Lesson Plans for the week beginning September 30 - October 4, 2019

Grade: 2&3
Subject: Mathematics Window
Strand: Number, Measurement, Geometry
Topic: Write number names
Duration: 2 Day (1 hour × 2)

Attainment Target: Read and write number words and numerals using the Hindu-Arabic place
value system, and associate both with number of objects up to 999.

Content: Numbers can be represented by figures or words.

Every number have a number name.

Specific Objective: During and at the end of this lesson students should bs able to:
1. Identify and write number names 1 through 999.

Skills: Reading and writing number names.

Key Vocabulary: (number, names, figure, place value)
Materials: hundred chart, Primary Mathematics for Jamaica Grade 2&3

Days 1 & 2
Engage: (Whole Group) Students and teacher will have an open discussion about (how do I
know and identify a thing?); some possible responses may be: by their name, by their looks, by
their family etc.

Explain: The teacher will state clearly to the students that every single thing has a name and an
image. It’s the same with numbers, every number has a name and an image, the image tells
someone what a thing or object looks like.

Explore:(Small Groups) In their small group students will discuss number size from 100 – 999,
and write the figures and the number names, then orally state which of their two numbers is
larger or smaller. Example 675 six hundred and seventy-five, 592 five hundred and ninety-
two.Students will state that 675 is larger because it has one more hundred than 592.
Students will continue to compare and write number names and figures in their small groups.

Elaborate: From the activity above students will realized that numbers can be represented by
figures or words.

Evaluate: Grade 2
These hearts represent numbers.
100 10 1

Solve the following by writing the figures and words/number names.

100 10 1 1 1 1 1

100 10
1 1 1
100 10

Answer: 338 three hundred and thirty-eight

Grade 3
1000 1000 100 100 10 1 1

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________
Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________

Day 3
Engage: students will;
Sing the song “I love Him better every D-A-Y.” From the song, identify the words day, week,
month and year. Spell and pronounce these words. Observe the days of the week chart. Say the
days of the week in the order they appear. Give the name of the day of the week that appears first
and last.
Explore:
 Students will use a calendar to investigate and discover how many Thursday’s are in the
month of September and how many Saturday’s, then use the information to tell which of
the two day more than the other.
Explain:
 Students will explain the information on their calendar by counting the number of time
Thursday occurs and the number of time Saturday occurs to see which day occurs most in
the month of September.
 The teacher will explain how information is organized on a calendar and the importance
of beginning each day of the week with a capital letter.
 Also, the teacher will ask students to name the abbreviation given for each day of the
week (Sun. Mon. Tue. Wed. Thur. Fri. Sat.). If students’ interpretations are incorrect, the
teacher will give the correct abbreviation.
Elaborate:
 Students will name the day of the week that comes before Thursday.
 Students will tell what day today is then tell what two days after today will be.
Evaluation:
Name two days we do not go to school.
Complete the activities on page 90 in the Grade 2 Primary Mathematics for Jamaica
Complete the activities on page 36 in the Grade 3 Primary Mathematics for Jamaica
Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________
Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________

Day 4
Specific Objectives: students should be able to:
1. Respond to questions and direction addressed in SJE.
2. Use context clues (pictures) to describe what is happening in a particular month of the
year.
3. Identify number of the months in a year and associate the numeral with its name.
4. Read the calendar (day, month, and year).
Skills:
 Counting and interpreting numerical information
 Reading the calendar
 Writing numeral and words
Key Vocabulary: Day, week, month, year, calendar, twelve
Materials: Calendar, Primary Mathematics for Jamaica
Procedure/Activities:
Engage:
 Students will recap the previous day’s lesson.
 Identify their birth month and date on the calendar.
 Name the months of the year that have thirty-one (31) days.
Explore: Students will;
a. Name the number of boys and girls who were born in the same month as them.
b. Group them according to their birth month. Then arrange themselves in alphabetical
order using the initial letter of their birth month.
Explain:
a. The teacher will elaborate on the concept of the calendar by: asking students to name the
first/last month of the year and the month that each new school year begins in.
b. The teacher will also explain the importance of beginning each month of the year with a
capital letter and how many weeks make up a month.
Elaborate:
a. Name the month that comes before a given month.
b. Identify and name a special event that is kept in a particular month.
Evaluate:
1. Complete the activities on page 88 in the Grade 2 Primary Mathematics workbook. Write
the names in order from 1st to 12th.
2. Complete the activities on page 36 in the Grade 3 Primary Mathematics workbook.
January has _____ days.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________
Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________

Day 5
Strand: Geometry
Attainment Target: Explore ideas of points, paths, lines, and shapes and relate these to objects
in the environment
Specific Objectives: Students should be able to:
1. Identify open and closed paths.
Skills:
 Observing lines straight/curve
 Draw shapes with straight line that formed closed paths
 Tell open and closed paths

Content:
A path is a set of points with two end points. A straight line is the shortest (most direct) path
between two points, like this: A B
Here are some more paths: curved path

Closed path

A path is closed when the points meet up. A path is open when the points do not meet up.
Materials: Grade 2 & 3 Primary Mathematics for Jamaica, drawing paper and pencil

Engage: Students will observe things in the environment and say whether it’s a closed or open
paths base on the characteristics of open and closed paths.
Explain: The students will tell their findings; teacher will clarify any misconception express by
the students of the concept closed paths, and open paths.
The teacher will point the students’ direction to the white board where shapes that are closed and
open are represented. Students will observe all these shapes and orally state what makes a shape
open or closed. Example: closed path ends meet up, and open path ends do not meet.
Explore: Students will look around their environment inside and outside of their classroom to
write down the names of objects that are closed or open. For examples; the windows, doors and
play field etc.
Elaborate: Students will draw and colour four basic closed shapes and open shapes.
Evaluate: Grade 2
1. Students will complete the open and closed paths activities on page 94 in their Grade 2
Primary Mathematics for Jamaica.
Grade 3
2. Students will complete the open and closed paths activities on page 83 in their Grade 3
Primary Mathematics for Jamaica.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________
Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________

Lesson Plans for the week beginning September 30 – October 4, 2019

Subject: Integrated Studies
Topic: Taking Care of My Body
Grade: 2&3
Duration: 3 days
Focus Question 2: How do the brain, heart and skeleton work together?
Focus Question 2: Why and how should I care for the different parts of my body?

Attainment Targets:
1. Explore some attributes of people and objects in the environment in order to classify and
make comparisons.

2. Automatically recognize words (including basic sight words) through repeated exposure
and mnemonic devices.

3. Use language and text forms appropriately and with imagination to create vibrant and
engaging texts.

Content: Our brain controls our heart, lungs, digestive system and other body parts so that they
work together. We need to take good care of all our body parts. We need to practice healthy
habits to grow and develop.

Good health is more than not being sick. When we are healthy, we have an active mind which
helps us to think and learn, we will also have a strong body that is free from disease.

Specific Objectives: During and at the end of the lesson, students should be able to;
1. Describe different ways of looking after the body.
2. Describe how the brain, heart, skeleton, teeth, stomach and lungs work together.
3. Use words associated with the functions of the brain, heart, skeleton, teeth, stomach and
lungs.

Key Skills: Discuss ideas, Read /view for information

Key Vocabulary: together, team, care, healthy, habits, diseases

Instructional Materials: Carlong Primary Integrated Studies: Inside My Body

Carlong Primary Integrated Studies: Knowing and Taking Care of My Body

Engage: Students will sing the song ‘My Head, My Shoulders, My Knees, My Toes’. Then
discuss and answer questions about why and how to care for the parts of the body mentioned in
the song.

Explore: Students will work with a partner to identify three ways in which they care for their
own bodies.
Explain: Using the ‘speak easy’ technique, students will talk freely about how the brain, heart,
skeleton, teeth, stomach, and lungs work together.
Teacher will reinforce the teaching points about caring for the body by engaging students in a
discussion about: personal hygiene, diet, exercise and rest.

Elaborate: In groups, students will create several poosters: care of the teeth, care of the lungs,
care of the stomach, care of the hair, care of the skin, care of the heart. Students will share and
explain their posters to the class.

Evaluate:
1. Grade Three students will complete the activities given on page 76 of the Integrated text
book.

2. Grade Two students will complete the activities given on page 115 of the Integrated text
book.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
 Day 2
Specific Objectives: During and at the end of this lesson, students should be able to;
1. Describe how the brain, heart, skeleton, teeth, stomach and lungs work together.
2. Express thanks to the creator for the interrelatedness of the brain, heart, skeleton, teeth,
stomach and lungs.

Key Skills: Discuss ideas. Read/view for information, Work collaboratively, Communicate
information’ Retell stories

Key Vocabulary: together, team, care, healthy, habits, diseases

Instructional Materials: Carlong Primary Integrated Studies: Inside My Body

Carlong Primary Integrated Studies: Knowing and Taking Care of My Body

Engage: Students will sing the song ‘I am so Happy’. Recap the previous day’s lesson on taking
care of the body.

Explore: Students will watch a video relating to how different parts of the body works together.
Then, discuss how co-operativetely is related to how the various parts of the body work together.

Explain: The teacher will reinforce the teaching points about the importance of body parts
working together by;
 Engaging students in a discussion about the benefits of working co-operatively in groups
at home, at school and in their community e.g. football team, athletes on relay team,
groups in school, church choirs, youth clubs.
 Teacher will share the story of how ‘Nehemiah rebuilding the wall of Jerusalem’ to
demonstrate how working together results in unity and harmony in different situations.

Elaborate: Use the information on the heart, brain and skeleton to create a song explaining how
our body parts work together.

Evaluate: Grade Three students will complete the activities on pages 82 and 83 of the Integrated
text book. Grade Two students will create a ‘Thank You’ card, thanking God for their amazing
body.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________

Day 3
Specific Objectives: During and at the end of this lesson, students should be able to;
1. Describe different ways of keeping the body fit.
2. State the advantages and disadvantages of regular exercise.
3. Perform basic exercise routines.

Content:
Exercise is what you do to keep fit and healthy by actively using your body parts. Your muscles
ans skeleton work with other body parts to help you to do different exercises. Exercise helps us
to relax and get rid of stress. It helps all of our body parts work better and we look better and feel
when we exercise.

Key Skills: Create skit, Communicate ideas,Create bookmarks

Materials: Carlong Primary Integrated Studies: Inside My Body, Carlong Primary Integrated
Studies: Knowing and Taking Care of My Body,

Engage: Students will observe a set of pictures to name specific exercise being performed by
each set of students. Then, they are to give other examples of the different ways in which people
exercise. The teacher will initiate a discussion about how the different body parts work together
in carrying out these activities.

Explore: The Grade Three students will read the information of how exercise help the different
parts of our body on pages 123 and 124 of their Integrated text book to theentire class.
Explain: Students will state the advantages there are to regular exercise.

Elaborate: Students will work in groups to do fitness activities such as jogging, jumping jacks,
stretches, toe touches and frog leaps in self-space and general space.
Students will work in small groups to make up their own simple exercise routine. Each group
will demonstrate their routine to the rest of the class.

Evaluate: In small groups, students will examine multi-media materials including newspaper or
magazine clippings of athletes and other persons engaged in exercise activities. Then discuss and
record in tabular form, the advantages and disadvantages of exercising. Students will share their
finished product with the class.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
Lesson Plans for the week beginning September 30 - October 4, 2019

Subject: Language Arts

Strand: Word Recognition, Grammar, Comprehension, Writing, Listening and Speaking
Topic: Phonics
Grade: 2&3
Duration: 1 hour (1×5)

Attainment Targets:
1. Give and receive information.
2. Know and use basic language skills and the conventions of spoken and written language.
3. Apply relevant decoding skills to the reading process.
4. Differentiate and use vowel consonant rule (cvc, cvcc) to identify short and long vowels.
Read fluently and with appreciation.
5. Develop phonic awareness and use knowledge of letter – sound correspondences in order
to decode unfamiliar words.

Content: When a vowel sounds like its name, this is called a long sound. A vowel letter can also
have short sounds. Whether a vowel has a long sound, a short sound, or remains silent, depends
on its position in a word and the letters around it.

Specific Objectives: During and at the end of the lesson, students should be able to;
1. Differentiate and use vowel consonant rule (cvc, cvcc) to identify short and long vowels
2. Identify initial short (i) sound in words

Key Vocabulary: igloo, iguana, insect, in, if, it, is, infant, India, igneous rock

Materials: flash cards with the initial short (i) words on it, worksheet, pictures reading strategy:
KWL

Whole Group:
Step1: Look at these pictures and call each name out loud then state whether it’s the long or short
i sound heard in the word.

Igneous rock igloo India insect infant

Steps 2: In small groups students will write the letter i. Then read the words out loud. Independent group
will use these words in sentences. Teacher assisted group will fill in the blank.
1. ____ s 4. ____ f
2. ____n 5. ____guana
3. ____ t
 Fill in the blank space with one of these words (in, is. It)
1) I like _____ .
2) A cat is __________ that can.
3) What ________ that?

Evaluate: Whole Group:

Draw and label three things that have the initial short (eh) i sound.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
 Day 2

Topic: Phonics
Grade: 2&3
Duration: 1 hour (1×5)

Attainment Targets:
1. Give and receive information.
2. Know and use basic language skills and the conventions of spoken and written language.
3. Apply relevant decoding skills to the reading process.
4. Differentiate and use vowel consonant rule (cvc, cvcc) to identify short and long vowels.
Read fluently and with appreciation.
5. Develop phonic awareness and use knowledge of letter – sound correspondences in order
to decode unfamiliar words.

Content: When a vowel sounds like its name, this is called a long sound. A vowel letter can also
have short sounds. Whether a vowel has a long sound, a short sound, or remains silent, depends
on its position in a word and the letters around it.

Specific Objectives: During and at the end of the lesson, students should be able to;
1. Differentiate and use vowel consonant rule (cvc, cvcc) to identify short and long vowels
2. Identify medial short (i) sound in words

Key Vocabulary: sit, mitt, six, big, pin, him, pig, lips, ring, fish, milk, twig, pitch

Materials: flash cards with the initial short (i) words on it, worksheet, pictures

Reading strategy: KWL

Whole Group:
Step1: Look at the pictures and call each name out loud.Then orally spell the name.

chair pitch carp

sit throw fish
seat toss trout

Steps 2: In small groups students will read the words out loud. Independent group will
use these words in sentences. Teacher assisted group will draw three things from the
list and label them correctly.
sit, mitt, six, big, pin, him, pig, lips, ring, fish, milk, twig, pitch
Evaluate: Whole Group:
Match the picture with its name short (eh) i sound.

stick

ring

insect

lips

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
 Day 3
Strand: Comprehension
Topic: Story Characters
Component: Reading
Grade: 2&3
Duration: 1 hour

Specific Objectives: During and at the end of the lesson, students should be able to;
1. Pronounce and spell at least four words encountered in the lesson.
2. Identify the characters in a story.
3. Interpret character traits.
4. Read and respond to character or situations in class reader or story.

Content: To develop literacy comprehension skills, teacher focus on different story elements
such as setting, character, sequence, conflict, climax, and resolution. A character is someone
whose activities, thoughts, and feelings are revealed in a story. A character can be a person or
animals. A reader learns about the characters through the details in the story.
Materials: Worksheet, story “The Fun Hat”

Whole Group:
Vocabulary Development: Teacher will introduce the unfamiliar words to the students. She will
assist them to decode each word using cvc strategy. Students will then say and spell the name of
each word. They will conduct a word search to discover where in the story these words are
found. Then, the teacher will stress the meaning of the vocabulary words, as well as the contexts
in which they are use. After which, students will read the sentences in the text where the words
are found.

Main Activities:
 The teacher will then say to the students, “Today we are going to talk about story
characters. A character is a person or animal that does things or has feelings or thoughts
in show or story. They are the two main characters in today’s story ‘The Fun Hat’.
 Next, the teacher will introduce the text “The Fun Hat” to the students. They will review
parts of a book such as, the front, back, spine, title illustrator and author. Student will
make predictions of what they think the story will be about based on its title.
 Then, they will read the text. As students read the text, the teacher will stop them at
various points to discuss the events in the story. She will also test students’ reaction to the
text by asking them if the story events reminded them of an experience they have had or
does it remind them of another story or story character.

 After Reading the story: Teacher will;

 Discuss what happened in the story and name the characters in the story.

 Brainstorm words and phrases that would describe each character. They will explore each
pages of the book to discover how each character looked, acted or felt.
  Then, the teacher will draw a character map using a graphic organizer to show the
attributes they have discovered about each character.

Small Group:
Group 1: Draw a picture to show what character did at the beginning of the story. For example,
Ken found a hat.
Group 2: Draw a picture to show what the character did in the middle of the story. For example,
Ken decorated the hat.
Group 3: Draw a picture to show what the character did in the end of the story. For example, Ken
gave the hat to his Mom.

Whole Group:
 Students will revisit the predictions they had made earlier and state if they were correct.
 The teacher will write the name of each character from the story on a card. One student
will choose a card and say one thing about the character they have chosen. They will
share their thoughts and feelings about that character. For example, what did you like or
dislike about Ken? This will continue until each card is chosen or if time permits.
 Given a sheet of paper, students will fold it into quarters, on a quarter of the sheet they
will write the title and author of the story, the name of the story characters and what they
think about each character. For example, I think Ken is a kind person because …

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________
Strand: Writing Day 5
Topic: Write sentences including singular and plural Pronouns
Grade: 2&3
Duration: 1 hour

Attainment Targets:
1. Give and receive information.
2. Know and use basic language skills and the conventions of spoken and written language.
3. Apply relevant decoding skills to the reading process.
4. Develop phonic awareness and use knowledge of letter – sound correspondences in order
to decode unfamiliar words.

Specific Objectives: Students should be able to:

1. Use singular and plural pronouns to make sentences.
2. Use punctuation correctly

Whole Group:
Students will recap previous lesson of pronouns, say what pronouns are and how pronoun is
used.

Small Group:
Group A: student will make a list of all the singular pronouns.

Group B: student will make a list of all the plural pronouns.

Then, both groups will share their singular and plural pronouns with the class.

Evaluate:
Whole Group:
Grade: 2 students will make four sentences including singular and plural pronouns in their
sentences.

Grade: 3 students will make eight sentences including singular and plural pronouns in their
sentences.

Evaluation (Teacher):
 Were students able to:

0% - 50% 51% - 80% 81% - 100%

Comments:
Areas of strengths:
______________________________________________________________________________
______________________________________________________________________________

Areas of weaknesses:
______________________________________________________________________________
______________________________________________________________________________

Actions to be taken
______________________________________________________________________________
______________________________________________________________________________