Week 12

Lesson Plans
Week Beginning
May 3, 2021
Monday
Subject: Mathematics Grade: 3 Duration: 1hour
Strand: Geometry May 3, 2021
Lesson Topic: Identifying Polygons
Pre-requisite knowledge: Know what lines, line segments, rays and points are.
Specific Objectives: By the end of this lesson, students should be able to:
 State the properties of a polygon. (cognitive)
 Define irregular polygon. (cognitive)
 Identify a regular polygon. (cognitive)
 Make a polygon using the geoboard. (psychomotor)
 Differentiate polygons by the number of sides and angles. (3-10). (affective)
Instructional Materials Resource Materials
computer/ laptop/ tablet. Virtual geoboard
Key vocabulary: geoboard, polygon, triangle, quadrilateral, pentagon, hexagon, septagon,
octagon, nonagon,
Key skills:
Communication, problem solving, reasoning.
Teacher will Students will
Engage The teacher will first recap. A polygon is a closed figure that has line segments
that meet at a point.
Expected answer:
Regular Polygons have sides that are all equal
and angles that are all equal. While Irregular
Polygons have sides and angles of any length and
size.
The students will use one band to make these figures on
EExplore their virtual geoboard and answer the following questions.
A C D
B
E
A B C D E Which of the shapes have perpendicular lines?
A B C D E Which of the shapes have right angles?
A B C D E Which of the shapes are closed shapes?
A B C D E Which of the shapes have at least one pair of
parallel sides?
Explain The teacher will select students randomly to state their Expected answer:
answers.
A B C D E
The shapes that have perpendicular lines are C
A B C D E Which of the shapes have perpendicular lines? rectangle, D square and E right- angled triangle.
A perpendicular line, are 2 lines that intersect.
each other and makes a right angle.
C D E are the shapes that have right angles.
A B C D E are all closed shapes.
B C D E have at least one pair of parallel sides.
They are parallel because their lines go in the
same direction. They have the same distance
A B C D E Which of the shapes have right angles? between them and never meet at a point.

A B C D E Which of the shapes have at least one pair of
parallel sides?
Elaborate
The teacher will ask the students which quadrilaterial as
one pair of parallel lines.

Evaluate:
Evaluation:
All objectives were met. The lesson was engaging, and the materials used were effective. The
students were eager to create the figures using their virtual geoboards. They understand the
concept of differentiating a regular polygon from an irregular polygon. The learners were
motivated to create their figures using the geoboards. They were cooperative. A variety of
teaching strategies were used such as technology and inquiry-based instruction.

Content Page
Is it a Polygon?
Polygons are 2-dimensional shapes. They are made of straight lines, and the shape is "closed"
(all the lines connect up).
Polygon Not a Polygon Not a Polygon
(straight sides) (has a curve) (open, not closed)
Types of Polygons
Regular or Irregular
A regular polygon has all angles equal and all sides equal, otherwise it is an irregular.
An irregular polygon sides and angles are unequal.

Teacher: Tahlia McLean
Grade: 3
Date: May 3, 2021
Subject: Integrated Studies
Duration: 1 hour
Topic: Indigenous Jamaican plants, herbs, and spices
Focus question:
Term: 2
Unit: 3
Objectives: By the end of the lesson, pupils should be able to.
 Collect and display indigenous Jamaican plants, herbs, and spices. (psychomotor)
 Identify the various uses of some indigenous Jamaican plants, herbs, and spices.
(cognitive)
 Create movement sequences through the use of their favourite cultural steps.
(psychomotor, affective)
Key Vocabulary: export, promote, value, abroad, culture.
Skills: explain sale of Jamaican items abroad, create folk songs, and perform composition
Materials: Labels, song (Elena)

Content: The style of cooking which most Jamaicans use is called ‘creole’ cooking. It is
influenced by the traditions of the Tainos, the Europeans, the Africans, and the Asians.
Creole cooking is usually heavily seasoned with sharp smelling herbs and spices. Some of
these are curry, escallion, pepper, pimento, ginger, and nutmeg.
Engage:
Students will be engaged in a song entitled ‘Elena’.
Elena an har muma go a ground,
Elena start bawl fi har belly.
Go home Elena! Go home Elena!
Go boil cerasee fi yuh belly.
Di muma she dig, an’ she plant.
But har mind just a run pon Elena.
She tek up har fork, har basket, and har hoe,
And go home fi go look fi Elena.
When di muma, she ketch a di yard,
She see the bun-pan a fire;
She tek piece-a stick and she stir, and she stir.
A nightshade* a come by the bundle.
Gal a wha dis yuh boil fi yuh belly?
Gal a poison yuh boil fi yuh belly!
Fram you born come a worl’, yuh nuh know cerasee?

Gal yuh foolish! Yuh foolish! Yuh foolish!
Di muma she get some cerasee,
and boil it an’ give to Elena.
Elena go a bed and she sleep, and she sleep.
And wake up without pain a belly.
https://youtu.be/SWsFunrajMI
The teacher will ask the students the following questions
What was wrong with Elena?
What was the name of the tea that her mother gave her?
Have you ever seen/used cerasee?
What do Jamaicans use cerasee for?
Explore:
Students will discuss how the sale of indigenous Jamaican plants, herbs and spices abroad
helps to promote our culture and bring value to us. We will look at videos on
1 Walkers wood spices and sauces:https://youtu.be/nDrWQbwyra0
2 Jamaica Blue mountain coffee: https://youtu.be/gc0w5Oq6khU
3 Salada ginger products: https://youtu.be/2He7aOqOPuE

Explain:
Students will share what they thought of the videos. Teacher will clarify misconceptions.
Sing songs like ‘Elena’ and talk about what the song is referencing.
Show students pictures various medicinal plants, herbs, and spices such as, cerasee, aloe vera,
etc and talk about the benefits.
Elaborate:
Display labels of Jamaican foods, spices, drinks which we export (e.g., Walker’s wood spices
and sauces; liquor, ginger products’ blue mountain coffee) and ask students to answer the
following;
 What are some of the items displayed?
 What are they used for?
 Would you recommend these items to other countries?
 How would they get them?
 In groups, use similar rhythm to ‘Elena’ to create their own folk songs about the value
of Jamaican herbs in curing various illnesses. Students will use parts of their bodies to
add movement sequence to their songs.
Evaluate:
 Perform their compositions for the class.
Evaluation:
All objectives were met. The lesson was interactive, and the materials used were effective.
The students enjoyed singing the song “Elena”. They were eager to create their own folk
songs about the value of Jamaican herbs in curing various illness. The learners were
motivated to perform their song. They collaborated well with each other sharing ideas to
compose their song. A variety of teaching strategies were used such as technology and
inquiry-based instruction.
Grade: 3
Date: May 3, 2021
Subject: Language Arts
Duration: 1 hour
Topic: Homophones
Focus question:
Strand: Word Recognition and Fluency
Term: 2
Unit: 3
Attainment Targets:
 Read fluently with appreciation.
 Automatically recognise words (including basic sight word lists) through repeated
exposure and mnemonic devices
 Establish a concept of print and use a range of word recognition clues, re-reading and
reading ahead, to identify new words.
 Develop phonic awareness in order to decode unfamiliar words.
Objectives: At the end of the lesson students should be able to:
1 Define the term homophones. (cognitive)
2 Identify words that are homophones. (cognitive) (affective)
3 Use the correct homophones to complete the story. (affective)

4 Complete a homophone cross word puzzle by using the clues. (cognitive)
5 Construct complete sentences, using the correct homophones. (cognitive,
psychomotor)
Skills:
Select homophones, practise using homophones, write sentences using a pair or three or more
homophones.
Materials: Laptop, tablet, a power point, cross word puzzle, story.
Engage:
The students will be asked to observe and listen attentively while the teacher do a homophone
rap and share screen a power point showing four pairs of homophones. The teacher will start
the rap by saying:
Today, we are going to learn something new.
Are you ready?
Let’s go!
Homophones, these are homophones.
Homophones
Hare hair
These are homophones.
Mail male
Flour flower
Reign rein

After which, the students will be asked to perform the homophone rap along with the teacher
once.
The teacher will then ask the students the following questions.
What do you think is the topic for today?
Expected answer: homophones.
Have you ever heard the word homophones?
Expected answer: yes/ no
If yes, the teacher will ask the student to state what are ‘homophones.
Expected answer: Homophones are words that sound the same, have different meaning and
spellings.
The teacher will then reinforce what are homophones by share screening a power point with
the definition of homophones which will also be placed on google classroom.
Students will be selected randomly to state a pair of homophones that were mentioned in the
rap.
Expected answers:
Hare hair
Mail male
Flour flower
Reign rein
Students will be selected randomly to give at least two words that sound alike have different
spelling and meaning that were not mentioned in the homophones rap.
Expected answer:
Example: bear, beer sun, son sail, sale
Explore:
The class will be divided in three groups. Each group will receive the same story to complete
using the homophones in the word box. The students will be given 2- 4 minutes to do so.
Group 1
There is an incorrect word (s) used in each line of the story. Read the short story then write
the correct word (s) on the lines provided.
Eye am going to visit my Aunt Sarah and Uncle Billy on there farm. I will bee busy doing
chores when I am their. My uncle will teach me how to bail hay and my aunt will show me
how to pickle beat. When I finish my chores, I get to ride their horse. I like to ride fast and
feel the wind blow threw my hair. I never get board when I go to the farm!
_______ am going to visit my Aunt Sarah and Uncle Billy on __________ farm. I will
__________ busy doing chores when I am __________. My uncle will teach me how to
__________ hay and my aunt will show me how to pickle __________. When I finish my
chores, I get to ride their horse. I like to ride fast and feel the wind blow __________ my hair.
I never get __________ when I go to the farm!

Group 2
Homophone Story
Complete the short story by using the correct word from the word box.
______ am going to visit my Aunt Sarah and Uncle Billy on __________ farm. I will
there their beets be

bail I bale eye.
through beats bored
bee threw board
Group 3
Complete the short story by using the correct word from the bracket.
______ (I, Eye) am going to visit my Aunt Sarah and Uncle Billy on __________ (their,
there) farm. I will __________ (bee, be) busy doing chores when I am __________ (their,
there). My uncle will teach me how to __________ (bail, bale) hay and my aunt will show
me how to pickle (beat, beet). When I finish my chores, I get to ride their horse. I like to ride
fast and feel the wind blow __________ (through, threw) my hair. I never get __________
(bored, board) when I go to the farm!
Explain:
Students will be selected randomly, from each group to share their answers. Students will
give reasons for their answers.
Line 1
Expected answers:
I am going to visit my Aunt Sarah and Uncle Billy on their farm.
Reasons: I mean oneself while eye is a part of the body and is the sense organ of sight.
Their refers to something other people have or own while there tell us where something is
position or located.
Line 2
Expected answer: I will be busy doing chores when I am there.
be to occupy a specified position while bee is an insect that produce honey after gathering
nectar. There tells where I will be located.
Line 3
Expected answer: My uncle will teach me how to bale hay and my aunt will show me how
to pickle beets.
Bale refers to press (something) together and wrap it into a tight bundle while bail refers to
money used to arrange the temporary release of a person awaiting a court trial.
Beet is a root vegetable while beat means to hit someone repeatedly in order to cause pain/ to
hit something in rhythm to make a sound.
Line 4
Expected answer:
Expected answer: I like to ride fast and feel the wind blow through my hair. I never get bored
when I go to the farm!
Through means in and out of while threw is the past tense of throw.
Line 5
I never get bored when I go to the farm!
Bored means feeling weary and uninterested in one’s current activity while board is a long,
thin, flat piece of wood.
Elaborate:
The teacher will share screen a cross word puzzle,
https://crosswordlabs.com/view/homophone-fun-6 with the students. After which students
will be selected randomly, to read a clue and state the answer.
Evaluate:
Each student will write four (4) sentences on padlet using 2 pairs of homophones from the
crossword puzzle given.
waist, waste heal, heel sale, sail sun, son hour, our
there, their main, mane thyme, time, wait, weight
Example:
Waist, waste
1. Lisa wears a fanny pack around her waist.

2. I can’t afford to waste the water.
Evaluation:
The lesson was not taught. The teacher and students discussed the homework were
marked. .After which they completed an activity n the
Content Page
Homophones are words that sound alike but are spelled differently and have different
meanings.
For example, “reign” and “rein” are homophones
Homophones can be used in a sentence.
Homophones words
Sun/son weight, wait hoarse, horse threw/ through bored/ board.
sail/sale thyme/time waist/waste heel/ heal hour/our
beets/beats aunt/ant sun/ son their, there be, bee
References:
Harper, G et. al. (2009). The New Integrated Approach Phonics Workbook: Homophones
English Club, (n.d.). Homophones List. Retrieved from
https://www.englishclub.com/pronunciation/homophones-list.htm
Tuesday
Lesson Topic: Naming Polygons
Pre-requisite knowledge: Know what lines are, line segments, rays, and points.
 Define “consecutive order” (cognitive)
 Use letters to name a polygon. (cognitive)
 Identify polygons by the number of sides, angles, line segments. (3-10).
(affective)
 Identify a polygon on an object (table, house, lamp, dice, calendar, bag).
(cognitive)
 Write the correct name of a polygon. (psychomotor)
computer/ laptop/ tablet. Mathematics workbook, power point.

Key vocabulary: polygon, triangle, quadrilateral, pentagon, hexagon, septagon, octagon,
nonagon, vertex, point, line segments, side.
Key skills:
Lesson Procedure:
Engage The teacher will first recap. By share screening these figures and the students answer Expected answer:
the following questions.
C
A B D
E
The shapes that
A B C D E Which of the shapes have perpendicular lines? have perpendicular
lines are C
rectangle, D square
and E right- angled
triangle.
A B C D E Which of the shapes have right angles? A perpendicular
line are 2 lines that
intersect each other
and makes a right
angle.

C D E are the
shapes that have
right angles.
A B C D E are all
closed shapes.
B C D E have at
A B C D E Which of the shapes have at least one pair of parallel sides?
least one pair of
parallel sides. They
are parallel
because their lines
go in the same
direction. They
have the same
distance between
them and never
meet at a point.
The teacher will do a “Did You Know?” with the students.
Students did you know a polygon can be named according to the number of points it
has. Yes, use the letters in consecutive order. Do you know what I mean by
consecutive order?
Expected answer: yes, no
If yes, the teacher will ask the student to state what does consecutive order means.
Expected answer: consecutive order means one after the other.
If no, the teacher will draw a triangle and name each vertex a letter.
Example: Triangle:
A
ABC
BCA
C B CAB
The sides may be named:
AB
BC
CA
The students will be asked what is at each point?
Expected answer: Letters.
Are they in order?
Expected answer: yes.
The students will be asked using your responses what do think consecutive order
means?
Using letters in order to identify the vertex.
Each side is named by the points at each end of the line segment that makes that side.
Explore:
Students will use letters to name the polygon.
D E
_____________
_____________
_____________
______________
F G
Name the polygons and its sides.
________________ ________________
L
________________ ________________
M
P _________________ ________________
_________________ ________________
_________________ ________________
O
N
Use the letters to name the polygon pictured below:
_________________
R S ________________
_________________
W T
________________
________________
________________
V U
____DEFG______
D E
____EGFD_____
____GFDE_____
_____FDEG_____
F G
Explain:
LMNOP LM
L
MNOPL MN
M
P NOPLM NO
OPLMN OP
PLMNO PL
O
N
RSTUVW
R S STUVWR
TUVWRS
W T
UVWRST
VWRSTU
WRSTUV
V U
Identify and write the names of the polygons on these objects.
Elaborate:
Observe the diagrams then answer the questions below.

Evaluate:
Name the shapes which are polygons.
List the shapes which are quadrilaterals.
______________________________________________________________________
Which shapes are not polygons?
______________________________________________________________________
Which shapes are not closed paths or curve?
_____________________________________________________________________
How many right angles are found in B?
____________________________________________________________________
Are there any right angles in D?
____________________________________________________________________
How many line segments are in A?
______________________________________________________________________
A polygon with only three sides is called a

Evaluation:
Class resumed late due to internet disconnection. When class resumed teacher and students
covered engaged. The lesson was engaging, and the materials used were effective. The
students were eager to share their answers giving reasons for each. They understand the
concept of differentiating a regular polygon from an irregular polygon. The learners were
motivated to try when they were reluctant. They were cooperative. A variety of teaching
strategies were used such as technology and inquiry-based instruction. The teacher will
continue to this lesson May 5, 2021.

Content page
A polygon can be named according to the number of points it has. Always use the letters in
consecutive order.
consecutive order means one after the other.
Triangle:
A
ABC
BCA
C B CAB
AB
BC
CA
Is it a Polygon?

Types of Polygons
A regular polygon has all angles equal and all sides equal, otherwise it is irregular polygon.
Grade: 3
Date: May 4, 2021
Duration: 1 hour
Topic: Homophones
Focus question:
Strand: Word Recognition and Fluency
Term: 2
Unit: 3
Attainment Targets:

Objectives: At the end of the lesson students should be able to:
6 Define the term homophones. (cognitive)
7 Identify words that are homophones. (cognitive) (affective)
8 Use the correct homophones to complete the story. (affective)
9 Complete a homophone cross word puzzle by using the clues. (cognitive)
10 Construct complete sentences, using the correct homophones. (cognitive,
psychomotor)
Skills:
Select homophones, practise using homophones, write sentences using a pair or three or more
homophones.
Materials: Laptop, tablet, a power point, cross word puzzle, story.
Engage:
The students will be asked to observe and listen attentively while the teacher do a homophone
rap and share screen a power point showing four pairs of homophones. The teacher will start
the rap by saying:
Today, we are going to learn something new.
Are you ready?
Let’s go!

Homophones
Hare hair
Mail male
Flour flower
Reign rein
After which, the students will be asked to perform the homophone rap along with the teacher
once.
The teacher will then ask the students the following questions.
What do you think is the topic for today?
Expected answer: homophones.
Have you ever heard the word homophones?
Expected answer: yes/ no
If yes, the teacher will ask the student to state what are ‘homophones.
Expected answer: Homophones are words that sound the same, have different meaning and
spellings.
The teacher will then reinforce what are homophones by share screening a power point with
the definition of homophones which will also be placed on google classroom.
Students will be selected randomly to state a pair of homophones that were mentioned in the
rap.
Expected answers:
Hare hair
Mail male
Flour flower
Reign rein
Students will be selected randomly to give at least two words that sound alike have different
spelling and meaning that were not mentioned in the homophones rap.
Expected answer:
Example: bear, beer sun, son sail, sale
Explore:
The class will be divided in three groups. Each group will receive the same story to complete
using the homophones in the word box. The students will be given 2- 4 minutes to do so.
Group 1
There is an incorrect word (s) used in each line of the story. Read the short story then write
the correct word (s) on the lines provided.
Eye am going to visit my Aunt Sarah and Uncle Billy on there farm. I will bee busy doing
chores when I am their. My uncle will teach me how to bail hay and my aunt will show me
how to pickle beat. When I finish my chores, I get to ride their horse. I like to ride fast and
feel the wind blow threw my hair. I never get board when I go to the farm!
_______ am going to visit my Aunt Sarah and Uncle Billy on __________ farm. I will
Group 2
Homophone Story
Complete the short story by using the correct word from the word box.
______ am going to visit my Aunt Sarah and Uncle Billy on __________ farm. I will
there their beets be

bail I bale eye.
through beats bored
bee threw board
Group 3
Complete the short story by using the correct word from the bracket.
______ (I, Eye) am going to visit my Aunt Sarah and Uncle Billy on __________ (their,
there) farm. I will __________ (bee, be) busy doing chores when I am __________ (their,
there). My uncle will teach me how to __________ (bail, bale) hay and my aunt will show
me how to pickle (beat, beet). When I finish my chores, I get to ride their horse. I like to ride
fast and feel the wind blow __________ (through, threw) my hair. I never get __________
(bored, board) when I go to the farm!
Explain:
Students will be selected randomly, from each group to share their answers. Students will
give reasons for their answers.
Line 1
Expected answers:
I am going to visit my Aunt Sarah and Uncle Billy on their farm.
Reasons: I mean oneself while eye is a part of the body and is the sense organ of sight.
Their refers to something other people have or own while there tell us where something is
position or located.
Line 2
Expected answer: I will be busy doing chores when I am there.
be to occupy a specified position while bee is an insect that produce honey after gathering
nectar. There tells where I will be located.
Line 3
Expected answer: My uncle will teach me how to bale hay and my aunt will show me how
to pickle beets.
Bale refers to press (something) together and wrap it into a tight bundle while bail refers to
money used to arrange the temporary release of a person awaiting a court trial.
Beet is a root vegetable while beat means to hit someone repeatedly in order to cause pain/ to
hit something in rhythm to make a sound.
Line 4
Expected answer:
Expected answer: I like to ride fast and feel the wind blow through my hair. I never get bored
when I go to the farm!
Through means in and out of while threw is the past tense of throw.
Line 5
I never get bored when I go to the farm!
Bored means feeling weary and uninterested in one’s current activity while board is a long,
thin, flat piece of wood.
Elaborate:
The teacher will share screen a cross word puzzle,
https://crosswordlabs.com/view/homophone-fun-6 with the students. After which students
will be selected randomly, to read a clue and state the answer.
Evaluate:
Each student will write four (4) sentences on padlet using 2 pairs of homophones from the
crossword puzzle given.
waist, waste heal, heel sale, sail sun, son hour, our
there, their main, mane thyme, time, wait, weight
Example:
Waist, waste
3. Lisa wears a fanny pack around her waist.

4. I can’t afford to waste the water.
Content Page
Homophones are words that sound alike but are spelled differently and have different
meanings.
For example, “reign” and “rein” are homophones.
Homophones can be used in a sentence.
Homophones words
Sun/son weight, wait hoarse, horse threw/ through bored/ board.
sail/sale thyme/time waist/waste heel/ heal hour/our
beets/beats aunt/ant sun/ son their, there be, bee
References:
Harper, G et. al. (2009). The New Integrated Approach Phonics Workbook: Homophones
English Club, (n.d.). Homophones List. Retrieved from

https://www.englishclub.com/pronunciation/homophones-list.htm
Evaluation:
Student teacher met with the assessors. While the students completed the homophone, puzzle
guided by the cooperating teacher.

Grade: 3
Date: May 4, 2021
Duration: 1 hour
Topic: How Do we Value Our Jamaican Culture?
Focus question: Why is the Jamaican culture valuable to me?
Term: 2
Unit: 3
Attainment targets:
 Know and value the contributions of communities and institutions in fostering
national, regional, and international integration.

 Recognize the contribution of individuals who have helped to shape Jamaica’s
development over time.
Objectives: At the end of the lesson, students should be able to:
 Describe the Tainos. (cognitive)
 Identify the number of countries the Tainos settled in The Greater Antilles.
(cognitive)
 Use adjectives to describe the Tainos. (cognitive)
 Complete worded problems using mathematical operations. (cognitive)
 Trace the route on the screen the countries the Tainos passed to come to Jamaica.
(psychomotor)
 State various aspect of the Tainos culture. (cognitive)
Vocabulary: culture, Tainos, peace, Venezuela, Greater Antilles, Cuba, Jamaica, Haiti,
Barbados, Dominica Republic, Yamaye,
Skills: listening, reading, writing, work in groups, discussion
Materials: Carlong Integrated Studies, video.
Engage:
The teacher will share screen a video entitled Tainos to the students. The students will listen
attentively. After which the teacher will ask the students the following questions:
Who were the first inhabitant to come to Jamaica?
Expected answer: The Tainos.

The teacher will then inform the students we will be focusing on the Tainos for our topic for
today.
The students will be asked to use adjectives mentioned in the video to describe the Tainos.
The Tainos were peaceful and generous. They had black hair and were light brown in
complexion, short and well shape. Their faces were board, and their noses were flat.
Where did the Tainos came from and where did they occupy?
They came from South America and occupied the Greater Antilles.
What is the name the Tainos gave to Jamaica and what does it mean?
Expected answer: The names the Tainos gave to Jamaica is Xaymaca, land of wood and
water.
Did you recognize any item shown or mentioned
in the video that the Tainos grew?
Expected answer: Yes.
Name them.
Expected answer: cassava, yam, peanuts, peppers, sweet potatoes, fruits, corn, vegetables,
cotton and tobacco.
Why did many Tainos live on the coast of the new river?
Because they fished to get food.
What are the materials used by the Tainos to make their tools?
Expected answer: stones and wood.
Example of these tools are pickaxes, bow and arrows, axes
protect themselves from the Carib.
The students will be asked true or false the Tainos were farmers, hunters, and fishermen.
Expected answer: true.
Can you state the animals hunted by the Tainos?
Expected answers: Iguanas, Coneys.
Explore:
The teacher will divide the class in 3 groups. Each group will receive a heading to read about
in their Integrated Studies Workbook and questions as a guide. Each group will receive 4
minutes.
Group 1:
The Tainos occupied the Greater Antilles. Find out which countries are these.
Read page 180 in your Integrated Studies Workbook and state the name the word Tainos
come from and its meaning. State the name of the chief of the Tainos and the various
occupations practiced by them including the different tools, the food they hunted.
Group 2:
Read page 181, discuss the Tainos’ religion and food they prepared and eat.
Group 3:
Read page 182, discuss the Tainos’ clothes and shelter.
Explain:
The Tainos settled in Puerto Rico, Hispaniola, Cuba, The Bahamas
Explain:
The teacher and students will discuss what they have read.
The teacher will select students from each group to share what they have read.
The teacher will ask the students where did the Tainos came from?
Expected answer: Venezuela.
The teacher will select students randomly to state where did the Tainos settled.
Expected answer:
Puerto Rico
Hispaniola
Cuba
The Bahamas
Food
They grew cassava, sweet potatoes, maize (corn), fruits, vegetables, cotton, and tobacco.
Tobacco was grown on a large scale as smoking was their most popular pastime.
They built their villages all over the island but most of them settled on the coasts and near
rivers as they fished to get food. Fish was also a major part of their diet. The Tainos built
large round houses called Caney, where several families lived. The cacique and his family
lived in a rectangular house called bohio. People slept on cotton hammocks (hamacas).
Dress
The men wore loincloths and women wore aprons of cottons. They wore earrings, nose rings,
and necklaces, which were sometimes made of gold. Both male and female painted
themselves before ceremonies, and the men were painted before going to war. The men were
generally naked, but the women sometimes wore short skirts. Men and women alike adorned their
bodies with paint and shells and other decorations.
Shelter
The shelter came in the form of the Caney and the bohio. The Caney was rectangular in shape
while the biohio was circular in shape. These houses reflect the warmth of the climate and
simply used mud, straw, and palm leaves. The houses did not contain much furniture. People
slept in cotton hammocks or simply on mats of banana leaves.
Elaborate:
The students will solve each problem below. The students will be instructed to complete this
activity in their exercise book.
1. A Tainos mother and her two children decided to plant some corn. Each of them dug
36 holes in which to plant the corn grains.
a) How many holes did they dig altogether?
b) If they planted 4 corn grains in each hole, how many corn grains would they need
altogether?
2. While the Tainos mother and children were planting corn, the father went fishing. He
caught 61 kilograms of fish. He gave 7 kilograms to one friend, 8 kilograms of fish.
He gave 7 kilograms to one friend, 8 kilograms to their ruler, the cacique, and kept the
rest for his family.
a) How many kilograms did he give away?
b) How many kilograms did he keep for his family?
Evaluate:
1.The students will answer the following questions.
1. Who are the original inhabitants of Jamaica? ___ a. cacique
2. What does the word ‘Tainos’ mean? ___ b. zemis
3. What is the name of the Tainos leader? ___ c. Tainos
4. What name was given the house the cacique lived in? _____ d. peace
5. They worshipped a God called ____ e. bohio.
Draw and colour a Taino
Evaluation:
The lesson started on time. The students were attentive as they watched the video. They were
able to state where the Tainos came from, describe the Tainos and share different aspect of
the Tainos culture such as their food, clothing, and housing. The students did their reading
and were able to share further details about meaning of the word Taino, the food they hunt as
well as the food they eat. Due to limit time the lesson ended abruptly. Therefore, the student
teacher will continue teaching about the Tainos. The teacher will recap the lesson allowing
the students to share what they have garnered from the last class.
Content Page
The Tainos
The original inhabitants of Jamaica are believed to be the Tainos, also called Arawaks. They
came from South America 2,500 years ago and named the island Xaymaca, which meant
“land of wood and water”. The Tainos were a mild and simple people by nature. Physically,
they were light brown in colour, short and well-shaped with coarse, black hair. Their faces
were broad and their noses flat.
rivers as they fished to get food. Fish was also a major part of their diet. The Taínos built
Dress
Shelter
The shelter came in the form of the caney and the bohio. The caney was rectangular in shape
while the bohio was circular in shape. These houses reflect the warmth of the climate and

Religion
The Taínos were polytheists can anyone tell me what they think polytheist mean?
Expected answer: believe in more than one God.
Their gods were called Zemi. The zemi controlled various functions of the universe.
But each Zemi, are awarded a power over a certain being or force of nature. "Because of
these powers there are many Tanio stories which account for the origins of some experienced
in myth or magic. Several myths had to do with caves. The sun and moon. They have many
myths that involve the Zemi to explain the elements of the earth that could otherwise be
unsolvable. The Taino also believed the afterlife, which could either be rewarding or
miserable. Those who lived a good life and worshipped the Zemi would meet their dead
relatives, friends, and woman in paradise. In contrast, those that lived bad lives and didn’t
worship the Zemi were sentenced to live in a hellish universe for eternity.
Transportation
The Arawak/Taino had no large animals like horses, oxen, or mules to ride or use for work.
But they did have river and sea transportation. They used dugout canoes which were cut
from a single tree trunk and used with paddles. They could take 70-80 people in a single
canoe and even used them for long travels on the sea.
Food
The Tainos ate small birds such as parrots and water birds, iguanas, yellow snakes, and
conies. They also cultivated chili pepper, cassava, sweet potato, pumpkin, corn, arrowroot,
coco, guava, star apple, pineapple, and cashew. Bammy and cassava bread were the staple of
the Tainos.
Occupation
Men and boys cleared the land for planting, fished and hunted agoutis, conies, and iguanas.
The women and girls planted crops such as corn and cassava.
Recreation
The Taínos frequently played a recreational game called Batos. Women and men both
played, although participated separately. Games were made up of 10-30 players, who stood
on opposite sides of a rectangular court in the middle of village centers, and spectators sat on
stones or embankments.
Reference:
Taino Museum (n.d.). Daily Life. Retrieved from https://tainomuseum.org/taino/daily-life/.

Wednesday
Lesson Topic: Naming Polygons
Pre-requisite knowledge: Know what lines are, line segments, rays, and points.
 Define “consecutive order” (cognitive)
 Use letters to name a polygon. (cognitive)
 Identify polygons by the number of sides, angles, line segments. (3-10).
(affective)
 Identify a polygon on an object (table, house, lamp, dice, calendar, bag).
(cognitive)
 Write the correct name of a polygon. (psychomotor)
computer/ laptop/ tablet. Mathematics workbook, power point.
Key vocabulary: polygon, triangle, quadrilateral, pentagon, hexagon, septagon, octagon,
nonagon, vertex, point, line segments, side.

Key skills:
Lesson Procedure:
Engage The teacher will first recap. By share screening these figures and the students answer Expected answer:
the following questions.
C
A B D
E
The shapes that
A B C D E Which of the shapes have perpendicular lines? have perpendicular
lines are C
rectangle, D square
and E right- angled
triangle.
A B C D E Which of the shapes have right angles? A perpendicular
line are 2 lines that
intersect each other
and makes a right
angle.
C D E are the
shapes that have

right angles.
A B C D E are all
closed shapes.
B C D E have at
A B C D E Which of the shapes have at least one pair of parallel sides?
least one pair of
parallel sides. They
are parallel
because their lines
go in the same
direction. They
have the same
distance between
them and never
meet at a point.
The teacher will do a “Did You Know?” with the students.
Students did you know a polygon can be named according to the number of points it
has. Yes, use the letters in consecutive order. Do you know what I mean by
consecutive order?
Expected answer: yes, no
If yes, the teacher will ask the student to state what does consecutive order means.
Expected answer: consecutive order means one after the other.
If no, the teacher will draw a triangle and name each vertex a letter.
Example: Triangle:
A
ABC
BCA
C B
CAB
AB
BC
CA
The students will be asked what is at each point?
Expected answer: Letters.
Are they in order?
Expected answer: yes.
The students will be asked using your responses what do think consecutive order
means?
Using letters in order to identify the vertex.
Each side is named by the points at each end of the line segment that makes that side.
Explore:
D E
_____________
_____________
_____________
______________
F G
________________ ________________
L
________________ ________________
_________________ ________________
P M
_________________ ________________
_________________ ________________
O
N
_________________
R S ________________
_________________
W T
________________
________________
________________
V U
____DEFG______
D E
____EGFD_____
____GFDE_____
_____FDEG_____
F G
Explain:
LMNOP LM
L
MNOPL MN
NOPLM NO
P M
OPLMN OP
PLMNO PL
O
N
RSTUVW
R S STUVWR
TUVWRS
W T
UVWRST
VWRSTU
WRSTUV
V U
Identify and write the names of the polygons on these objects.
Elaborate:
Observe the diagrams then answer the questions below.
Name the shapes which are polygons.

Evaluate:
List the shapes which are quadrilaterals.
______________________________________________________________________
Which shapes are not polygons?
______________________________________________________________________
Which shapes are not closed paths or curve?
_____________________________________________________________________
How many right angles are found in B?
____________________________________________________________________
Are there any right angles in D?
____________________________________________________________________
How many line segments are in A?
______________________________________________________________________
A polygon with only three sides is called a

Evaluation:
The lesson started on time. The activity was share screened to the students to the copy in their
books and answer. The students were able to draw and name polygon using consecutive order
to complete the following. The activity will be discussed May 6.

Content page
A polygon can be named according to the number of points it has. Always use the letters in
consecutive order.
consecutive order means one after the other.
Triangle:
A
ABC
BCA
C B CAB
AB
BC
CA
Is it a Polygon?

Types of Polygons
A regular polygon has all angles equal and all sides equal, otherwise it is irregular polygon.
Grade: 3
Date: May 5, 2021
Duration: 1 hour
Topic: Antonyms
Term: 2
Unit: 3
Attainment Targets:
Objectives:
 Recall a definition for the term antonyms. (Cognitive)
 Syllabicate the word antonym (cognitive)
 In four groups, sort word cards to find corresponding antonyms. (Affective)

 List pairs of antonyms. (Cognitive)
 Apply knowledge of antonyms to complete sentences on an interactive PowerPoint
(Psychomotor)
 Vocabulary: different, opposite, antonym
 Skills: syllabicating, reading, sorting words, constructing sentences
 Materials: word cards, definition chart, interactive PowerPoint Presentation,

computer, projector, worksheets, sentence strips.
Engage
To begin the lesson the students and teacher will play the game called “Simon says”.
However, this Simon says has a twist to it whereas it will be done on a rhythm.
The teacher will give specific instructions in which the students will be required to follow.
For example
Simon says…….
In in in,
out, out, out
Left, right,
Up, down.
Front back.
After the students have participated in the game, they will be asked the following questions.
1. What do you notice about Simon’s instructions?

Expected answer: They are opposite in meaning. For instance, up and down
2. What does the word opposite means?
Expected answer: It means that both words have different meanings.
3. What do we call words that are opposite in meaning?
Expected answer: they are called antonyms.
4. What is another name for the word antonyms?
Expected answer: Opposites.
5. Students will then be asked to syllabicate the word antonym.
Expected answer: An-to-nym.
 Explore
At this point in the lesson, the students will participate in a game called “Find your match”.
On each students' desk, there will be an index card faced down in which the students will use.
Each card has an antonym somewhere in the group. The students will be required to search
among their groups to see which member has their corresponding antonym.
For example:
The aim of the activity is to allow the students to explore the concept of antonyms and to see
how best they can apply the knowledge.
Explain
After the students have worked in their groups the find their cards, the teacher will randomly
select a name from the ‘cash pot'. Once a name is selected that individual will stand with his
or her partner and share their word with the class. The teacher will then write the responses
on the virtual board to stimulate a discussion. The students will be directed to look at the
board and confirm whether the pairs of antonyms listed are correct. If there are any incorrect
pairs, they will be asked to correct them accordingly.
Additionally, students will be given additional practice in naming pairs of antonyms
whereas the teacher will have them complete sentences.
For example:
* If a door isn’t open, then it is? close.
*If I am not inside, I am? outside

Elaborate
At this point, the students will demonstrate their understanding of the concept antonyms.
through the use of an interactive PowerPoint presentation.
Example of the slides

1. 2. 3.
After the students have interacted with the PowerPoint the teacher will randomly select
names from the cash pot and have the selected students create sentences using antonyms to
compare themselves.
For example. My pencil is in my hand. My book is out of my bag.
Evaluate
To conclude the lesson the students will be given a worksheet to complete. For this activity,
the students will be required to complete a puzzle whereas they will be given a set of words
and they will search the puzzle to find the word that is opposite in meaning to the ones given.
Example of worksheet 1:
When the students have completed the previous worksheet, they will be given another one to
complete in which they will be required to select the correct antonym to complete the
sentences given.
*see content page for worksheet 3.

Differentiated activity.
For the students who are not as advanced as the majority of the class they will be given a
different set of worksheets to complete. For this particular worksheet, they will be required to
colour the pairs of antonyms using the same colour for each.
For example
Worksheet 2
Evaluation:
Class ended at 11: 00 a.m. Therefore, lesson will be taught on May 6.

Content
An antonym is a word that means the opposite of another word. For instance, the antonym of
'hot' may be 'cold.'
Grade: 3
Date: May 5, 2021
Duration: 1 hour
Term: 2
Unit: 3
Attainment targets:

(cognitive)
(psychomotor)
Barbados, Dominica Republic, Yamaye,
Materials: Carlong Integrated Studies, video, live worksheet
Engage:
The teacher will have a question and answer segment with the students about the Tainos. The
teacher will ask the students the following questions:
water.
Name them.
cotton, and tobacco.
Example of these tools are pickaxes, bow and arrows, axes.

Explore:
The students will be given 4 minutes to complete a live worksheet.
https://www.liveworksheets.com/ev1530903ly.
Explain:
The students will state the first group of people to come to our island Jamaica were the
Amerindians. The Tainos also known as the Arawaks Indians arrived first. They came from
South America long time ago. They settled and built their homes near the sea. They
constructed houses from trees. They hunt for food like birds and lizards. They were peaceful
people and were not fierce like the Caribs. They were skillful and made craft. When
Christopher Columbus arrived, they were forced to work in fields and mines. Some passed
away du to a lack of food.
The teacher and students will continue to have a discussion on the Tainos the teacher
will select students randomly to share about the Tainos culture to the class. The teacher
will listen and clear any misconception.
Food
large round houses called caney, where several families lived. The cacique and his family
Dress

Shelter
The shelter came in the form of the caneye and the biohio. The caneye was rectangular in
shape while the biohio was circular in shape. These houses reflect the warmth of the climate
and simply used mud, straw, and palm leaves. The houses did not contain much furniture.
People slept in cotton hammocks or simply on mats of banana leaves.
Elaborate:
3. A Taino mother and her two children decided to plant some corn. Each of them dug
c) How many holes did they dig altogether?
d) If they planted 4 corn grains in each hole, how many corn grains would they need
altogether?
4. While the Taino mother and children were planting corn, the father went fishing. He
c) How many kilograms did he give away?
d) How many kilograms did he keep for his family?
Evaluate:

10. They worshipped a God called ____ e. bohio
Draw and colour a Taino.
Evaluation:
Lesson was not taught school dismissed early. Lesson will be taught May 6.
Content Page
The Tainos
Dress
generally naked, but the women sometimes wore short skirts. Men and women alike adorned
their bodies with paint and shells and other decorations.

Shelter
The shelter came in the form of the caneye and the biohio. The caneye was rectangular in
shape while the biohio was circular in shape. These houses reflect the warmth of the climate
and simply used mud, straw, and palm leaves. The houses did not contain much furniture.
People slept in cotton hammocks or simply on mats of banana leaves.
Religion
The Taínos were polytheists can anyone tell me what they think polytheist mean?
these powers there are many Tanio stories which account for the origins of some experienced
Transportation
Food
the Tainos.
Occupation
Recreation
The Taínos frequently played a recreational game called Batos. Women and men both
Reference:
Taino Muesum (n.d.). Daily Life. Retrieved from https://tainomuseum.org/taino/daily-life/.

Thursday
Grade: 3
Date: May 6, 2021
Duration: 1 hour
Topic: Antonyms
Term: 2
Unit: 3
Attainment Targets:
Objectives:
 Recall a definition for the term antonyms. (Cognitive)
 Syllabicate the word antonym (cognitive)

 In four groups, sort word cards to find corresponding antonyms. (Affective)
 List pairs of antonyms. (Cognitive)
 Apply knowledge of antonyms to complete sentences on an interactive PowerPoint
(Psychomotor)
Vocabulary: different, opposite, antonym

Skills: syllabicating, reading, sorting words, constructing sentences
Materials: word cards, definition chart, interactive PowerPoint Presentation, computer,

projector, worksheets, sentence strips.
Engage
To begin the lesson the students and teacher will play the game called “Simon says”.
However, this Simon says has a twist to it whereas it will be done on a rhythm.
The teacher will give specific instructions in which the students will be required to follow.
For example
Simon says…….
In in in,
out, out, out
Left, right,
Up, down.
Front back
After the students have participated in the game, they will be asked the following questions.
6. What do you notice about Simon’s instructions?

Expected answer: They are opposite in meaning. For instance up and down
7. What does the word opposite means?
Expected answer: It means that both words have different meanings.
8. What do we call words that are opposite in meaning?
Expected answer: they are called antonyms.
9. What is another name for the word antonyms?
Expected answer: Opposites.
10. Students will then be asked to syllabicate the word antonym.
Expected answer: An-to-nym
Explore
At this point in the lesson, the students will participate in a game called “Find your match”.
In each students' email, there will be an index card faced down in which the students will use.
Each card has an antonym somewhere in the group. The students will be required to search
among their groups to see which member has their corresponding antonym.
For example:
The aim of the activity is to allow the students to explore the concept of antonyms and to see
how best they can apply the knowledge.
Explain
After the students have worked in their groups the find their cards, the teacher will randomly
select a name from the ‘cash pot'. Once a name is selected that individual will stand with his
or her partner and share their word with the class. The teacher will then write the responses
on the virtual board to stimulate a discussion. The students will be directed to look at the
board and confirm whether the pairs of antonyms listed are correct. If there are any incorrect
pairs, they will be asked to correct them accordingly.
Additionally, students will be given additional practice in naming pairs of antonyms
whereas the teacher will have them complete sentences.
For example:
* If a door isn’t open, then it is? close.
*If I am not inside I am? outside

Elaborate
At this point, the students will demonstrate their understanding of the concept antonyms
through the use of an interactive PowerPoint presentation.
Example of the slides

2. 2. 3.
After the students have interacted with the PowerPoint the teacher will randomly select
names from the cash pot and have the selected students create sentences using antonyms to
compare themselves.
For example. My pencil is in my hand. My book is out of my bag.
Evaluate
To conclude the lesson the students will be given a worksheet to complete. For this activity,
the students will be required to complete a puzzle whereas they will be given a set of words
and they will search the puzzle to find the word that is opposite in meaning to the ones given.
Example of worksheet 1:
When the students have completed the previous worksheet, they will be given another one to
complete in which they will be required to select the correct antonym to complete the
sentences given.
*see content page for worksheet 3.

Evaluation:
The students enjoyed the engage activity. They were eager to collaborate with each other to
find the student that has an index card that is opposite in meaning to them. It was evident the
students grasped the concept and were eager to complete the activities. They worked
earnestly and were well behaved. The materials used such as the power point and worksheets
were effective to carry out the lesson.
Content
An antonym is a word that means the opposite of another word. For instance, the antonym of
'hot' may be 'cold.'
Grade: 3
Date: May 6, 2021
Duration: 1 hour
Term: 2
Unit: 3
Attainment targets:

(cognitive)
(psychomotor)
Barbados, Dominica Republicó, Yamaye,
Materials: Carlong Integrated Studies, video, live worksheet
Engage:
The teacher will have a question and answer segment with the students about the Tainos. The
teacher will ask the students the following questions:
water.
Name them.
cotton, and tobacco.
Example of these tools are pickaxes, bow and arrows, axes.

Explore:
The students will be given 4 minutes to complete a live worksheet.
https://www.liveworksheets.com/ev1530903ly.
Explain:
The students will state the first group of people to come to our island Jamaica were the
Amerindians. The Tainos also known as the Arawaks Indians arrived first. They came from
South America long time ago. They settled and built their homes near the sea. They
constructed houses from trees. They hunt for food like birds and lizards. They were peaceful
people and were not fierce like the Caribs. They were skilful and made craft. When
Christopher Columbus arrived, they were forced to work in fields and mines. Some passed
away due to a lack of food.
The teacher and students will continue to have a discussion on the Tainos the teacher
will select students randomly to share about the Tainos culture to the class. The teacher
will listen and clear any misconception.
Food
Dress

Shelter
Elaborate:
5. A Taino mother and her two children decided to plant some corn. Each of them dug
e) How many holes did they dig altogether?
f) If they planted 4 corn grains in each hole, how many corn grains would they need
altogether?
6. While the Taino mother and children were planting corn, the father went fishing. He
e) How many kilograms did he give away?
f) How many kilograms did he keep for his family?
Evaluate:

15. They worshipped a God called ____ e. bohio
Draw and colour a Taino.
Evaluation:
The lesson started and ended on time. It was interactive. The students grasped the concept
and were able to complete the activities within the required time. The materials used were
effective. The students were able to recall who are the Tainos, where they come from, who
they worship. By the guidance of the teacher, they were able to solve the problems correctly.
The students were enthused about the Tainos and were eager learn more about the Tainos
lifestyle.
Content Page
The Tainos
large round houses called caney, where several families lived. The cacique and his family
Dress

Shelter
Religion
The Tainos were polytheists can anyone tell me what they think polytheist mean?
these powers there are many Taino stories which account for the origins of some experienced
Transportation
Food
the Tainos.
Occupation
Recreation
The Tainos frequently played a recreational game called Batos. Women and men both
Reference:

Lesson Topic: Identifying Polygons
Pre-requisite knowledge: Know what lines, line segments, rays and points are.
 State the properties of a polygon. (cognitive)
 Define irregular polygon. (cognitive)
 Identify a regular polygon. (cognitive)
 Make a polygon using the geoboard. (psychomotor)
 Differentiate polygons by the number of sides and angles. (3-10). (affective)
computer/ laptop/ tablet. Virtual geoboard
Key vocabulary: geoboard, polygon, triangle, quadrilateral, pentagon, hexagon, septagon,
octagon, nonagon,
Key skills:
Engage The teacher will first recap. A polygon is a closed figure that has line segments
Circle the shapes that are polygons. that meet at a point.
Expected answer:
Regular Polygons have sides that are all equal
and angles that are all equal. While Irregular
Polygons have sides and angles of any length and
size.
Circle the number of sides each type of polygon has.
Heptagon 2 3 4 5 67 8
Triangle 23 4 5 6 7 8
Pentagon 23 4 5 6 7 8
Quadrilateral 23 4 5 6 7 8
Hexagon 23 4 5 6 7 8
Explore The students will complete the following. Giving
reasons for their answers
Explain The students will share screen their polygons under the Expected answer:
respective heading.
The fourth triangle was coloured because all the 3
angles and sides are equal.
The second quadrilateral was coloured because all 4
4 angles and sides are equal.
We colour the first pentagon because all 5 sides and
angles are equal.

We colour the third hexagon because all 6 sides.
and angles are equal.
We colour the third heptagon because all 7 sides.
and angles are equal.
Elaborate:
Draw the shapes in the boxes as described. The teacher
will allow each student to share their drawings with the
class. The students will note the number of sides each
polygon has.
The students will complete a live worksheet by
Evaluate: identifying the polygon in the following activity.

Evaluate:
Evaluation:
The lesson was satisfactory. The students were engaged, and the materials used were
effective. All objectives were met. The students were eager to complete their live worksheets.
They understand the concept of differentiating a regular polygon from an irregular polygon.
They were also able to recall the properties of polygon. The learners were motivated and
were able to give r. They were cooperative. A variety of teaching strategies were used such as
technology and inquiry-based instruction.
Content Page
Is it a Polygon?
Types of Polygons
A regular polygon has all angles equal and all sides equal, otherwise it is an irregular.

Friday
Grade: 3
Date: May 7, 2021
Duration: 1 hour
Term: 2
Unit: 3
Topic: Affixes
Sub-topic: Prefix
Attainment Targets:
 Give and receive information.
 Listen and speak with sensitivity to audience.
exposure and mnemonic devices.
 Develop phonic awareness and use knowledge of letter-sound correspondences to
decode unfamiliar words.
Specific Objectives:
By the end of the lesson students should be able to:

 Recall a definition for the term prefix. (Cognitive)
 Apply knowledge of prefixes to change the meaning of given words. (Cognitive)
 Make comparison between base word and new words formed after a prefix is added.
(Cognitive)
 Work corporately in pairs to create new words using several prefixes.
(Psychomotor/Affective)
Key Vocabulary: Affixes, base word, prefix

Skills: speaking, listening, reading, thinking, observing
Materials: index cards, dictionary, ball, audio, cartridge paper, markers
Engage:
To begin the lesson the teacher and students will listen to an audio-visual clip-on prefixes.
The students will then be asked the following questions
1. What is a prefix?
To help the students with the concept, the teacher will draw a concept map on the boards and
allow the students to brainstorm the topic. After they have done this, they will seek to
formulate a definition for the term.
Expected answer: A prefix is a group of letters that come before a root or base word
2. What happens when a prefix is added to a word?
Expected answer: When a prefix is added to a word it changes the meaning of the word.
Explore:
After the students have engaged in the audio-visual clip the students and teacher will
participate in a game called “Spin the wheel. The students will be given the opportunity to
spin the wheel that has a prefix written on it. The students will spin the wheel around while
music is being played. When the wheel stops the students name it lands on will stand. The
students will then add the prefix directly facing him/her to a base word that was written on
the board. If the prefix and base word makes sense, then that child will be allowed back in the
game. If not, then that child is out of the game.

For example, the teacher writes the base word tidy on the virtual board, when the music stops
the teacher will ask the particular student to tell the prefix (un) then ask to add it to the base
word (untidy). The teacher will then ask. Is it a word? Yes or no.
Explain:
At this point of the lesson, the students will explain their finding from the game previously
played. The students will share their words to the class as the teacher stimulates a discussion.
They will also be asked to give additional words with prefixes added to them. Also, they will
pull words apart and try other prefixes to see if it creates a new word.
Elaborate:
The students will then reveal index cards that was hidden under their tables. On these cards
are base words and prefixes. The students will then be required to search among themselves
to form new words with the addition of a prefix. When they have formulated new words they
will then share their word amongst their group members and they will then be required to use
their dictionaries to find the meanings of their new words.
Evaluate:
To conclude the lesson each group will be given a prefix and the members of the groups will
be required to create a chart with as many words as possible using the prefix given.
Additionally, the students will use the new words to make sentences. The teacher will then
display the finish product in the class.
For example:
Differentiated Activity
For the students who face difficulties with sentence construction, they will only be required
to formulate words. Additionally, they will be given clothes pins with prefixes and they will
clip them on to base words on cards.
Evaluation:
The lesson taught was

Content
A prefix is a group of letters that come before a root or base word. The prefix is a special
group of letters because it can change the meaning of the root word and make an entirely new
word.
A root word is a word that is a word on its own. A prefix is a group of letters and not a word
that can stand on its own.
What Is a Prefix?
A prefix is a word part that is placed in front of a base word. Common prefixes include pre,
bi, and anti.
A prefix usually changes the meaning of the base word.
In the word happy, the prefix unplaced in front of the word happy makes a new word with a
new meaning: unhappy. The prefix un means not so it changes the meaning of the word
happy to not happy.
Reference:
How to Teach Prefixes (Mini Teaching Guide Download). Retrieved from
https://blog.allaboutlearningpress.com/prefixes/
Grade: 3
Date: May 7, 2021
Duration: 1 hour
Term: 2
Unit: 3
Attainment targets:
(cognitive)
(psychomotor)

Vocabulary: culture, Tainos, peace, South America, zemis, canoe, fisherman, hunt, cassava,
Carib, hammock, caneye, cacquie. Museum,
Skills: problem solving, concentration, spatial awareness, language
Materials: Carlong Integrated Studies, Puzzle
The teacher and students will recap who are the Tainos. The students will be given 45
minutes to complete the cross word puzzle.

Evaluation:
Completing the crossword puzzle was fairly good. Majority of the students enjoyed
completing the crossword puzzle. A few students had a challenge completing it but was
encouraged by the student teacher and a few students. They were quickly motivated to try and
earnestly worked to solve the problem using the clues to assist them find the answers.
Incorporating the puzzle was effective as it allowed the students to think critically.
Content Page
The Tainos
Dress

Shelter
The shelter came in the form of the caney and the biohio. The caney was rectangular in shape
Religion
The Tainos were polytheists can anyone tell me what they think polytheist mean?
these powers there are many Taino stories which account for the origins of some experienced
Transportation
Food
the Tainos.
Occupation
Recreation
The Tainos frequently played a recreational game called Batos. Women and men both
Reference:

Name: Date:
Test 2
1. What time is this?
2. How many 10s are in 275?
3. Write in figures: six hundred and two.
4. What is the value of the 5 in 596?
5. There are six rows of four eggs are broken. How many whole eggs are there?
6. The bus should have left at five minutes to 3 but was 10 minutes late. When did it
leave?
7. What is the greatest number you can make from 3, 0 and 8?
8. 8 x 6 = 6 x ____
9. 25 + 50 + 25 = _____
10. 100 -19 = _____
11. 16 + 24 + 8 = _____
12. What is twenty more than 85?
13.
How many hours of sunshine were there on Friday?
14. Which is the odd one out?
2, 4, 6, 8, 11, 12, 14
15. What do you call a shape with three sides?
Evaluation:
The students completed an Ability Test. The performance of the students was satisfactory.
80 % of the students scored 80 percent and over while 20 % of the students scored between
65 % - 75%.

Week 12

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Lesson Plans

Strand: Geometry May 3, 2021

Lesson Topic: Identifying Polygons

 State the properties of a polygon. (cognitive)

 Define irregular polygon. (cognitive)

 Identify a regular polygon. (cognitive)

 Make a polygon using the geoboard. (psychomotor)

 Differentiate polygons by the number of sides and angles. (3-10). (affective)

Instructional Materials Resource Materials

computer/ laptop/ tablet. Virtual geoboard

Key vocabulary: geoboard, polygon, triangle, quadrilateral, pentagon, hexagon, septagon,

Communication, problem solving, reasoning.

Teacher will Students will

Regular Polygons have sides that are all equal

and angles that are all equal. While Irregular

Polygons have sides and angles of any length and

The students will use one band to make these figures on

EExplore their virtual geoboard and answer the following questions.

A B C D E Which of the shapes have perpendicular lines?

A B C D E Which of the shapes have right angles?

A B C D E Which of the shapes are closed shapes?

A B C D E Which of the shapes have at least one pair of

The shapes that have perpendicular lines are C

A perpendicular line, are 2 lines that intersect.

each other and makes a right angle.

C D E are the shapes that have right angles.

A B C D E are all closed shapes.

B C D E have at least one pair of parallel sides.

They are parallel because their lines go in the

same direction. They have the same distance

A B C D E Which of the shapes are closed shapes?

one pair of parallel lines.

teaching strategies were used such as technology and inquiry-based instruction.

(all the lines connect up).

Polygon Not a Polygon Not a Polygon

(straight sides) (has a curve) (open, not closed)

An irregular polygon sides and angles are unequal.

Date: May 3, 2021

Subject: Integrated Studies

Topic: Indigenous Jamaican plants, herbs, and spices

Objectives: By the end of the lesson, pupils should be able to.

Key Vocabulary: export, promote, value, abroad, culture.

Materials: Labels, song (Elena)

these are curry, escallion, pepper, pimento, ginger, and nutmeg.

Students will be engaged in a song entitled ‘Elena’.

Elena an har muma go a ground,

Elena start bawl fi har belly.

Go home Elena! Go home Elena!

Go boil cerasee fi yuh belly.

Di muma she dig, an’ she plant.

But har mind just a run pon Elena.

She tek up har fork, har basket, and har hoe,

And go home fi go look fi Elena.

When di muma, she ketch a di yard,

She see the bun-pan a fire;

A nightshade* a come by the bundle.

Gal a wha dis yuh boil fi yuh belly?

Gal a poison yuh boil fi yuh belly!

Fram you born come a worl’, yuh nuh know cerasee?

Di muma she get some cerasee,

and boil it an’ give to Elena.

Elena go a bed and she sleep, and she sleep.