Lesson plans for week beginning January 27 – 31, 2020

Grade: 4
Subject: Language Arts
Theme: The Physical Environment
Sub-Theme: Our Physical Landscape
Focus Question: How do we communicate information about our Jamaican landscape?
Duration: 5 × 1hr
Attainment Target: By the end of the unit pupils will;
1. Communicate with confidence and competence for different purposes and audiences,
using SJE and JC appropriately and creatively
Key Vocabulary: pollution, soil erosion, land mining, deforestation, Jamaican physical landscape – e.g.
mountains, rivers, ponds
Key Skills: listen for information, identify main ideas, present ideas in simulated format, select and use
language appropriately
Materials/Resources: multi-media projector, song, word puzzles

Day 1
Objectives: By the end of the lesson pupils will:
1. find the dictionary meanings of 4 pairs of homophones.
2. use appropriate homophones to complete at least 10 sentences.
Activities:

Engage Watch an introduction video to homophones on the multi-media projector.

Explain Based on the video students will explain in their own words what homophones are.
Explore Students will observe some words from the video and try to generate homophones from
them. Example: sun- die- flew- fowl-
Elaborate Students will use their dictionaries to find the meanings of the pairs of homophones listed
above. Based on the meanings discovered and studied, students will tell which
homophone is most appropriate to fit in a series of sentences. Example: Mandy used
________ to change the colour of her hair. (die, dye)
Evaluate Students will use appropriate homophones to complete at least 10 sentences.

Evaluation:
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Day 2
Objectives: By the end of the lesson pupils will:
1. generate the homophones for at least 10 words.
2. write at least 10 sentences using homophones correctly.
Activities:

Engage Teacher and students will review the homophones. Students will recall the homophones
used in the previous lesson then tell what they mean.
Explore Students will read a short excerpt and analyze it to find homophones that were wrongly
used then generate the correct homophone to go in its place. Example: The goat bit off a
peace of the apple. Answer (piece)
Explain Students will explain why each sentence is now correct and why it was incorrect before.
Elaborate A game will be played where students will select a pair of homophones from a box then
select one of them to formulate their own sentence. The student will first indicate which
of the two words he has chosen.
Evaluate Students will write at least 10 sentences using homophones correctly.

Evaluation:
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Day 3
Objectives: By the end of the lesson pupils will:
1. find the meanings of at least 10 homographs
2. give the part of speech of at least 10 homographs as used in sentences.
Activities:

Engage Teacher and students will view a video on homographs then sing along to the song.
Explore Students will find the dictionary meanings of some homographs.
Example: train- a railway engine pulling a line of carriages or trucks that are
linked together. train- give a person instruction or practise so that he or she
becomes skilled.
Explain Students will explain in each situation which word is a verb and which is a noun.
Elaborate Students will read a series of sentences with the use of homographs then say whether the
word is a noun or verb. Example: The train will leave the station at noon. (noun)
Coach Larry’s job is to train the footballers. (verb)
Evaluate Students will give the part of speech of at least 10 homographs as used in sentences.

Evaluation:
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Day 4
Objectives: By the end of the lesson pupils will:
1. read four dictionary entries of the word ‘charge’ then answer at least 4
comprehension questions based on each.
2. give the part of speech of the word ‘charge’ in 4 sentences.
Activities:

Engage Teacher and students will review the previous lesson on homographs.
Explore Students will read 4 dictionary entries of the word ‘charge’. Students will observe the
words being used in sentences then attempt to give the part of speech.
Explain Students will reread each sentence above and select the appropriate meaning from the
dictionary entries to match. Example: The judge will charge the criminal for theft.
(Answer- meaning i.)
 i. charge- to accuse someone of commiting a crime
ii. charge- to rush forward in an attack
iii. chrge- to give an electric charge to something
iv. charge- to ask a particular price for something
Students will explain their answers.
Elaborate Students will read a series of sentences with the word ‘charge’ then give the part of
speech of ‘charge’ based on how it is used in the sentence.
Evaluate give the part of speech of the word ‘charge’ in 4 sentences.

Evaluation:
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Day 5
Objectives: By the end of the lesson pupils will:
1. correctly spell at least (10) homophones after the definitions have been read.
2. complete a 15 item mini quiz based on homophones and homographs.
Activities:

Engage Teacher and students will review the week’s lessons on homophones and homographs.
Explore The teacher will read the meanings of some homophones and individual students will
spell and write the names on the c/b.
Examples:
1. a piece of cylindrical jewellery that is worn on the fingers.(Answer- ring)
2. to twist and squeeze a wet thing to get water out of it (Answer- wring)
Explain As a part of revision, students will explain the difference between homophones and
homographs.
Elaborate Students will give the meanings of some homographs studied in the previous lessons then
use them appropriately in sentences.
Evaluate Students will complete a 15 item mini quiz based on homophones and homographs.

Evaluation:
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Subject: Mathematics
Duration: 5 ×1hr
Theme : Number
Sub-theme: Multiplication and division of whole numbers.
Focus Question: How can apply multiplication and division to larger numbers?
Attainment Target: By the end of the unit pupils will;
1. Compute whole numbers accurately and fluently; use these skills to find answers in
realistic problem situations.
2. Use approximation and estimation with numbers involving division.
3. Apply and justify the use of a variety of problem solving strategies in two step
problems.
Key Vocabulary: multiply, product, times, twice, multiplicand, multiplier, divide, quotient, divisor,
dividend, remainder, rename, groups, multiples, factors, whole numbers

Key Skills: investigate and explore numbers, compute mentally, create alternate strategies for
multiplication and division, estimate when multiplying, deduce and recall multiplication and division
facts

Materials: Diene’s blocks, counters, number charts, calculators, abacus, multiplication tables, hundred
chart, place value chart

Day 1
Objectives: By the end of the lesson pupils will;

1. identify at least (8) words from problems that means to divide (into, divided by,
groups of, calculate the quotient, reduce).
2. read and solve problems involving the division of money
3. divide money amounts using the short division method without renaming

Activities:
Engage Teacher and students will review the terms used when division is required. Students will
read a worded problem involving money and decide among themselves how they will
solve it.
Explain Students will come to the c/b to use their method of solving the problem while explaining
each step.
Elaborate The teacher will demonstrate how to solve the problem by using short division.
Explore After the teacher demonstrates, students will come to the c/b individually to solve
division problems by using the short division method.
Evaluate Students will divide money amounts using the short division method without renaming.
Extend Students will do repeated practice items for homework.
Evaluation:
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Day 2
Objectives: By the end of the lesson pupils will;

1. use real money to share equally among various groups of students

2. use the short division method to divide 10 money amounts
Activities:
Engage The previous lesson will be reviewed by allowing students to solve homework items on
the c/b.
Explain Students will be given real money to share among themselves equally. Example: $100
to be shared among 4 students. Students will explain through demonstration how the
money will be shared equally.
Explore Students will suggest an easier way to calculate the equal sharing of the $100 bill.
Students will come to the c/b to solve the problem using short division.
Elaborate Students will then read worded problems involving division of money. They will identify
the key words studied and figure out what operation should be used to solve the problem
(division).
Evaluate Students will solve at least 10 worded problems using the short division method.

Evaluation:
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Day 3
Objectives: By the end of the lesson pupils will;

1. use counters to calculate simple division problems.

2. use the short division method to calculate the answer to at least (10) worded and non-
worded problems.

Activities:
Engage Students will review the division terms studied in the previous lesson. They will also
name and label the divisor, dividend and quotient in a problem projected on the c/b.
Elaborate The teacher will demonstrate how to divide using the short division method.
Explore Students will use counters to divide some problems Example: 8 divided by 2.
Explain Students will come to the c/b to do some examples and explain each step of their
calculations. Students will also calculate worded problems using the same division
method.
Evaluate Students will use the short division method to calculate the answer to at least (10) worded
and non-worded problems.
Extend For homework, students will be given repeated practice of the above concept.
Evaluation:
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Day 4
Objectives: By the end of the lesson pupils will;

1. explore to find factors of 10, 100 and 1000.

2. divide at least 10 numbers when the dividend is 10, 100 and 1000.

Activities:
Engage Students will use their times-tables and hundred chart to explore and list factors of 10 and
100.
Elaborate Teacher will demonstrate how to divide when the dividends are 10 and 100.
Explain Students will come to the c/b to try some examples and explain their procedures as they
progress.
Explore Students will explore dividing 1000 using the method taught to divide 10 and 100.
Evaluate Students will divide at least 10 numbers when the dividend is 10, 100 and 1000.

Extend Students will practice division for homework.

Evaluation:
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Day 5
Objectives: By the end of the lesson pupils will;

1. participate in a quiz to review the week’s lesson.

2. complete a mini test of 20 items on division.

Activities:
Engage Students will engage in a quiz in order to review the week’s lesson.
Elaborate Students and teacher will read and interpret some worded and non-worded questions
displayed on the c/b.
Explore Students will individually solve questions on the c/b.
Explain Students will explain each step of their calculations.
Evaluate Students will complete a mini test of 20 items on division.
Extend Teacher and students will review the test items on the c/b
Evaluation:
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Subject: Reading
Duration: 5 ×1hr
Story: Nanny of the Maroons
Key Skills: reading, listening, speaking, thinking, letter writing, cursive writing, comprehending
Key Vocabulary: maroon, slave, freedom, punishment, attack, rebel, flee, plantation, heroine,
Materials: story, word cards, sentence strips, multi-media projector, poem, activity sheets, friendly
letter, mock post office, envelopes

Day 1
Focus: Vocabulary
Objectives: By the end of the lesson pupils will:
1. read a short story individually, in small groups and as a whole class
2. use context clues to derive the meanings of at least (10) words.
Activities:
Engage: Students will participate in a read along session with the story “Nanny of the Maroons”.
Explore: In small groups, students will participate in a “Story Conference” where they will select a
character from the story and use appropriate adjectives to match each.
Elaborate: The teacher will introduce students to context clues from the story and use many
examples to guide students to derive meanings from words taken from the reading.
Students will take turns at using context clues to gain word meaning. They will be
praised for their efforts.
Explain: Students will explain in their own words what a context clue is.
Evaluate: Students will re-read the short story on their own then use context clues to find the
meanings of at least 10 words.
Extend: After their books are marked, students will use their dictionaries to double check word
meanings.

Evaluation:
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Day 2
Focus: Vocabulary and Spelling
Objectives: By the end of the lesson pupils will;
1. read and spell at least 10 words taken from the story “Nanny of the Maroons”.
2. use at least 10 words taken from the story “Insects” appropriately in sentences.
Activities:
Engage: The previous lesson will be reviewed with students and they will talk about characters
and words as well as word meanings they studied. Students will participate in a
competition to recall the most word meanings. The group that recalls the most word
meanings will receive a star.
Explore: In small groups, students will view some sentences on strips with a word missing and
they will try to select the most appropriate word from the list that was previously studied
to complete each sentence.
Explain: A group leader will present the group’s findings to the class and each sentence will be
discussed.
Elaborate: Students will now be challenged to formulate their own sentences with some of the words
from the list. They will be praised for their efforts.
Evaluate: Students will use at least 10 words taken from the story “Nanny of the Maroons”
appropriately in sentences.
Extend: Students will browse the story to find at least 5 words that they are unfamiliar with and
record them in their vocabulary book to later find their meanings.
Evaluation:
______________________________________________________________________________
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Day 3
Focus: Letter Writing and Punctuation
Objectives: By the end of the lesson pupils will;
1. write a letter to a classmate describing an historical event in the story “Nanny of the
Maroons”.
2. use full stops, commas and capital letters appropriately to write a friendly letter.

Engage: Students will read a letter addressed to them from a pen-pal telling them about an
interesting event in a short story. Teacher and students will discuss the letter including
the address, sender, greeting, body and closing.
Explore: Students will take part in a “Vox Box” session where the teacher will interview students
to talk about interesting historical events that took place in the story “Nanny of the
Maroons”.
Explain: Students will explain in their own words, the importance of writing letters.
Elaborate: Students will read the writing task given and identify the two strands of the task. These
will be discussed by the teacher.
Evaluate: write a letter to a classmate describing an historical event from the story “Nanny of the
Maroons”.
Extend: Students will rewrite their letters for homework on paper then post them to a mock post
office in the classroom so that classmates can read and reply.
Evaluation:
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Day 4
Focus: Comprehension
Objectives: By the end of the lesson pupils will;
1. re-read “Nanny of the Maroons” as a whole class.
2. answer at least (10) comprehension questions at the literal, inferential and critical
level based on “Insects”.

Activities:
Engage: Students will watch a video explaining the (QAR) question and answer relationships in
comprehension. Teacher and students will discuss the video.
Explore: Students will view some questions based on the story and they will tell if the answer can
be found in their head (inferential), in one sentence of the story (literal/recall), or in few
sentences that they have to search for and think about (critical).
Explain: Students will explain in their own words why some answers cannot be found in the story.
Elaborate: The class will listen to each other’s responses to an inferential question and
constructively criticize each response saying why they think the person is wrong or write.
Evaluate: Students will answer at least (10) comprehension questions at the literal, inferential and
critical level based on “Nanny of the Maroons”.
Extend: Students will write at least two questions of their own based on the story and answer
them in sentences.
Evaluation:
______________________________________________________________________________
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Day 5
Focus: Penmanship
Objectives: By the end of the lesson pupils will;
1. copy the words of a poem in their best cursive handwriting.
2. read the words of a poem written in cursive.

Activities:
Engage: Students will view a short video on how to form the letter “Dd” in cursive. They will
take turns coming to the c/b to write cursive letter ‘Dd’.
Explore: Students will view pictures of various children’s handwritings of the cursive letter ‘Dd’
and critique whether or not they were written properly.
Explain: Individual students will be asked to explain the steps in forming the cursive letter ‘Dd’.
Elaborate: The teacher will write a series of cursive letter ‘Dd’ on the board for students to follow
along in their notebooks. Student’s writing will be observed and corrected.
Evaluate: Students will copy a poem with many ‘Dd’ words from the board in cursive using their
best handwriting.
Extend: Students will attempt to read the poem individually and in groups.
Evaluation:

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Subject: Science
Theme : Living things, Life Processes and the Environment
Focus Question: What are the functions of the root and shoot of a plant?
Duration: 3×1hour
Attainment Target: By the end of the unit pupils will;
1. Gain an understanding of some life processes in plants and animals, and how lifestyle
choices impact health and well-being in humans.
Skills: collaborate, observe, record, research, communicate, create
Key Vocabulary: flowering plant, root, shoot (leaf and stem), flower, life process, lifestyle, health
Materials/ Resources: Science textbook, plants, hand lens, investigation sheets, school surroundings,
journal, recording devices

Day 1
Objectives: By the end of the lesson students will:
1. set up an experiment with seeds in transparent plastic bottles to observe the roots of plants.
2. draw and record information in an investigation table.

Activities:
Engage: The class will read instructions on how to set up a seed experiment from the Science
textbooks.
Explore: Students will gather their materials in small groups and set up their experiment based on
the instructions read (teacher will help).
Explain: Teacher and students will review the parts of a flowering plant. From prior knowledge,
students will explain the usefulness of roots to a plant.
Evaluate: Students will copy an investigation table in their notebooks. They will write their
predictions to these questions:
1. “How many days will it take before your seed starts to grow?”
2. “What part of the plant will begin to grow first?” (root, stem, leaf)
Evaluation:
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Day 2
Objectives: By the end of the lesson students will;
1. record any changes in their seed experiment on investigation table.
2. draw and label a diagram of the roots in their experiment.

Activities:
Engage: The class will view their experiment that was set up in the previous lesson and record any
changes observed on their investigation table.
Explore: Students will read information from their textbooks about the growth/development of
seeds then compare information to their actual experiment.
Explain: Based on the information read and observation of experiment, students will explain why
the roots of the plant grew first.
Elaborate: Students will make predictions as to what part of the plant will grow next.
Evaluate: Students will draw and label a diagram of the roots in their experiment.
Extend: Students will record new words and meanings in their Science journal.
Evaluation:
____________________________________________________________________________________
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Day 3
Objectives: By the end of the lesson students will;
1. observe and name the types of roots grown from their seed experiment.
2. draw and label a diagram of their seed when it has opened to send out leaves.

Activities:
Engage: Students will observe and record the changes in their seeds on their investigation tables.
Explore: Students will give step by step details of the growth process of their seed within three
days using their investigation table to help them.
Explain: Based on their observations, students will explain what part of the seed grows first and
why and name the part that begins to grow second.
Evaluate: Students will draw and label a diagram of their seed when it has opened to send out
leaves.
Extend: Students will share their drawings and findings with the class.

Evaluation:
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Subject: Social Studies
Theme: The physical environment and its impact on human activities
Duration: 2× 30 mins. and 1hr
Focus Questions: How do I locate places on maps and what are the main physical features of Jamaica?

Attainment Targets: By the end of the unit pupils will;

1. Understand the processes and forces that have helped to shape the physical and built
environment.

Key Skills: creating, classifying, map making, locating places

Key Vocabulary: physical features, mountains, plains, rivers, landform, Jamaica, parishes, counties
cardinal points, highlands, lowlands, relief, valley, plateau, hill, compass, mountain peak, mountain
range
Materials/ Resources: Social Studies textbook, maps of Jamaica, atlas, compass rose,
Day 1
Objectives: By the end of the lesson pupils will;
1. define the term highlands.
2. read and interpret a table to name at least (10) highlands found in Jamaica.
Activities:

Engage Students will read about highlands from their textbooks.

Explore Students will examine a physical map of Jamaica to identify some examples of highlands
in Jamaica.
Explain Students will explain in their own words what highlands are.
Elaborate Students will observe a table in their textbooks about highlands that can be found in each
parish. Students will identify highlands that can be found in St. Elizabeth.
Evaluate Students will read and interpret a table to name at least (10) highlands found in Jamaica.

Evaluation:
____________________________________________________________________________________
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Day 2
Objectives: By the end of the lesson pupils will;
1. define the term lowlands.
2. read and interpret a table to name at least 10 lowlands found in Jamaica.
Activities:
Engage The previous lessons will be reviewed with students about Highlands in Jamaica.
Explore Students will examine a physical map of Jamaica to identify some examples of lowlands
in Jamaica.
Explain Students will explain in their own words what lowlands are.
Elaborate Students will observe a table in their textbooks about lowlands that can be found in each
parish. Students will identify lowlands that can be found in St. Elizabeth.
Evaluate Students will read and interpret a table to name at least (10) lowlands found in Jamaica.
Evaluation:
____________________________________________________________________________________
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Day 3
Objectives: By the end of the lesson pupils will;
1. explain three important uses of highlands and lowlands in Jamaica.
2. read and interpret a physical map to name at least 10 rivers in Jamaica.

Activities:
Engage Students will review highlands and lowlands in Jamaica. Students will be brainstormed
to tell how people utilize the lowlands and highlands after observing some pictures.
Explain Students will read about the important uses of highlands and lowlands in their textbooks
to confirm whether or not they were correct. Students will explain some uses that were
not mentioned previously.
Explore The teacher will help students to read and interpret the key of a map to find Jamaica’s
main rivers.
Elaborate Students will be challenged to correctly fill in the names of rivers on a blank map of
Jamaica.
Evaluate Students will explain three important uses of highlands and lowlands in Jamaica. They
will also read and interpret a physical map to name at least 10 rivers in Jamaica.

Evaluation:
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Subject: Religious Education
Theme: What is Religion?
Focus Question: Are there some things that all religious people do?
Duration: 2 ×30 minutes
Attainment Target: By the end of the unit pupils will;
1. Acquire and develop those skills which will help them to appreciate religious ideas, beliefs and
practices.
2. Locate from a variety of sources, factual information about religion and religious phenomena.
Skills: reading for information, listening for information, discussing ideas, working independently
Key Vocabulary: Islam, Hinduism, Pakistan, India, Saudi Arabia, Brahman, Muslims, Vishnu, Allah,
Shiva, Mosque, Brahma, Imam, temple (mandir) Judaism, Islam, Israel, Abraham, Cantor, Rabbi, Scroll,
Christianity, Bible, Torah, Quaran, Vedas
Materials/ Resources: Religious Education textbook, word cards, activity sheets

Day 1
Objectives: By the end of the lesson pupils will;
1. name and identify the holy book of Christianity.
2. answer at least 5 questions based on the holy book of Christianity.
Activities:
Engage Students will talk about the holy book they use at church.
Explore The objective of the lesson will be communicated to students. Students will read about
the holy book of Christianity (The Holy Bible).
Explain Students will explain how the Bible is divided for example (Old Testament and New
Testament).
Elaborate In small groups, students will name the books of the Bible they know and list them.
Students will share their list with the class then observe their Bibles for more books
Evaluate Students will answer at least 5 questions based on the holy book of Christianity.

Evaluation:
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Day 2
Objectives: By the end of the lesson pupils will;
1. name and identify the holy book of Judaism.
2. answer at least 5 questions about the holy book of Judaism.
Activities:
Engage The previous lesson will be reviewed with students by using a quiz.
Explore The objective of the lesson will be communicated to students. Students will read about
the holy book of Judaism (Torah).
Explain Students will explain why the Torah contains some books of the Holy Bible.
Elaborate In small groups, students will observe pictures of the Torah and describe the differences
between it and the Bible.
Evaluate Students will answer at least 5 questions about the holy book of Judaism.

Evaluation:
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Subject: Spanish
Theme: Food & Recreation
Sub Theme: Las cosas que (no) te gusta(n): La comida, los deportes, la música.
(Things that you like and dislike: food, sports and music.)
Focus Question: ¿Qué te gusta? (What do you like?)
Duration: 1/2 hour
Attainment Targets:
1. Give and receive information related to the weather.
2. Use context clues such as pictures, symbols and concrete objects for comprehension
Key Skills: Listen to identify specific information, listen for and present essential information,
use key words and phrases referring to the weather

Key Vocabulary:

Materials: chart with names of Jamaican foods

Objectives: Students should be able to:
1. write in Spanish the names of foods they like.
2. ask and answer questions in Spanish about foods they like
Activities:
Engage Students will review the names of Jamaican foods that they like to eat in Spanish. They
will then label pictures of Jamaican foods with their Spanish names.
Explore The teacher will pronounce each name in Spanish then students will repeat. The teacher
will ask in Spanish what do you like (¿Qué te gusta?) and students will respond by giving
the Spanish name of the food of their choice.
Elaborate Students will work in pairs to ask and answer questions in Spanish Example:
¿Qué te gusta? (What do you like?)
Me gusta la fresa. (I like strawberry)
Evaluate Students will write in Spanish the names of foods they like.

Evaluation:
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Subject: Health and Family Life Education

Unit 1 : Self

Lesson 2: Identifying My Role Models

Life Skills:

Social: communication, cooperation

Cognitive: critical thinking, decision making

Coping: Self awareness

Objectives: By the end of the lesson students will be able to:

1. identify a personal role model.

2. describe 3 good qualities of their personal role model.

Strategies: Questioning / Discussion, Miming

Activities:

(1) Teacher will state and discuss the objectives of the lesson.
(2) Introduce the lesson with a presentation about the teacher’s role model.
(3) Ask pupils to tell what qualities make a good role model.
(4) Teacher and pupils will discuss qualities of a good role model.
(5) Let pupils share about their personal role model.

Assessment:
1. Pupils will work in groups to write about a common role model they admire.

Evaluation :

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