Week 10

Standard 6

November 4- 8, 2019
 Bible

Time / Duration: Monday -Friday

Topics: Valuable Friends
Spiritual Emphasis: John 15:15-16
15 I no longer call you servants, because a servant does not know his master’s business. Instead,
I have called you friends, for everything that I learned from my Father I have made known to
you. 16 You did not choose me, but I chose you and appointed you so that you might go and bear
fruit—fruit that will last—and so that whatever you ask in my name the Father will give you.
Content:
When Jesus began His ministry, many people followed Him to hear His words full of love.
From among them, He chose a group of twelve men, whom we know as His disciples.

There were twelve disciples

 Jesus called to help Him:
 Simon Peter, Andrew,
 James, his brother John;
 Philip, Thomas, Matthew,
 James, the son of Alpheus,
 Thaddeus, Simon, Judas,
 And Bartholomew.
 
He has called us too,
He has called us too;
Who are His disciples?
 I am one—are you?
 He has called us too,
 He has called us too;
 If we're His disciples,
 We His work must do.

2
Still today He's calling,
 Seeking those to serve Him,
 Some to tell the story
 Of His love so true,
 Some to seek the lost ones,
 Bringing them to Jesus.
 If you love the Savior,
 He has work for you.

References: Traveling with Jesus Bible Textbook 6

https://www.biblegateway.com/passage/?search=micah+5%3A2&version=NIV
https://bibletruthpublishers.com/there-were-twelve-disciples/lets-sing-about-Jesus-89/lkh89LSAJ

Assessment: Groups work, Class work, assignments, discussion.

Monday

Objective: After singing the song “There were Twelve Disciples” students will be able to:

 List the names of the twelve disciples.

 Research and answer three given questions of the selected three disciples using their
bibles.

Introduction: let children share the names of Jesus’ Disciples.

Development:
 play the song “There were Twelve Disciples”
 then let children share and discuss what were the tasks of Jesus’ disciples.
 Ask children how they can also be disciples for Jesus.
 Sing the song once again.

Conclusion: divide the class in four groups and divide the names of the 12 disciples evenly. Let
each group find out more about the disciples chosen answering the three given questions.

Who were they before being called by Jesus?

What were they doing when called?
What was their response to Jesus’ call?
After group discussion, let students present to the class.

Tuesday- Assembly

Wednesday
Objective: After reviewing descriptions about each of Jesus’ Disciples, children will be able to:
 Guess the name of the disciple using the given clue.
 Select one disciple they liked and would like to imitate.
 Orally present the disciple of their choice thus, explaining the reason for their choice.
Introduction: play a Who am I game and let students guess the name of the disciple after
listening to the clues.

Development:
 Discuss the importance of Jesus’ selection of His disciples.
 Talk about Jesus’ promise to save humanity hence the reason for His disciples’
dedication, love and growth in their ministry.
 Let children get in groups and look at the disciples, let each person choose one disciple as
their role model. Let them share their reason for their selection
Conclusion: Let children write pointers on a given index card to share characteristics or
character traits that they like about the disciple they selected. Read and discuss each.
Thursday- JAY

Friday
Objective: After reading various texts students will be able to:
 Choose a name for Jesus’ Team from the list provided.
 Share personal experiences as to how the bible has the answer.
 paste cut-outs on the section provided as to how life would be before Jesus and After
Jesus.
Introduction: Let children recite their memory verses
Development:
 Let children select a name from the list provided that is most appropriate for the name of
Jesus’ Team.
 Let them sit in pairs to work out the word search based on the clues and verses given.
 Review orally with students.
 Discuss with students the phrase “The Bible has the Answer”
Conclusion: let children work out page 42 whereby they will paste cutouts on the section
provided as to how life would be before Jesus and After Jesus. Then discuss.

Evaluation:
 Language Arts
Time / Duration: Monday – Friday 9 (9:15 – 10:30)
Learning Outcomes:
Listening and speaking
2.27 Accurately deliver a message containing several elements.
8.15 Answer questions that require interpretation by providing opinions supported by
explanations.
Reading
27.10 Using original words, describe story settings, events and the physical appearance of
characters.
28.5 Discuss multiple causes of an event in a story.
28.26 Make predictions by synthesizing information from various parts of a story.
4.10 Evaluate speech skills of self, peers and presenter in areas of pronunciation, articulation,
voice quality and standard English use
14.10 When reciting a poem, vary volume and tone of voice and pace of delivery to hold the
audience's attention.
20.29 Display a complete and comprehensive knowledge of the alphabet code, including
common and irregular letter-sound relationships and the frequency with which they occur.
Writing
34.23 When writing stories, include detailed descriptions of settings and characters.
38.21 Routinely edit a piece of writing to eliminate mistakes, irrelevance and unnecessary
repetition, and to improve it by enhancing word choice, sentence, paragraph and overall
structure, and the sequencing of ideas.
38.22 Use a dictionary or a thesaurus to improve the vocabulary used in a piece of original
writing.
41.10 Spell most words, including technical vocabulary encountered in other subjects and
unusually spelt words correctly.
45.11 Use sentences of a range of different sentence types for effect in original writing.

Visually Representing
22.24 Interpret and apply knowledge of visual images, vocabulary, grammar, the text's topic and
textual features to deduce the meaning of an unknown word or phrase.

Subtopics
 Simple Past Tense
 Sentence Structure
 Writing Biography’s
 Verbs to be and complements
 Narrative Writing
Spiritual Emphasis: In God we can obtain the necessary knowledge to succeed in life.
Content:
Spelling words
Attached: joined, fastened, or connected to something
Decisions: a conclusion or resolution reached after consideration
Shielded: protect (someone or something) from a danger, risk, or unpleasant experience
Refrain: stop oneself from doing something, Refrain is a poetic device that repeats, at regular
intervals, in different stanzas.
Stanza: a group of lines forming the basic recurring metrical unit in a poem; a verse.
Intervals: an intervening time or space
Admires: look at with pleasure.
Irons: the expression of one's meaning by using language that normally signifies the opposite,
typically for humorous or emphatic effect
Misfortune: an unfortunate condition or event.
Onomatopoeia: the formation of a word from a sound associated with what is named
(e.g. cuckoo, sizzle )
Habitually: by way of habit; customarily
List 2
community
devoted
accomplished
composition
rendition
association
eventually
management
religious
instrumental
remarkable
unstintingly
dedicated
ailments
sympathy
immigrant
expertise
extensive
accuracy
diagnosing
equipment
jovial

List 3
discussed
tendency
embarrassing
regard
sensibility
decision
representative
protruding
attached
opposition
persuade
constituency
authority
departure
canvasing
corruption
sequestered
commentators
bargains
defeated
gratitude
Reference: PSE English Paper 2 Handbook
Exercises in English Level E
https://www.education.com/download/worksheet/66450/reading-comprehension-cause-
effect.pdf
Attitudes: develop interest in writing and understanding writing pieces, cooperate with peers
Assessment: oral discussion, oral presentation, pair discussion and reporting
Monday
Objectives: After reviewing and discussing concepts taught during the week, students will be
able to:
 Match words with meanings of the given vocabulary test.
 Change simple Present Verbs to Simple Past Tense from the given ten sentences.
 Identify subject, verbs and object/ complement from the given sentences.

15 mins of Journal Writing

Introduction: review vocabulary words, and tenses in game form.
Development:
 Review concepts taught during the week.
 Share vocabulary test sheet, provide time for students to complete then check.
 Share grammar test on tenses. Provide time for students to complete then review answers

Conclusion: review sentence structure then let children identify the subject, Verb, Object/
Complement from the given ten sentences.

Tuesday
Objectives: after reading the Passage “Running for Spite” and listing unknown/difficult words,
students will be able to:
 Find definition of at least 15 words using context clues and dictionary.
 Read and understand passage.
 Answer at least seven out of nine questions correctly.

15 mins of DEAR
Introduction: share flashcards with the words (Representative, constituency, election,
opposition party and canvasing) then let children place the words beside the meaning they
believe it matches with. After the matching is over, ensure all are match correctly then let
children share what they think these words have in common.
Development:
 Let children form a circle then talk about three things they would like to change in the
area where they live or go to school. When students are talking, ensure that they are
using appropriate tenses, subject verb agreement and in English.
 Let children look at the passage “Running for Spite”, then skim the story to find who are
the main characters.
 Let students describe the job of the characters in a story.
  Together with students read the story giving each child a chance to read aloud at least a
paragraph.
 Provide time for students to underline with a pencil words that are difficult to understand
or spell which would be part of their vocabulary list. Then let children use context clues
and dictionary to find the definitions.
 Review definitions together so that everyone has common meanings.

Conclusion: let children answer the 9 comprehension questions on page 40 individually then
review together as a whole class.

Wednesday
Objectives: After discussing Comparative and Superlative adjectives, students will be able to:
 Find at least five examples on the week’s passage.
 Change two given adjectives in the comparative and superlative form in groups.
 Copy and complete a table by filling in the Adjective, comparative or superlative space
given.

15 mins of Journal Writing

Introduction: Discuss and review vocab words with students. Using flashcards and meaning
strips.
Development:
 Place the word Adjectives on the board then elicit what adjectives does. Let children
look for examples of Adjectives on the weeks passage.
 Elaborate more on adjectives, then introduce Comparative and Superlative Adjectives.
 Let children share what they know about these two words (comparative and superlative
Adjectives)
 Then have them read the section on page 41.
 Let children sit in groups and give each of them two sets of adjectives then change the
adjective to the comparative and superlative forms. Review answers together with them.
 Let children then complete the table on page 42. Then review answers together with
them. Review concept once again.

Conclusion: Let children sit in their respective places then work individually section 2. Monitor
as they are working walk around and check individually.
Creative Writing

Objectives: After discussing the meaning of the proverb, “As you sow, so shall you reap”
students will be able to:
  Plan for the introduction of a story that proves this proverb.
 Write the introduction of their story by including all elements of the introductory
paragraph.
 Edit their writing piece using the checklist provided.

15 mins of DEAR
Introduction: Place the proverb “As you sow, so shall you reap” let children analyze and come
up with what this means.
Development:
 Review story starters with students and discuss the elements of an introductory
paragraph.
 Let children plan the introduction of a story that proves that “As you sow, so shall you
reap”.
 Ensure that all plans are appropriate, then if given the ok, let children begin their
introduction.
 Remind them to include figures of speech, dialogues, and descriptive words to capture
their readers attention.

Conclusion: At an appointed time students will then exchange their writing piece to edit.
Provide students with an editing checklist for them to follow.

Thursday:
Objectives: After reviewing and discussing comparative and superlative adjectives, students will
be able to:
 Write the comparative and superlative form of the given adjectives.
Compete in groups in writing as many comparative and superlative statements about
people in the classroom.
 Copy and complete aa given paragraph by using the correct comparative and superlative
form of the adjective in brackets.

15 mins of DEAR
Introduction: place a table on the board like the one below, allow time for students to fill in the
spaces with the comparative and superlative forms of adjectives.
Development:
 Discuss the concept, together with students.
 Then put students in groups of four and set a time limit of about five minutes. When
signalled, each group should write as many comparative and superlative statements about
 the people in the classroom as they can. At the end of the time period, have one group
share their sentences. If another group has the same sentence as the first group, both
groups should cross that statement off their list. Continue until all groups have read all of
their statements and any duplicates are eliminated. The group with the most statements
remaining wins.
 Let children look at the paragraph on page 42 to copy and complete using the correct
comparative or superlative form of the adjectives in brackets.
 After the allotted time, select students to read the sentences along with their answer,
analyse and discuss after each sentence.

Conclusion: provide students with a blank table and let them turn to page 68 to copy and
complete the chart. Review after completion. Then let them finalize by filling the blank space of
the given 8 sentences of section 2 on the same page. If time does not permit, let children do for
assignment.

Friday
Objectives: After reviewing and discussing concepts taught during the week, students will be
able to:
 Complete ten sentences using the words from their vocabulary list.
 Complete a test sheet on comparative and superlative adjective attaining at least 80%.

15 mins of Journal Writing

Introduction: share vocab words flashcards with synonyms and let children match each pair.
Development:
 Orally review vocab words and meaning of all the three lists
 Provide ten sentences and let children insert the best word to fit in the given sentences.
 Take student for a walk around the compound and let them develop sentences describing
the school people/ environment.
 Let children read their sentences aloud.

Conclusion: give test sheet then review answers aloud.

Creative Writing
Objectives: After reviewing element of story writing students will be able to:
 Plan, write and edit development section of a story.
 Plan write and edit concluding paragraph.

Introduction: call on brave students to read their introductory paragraph to the class. Let
students critique positively to the writing and give suggestions as to where it can be improved.
Development:
 Orally discuss what the development of a story consists of.
 Let children plan for their second paragraph (development)
 When given the ok, after introduction is well organized and edited, let children begin
writing their second paragraph.
 Monitor if they are doing it well. Give suggestions as to where children can improve.

Conclusion: discuss conclusion elements, and if given the ok, let children start planning their
concluding paragraph. Then let children write their concluding paragraph, monitor as they go
writing.
Evaluation:
 Social Studies
Time / Duration: Monday, Tuesday & Thursday 1:45-2:30
Learning Outcomes: 48.6Investigate the life and times of a person that had a major impact on
the history of Belize
Topics: Belize’s National Heroes.
Spiritual Emphasis: Gods is the only one, all powerful, omnipresent who knows the reality and
the existence of this world.

Content:
Labor Day is a holiday appreciated by so many and yet understood by so few. Each year, we look forward
to the well-deserved holiday; however, many Belizeans do not truly understand why it is that Labor day
holiday is so significant.

If asked, many older folks will be happy to mention the actions of Samuel Haynes, Antonio Soberanis and
the Belize Labor Movement. Antonio Soberanis was a model activist who pushed Belizeans to fight for
fair wages and lived by the motto that he would rather be “a dead hero than a living coward”. But why
was it so necessary for Antonio Soberanis to take such a firm stand? How bad were the labor laws in our
country?

Richardson was a founding member of the People's United Party and was elected as its second leader. He
led the PUP to its first major political victory in 1954. After George Cadle Price's successful takeover of
the PUP in 1956, along with Goldson and others Richardson broke with the party and formed the
Honduran Independence Party, which later merged with the National Party to create the National
Independence Party (NIP).

References: Primary Social Studies Connecting Countries Standard 5 Student’s Book Unit 5,
History of Belize
http://ambergriscaye.com/forum/ubbthreads.php/topics/490230/Belize_Labor_Movement,_Antonio.html

Materials: Fact sheets, Projector, color sheets, Bristol board, colored sheets
Knowledge Skills: describe Belize’s National symbols and its meaning
Attitudes: develop interest in Belize’s History, cooperate with peers
Assessment: oral discussion, competing in games, group work, designing model, filling blank
map, designing keys and symbols. Oral presentations.

Monday
Monday
Objective:
1. Provided with the facts of National Heroes, students will be able to orally share the reason as to
why they are known as such.
2. Children will be able to answer given questions based on important roles each National Heroes
played in Belize.

Introduction: place names of national heroes on the board, let children share what they know or
have heard about them.
Development

 Tell students that these persons are known as National Heroes because they fought for
the rights of Belizeans.
 Divide the class in groups and share a fact sheet of the different national heroes to each
group.
 Let children read in groups and answer three questions Name of the National Hero?
Why is He or She known as a National Hero? When was this person recognised as such?
 provide time for oral discussions, then let them rotate the fact sheet, so that all groups
are able to read about the vario0us national heroes.

Conclusion: After discussion, let children answers questions based on the life and important role
each of the heroes played.

Wednesday
Objective:

 Children in groups will be able to discuss and write a newspaper report of the selected National
Hero
 Children will be able to participate in oral discussions in order to gather opinions of all group
members.

Introduction: Let children select a name card of Belize’s National Heroes from the given box. As they
do so, let children orally share what they know about this person.
Development

 Let children join in groups depending on the name they got.

 let children gather and discuss the reason why this person is known as a national hero.
 Let each group share their thoughts depending on the name they obtained.
 Let them write main pointers describing the persons life and special deed done to our country.
 Orally review these pointers.

Conclusion: Discuss how to write news report then Let children make a newspaper report of the
name of the National Hero they got, monitor students as they are working. Paste news report on
class wall as for display.

Thursday
Objective:

 Children in groups, will be able to orally present their newspaper report on the national hero they
were responsible of.
 Provided with a quiz sheet, students will be able to name the National Hero after reading the
given clue.
Introduction: Play who am I? game with students, let them say the name of the National Hero
described.
Development:

 Provide time for students to present their newspaper report on the National Hero studied.
 After every presentation, ask questions and let children of the other groups share additional
information that a group may have missed.
 Present a PowerPoint presentation on the different National Heroes discuss as form of review.

Conclusion: Give a quiz. Review answers orally.

Evaluation: