE and JC,
and the use of vocabulary, grammar and other features.
Objectives:
 ● Report on an incident observed or discussed.
Skills: discussion, speaking, listening, interpreting, sharing

Engage: Students will listen to a story about an incident that happened on the road.Accident
happen on hope road in Jamaica - Bing video They will state how they think this accident could
have been prevented.

Explore: Students will discuss in groups an incident that occured at school. Each group prepares
a report and then shares it with the class. Non-members of the group use the 5ws (what, who,
when, why, how) to evaluate the report.

Explain/Extend: Students will report an incident that they saw anywhere whether by the
watching of the television, etc and make suggestions as to how to prevent it and the
consequences.

Evaluation: Students will write a report of an incident seen.

Teacher’s Evaluation:
______________________________________________________________________________
______________________________________________________________________________
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Day 2

Strand: Comprehension

Topic: Identifying Themes

Attainment Target: Students should be able to:

1. Use deduction and inference to interpret information and ideas and to predict outcomes

Specific Objectives: At the end of the lesson students should be able to:

1. Identify themes in a story

Key Skills: Answering and asking questions, correctly using.

Materials: google meet, google classroom, whatsApp, online story, video

Content:
A theme is a central topic, subject, or message within a story. There are many themes in a story:

1. Love
2. Courage
3. Happiness
4. Bravery
5. Friendship
6. Perseverance

Assessment criteria: questioning, oral discussion, games reading, writing, worksheets.

Procedure/ activities:

Engagement:

The teacher will begin the lesson by playing a video titled “How to find themes” for students.
After students have watched the video they will share what they learnt from it.

Link: https://www.youtube.com/watch?v=k8muSkXjPHE

Exploration:

The teacher will play a story titled “The Princess and the Frog” for the kids. After students have
listened to the story they will share the themes that they hear coming out of the story with the
class. The teacher will randomly choose students to share.
Link: https://princess.disney.com/tianas-story

Explanation:

Students will share with the teacher what they know about the themes in a story. The teacher will
then give students a definition for the term themes and also examples of themes that can be
found in a story. Students will be given an opportunity to ask questions and the teacher will
clear up any misconception students might have on the topic.

Elaboration:

Students will be given a worksheet where they will be required to read the story and identify the
theme in the story. After students have completed their worksheet they will share their answers
with the class.

Link:https://www.liveworksheets.com/qx1454680nb

https://www.liveworksheets.com/yo1618732co

Evaluation:

Students will complete the worksheet where they will identify the theme of the passage.
The teacher will use this opportunity to recap the lesson with students. The teacher will ask
students a series of questions based on what was done today and then the teacher will make the
necessary corrections.

Teacher’s Evaluation:

Day 3
Strand: Grammar and Convention
Attainment Target
● Write sentences which are grammatically accurate and correctly punctuated, using
SJE and JC appropriately.
● Use and adopt a range of sentence structure according to context, distinguishing
between SJE and JC.
Objectives: students will
 ● Use appropriate adjectives in description of nouns/pronouns.
Skill: reading, reasoning,
Material: words cards
Content:

Engage:
Students will watch the following video after which a discussion will follow
https://www.youtube.com/watch?v=5ZkMbLkGims

Students will then be given a picture of a car to look at and describe it.

Explore:
Students will have discussion about the words used to describe the car. They will have
discussions about adjectives and they will look at other objects/ pictures and give words to
describe them. They will sing the adjectives song. They will read, call and spell adjective words.
They will also give words that can be used to describe things, places and people. They will use
adjectives to create sentences.
 .

Explain:
Students will say what adjectives are, look around in the classroom for objects and give
examples of adjectives and use an adjective to make a sentence orally.

Extend:
Students will
Tier 1

Tier 2
Tier 3

Evaluation
After students have completed the worksheets, they will go through it and corrections will be
made where necessary.
HOMEWORK
 Teacher’s Evaluation
___________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________

Strand: Writing
Attainment target:
 ● Develop approaches to the writing process to enable them to organize their ideas into
a coherent structure including, layout, sections and paragraph.
● Write to the narrator, to persuade, and for a range of transactional purposes, using
SJE and JC appropriately and incorporating multimedia approaches to their writing.
● Use language and text forms appropriately with imagination to create vibrant and
engaging text.
● Write a well-constructed paragraph which has linking sentences within and between
them.
Objectives:
● Discuss and use the traits of quality writing .
Skills: reading, answering, questioning, drawing

Content: The Six Traits of writing are Voice, Ideas, Presentation, Conventions,
Organization, Word Choice, and Sentence Fluency

Material: sentence strip,

Engage: students will look at TAD transition Action Details strategy.

Explore: Students will have a discussion about the strategy. They will review the prewriting
stages and then use the TAD strategy to write their draft for paragraph building. They will
practice writing their own TAD for their story based on a picture seen.

Explain: Students will explain the TAD strategy in their own words. The teacher will reinforce
that the six traits of writing are voice, ideas, presentation, conventions, organization, word
choice, and sentence fluency and clear up any misconceptions about the TAD strategy.
 Extend: Students will write their own TAD and then write their story. (A Day at the Park.)
Transition Action Details

Evaluation:
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Subject: Language Arts

Grade: 2
Strand: Word Recognition and Fluency
Attainment Target:
● Read fluently and with appreciation
● Automatically recognize words through repeated exposure and mnemonic devices.
● Establish a concept of print and use a range of words recognition clues, re-reading and
reading ahead to identify new words.
● Develop phonemic awareness and use knowledge of letter sound correspondences in
order to decode unfamiliar words.

Objectives At the end of the lesson pupils will be able to:

1. Define the term antonyms.
2. Identify antonyms using context clues.
Resources
YouTube, worksheet, pictures, sentence strips
Key Vocabulary
Antonyms, opposite
Content
Antonyms are words that have contrasting, or opposite, meanings.

Engage
Review of the previous week’s lesson (synonyms)
The day’s objective will be given to the class.
Students will then watch a short video on antonyms.
https://www.youtube.com/watch?v=uEFqdj41kEQ

Students will be engaged in a movement activity during which they will be instructed to do
opposite moves. Students will be asked to list the different actions they did. Student’s responses
will be recorded on the board

Explore

Dependent group: Students and teacher will be engaged in a discussion about antonyms.
Students will view pictures of antonyms. They will be selected to formulate sentences with each
pair of antonyms. Students will match pictures of antonyms with their pairs.

Independent group: Students will read a short poem and identify pairs of antonyms in the poem.
Students will use selected pairs in sentences of their own.

Explain
Students will be engaged in a discussion about antonyms and share antonyms from their group
activities. Students will do the actions for selected antonyms where applicable. They will say
what are antonyms in their own words.

Elaborate
Watch a short video about antonyms. https://www.youtube.com/watch?v=uEFqdj41kEQ They
will be engaged in a discussion about the video. Students will read sentence strips in pairs and
use the correct antonyms to complete each sentence.

Evaluate

1. Complete worksheets
Tier 1
Tier 2
Tier 3
https://files.liveworksheets.com/def_files/2020/4/11/4111731043356/thumb4111731043356.jpg

Teacher Evaluation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________

Subject: Mathematics
Grade: 2Y
Duration: 5 X 60 Minutes
Big Idea: Fraction/Arithmetic Operations
Specific Objectives: By the end of the lessons, students should be able to:

Add and subtract fractions with like denominators

Investigate how many halves or quarters are contained in whole and fractional numbers
(mixed numbers)
Arrange fractions from smallest to largest and from largest to smallest.

Content: A fraction is a part of a whole. A fraction describes how many parts of a certain size
there are, for example, one-half (1/2), eight-fifths (8/5), three-quarters (3/4).
A fraction is made up of a top number (numerator), a bottom number (denominator) and a line
(vinculum or fraction bar) to separate the numerator from the denominator.

Addition and subtraction of fractions with like denominators

When adding fractions with like denominators, we add the numerators and the denominator
remains the same.
Example 1/5 + 2/5 = 3/5
When subtracting fractions with the same denominators, we subtract the smaller numerator from
the bigger numerator and the denominator remains the same.
Example 2/5 - 1/5 = 1/5
Adding and subtracting fractions with like denominator
https://www.youtube.com/watch?v=MZmENadGcK0
Adding Fractions with Common Denominators (Step by Step) | Math with Mr. J
Comparing and ordering fractions: in comparing two fractions (with different denominators), we
can tell by looking at the denominators, for example: 1/12 and 1/3. The smaller the denominator,
the bigger the fraction is. The bigger the denominator, the smaller the fraction is; therefore, 1/12
is smaller than 1/3.

If the bottom numbers are the same, we can see which fraction is bigger by looking at the top
number. So if we compare 3/5 and 2/5, we can see that 3/5 is bigger. If we think of a shape
divided into five equal parts, we can see that three parts will be bigger than two parts; therefore,
3/5 > 2/5.
In ordering fractions such as 3/5, 2/5, 4/5, 1/5 and 5/5, we can use the top numbers – smallest to
largest would be 1/5, 2/5, 3/5, 4/5, 5/5.
Largest to smallest would be: 5/5, 4/5, 3/5, 2/5, 1/5.
In ordering fractions such as 2/6, 2/8, 2/5, 2/2, 2/7, smallest to largest would be: 2/8, 2/7, 2/6,
2/5, 2/2.
Largest to smallest would be: 2/2, 2/5, 2/6, 2/7, 2/8.

Skills: read and write fractions, ordering fractions, adding and subtracting fractions,

Material: fraction strips, fraction tiles, video

Activities

Day One: Pupils will

Objective: students will be able to :

Add Fractions with Like Denominators

Engagement: In small groups, students will be given fractional parts (variations e.g. 1/4s, 1/2s,
1/3s) and a whole relating to those fractions. They will use the parts of their choice to create a
whole. Each group will identify the name of the fractional parts used to make the whole and how
many were used.

Exploration: Students will be playing a relay game and grouped based on their learning level.
A member of each group will select a card and read the problem. After it is read, the group
members will have to identify the fraction and complete the addition problem

Explanation: Students will explain their understanding of how to add fraction with the same
denominator.

Elaboration: Students will watch video as reinforcement and to clarify any

misconceptions.
https://www.youtube.com/watch?v=rLCheqJh_rQ

Independent Students:
Answer the following questions using fraction models if needed.
1. 3/9 + 2/9 =
2. A recipe uses ¼ cup of cheese. How much cheese would you use if you
doubled the recipe?
3. Write an addition sentence that can be used to find what fraction of the
weekdays had sunshine or rain
 Teacher Guided:
Students will use fraction cards to assist them in completing these problems.
1. 1/8 + 2/8 =
2. 6/10 + 2/10 =
3. ⅕ +⅗ =

Evaluation: Add given fractions. Example: 1/8 + 2/8 = 6/10 + 2/10 =

Teacher’s Evaluation:

Day Two: Pupils will

Objective: Subtract fractions with the same denominator.

Engagement: Students will share what they learned the day before about adding fractions with
same denominator. They will explain how they add the fractions why they add
the numerators only and not the denominators.

Exploration: Students will be placed in groups of threes. There would be an empty template
that is divided into sevenths. They will then be given fraction strips representing
the seven parts to make up the whole. Two students will then pick a fraction from
a mystery bag (these fractions will be fractions represented with sevenths). The
student with the bigger fraction will be asked to use their fraction strips to put on
the empty template. The other student with the smaller fraction will then ask that
student to give him/her fractions strips from what was placed on the template.
Example: 5/7 was placed on the template, the student may ask for 3/7. Three
 pieces of the strips should be taken from the template. The third student would
be asked to say what he/she observed happened with the two fractions (two
persons). Expected response: There was 5/7, they then take 3/7 from the 5/7 and
it showed that 2/7 remained on the template.

Students will be asked to watch a video about subtraction of fractions with the
same denominator. https://www.youtube.com/watch?v=x-6h5ZOKHtg

Explanation: Students will give examples to explain their understanding of how to subtract
fractions with the same denominator. A video will be used to further enhance students’
understanding.Learn to Subtract Fractions With the Same Denominator - Math for Kids - Bing
video

Students will be asked to explain why the denominator should remain the same when you
subtract fractions with the same denominator. Expected response is that you use the same whole
to take the parts from because they are referring to the same size pieces. Therefore if someone
has 4/9 of a cake and they want to take 3/9 out of that cake they can take the three pieces from
the pieces that they already have because they are out of nine parts just the same.

Elaboration: A fractional sentence will be written on the chalkboard, students

will be given the answers to each fractional sentence/worded problem. Students
will be placed to work with a partner to solve the problems. After solving the
problem students with the correct answer will step to the front of the class and
show their answer. The remaining students will state whether or not they are
correct.
N:B- Problems will be set to cater to all the students’ needs.

Evaluation: Students will subtract given fractions with like denominators from the worksheet
Teacher’s Evaluation:

Day Three: Pupils will

Objective: Add and subtract fractions with the same denominator.

Engagement:
Students will review the concept of adding and subtracting fractions with the same denominator
by watching a video and clarify for understanding. https://www.youtube.com/watch?
v=KFdHetid008
Day 4

Objective: Students will:

Investigate how many halves or quarters are contained in whole and fractional numbers
(mixed numbers).

Skills - investigating fractions, forming mixed fractions, reading fractions,

Materials - internet, computer, speakers, worksheets, manipulatives (sweets/stickers, paper
plates)

Content -

Engagement: Students will be divided into two groups and each group will be given a
scenario and manipulatives (sweets/stickers & paper plates) to solve.

Scenario 1 – George bought 20 sweets to share equally between his sister

and himself; using items given to demonstrate how you would share the
sweets.

Scenario 2 – Paula received 20 stickers from her teacher. She was asked
to share them evenly between the members of her group. There are 4
members in the group.

Guiding Questions:
- How did you go about finding equal shares?
 - What fraction represents the shared portions?
- What is the relationship between halves and quarters?
- students may use diagrams to represent their answers.

Exploration & Explanation:

Students will be given paper cut-outs in their respective groups to
demonstrate/ solve the following.
Mrs. Brown bought four cakes at the bakery for her son’s birthday party.
She gave half of one cake to his grandmother who will not be able to
attend the party?
1. How much cake is left? (represent this using a
fractional number)
2. Describe the fraction written
3. How many halves can the remaining cakes be divided into?
4. How many quarters can the remaining cake be divided into?
Note: Introduce concept of mixed numbers to students

Elaboration:
Students will watch the video about mixed numbers then answer the
questions below.
Introduction to Mixed Numbers (Models)
Questions:
How can you identify a mixed number?
What is the main component of a mixed number?
Teacher will use the following slide to help students understand clearly
how a mixed fraction will come about
Powerpoint Improper factions to mixed fractions.pptx

Evaluate:

Draw diagrams to show the following mixed numbers and say how many
halves and
quarters are in each. 3 1/2 , 5 ¼ , 7 ½
Teacher’s Evaluation:

Day 5

Objective: Students will:

Arrange fractions from smallest to largest and from largest to smallest.
Engagement: Reinforcement of previous lessons will be done where the student's name will be
placed on the ‘wheel of names random picker’, the teacher spins the wheel and the name the
wheel stops on will be given problems to solve.
https://wheelofnames.com/

Exploration: Two fractions will be shown to students (¼ , ¾) for them to decipher which is
smaller or bigger. This is to activate their prior knowledge. A demonstration of using the fraction
bar will be done by the teacher to solve the problem then students will attempt similar problems
using more than two fractions. https://toytheater.com/fraction-bars/

Explanation: Students will state what they notice about the denominators in each set of in given
fraction 3/5 and 2/5 (they are the same). They will read from a chart information.

If the bottom numbers are the same, we can see which fraction is bigger by looking at the top
number. So if we compare 3/5 and 2/5, we can see that 3/5 is bigger. In ordering fractions such
as 3/5, 2/5, 4/5, 1/5 and 5/5, we can use the top numbers – smallest to largest would be 1/5, 2/5,
3/5, 4/5, 5/5.
Largest to smallest would be: 5/5, 4/5, 3/5, 2/5, 1/5.

Elaboration:
Students will complete the worksheet (s) below.
Evaluate: Students will be given activity on the whiteboard to meet their different learning
levels

Teacher’s Evaluation: