WEEK ENDING MAY 8th –12th, 2023 SCHEME AND LESSON PLAN

LANGUAGE ARTS
Expository writing was introduced as a genre of essay writing. Text structures used
in expository writing were highlighted. Students listed the five types of text
structures and studied sample texts for each. Key words associated with the
different structures were discussed and identified in given reading passages.
Students practiced identifying types of text structures used in given reading
samples.

Adverbs were introduced, defined and explained. Students identified general

examples of adverbs. Adverbs of manner were the focus of the lesson. Students
studied rules and guidelines governing the formation of adverbs.
Students changed adjectives to adverbs by utilizing the guidelines and rules. They
noted spelling changes.
Students completed sentences using appropriate adverbs
The Poem Caribbean Isles was the reading text for the week. Students scanned and
read the poem. They discussed the message of the poem.
Adverbs were highlighted in the poem and students commented on the
effectiveness of these adverbs.
A word list was generated from the poem for the Spelling task for the week.
SOCIAL STUDIES and HEALTH AND FAMILY LIFE

The concepts of “natural” and “hazards” were introduced, defined, explained and
conceptualized in relation to the topic of study for the week Natural Hazards in the
Caribbean.
Students discussed the various natural hazards that threaten the Caribbean
geographically. Hazards and disasters were linked, and students noted the
implications these can have on the region.

LANGUAGE ARTS

TOPIC: TEXT STRUCTURE

Objectives
 Analyze the structure of a text
 Identify signal words for different text structures
 Explain why a particular text structure is used for a particular passage
Products Created
 Poster and presentation on one text structure
Time
 1 class period

Sequence
1. To begin the lesson, Students will read an expository text Natural Disasters
from Can Do Students Book.
2. Students and teacher will discuss the passage to explain and describe the
main idea of the text.
3. Students will review the different types of text structures. The teacher
explains and reminds students that when authors present information, they
must organize it in a way that makes sense.
4. Students will reread each paragraph and identify the text structure utilized by
the author. They will find evidence from the text to validate the text
structure selected.
 5. Students’ responses will be discussed. The teacher will facilitate discussion
and will clarify any misconceptions as needed.

6. Students will underline key words from the text associated with the various
text structures.
EVALUATION:
Students will answer these questions on their books:
o What different text structures did the writer utilize in the passage
Natural Disasters?
o What signal words or phrases help readers know when these different
text structures are used?
o What are some tips to keep in mind when using various text
structures?

Topic: Expository Writing: Sequencing

Description: ENGAGEMENT/INTRODUCTION:

Students will engage in a brainstorming exercise relating to the term ‘sequence’.

Stimulus questions:
What is sequencing?
Have you ever given directions to anyone?
How did you give it? (Expected response = in order/sequence)

Students’ responses will be written in a concept map on the board. Students will
volunteer to orally form a logical/sensible definition from the information/ideas on
the board.
Definitions will be written on the board. Students will copy the correct definition
into their notebooks.

Students will view the following video to obtain more insight on the concept of
sequencing. https://www.google.com/search?
q=sequencing+video+grade+5&rlz=1CAEVJI_enLC1018&oq=sequencing+video
+grade+5&aqs=chrome..69i57j0i22i30j0i390i650l4.31316j0j15&sourceid=chrome
&ie=UTF-8#fpstate=ive&vld=cid:9cc9871d,vid:FrJ19ced8bU
 What is sequencing?
 What is the importance of sequencing?
 What are some guide words that are related to sequencing?

EXPLORATION:
Students will view a small part of a picture that is projected on the board. Based on
their viewing, students will say what they see and predict what they think the
accompanying/related story will be (about).
A larger portion of the picture will be revealed after which students will say if their
original idea/stance has changed or remained the same. Using the new information
students will volunteer to outline logically (in sequence) how the story will unfold
and provide a relevant title. The entire picture will be revealed for students to
confirm their ideas or interpretations as well as the sequencing of their story.

From a list of given activities, students will select and draw pictures to show the
logical sequence/order of the selected activity. They will volunteer to share with
the class and orally outline how each activity is to be carried out.

ACTIVITY:
Draw pictures to show the sequencing of:
a. Brushing one's teeth
b. Climbing a tree
c. Boiling water

EXPLANATION:
From handouts, students in pairs will read a paragraph that refers to the sequencing
of a particular activity. Students will examine the process of what is to be done in
the event of a tire blowout. They will respond to the following questions:

a. What process is being explained?

b. What steps are mentioned in the piece?
c. What cue words are given in the piece to show the process of sequencing?
Students attention will be drawn to the cue words for which they will make a list of
the ones in the passage. Students will be provided with additional cue words and
phrases which they will copy in their notebooks.

EXTENSION:
 Students will be given a paragraph that is jumbled. They will unscramble the
paragraph to show the logical sequence of how a particular process is to be
completed.
Students, with the assistance of the teacher, will create a flowchart to outline
a typical day at school. Using ideas from the flowchart, students will write a
paragraph to outline the sequence of their day at school. Students will ensure
that cue words are used to show the sequencing of events. Students will
volunteer to orally share their written piece with the class.
In pairs, students will write the method, in sequence, of how to prepare their
favourite meal.

SOCIAL STUDIES

OBJECTIVES: At the end of this earthquakes lesson plan, students will be able to:
 identify the role plate boundaries play in earthquakes
 model different types of faults and their related stresses
 compare seismic waves and interpret graphs related to seismic waves,
identify the process by which epicenters are determined
 describe how tsunamis form and their effects
 determine how humans can reduce the impact of very unpredictable
earthquakes.
Each lesson is designed using the 5E method of instruction to ensure maximum
comprehension by the students.
ENGAGEMENT
Objective Introduction

At the beginning of the lesson, the class will do a Think-Pair-Share to discuss the
objective.
Class Activity
As a class students and teacher will watch the video using the link provided.
7. Draw a square on the whiteboard. Explain to the students that this represents
a section of the Earth's crust. Because of plate tectonics, this block is
constantly being stressed. (Hopefully, the students have some prior
knowledge of this topic.)
8. Discuss the word stress as a class. In what other context have they heard of
this word?
9. Tell them they are going to be learning about three types of stress that cause
rocks to shift, which sometimes leads to an earthquake.
10.Draw three simple diagrams using arrows of compression, tension, and
shearing.
Student Activity
11.Based on prior knowledge ask students to match the three stress words:
compression, tension, and shearing to the correct diagram.
12.They can draw and write this in the INB or a piece of paper.
13.Discuss the correct answers. A-Compression, B-Shearing, C-Tension
14.Ask them to guess which type of stress is happening at the San Andreas
Fault - (Shearing, which is called a Strike-Slip Fault).
15.Help them make connections between these words and their action; ex. a
tension headache might make you want to pull your hair out. Or let the kids
stand up and model the movements.
16.Explain that these are important terms in studying earthquakes.

The teacher will help to clear up any misconceptions about the earthquakes. A
major misconception students think is that earthquakes are likely to happen
anywhere on Earth.
Estimated Class Time for the Engagement: 20-30 minutes

EXPLORATION
This student-centered station lab is set up so students can begin to explore
earthquakes. Four of the stations are considered input stations where students are
learning new information about earthquakes and four of the stations are output
stations where students will be demonstrating their mastery of the input stations.
Each of the stations is differentiated to challenge students using a different learning
style. You can read more about how I set up the station labs here.
EXPLORE IT!
Students will be working in pairs to better understand how stress can cause the
plates to move. Students will be using a land model to show the three types of
stresses, compression, tension, and shearing. Students will be using this model to
make a few observations and to answer related questions listed on the task cards.
WATCH IT!
At this station, students will be watching a short video explaining a brief
introduction to earthquakes. Students will then answer some questions related to
the video and record their answers on their lab station sheet. For example: Describe
the difference between the epicenter and the focus of an earthquake. What causes
earthquakes? Where do most earthquakes occur? Why do we sometimes have
earthquakes away from plate boundaries?
RESEARCH IT!
The research station will allow students to find out more information about
earthquakes. While at this site, students will also be able to create a virtual
earthquake in one of four given locations. Students will become seismologists and
input data about S and P-waves, also where the epicenter would be located.
READ IT!
This station will provide students with a one page reading about earthquakes. In
the reading students will learn about seismology and the two types of waves that
earthquakes produce, P-waves and S-waves. There are 4 follow-up questions that
the students will answer to show reading comprehension of the subject.
ASSESS IT!
The assess it station is where students will go to prove mastery over the concepts
they learned in the lab. The questions are set up in a standardized format with
multiple choice answers. Some questions include: Where do earthquakes generally
originate? What does the image represent? Which statement is incorrect about
earthquakes? Where is the epicenter?

WRITE IT!
Students who can answer open-ended questions about the lab truly understand the
concepts that are being taught. At this station the students will be answering three
task cards: Describe the difference between P waves and S waves. How do
scientists use data to determine the epicenter of an earthquake? How are plate
boundaries and faults related to earthquakes?
ILLUSTRATE IT!
Your visual students will love this station. Students will label three diagrams with
missing information about the three main types of stresses that rocks undergo at
plate boundaries.

ORGANIZE IT!
The organize it station allows your students to organize key vocabulary terms with
the correct definition. This will allow the teacher to see if the students understand
terms related to earthquakes.
Estimated Class Time for the Exploration: 1-2, 45 minute class periods

EXPLANATION
The explanation activities will become much more engaging for the class once they
have completed the exploration station lab. During the explanation piece, the
teacher will be clearing up any misconceptions about earthquakes with an
interactive PowerPoint, anchor charts, and interactive notebook activities. The
earthquakes lesson includes a PowerPoint with activities scattered throughout to
keep the students engaged
The students will also be interacting with their journals using INB templates for
earthquakes. Each INB activity is designed to help students compartmentalize
information for a greater understanding of the concept. The earthquakes INB
templates allow students to focus their notes on the three main differential stresses
on rocks at plate boundaries
Estimated Class Time for the Exploration: 2-3, 45 minute class periods
ELABORATION
The elaboration section of the 5E method of instruction is intended to give students
choice on how they can prove mastery of the concept. When students are given
choice the ‘buy-in’ is much greater than when the teacher tells them the project
they will have to create. The elaboration project will allow students to create a
EVALUATION
The final piece of the 5E model is to evaluate student comprehension. Included in
every 5E lesson is a homework assignment, assessment, and modified assessment.
Research has shown that homework needs to be meaningful and applicable to real-
world activities in order to be effective. When possible, I like to give open-ended
assessments to truly gauge the student’s comprehension.
Estimated Class Time for the Elaboration: 1, 45 minute class period