KGutierrez Lessons Oct 11th

Weekly Evaluation:
This week, I realized in the area of language, I need to introduce some type of drill for
word families and sight words. For the upcoming week, I will be drilling students on a daily
basis especially for the pre-primer sight words. Knowing to read and put these words together
will help students to write simple sentences. The goal within the next few weeks will be to have
students be able to do simple dictated sentences which would normally be an expectation for
infant 2 students. This week upcoming, I will be focusing on the -ate word family. Students need
to read in order to be able to move forward in a more effective way. I had begun assessing
students using the AA and A level A to Z reading assessments. The majority of the students were
still at AA. I will continue
the assessments this week and start differentiate moving forward in the area of reading to
boost and improve students reading skills.
Most students seemed to have grasped rounding and expanded form n mathematics. I will
still continue to provide reinforcement activities as we move forward. I believe I can provide
more real-life opportunities when I teach problem solving this upcoming week. I am working
toward providing a more authentic learning experience for the students in my classroom. Some
students visibly need an extra push and I’m realizing more clearly their strengths and weaknesses
which will help me tailor lessons to meet the learning needs of each child in the classroom.
Date: October 11,2022
Subject: Phonics
Topic: Word Families
Sub-topic: -ate words

Time: 9:10 -9:55 a.m.
Materials: Concept chart, picture cards, letter cards, crayons
References:
Newport, J., Gamboa, L., Griffith, B., & Beet, G. (2020). My B-Z Phonics. Ministry of
Education, Youth, Sports and Culture, Belize.
Gibson, I. (2021, October). Sounds and Letters Workbook 1 (Revised Edition). Cubola
Publishers. Pg. 60
Previous Knowledge: Students can identify the short a and letter s
Content Standard: Competency Area #2:
Emotional Intelligence and Effective Communication Skills
Learning Outcomes: LA 1.23 Analyze and Categorize words that have the same vowel
sound/spelling patterns. (head/bead, good/moon, dough/rough/thought, cow/low).
Objectives: With the aid of a long -ate concept chart, students will be able to:
Recognize words that belong to the -ate word family
Articulate words that belong to the -ate word family
demonstrate a positive increase in attitude towards sounding out words that belong -ate word
family
Concepts:
Skills: Display empathy for others,

Demonstrate effective communication skills
Attitudes: Cooperates in groups, Participates in Class
Linkages: Math-, Belizean Studies- Mundo Maya
Introduction: Students will be given pictures of short e and long e word cards. Students will drop
the picture that is for the long e word in one container and the picture that belongs to short e
container in another container. Teacher and students will check responses together.
Development:
Students will be broken into groups and given 5 pre-primer word cards to sound out. Each group
will stand and read the cards to the class.
Teacher will place sight word concept chart on the board and students will practice reading the
sight words in choral.
Students will listen to -ate word family song. Have students share some of the words they heard
on song.
Teacher will place -ate words on the board. Teacher will m Teacher model reading words for
students. Students will then practice reading the words in choral.
Students will build -ate words using their word cards.
Closure: Teacher will spin a wheel and students will volunteer to read the words. This will repeat
until all the words were read.
Conclusion: Students will write -ate words in their notebooks.

Extended Activity: Students will write sentences using -ate words.
Lesson Reflection / Evaluation:
Date: October 12, 2022

Subject: English
Topic (s): Spelling: Vocabulary words
Sub-topic: long e and short e sound words
Time: 9:10 -9:55 a.m.
Materials: word cards, concept chart, projector, flip chart
References: Newport, J., Gamboa, L., Griffith, B., & Beet, G. (2020). My B-Z Phonics. Ministry
of Education, Youth, Sports and Culture, Belize.
Previous Knowledge: Students can identify words that start with letter E.
Learning Outcomes: LA 1.38 Read on sight place names from the Caribbean region and Central
America.
Objectives: Using letter cards, students will be able to:
 Spell sight words with s sound
 Read on sight names from Belize
 Appreciate that spelling short and long e words accurately can help improve reading
fluency
Concepts: egg, elephant, empty, eleven, elf, envelope, eat, bee, bed, met, pet, ten, sell, beg, feel,
beat, read, seat, reach, steep
Skills: read aloud, spell words
Attitudes: cooperate in groups, participate in activities
Linkages: Math- expanded form, Belizean Studies- map reading
Introduction: Give students picture cards and students will pick out the words that start with
letter E.
Development:
Review Dolch Pre-Primer Sight Words.
Teacher will place concept chart on the board and ask students what the words have in common.
Have students sort the words in a t-chart as long e or short e words. Teacher will model reading
the spelling words for students. Students will practice reading the words and spelling them in
choral. Volunteers will be asked to give oral sentences using some of the words. Volunteer will
be asked to define spelling words.
Closure: Students will complete an unscramble activity to get accurate spelling of the first 10
spelling words.
Conclusion: Students will spell 4 given words using their letter cards.
Extended Activity: Students will define the spelling words using their dictionary.
Evaluation:
Subject: English
Topic (s): Grammar: Grammatical Structure
Sub-topic: Adjectives
Time: 10:45-12:00
Materials: sentence strips, concept chart, worksheet, song sheet, laptop, speaker, projector
References:
Pearson, P. (1991, June 1). Dream Chasers Level 11 World of Reading 1991. Silver Burdett Ginn
Religion. Pg 22
Ginn, S. B. (1998, September 12). World of Language Practice Book Grade 7 (World of
Language). Silver Burdett Ginn. Pg. 8-9.
Previous Knowledge: Students can differentiate between the 4 types of sentences.

Learning Outcomes: LA 4.14 Modify a sentence by applying appropriate adjectives, adverbs or
prepositional phrases in original speech and writing.
Objectives: With the aid of an adjective concept chart, students will be able to:
Differentiate between adjectives and nouns
Modify Sentences using an appropriate adjective
Appreciate how using adjectives help us to describe and express ourselves more
thoroughly.
Concepts:
A noun is a word that names something, such as a person, place, thing, or idea.
An adjective is a word or phrase naming an attribute, added to or grammatically related
to a noun to modify or describe it.

Linkages: Belizean Studies- maps, Science &Technology-scientific method
Introduction: Place 4 sentences on the board. Have four volunteers go to the board and punctuate
the sentences using a whiteboard marker.
Development: D Have students review the pre-primer sight words list with the aid of a song.
Have students look at the -ate list and sight word list.
Closure: Ask students to use the words to make nouns and adjectives combination. For example:
yellow gate, red plate.
Conclusion: Students will share their combinations with the class and draw a picture in their
notebooks to match it.
Extended Activity: Students will write 5 sentences using adjectives.
Subject: English
Topic (s): Reading: Sequencing Fiction and Non fiction
Sub-topic: Sequencing Fictional Story
Time: 9:10 -9:55 a.m.
Materials: word cards, concept chart, projector
Pearson, P. (1991, June 1). Dream Chasers Level 11 World Of Reading 1991. Silver Burdett
Ginn Religion.
Foresman, S. (2013). Reading Street. Pearson.
Language). Silver Burdett Ginn.
Previous Knowledge: Students can identify the components of 5 finger retelling.
Learning Outcomes: LA2.37 Sequence Key events after listening to a short story
Objectives: After listening to the story Ella’s Eggs, students will be able to:
• Sequence events in a story
• recognize BME clue words
• appreciate how BME help transition stories in a way that makes sense
Concepts:
Sequencing
-Putting things in order
- the order of events in a story
First, next, then, finally
Ella’s Eggs
One day, Erei the Elephant was walking in the jungle. he stepped on something and heard
a cracking sound. Erei had stepped on an egg.
“E” he said, “E, e, e. What a mess!”

Erei saw some more eggs lying on the floor. They had been thrown out of a nest by an
elf. Then Erei saw Ella the Owl in the tree. She looked very sad.
“These are my eggs!” said Ella. “Can you please help me put them back in the nest?”
Erei looked up into the tree and saw the empty nest. “It is too high up,” he said. “I cannot
reach it.”
“Wait here,” said Ella. Then she flew away. Eleven minutes later she came back with an
empty envelope. In her beak. Ella put an egg in the envelope. Erei used his trunk and very
carefully he put the egg back into the nest. When all the eggs were in the nest, Ella flew up to
chase the elf away.
A few days later, three beautiful, tiny owls were hatched.
Skills: sequencing events, illustrating events

Linkages: Math- place value, Belizean Studies- coordinates
Introduction: Teacher will place a picture of a 5-finger chart. Students will match the labels to
the finger and explain what happens in each stage.
Development: Teacher will explain to students that we will be focusing on the events of the
story. Deduce from students the words beginning, middle and end. Ask students what are some
beginning words, middle words or ending words they frequently hear in stories. Share clue words
with students reading the list in choral.
Teacher will model reading the story Ella’s Eggs. Students will practice reading in choral.
Students will be given a typing sheet to draw what happens at the beginning middle and end of
the story.
Closure: Teacher will give students a copy of the story and have them underline the BME
transition words in the story.
Conclusion: Students will share the words they found and whether they are beginning, middle
or ending clue words.
Extended Activity: Students will practice reading the story at home for next class.
Subject: English
Topic (s): Reading: Sequencing Fiction and Non fiction
Sub-topic: Sequencing Fictional Story
Time: 9:10 -9:55 a.m.
Materials: word cards, concept chart, projector
Pearson, P. (1991, June 1). Dream Chasers Level 11 World Of Reading 1991. Silver Burdett
Ginn Religion.
Foresman, S. (2013). Reading Street. Pearson.
Language). Silver Burdett Ginn.
Previous Knowledge: Students can identify the components of 5 finger retelling.
Learning Outcomes: LA2.37 Sequence Key events after listening to a short story
Objectives: After listening to the story Ella’s Eggs, students will be able to:
• illustrate events in a story
• use BME clue words to sequence story events
• appreciate how BME help transition stories in a way that makes sense
Concepts:
Sequencing
-Putting things in order
- the order of events in a story
First, next, then, finally
Ella’s Eggs
One day, Erei the Elephant was walking in the jungle. he stepped on something and heard
a cracking sound. Erei had stepped on an egg.
“E” he said, “E, e, e. What a mess!”

Erei saw some more eggs lying on the floor. They had been thrown out of a nest by an
elf. Then Erei saw Ella the Owl in the tree. She looked very sad.
“These are my eggs!” said Ella. “Can you please help me put them back in the nest?”
Erei looked up into the tree and saw the empty nest. “It is too high up,” he said. “I cannot
reach it.”
“Wait here,” said Ella. Then she flew away. Eleven minutes later she came back with an
empty envelope. In her beak. Ella put an egg in the envelope. Erei used his trunk and very
carefully he put the egg back into the nest. When all the eggs were in the nest, Ella flew up to
chase the elf away.
A few days later, three beautiful, tiny owls were hatched.
Skills: sequencing events, illustrating events
Introduction: Teacher will place a picture of a 5-finger chart. Students will match the labels to
the finger and explain what happens in each stage.
Development: Ask students what are some beginning words, middle words or ending words they
frequently hear in stories. Review the list from the concept chart. Have students read the list in
choral. Teacher will model reading the story Ella’s Eggs. Students will practice reading in
choral. Students will identify BME words from the story. Students will share the words they
found and whether they are beginning, middle or ending clue words.
Closure: Teacher will complete the sequencing events in a story graded worksheet.
Conclusion: Students will identify long e and short e words from the story.
Extended Activity: Students will practice reading the story at home for next class.
Subject: English
Sub-topic: Adjectives
Time: 10:45-12:00
References:
Religion. Pg 22
Previous Knowledge: Students can use descriptive words based on the 5 sentences.
Differentiate between adjectives and nouns
Modify Sentences using an appropriate adjective
Appreciate how using adjectives help us to describe and express ourselves more
thoroughly.
Concepts:
A noun is a word that names something, such as a person, place, thing, or idea.
Introduction: Tell students you’ll be giving them each a lollipop and while they are eating, they should
be thinking about words that would describe it. After they’ve been eating for a minute or two ,
brainstorm a list of words together to describe the lollipop .
Development:
After the list is made, tell them the words are adjectives, words that describe nouns.
Pass out the half-sheets of paper and have kids select words from the generated list to write. Pass
out the lollipop picture page and let kids decorate it.
Have students glue it into their notebooks.
Have students review the pre-primer sight words list.
Have students look at the -ate list and sight word list.
Place pictures on the board and have students use adjectives to describe the nouns.
Review the adjective concept chart.
Closure: Give each student an Ella the Elephant worksheet students will cut out and colour the
worksheet and then write a sentence to describe Ella the Elephant.
Conclusion: Students will share their work with the class sharing their descriptive sentences.
Extended Activity: Students will write 5 sentences using adjectives.
Subject: English
Sub-topic: Adverbs of time
Time: 10:45-12:00
References:
Religion. Pg 22
Previous Knowledge: Students can describe nouns using adjectives.
Differentiate between adjectives and adverbs
Modify Sentences using an appropriate adverbs of time
Appreciate how using adverbs help us to understand when or how something happened
Concept: A noun is a word that names something, such as a person, place, thing, or idea.
An adverb of time .can tell us about when an action happens, (now, soon, etc.) or how frequently
an action happens (usually, always, etc.
Introduction: Give each students a handful of popcorn. Ask students to give a word to describe
how it feels, how it tastes, how it looks, ask if it has a sound. After students are finished ask them
what types of words are those. Deduce from students the words and adjectives and ask a student
to define adjectives.
Development: Place the sentence “I will help.” on the board. Ask students what the subject of
the sentence is. Have them share the I. Ask students to think about a word they could add to the
sentence to let you know how often you will help. Give them the example: I will help tomorrow.
Have students share ideas right down all the adverbs they give on the board. Place the concept
chart on the board and read through with students. Have students each give an example of a
sentence using a word from the chart orally. Review the words cards with the -ate word family
by spinning the wheel on the chart. Have students practice reading the words in choral. Ask
volunteers to orally create their own sentences with an adverb of time using one of the -ate word
family words. Have students review the pre-primer sight words list. Have volunteer use sight
words to create sentences using adverbs.
Closure: Students will play pass the ball game. Each time the ball stops on a student he or she
will give a example of a sentence using an adverb of time.
Conclusion: Ask students to complete a worksheet using adverbs of time.
Extended Activity: Students will write 5 sentences using adverbs.

Subject: English
Sub-topic: Adverbs of time
Time: 10:45-12:00
References:
Religion. Pg 22
Previous Knowledge: Students can describe nouns using adjectives.
Differentiate between adjectives and adverbs
Modify Sentences using an appropriate adverbs of time
Appreciate how using adverbs help us to understand when or how something happened
Concept: A noun is a word that name something, such as a person, place, thing, or idea.
An adverb of time, can tell us about when an action happens, (now, soon, etc.) or how frequently
an action happens (usually, always, etc.
Introduction: Give each student a lollipop. Ask students to give a word to describe how it feels,
how it tastes, how it looks, ask if it has a sound. After students are finished ask them what types
of words are those. Deduce from students the words and adjectives and ask a student to define
adjectives.
Development: Place the concept chart on the board and read through with students. Have
students each give an example of a sentence using a word from the chart orally. Review the
words cards with the -ate word family by spinning the wheel on the chart. Have students practice
reading the words in choral. Ask volunteers to orally create their own sentences with an adverb
of time using one of the -ate word family words. Have students review the pre-primer sight
words list. Have volunteer use sight words to create sentences using adverbs. Ask students to
complete a worksheet using adverbs of time
Closure: Each student will be given a clock and spinner. At each hour mark students will write a
word that is an adverb of time.
Conclusion: Students will play pass the ball game. Each time the ball stops on a student he or she
will give an example of a sentence using an adverb of time.
Extended Activity: Students will write 5 sentences using adverbs.
Subject: Belizean Studies
Topic (s): Mundo Maya
Sub-topic: Central American Countries
Time: 1:00-2:00 p.m.
Materials: Concept Charts, Handouts, Projector, Speakers, Scissors, Markers
References:
Prior, A. (2011). Primary Social Studies: Our Culture Standard 3 Student’s Book. In Middle
Division Standard 3. MacMillian Education. MacMillian Publishers Limited.Pg9
Kelly, J. (2020, December 30). Mundo Maya. Beyond the Ordinary. Retrieved October 3, 2022,
from https://www.beyondtheordinary.co.uk/features/mundo-maya/
Gibson, S. (2013, June). My First Atlas of Belize (Third Revised Edition). Cubola Productions.
Pg 2-11
Cubola & Edigol. (2012, June). Atlas of Belize and The World (Second Edition). Cubola
Productions. Pg 12-15
Previous Knowledge: Students can identify the 6 districts in Belize
Content Strand: #5 Multicultural Appreciation
Students will demonstrate respect and appreciation for
Learning Outcomes: BS 1.14 Design and annotate a Mundo Maya map highlighting the location
of the major settlements of the Maya in the region and Belize
Objectives: After a discussion students will be able to:
Label the 7 Central American Countries
Differentiate between the northern and southern hemisphere
Understand the importance of knowing the countries in our region.
Concepts
Skills: Using an Atlas, Locating Points on a Globe

Linkages: Math- Digit Place Value, Science- Components of an Ecosystem
Introduction: Students will be broken into groups each group will be given a map to label. The
first group to finish correctly gets points towards the upcoming test.
Development: Teacher and student will play a hang man game to figure out the topic is Central
American Countries. Call students to the map of Central America and have students identify
Belize, Guatemala, Honduras, Nicaragua, Costa Rica and Panama on a map. Explain to students
that these countries are called Central America. Call students to identify North America and
South America on a map. Discuss with students that Central America is between North and
South America. Give students a hand out to label and color the Central American Countries.
Closure: Call students to the board and give them labels to label Central American countries.
Check and discuss answers as a class.
Conclusion: Students will sing the Central American Countries songs.
Extended Activity: Students will complete a live worksheet on google classroom.

Sub-topic: Central American Countries
Time: 1:00-2:00 p.m.
References:
Pg 2-11
Previous Knowledge: Students can identify the 6 districts in Belize
Label the 7 capitals of Central American Countries
Differentiate between the flags of the Central American Countries
Understand the importance of knowing the countries in our region.
Concepts:
Central America, southernmost region of North America, lying between Mexico and South
America and comprising Panama, Costa Rica, Nicaragua, Honduras, El Salvador, Guatemala,
and Belize.
Country Capital
Belize Belmopan
Costa Rica San José
El Salvador San Salvador
Guatemala Guatemala City
Honduras Tegucigalpa
Mexico Mexico City
Nicaragua Managua
Panama Panama City

Introduction: Place a map of Central America on the board and call volunteers to label the
countries. Discuss as a class.
Development: Call students to the map of Central America and have students identify Belize,
Guatemala, Honduras, Nicaragua, Costa Rica and Panama on a map. Explain to students that
these countries are called Central America. Discuss that each country has a capital and ask
students if they know the capital of Belize and in which district it is located. Share with students
the capital of each Central American Country. Using the map of central America locate the
countries and their capital. Practice several times with students. Students will sing the Central
American Countries songs.
Closure: Give students a hand out to label and color the Central American Countries.
Conclusion: Students will complete a puzzle about Central America.
Extended Activity: Students will complete a live worksheet for reinforcement.
Sub-topic: Mundo Maya Countries
Time: 1:00-2:00 p.m.
References:
Pg 2-11
Previous Knowledge: Students can identify the 7 Mundo Mayan Countries
Label the 5 Mundo Maya Countries
Identify Mundo Maya Countries on a map
Understand the importance of Mundo Maya Countries
Concepts:
The five countries covered by the Mundo Maya are Guatemala, Honduras, El Salvador, Belize
and the southern and western provinces of Mexico, especially the three provinces of Yucatan,
Campeche and Quintana Roo that collectively form the Yucatan Peninsula.

Development: Have students listen to the Mundo Maya song. Explain the Mundo maya
countries and their importance to the Mayan people. Have students practice going to the map and
locating those countries. Have students break into groups and have them come up with two
questions about Mundo Maya countries. Answer the questions then. If the questions require
further research quickly find the information online or allow students to complete as homework.
Closure: Give students a worksheet to complete and label.
Conclusion: Have students go to the board and pick them out of a map.
Extended Activity: Students will watch a video on Mundo Maya countries on google classroom.
Sub-topic: Mundo Maya Countries
Time: 1:00-2:00 p.m.
References:
Pg 2-11
Previous Knowledge: Students can identify the 7 Mundo Mayan Countries
Label the 5 Mundo Maya Countries
Identify Mundo Maya Countries on a map
Understand the importance of Mundo Maya Countries
Concepts:
The five countries covered by the Mundo Maya are Guatemala, Honduras, El Salvador, Belize
and the southern and western provinces of Mexico, especially the three provinces of Yucatan,
Campeche and Quintana Roo that collectively form the Yucatan Peninsula.

Development: Teacher will take students down to the school yard students will do a scavenge
hunt to follow the Mundo Mayan route. They will pick up information sheets at each station after
collecting all 5 sheets they will return to class and discuss information about the Mundo Mayan
countries. Students will orally share the names of Mundo Maya countries in the order they
traveled.
Closure: Give students a worksheet to complete and label graded.
Conclusion: Have students go to the board and pick them out of a map.
Extended Activity: Students will watch a video on Mundo Maya countries on google classroom.
Subject: Physical Education
Date: October 14th, 2022
Topic: Weight Transfer and Balance
Sub-topic: Balance
Time: 2:00-2:45 p.m.
Duration: 45 minutes
Material: PE Gears, water bottle, rag
References:
Warmup & Stretching. (n.d.). Retrieved October 7, 2022, from
https://www.darebee.com/warmup-and-stretching.html
undefined [FitnessBlender]. (2012, October 30). Easy Warm Up Cardio Workout - Fitness
Blender Warm Up Workout. YouTube. Retrieved October 9, 2022, from
https://www.youtube.com/watch?v=R0mMyV5OtcM
Learning Outcome: 1.20 Transfer weight from one foot to another to maintain balance, while
stationary or traveling, while
Objectives: After warmups students will be able to:
 Balance on one leg without falling
 Demonstrate the ability to perform balancing tasks with precision
 Value the importance of exercising balance when walking or jumping
Concepts: Balance is a key ability to all things' movement such as standing, and running, and
helps us with
completing everyday tasks. It’s quite important, and not just physical balance either; there are
various ways
to observe and experience balance, whether it’s standing on one leg, or carrying out science
experiments
that implement balance physics.
Skills:
 Balance
 Following Instructions
Attitudes:
• Cooperate with peers
• Active participation
• Team player
Linkages: Health Ed. (health and fitness), Science & Tech. (Ecosystem)
Introduction: Warmups: jog on spot for several minutes, multiple bent knee sit-ups, half squats
and
push-ups, stretches for flexibility that involve the arms, legs, neck and lower back (all
stationary).
Development:
Break students into groups.
Students will balance on one leg.
Have students do squats.
Have students raise and hold one knee for 10 counts.
Have students do opposite leg.
Have students do jumping jacks.
Have them practice deep breathing. Have them balance holding water bottle in opposite hand.
Change sides.
Have them bend and reach over to opposite side while on one leg.
Change sides.
Closure: Have students in teams of 4 do a relay race where each student hops then tags their team
mate. The first team to complete wins the race.
Conclusion: Cool down Stretching Light jogging Deep breathe
Extended activity: student will post a 30 second video showing weight transfer from one leg to
another.
Evaluation:
Subject: Math -Problem Solving
Topic: Place Value
Sub-topic: Expanded Form
Time: 8:10-9:10 a.m. (60 minutes)
Materials: Place Value chart, Concept chart
References:
Cotton, T., Cole, D., Hansen, A., & Kaur, B. (2020). My BZ Math Infant 2. MacMillian
Caribbean.
Foresman, S. (2003, August 1). Scott Foresman Mathematics: Grade 5: Homework Workbook;
Reteaching, Practice (Workbook). Scott Foresman.
A 4th Grade Lesson Plan for Expanded Notation. (2018, September 6). ThoughtCo. Retrieved
October 3, 2022, from https://www.thoughtco.com/expanded-notation-lesson-plan-2312844
Previous Knowledge: Students can round given numbers to the nearest ten.
Content Standard: Describe the quantities in real world situations using positive and negative
numbers, place value systems, fractions and decimals in practical context.
Learning Outcomes: 1.36 Identify the value of digits based on its position in a number up to 7
digits.
Objectives: Using an expanded form concept chart, students will be able to:
 demonstrate their understanding of place value to dissect 4-digit numbers
 read large numbers in standard and expanded from
 understand the real-life use of expanded form when dealing with money
Concepts: Writing a number to show the value of each digit.
It is shown as a sum of each digit multiplied by its matching place value (ones, tens, hundreds,
etc.)
For example: 4,265 = 4 × 1,000 + 2 × 100 + 6 × 10 + 5 × 1
Skills: using a place value chart, multiplication skills
Attitudes: participating in class, collaborate with others
Linkages: Belizean Studies- Coordinates, English- Sequencing Details
Introduction: Students will be given coin cards with a number they will place in a cup based on it
value when rounded to the nearest 10.
Development: Students play a 4-digit number I spy game.
Write the number $9,784 on the board and ask students what is the value of the 9 in the number,
the 7 in the number, 8 in the number and the 4 in the number. Write each value down to show the
expanded form. Try 2 other examples. Place the questions on the board and work thought the
answers with students.
Closure: Students will be given a graded problem-solving worksheet to complete.
Conclusion: Students will discuss what they found easy or difficult on the worksheet.
Extended Activity: Students will complete homework.
Subject: Math
Topic: Place Value
Sub-topic: Rounding Numbers and Expanded Form
Time: 8:10-9:10 a.m. (60 minutes)
References:
Caribbean.
Foresman, S. (2003, August 1). Scott Foresman Mathematics. Global Edition. Diamond Edition.
Scott Foresman.
Previous Knowledge: Students are able to read and write 4-digit numbers in words and standard
form.
digits.
Objectives: Using a concept chart, students will be able to:
 understand simple situations in which to round up to the next 10 or down to the previous
10.
 Write numbers in standard and expanded form
 Appreciate how rounding makes it easier to use numbers in daily life
Concepts:
Introduction: Students will play a 4 digit number I spy game.
Development: Students will use a cup stacking game to match numbers to their expanded form.
Students will read the rounding rhyme poem. Round the following numbers to the nearest 10:
151
189
234
185
347
Closure: Students will complete test.
Conclusion: Students who finish early will complete the finding 50 worksheet until the class
session ends.
Extended Activity: Students will watch a video on rounding and expanded form as
reinforcement.
Subject: Math
Topic: Place Value
Sub-topic: Expanded Form
Time: 8:10-9:10 a.m. (60 minutes)
References:
Caribbean.
Previous Knowledge: Students can round given numbers to the nearest ten.
digits.
Objectives: Using an expanded form concept chart, students will be able to:
 demonstrate their understanding of place value to dissect 4-digit numbers
 read large numbers in standard and expanded from
 understand the real-life use of expanded form when dealing with money
Concepts: Writing a number to show the value of each digit.
It is shown as a sum of each digit multiplied by its matching place value (ones, tens, hundreds,
etc.)
For example: 4,265 = 4 × 1,000 + 2 × 100 + 6 × 10 + 5 × 1
Introduction: Students will be given coin cards with a number they will place in a cup based on it
value when rounded to the nearest 10.
Development: Students play a 4-digit number I spy game.
Write the number $9,784 on the board and ask students what is the value of the 9 in the number,
the 7 in the number, 8 in the number and the 4 in the number. Write each value down to show the
expanded form. Try 2 other examples. Give students number cards for the following numbers
3,683, 4, 471, 5, 899 and 2, 428. Have students match themselves to form 4 groups of 5. Each
group will go to the front read the number in standard form then the expanded form from the
thousands to the ones place. Repeat until everyone is finished.
Closure: Write the following numbers on the board and have students write them in expanded
notation in their notebooks:
1,786
3,551
516
Conclusion: Students will be given a card and markers to play I Spy bingo game.
Subject: Math
Topic: Number Systems
Sub-topic: Roman Numerals
Time: 8:10-9:10 a.m. (60 minutes)
Materials: I spy bingo cards, markers, Concept chart, Writing board, chalk/marker, duster,
number flashcards, Roman number flashcards, chart of first 20 Roman numbers, a chart having a
dial of a clock with Roman numbers, Mathematic textbook
References:
Caribbean.
Previous Knowledge: Students can round give numbers to the nearest ten.
Content Standard: MA1.33 Read and write numbers using the Mayan and Roman Numeral
numbering system.
 Reading and writing roman numeral umbers up to 20
 Identify Roman Numeral Symbols

Concepts:
We use the following numbers in our daily life for calculation.
Romans were using the following numbers for calculation:

Roman numbers, as the name suggests, originated in ancient Rome.
Roman numbers are written as combinations of these letters.
These letters represent:
Roman numbers can be written in capital (XVI) or in lower case letters (xvi).
There is no zero in Roman numbers.
While teaching the lesson, also consult textbook where and when applicable.

Introduction: Students will be given a card and markers to play I Spy bingo game.
Development: Activity 1
Write I, V, X on the board and tell the students that:
“I” represents 1
“V” represents 5
“X” represents 10
Tell the students that to read Roman numbers we have some rules.
Repetition of letters (I, V, X) means addition.

When a smaller number is written to the right of a greater number, the smaller is d in the greater.
When a smaller number is written to the left of a greater number, the smaller is subtracted from
the greater.
Write some Roman numbers on the board.
Ask different students to read these Roman numbers.
We can`t write more than three times any smaller number to the right of a greater number.
For example: VIIII can`t be written.
Carry on this activity to practice the reading of first twenty Roman numbers.
Closure: Students will match standard numbers to roman numerals.
Conclusion: Discuss with students something new they learnt.

Subject: Math
Topic: Number Systems
Sub-topic: Roman Numerals
Time: 8:10-9:10 a.m. (60 minutes)
Materials: I spy bingo cards, markers, Concept chart, writing board, chalk/marker, duster,
number flashcards, Roman number flashcards, chart of first 20 Roman numbers, a chart having a
dial of a clock with Roman numbers, Mathematic textbook
References:
Caribbean.
Previous Knowledge: Students can round give numbers to the nearest ten.
Content Standard: MA1.33 Read and write numbers using the Mayan and Roman Numeral
numbering system.
 Reading and writing roman numeral umbers up to 20
 Identify Roman Numeral Symbols

Concepts:
We use the following numbers in our daily life for calculation.
Romans were using the following numbers for calculation:
Roman numbers, as the name suggests, originated in ancient Rome.

Roman numbers are written as combinations of these letters.
These letters represent:
Roman numbers can be written in capital (XVI) or in lower case letters (xvi).
There is no zero in Roman numbers.
While teaching the lesson, also consult textbook where and when applicable.

Introduction: Students will be given a card and markers to play I Spy bingo game.
 Development: Divide the class in two groups.
 Distribute 20 number flashcards to one group and 20 Roman number flashcards to the
other group.
 Ask one group to show number flashcards and the other group to show the corresponding
Roman numbers flashcards.
 Guide the students and correct their mistakes.
Activity 3
 Hang the chart of first 20 Roman numbers in the classroom.
 Ask the students to read Roman numbers from that chart aloud.
 Give chance to maximum students to read these numbers individually.
 Guide and correct their mistakes.
Closure: Students will match standard numbers to roman numerals.
Conclusion: Discuss with students something new they learnt.

Date: September 27, 2022
Subject: Health Education
Topic (s): Diseases Spread by Mosquito
Sub-topic: Zika
Time: 2:00-2:45 p.m.

Materials: gloves, glitter, projector, concept chart, speakers
References:
Previous Knowledge: Students can identify malaria and dengue as diseases caused my mosquito.
Learning Outcomes: HF 1.15 Describe the symptoms, effects and preventative measures of
diseases spread by mosquitos such as malaria, dengue, zika and chikungunya.
Objectives: Students will be able to:
List some diseases that are caused by mosquitos
Describe the symptoms of Zika
Explain the cause of Zika
Appreciate ways we can destroy/prevent creating mosquito breeding sites in our homes and
school.
Concepts: Zika- a flavivirus (species Zika virus of the genus Flavivirus) typically transmitted by aedes mosquitoes
(especially Aedes aegypti and A. albopictus) that causes a usually mild illness marked chiefly by fever, joint pain,
rash, and conjunctivitis and that has been associated with an increased incidence of microcephaly in infants born to
pregnant women infected with the virus
Preventative Measures
 Use repellents (natural insect)
 Avoid travelling to other countries with breakouts.
Skills: Making inferences, answering questions

Attitudes: cooperate with others, work in groups
Introduction: Students play a hang man game to identify 2 diseases spread by mosquito.
Development: Draw a KWL chart on chart paper. Ask student what they know about the Zika
virus. Write their responses in the K column. When everyone has had a chance to respond, ask
what they would like to know about the virus. Write those responses in the W column.
Show the movie Zika Virus to the whole class on the whiteboard. If necessary, pause to review
on a classroom map or globe where the virus started and where its spread and to discuss key
terms and concepts, such as outbreak, epidemic, Guillain-Barré Syndrome, microcephaly, and
public health emergency.
Next, if you have access to multiple computers or devices, have smalls groups of 2-3 students
watch the movie again within the Make-a-Map feature. As they watch, have them use the Make-
a-Map tools to construct a spider map identifying the following aspects of the Zika virus: What
it is, where it is, how it spreads, symptoms, prevention, etc. If limited computers, you can show
the movie again to the whole class as they take notes offline on a Web graphic organizer.
Now draw students’ attention to the KWL chart. Review the list in the What I Know column and
have them correct any incorrect information. Next, look at the What I Want to Know column and
have students share any new information as you write it in the L column (What I Learned).
Tell students that they’ve been hired by the Centers for Disease Control and Prevention (CDC) to
create fact sheets about the Zika virus to raise public awareness. Working in the same small
groups, have students divide up the fact sheets so they each work on two topics or questions,
including:
What is the Zika virus?
Where did the Zika virus start and where has it spread?
How is it spread?
What are the symptoms?
Who is at high risk and why?
What is the treatment, or possible future treatments?

What can you do to prevent contracting the virus?
How is Zika being controlled? What are scientists learning about the virus?
Closure: Have students get in groups of four. Pass out cut out letters to each group. (groups will
get letters to spell a disease that humans get from mosquito).ie Malaria, dengue, zika
Each group assembles their letters to spell the target words and place them on the board.
Conclusion: Students read the word the word in choral and share what they know about zika.
Allow students to recall any other diseases that are spread by mosquito.
Extended Activity: Student can access self-paced lesson on nearpod posted on google classroom.
Along with supplementary notes and video.
Subject: Science
Topic: Scientific Methods
Sub-topic: Scientific Method
Time: 2:00-2:45 p.m.
Material: powerpoint, laptop
References: https://www.youtube.com/watch?v=yi0hwFDQTSQ
https://www.pinterest.com/pin/402579654197484623/
Learning Outcome: SC 1.04 Use the scientific method to solve a problem in your home or
community.
Objectives: Students will:
• Use the scientific method to create an experiment in their daily life
• Define the steps of the scientific method
• Plan and apply the elements of scientific investigations to answer problems
Concepts: The Scientific Method Includes...
1. Making initial observations,
2. Come up with a question of interest that is based on the observations
3. Developing a hypothesis or prediction to go along with the question
4. Experimenting and testing
5. Gathering and recording results of tests and experiments and drawing conclusions
6. Sharing and discussing results
Skills:
 Share ideas
 Making inferences
Attitudes:
• Team player
Introduction: Students will be given the parts of a scientific method to organize in order.
Development: Students design and conduct their research using the scientific method. A guide
sheet can be
provided. Students work independently.
Example: To become familiar with items your family regularly throws in the trash and to find a
new use for one
or several of these items
Guided Questions: Students use guided questions to aid in the research. Examples:
1. What kinds of things do you throw away at home?
2. Where do they come from? (clothes, food, art projects)
3. Where do you put your trash? (all in one bin, several, a recycling bin, donation bin?)
4. What kinds of things do you recycle at home?
5. What could you do to reduce your trash?
6. How could you reuse items you usually throw out?
Closure: Presentation: Students use the graph to demonstrate the results of the findings.
Conclusion: Discuss something new they learnt.
Subject: Science
Topic: Scientific Methods
Sub-topic: Scientific Method
Time: 2:00-2:45 p.m.
Material: powerpoint, laptop
References: https://www.youtube.com/watch?v=yi0hwFDQTSQ
https://www.pinterest.com/pin/402579654197484623/
Learning Outcome: SC 1.04 Use the scientific method to solve a problem in your home or
community.
Objectives: Students will:
• Use the scientific method to create an experiment in their daily life
• Define the steps of the scientific method
• Plan and apply the elements of scientific investigations to answer problems
Concepts: The Scientific Method Includes...
1. Making initial observations,
2. Come up with a question of interest that is based on the observations
3. Developing a hypothesis or prediction to go along with the question
4. Experimenting and testing
5. Gathering and recording results of tests and experiments and drawing conclusions
6. Sharing and discussing results
Skills:
 Share ideas
 Making inferences
Attitudes:
• Team player
Introduction: Students will be given the parts of a scientific method to organize in order.
Development: Students design and conduct their research using the scientific method. A guide
sheet can be
provided. Students work independently.
Example: To become familiar with items your family regularly throws in the trash and to find a
new use for one
or several of these items
Guided Questions: Students use guided questions to aid in the research. Examples:
1. What kinds of things do you throw away at home?
2. Where do they come from? (clothes, food, art projects)
3. Where do you put your trash? (all in one bin, several, a recycling bin, donation bin?)
4. What kinds of things do you recycle at home?
5. What could you do to reduce your trash?
6. How could you reuse items you usually throw out?
Closure: Presentation: Students use the graph to demonstrate the results of the findings.
Conclusion: Discuss something new they learnt.

KGutierrez Lessons Oct 11th

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

KGutierrez Lessons Oct 11th

Uploaded by

Copyright:

Available Formats

Weekly Evaluation:

still at AA. I will continue

boost and improve students reading skills.

Topic: Word Families

Sub-topic: -ate words

Skills: Display empathy for others,

Attitudes: Cooperates in groups, Participates in Class

Linkages: Math-, Belizean Studies- Mundo Maya

Students will build -ate words using their word cards.

Conclusion: Students will write -ate words in their notebooks.

Lesson Reflection / Evaluation:

Date: October 12, 2022

Previous Knowledge: Students can differentiate between the 4 types of sentences.

Attitudes: cooperate in groups, participate in activities

“E” he said, “E, e, e. What a mess!”

Skills: sequencing events, illustrating events

“E” he said, “E, e, e. What a mess!”

Date: October 13, 2022

Skills: Using an Atlas, Locating Points on a Globe

Date: October 12, 2022

Costa Rica San José

El Salvador San Salvador

Guatemala Guatemala City

Mexico Mexico City

Panama Panama City

Skills: Using an Atlas, Locating Points on a Globe

Skills: Using an Atlas, Locating Points on a Globe

Date: October 12, 2022

Romans were using the following numbers for calculation:

These letters represent:

Skills: using a place value chart, multiplication skills

Repetition of letters (I, V, X) means addition.

Write some Roman numbers on the board.

Ask different students to read these Roman numbers.

For example: VIIII can`t be written.

Conclusion: Discuss with students something new they learnt.

Extended Activity: Students will complete homework.

Romans were using the following numbers for calculation:

Roman numbers, as the name suggests, originated in ancient Rome.

These letters represent:

Skills: using a place value chart, multiplication skills

Closure: Students will match standard numbers to roman numerals.

Conclusion: Discuss with students something new they learnt.

Extended Activity: Students will complete homework.

Time: 2:00-2:45 p.m.

Skills: Making inferences, answering questions

What is the Zika virus?

What are the symptoms?

Who is at high risk and why?

What is the treatment, or possible future treatments?

You might also like