Lesson plans for March 20-24, 2023.

Subject: Health and Family Life Education

Grade: Two

Duration: 30 minutes

Focus Question: Why do I need education, recreation and transportation?

Topic: Friendship

Skills:describing how our body feels when it is healthy and unhealthy, identifying healthy foods
and junk foods, engaging in discussions, explaining the importance of eating healthy.

Life Skills:Social – Communication

Cognitive – Making Decision

Objectives: At the end of the lesson students should be able to:

1. Give their opinion of what friendship is.

2. State examples of good friendship.

3. Show how to make and keep friends.

Activities

Engage

1. Students will sing the song ‘I love you’.

Explore

2. Students will discuss with the teacher the persons that they are friends with and why.
3. Students will say the things that they like about this person.

4. Students will listen as the teacher reads a story about friendship.

https://www.youtube.com/watch?v=I_hxkiqr-c4 “ Ellie and Elvis”

Explain

5. Students will discuss the good and bad qualities coming out of the story.

Elaborate / Extend

6. Students will share how they get along with their friends.

Evaluate

7. Write a note to your friend telling how much you appreciate them.

Evaluation:

Subject: Mathematics
Topic: Multiplication

Standard:

Students will demonstrate an understanding of numbers, types of numbers, numeration

systems; the relationship among numbers, and apply number theory concepts to compute

fluently and solve problems.

Benchmark:

Compute with whole numbers quickly and accurately; use these skills to find answers in
realistic (problem) situations.

Attainment Target: Students should be able to

a) Demonstrate understanding of groups or sets using actual objects

or pictures of objects.
b) Give and receive information.
c) Know the value of numerals and associate them with their names,
numbers and ordinals.
d) Use basic operations with numbers and number patterns.
e) Represent and interpret numerical and pictorial information

Skills: grouping, adding, multiplying, reading, analyzing

Vocabulary: multiply, multiplicand, multiplier, product, number line, grouping, addition

Multiplication is a quick way of adding the same number repeatedly. That is why we also

call it repeated addition. You will learn that when we multiply numbers the order does not

change the product.

The two numbers that are being multiplied are called factors and the answer is called the

product

A multiplication sentence is made up of numbers, the multiplication sign and an equal

sign,

The multiplication sentence has of two parts:

• mathematical expression

• product

The number before the × sign tells us how many groups we have

The number behind the × sign tells us how many are in each group
Day 1

Objectives: Students should be able to:

a) Identify the parts of multiplication for introductory activity.

b) State and explain the different parts of multiplication after introductory activity.
c) Cooperatively in groups use grouping to solve multiplication questions.
d) Use grouping to solve multiplication questions for class and culminating activity.

Content Summary:

Multiplication is a way of adding a number to itself a number of times.

2+2+2+2=8 is the same as 4x2=8

4 + 4 + 4 = 12 is the same as 4 x 3 = 12

Multiplication is the same as repeated addition. When you multiply numbers you use the
multiplication sign (x)

When you are multiplying numbers together it doesn’t matter what order you use.

Example: 4x2=8 is the same as 2x4=8

4 x 3 = 12 is the same as 3 x 4 = 12

Multiplication is a quicker method of repeated addition. With repeated addition it doesn’t

matter in what order you add up the numbers.

Example: 2+2+2+2=8 is the same as 2+2+2+2=8

Multiplication can also be done using the number line. In order to use the number line,
you count to match the second number and then jump the amount of times to match the
first number.

Example: 2x4=8 We are going to have 2 jumps and in each jump there
should be 4. The last jump should land on the number 8 which will be the answer.
 We use different words to describe multiplication. For example, 2 x 4 = 8 can also be
described as 2 times 4 = 8 2 lots of 4 = 8 2 sets of 4 = 8
2 multiplied by 4 = 8

Engage: https://www.youtube.com/watch?v=s-PPjXREXm8

Students will be asked to identify the parts of the multiplication question. They will
name them and will also tell what each part means.

Multiplication Multiplicand Number which is multiplied by

another number

  Multiplier Number with which multiply is

called the multiplier

  Product Product is the result of

multiplying.

6 is the number of counters

3 is the number of groups

18 is the number you get after counting everything.

Students will be informed that in using groups to solve multiplication they will use the
information as above.
Explore: Students will be asked to observe a video where they will be
informed by the teacher that they are to observe and make note of the way in
which they show how to do multiplication using grouping.

example: 3x4=

Explain: Students will give their responses to how they came about their
answers to the multiplication questions they were given.

example: 3x4=

3 groups with 4 counters in each group.

Count all the counters in each group. This will be the answer for the question

3x4=

Extend: Students will be guided by the teacher in solving multiplication

questions using the grouping method to solve given questions. Step by step
procedure will be done by the teacher for students to have an understanding of
how to use grouping.

example: step 1: draw groups to match one of the numbers in the

multiplication question.

step 2: draw counters in each group to match the other number in the
multiplication question.
 step 3: count all the counters in each group. The number of counters you count is
the answer for 3 x 4 =

Students will be guided by their teacher in completing several examples of using

grouping to solve multiplication questions.

Evaluate: Students should be able to use grouping to solve multiplication question.

example: Same as above.

Evaluation:

Day 2

Objectives: Students should be able to:

a) Differentiate between the different parts of the multiplication questions for

introductory activity.
b) Amicably in groups use repeated addition to solve multiplication questions.
c) Use repeated addition to solve multiplication questions for class and culminating
activity.

Engage: Students will observe the parts of the multiplication written on the board.
They will be asked to explain and give their understanding of what these parts mean.

example: multiplicand: The number to be multiplied.

multiplier: The number that will be doing the multiplying.

 product: The answer you get when you multiply.

Explore: Students will be shown a video which will inform them on how to use
repeated addition to solve multiplication questions.

Explain: Students will state what they have seen on the video. They will express
themselves using examples on the board on using repeated addition to solve
multiplication.

example: 2 x 4 =

The number 2 will be added 4 times. Using the counters, place two counters, in
each group four different times. Then count each set and the answer is the number
you get after counting each set of 2.

Extend: Students will be guided by the teacher in using repeated addition to solve
multiplication.

example: 3 x 4 =

We would add the number 3 exactly 4 times.

3+3+3+3=

Students will be informed that they will be able to use counters to assist them in
adding correctly.

After writing the required number of counters, they will then count them and the
amount they get will be their answer.

Several examples will be completed on the board by teacher and students for them to
have a good understanding of using repeated addition to solve multiplication
questions.

Evaluate: Students should be able to use repeated addition to solve multiplication questions.
example: same as above.

Evaluation:

Day 3

Objectives:

At the end of the lesson, students should be able to:

- Write multiplication sentences in different ways: two 3’s are 6; 2 × 3 = 6

Teaching/Learning Resources:

- Counters

- Paper plates

- Markers

Key Vocabulary:

- Multiplication

- Times

- Groups

Content Outline:

Engage:

Students will be given a scenario.

Mrs. Brown told the students that those who had gotten all correct in their first attempt on
the previous Math worksheet would be awarded 3 pencils each. She then handed 3 pencils

to Abby, Kayla, Ren and Bob.

Students will be asked to draw pictures to represent the extract from the story. Write a

number sentence to represent the scenario.

Guided Questions:

- How many pencils did Mrs. Brown give the students in all?

- How did you arrive at your answer?

- Can you write the number sentence in another way?

Explore & Explain:

In small groups, students will be given 24 counters. They will be asked to share the

counters equally amongst themselves. Each student will be given a paper plate to write

their name in the middle and then place their share of counters on the plate. Each student

will take 1 at a time until all counters are on the plates.

They will then write at least two number sentences to represent the counters shared.

Guided Questions:

- How many persons were the counters shared for?

- How many counters did each person get?

- What is the total amount of counters that were shared?

- How did you represent the shared counters in a number sentence?

- Is there any other way this can be represented?

*Students will be introduced to information in the content to establish how to use

information to write multiplication sentences.

How to write multiplication sentences:

4 groups of 6 = 24 4 × 6 = 24 4 sixes equal 24

Four groups

Six items in each group

How many in each group

Elaborate:

Students will be given worded problems to solve. They will be asked to write a

multiplication sentence for each. Students will also write a number sentence in the boxes

provided.
Evaluate:

Students will complete the following worksheet.

Multiplication Sentences Worksheet

Write two multiplication sentences for each of the

3. If Kayla buys 3 packs of ping-pong balls and each pack has 5 balls. How many

balls will she have in all?

______ x ______ = _______

______ groups of ______ = _______

4. There are 7 pens in a pack. How many pens are there in 3 packs?

______ x ______ = _______

______ groups of ______ = _______

5. My favourite track on YouTube last for 3 minutes. How long will it take me to

listen to this track 6 times?

Evaluation:

Day 4

Objectives: Students should be able to:

a) Identify and define the different parts of a multiplication question for

introductory activity.
b) Cooperatively in groups use the number line to solve division questions.
c) Identify words associated with multiplication for class activity.
d) Solve multiplication questions using the number line for culminating activity.

Engage: Students will be shown a chart with the different multiplication parts labeled on it.

Students will also be guided by the teacher in explaining the various parts of a
multiplication sentence.

Multiplication Multiplican Number which is multiplied

d by another number

  Multiplier Number with which multiply

is called the multiplier

  Product Product is the result of

multiplying.
 Explore: Students will be shown the number line. They will be placed in
groups, where they will be asked to use the number line to solve multiplication
questions under the guidance of the teacher.

example: 3x5=

Explain: Students will give their explanation as to how they solved the
question using the number line.

example: Starting from the 0. Then count off 5 spaces and draw an arc, count
off 5 more spaces and draw another arc, finally count off 5 more spaces and draw
another arc. We draw 3 arcs to represent the number 3 that is before the
multiplication sign. We count 5 spaces to represent the number that comes after
the multiplication sign. The number that we end on will be the answer for 3 x 5.

Extend: Students will be introduced to words associated with multiplication

question by the teacher. These words will be written on the board. And will be
explained and also be shown examples on the board.

Students will then be asked to observe a video which will inform the students on
how to use the number line to solve multiplication questions.

example: 3x6=

2x9=

The number that it lands on is the answer. Therefore, 18 would be the answer for 2 x 9.

Evaluate: Students should be able to use the number line to solve multiplication questions.
examples: Same as above.

Evaluation:

Day 5

Objectives: Students should be able to:

a) Identify parts of a multiplication question for introductory activity.

b) State the different methods we use to solve multiplication questions.
c) Cooperatively in groups solve multiplication questions with given method.
d) Identify words used in multiplication and solve multiplication questions given the
different parts for class and culminating activity.

Engage: Students will be questioned orally by the teacher on the different parts of
the multiplication question. They will be asked to name these parts and to tell what is
meant by these parts.

Multiplication Multiplican Number which is multiplied

d by another number

  Multiplier Number with which multiply

is called the multiplier

  Product Product is the result of

multiplying.
 Students will then be asked to identify the various methods we use in order to solve the
multiplication question. These methods will be written on the board.

example: the number line

grouping

repeated addition

Explore: Students will be placed in groups. They will be given multiplication

questions to solve using one of the methods given to them.

example: GP1. Students will be informed to use the number line to solve 4 x 5.

GP2. Students will be informed to use the grouping to solve 4 x 5.

GP3. Students will use repeated addition to solve 4 x 5.

Explain: Students will be asked to give their reason behind their answers. They
will also be informed that they will be able to use the board to help which their
understanding of multiplication.

example: GP1. Jump by 4 for exactly 5 times

GP2. 4 groups with 5 counters in each group the count all the counters
 GP3. Add the 4 exactly 5 times. Use counters, then count all the counters

4 + 4 + 4 + 4 + 4 =

Extend: Students will be guided by the teacher in identifying words associated

with multiplication. These words will be written on the board. Students will then be
guided in completing several multiplication questions using the different methods to
solve multiplication. Students will also be called to the board to use any of the three
methods learnt to solve multiplication questions.

example:

● as much
● by
● equal groups
● groups of
● lots of
● multiply
● multiplied by
● per
● product of
● times

Evaluate: Students should be able to solve given multiplication questions

using any of the methods learnt.

example: same as above.

Evaluation:
Subject: Reading
Grade: 2

Day 1 and 2

Objectives: Students should be able to

a. Spell words appropriate to grade level for introductory activity.
b. Break words into syllables for class and culminating activity.
c. Place words into their correct boxes for class and culminating activity.
Let’s read
Syllabicating words allow us to pronounce and spell words correctly. Each syllable have one
vowel sound. A syllable forms a part or a whole word.
There are two ways in which we can find the number of syllables in a word. We can use the
clapping method or by placing our hand under our chin and calling the word.

Engage:
Students will be asked to browse the story “Sharing can be Fun” from their Reader 2. They will
identify words they are unfamiliar with. Words they cannot spell or know the meaning of.
These words will be written on the board.
Example:
share perfect smile hike attempt shoulder
moment friendship fade relax shelter joke
happy pleasant comfortable
Explain
Students will be given a video to watch which will inform them on how to break words into
syllables.
Click the link below to watch a video that explains how to break words into syllables.
https://youtu.be/HViJTXp42dk
Explore
a. Students will then be given example sentences to search the words listed.
Example:
Which word or words speak about having fun and laughter?
List all the one syllable words.
Which word or words is a compound word?

b. Students will also be guided by the teacher in identifying which box specific words
should go in.
a. Words with tall letters goes in tall boxes
b. Words with long letters goes in long boxes
c. Short words goes in short boxes.
Example:
pleasant share

Evaluate:
Day 1 Evaluation:
Students will be asked to read the questions below and search the word list for the answers.
1. List all the one syllable words.

2. Identify and break into syllables all the words with double consonants.

3. Which word or words is a compound word?

 4. How many words have more than two (2) syllables?

5. Break the words pleasant and comfortable into syllables.

Day 2 Evaluation:
Students will be asked to give the number of syllables in given words.
Word Number of syllables
1. share

2. friendship

3. attempt

4. comfortable

5. moment

Both sets
Place the following words in their correct boxes.
friendship share perfect joke shelter

1. 2.

3. 4.
 5.

Evaluation;

Day 3
Objectives: Students should be able to
a. State the purpose and how to use the dictionary for introductory activity.
b. Find the meaning of words and other uses of words in the dictionary for class activity.
c. Match words to their meaning for culminating activity.

Let’s read
The dictionary is a reference book listing alphabetically the words of one language and showing
their meanings or translations in another language. The dictionary also allows users to identify
the parts of speech, pronunciation and example sentences.

Engage:
Students will be asked to call the words from the word list. They will then be asked to give the
meaning and a sentence for the word they were given based on their understanding.
Example:
pleasant: having a friendly manner
The family next door is always pleasant.
relax: a time to stop working and take a rest.
Jimmy decided to relax under the mango tree after a hard day’s work.

Explain:
Students will be given a video to watch which will inform them on how to use the dictionary to
identify specific information in it.
Click the link below to watch a video that will explain how to identify different information from
the dictionary.
https://youtu.be/FaWp7Vh3gSo

Explore
Students will then play a game, “swords in hand”. They will search for words given by the
teacher from the study list. The first person to find the word will be asked to identify different
information for the word.
Example:
The part of speech.
The meaning of the word
The example sentence

Evaluate:
Set 1
Students will complete section E on page 88 of their Integrated Reader. They will match the
word in column A with the meaning in column B.

Set 2
Match these words to their pictures and write a sentence about each word.
 word picture Sentence
1. Happy _________________________________
_________________________________

2. Share _________________________________
_________________________________

3. relax ____________________________________
_________________________________

Evaluation:

Day 4
Objectives: Students should be able to
a. Read for fluency and understanding.
b. Ask and answer questions before, during and after reading for class activity.
c. Answer comprehension questions from their reader for culminating activity.

Let’s read
Comprehension is the understanding and interpretation of what is read. To be able to
accurately understand written material, children need to be able to:
(1) decode what they read;
(2) make connections between what they read and what they already know;
(3) think deeply about what they have read.

Engage:
Students will observe the Q.A.R chart on the board. They will be asked to identify what they
know about the topic of the story. “Sharing can be Fun”. This information will be written on the
board.
 Reading
Q.A.R Comprehension Strategy Question
Activities
Before reading On my Activating prior What do you think is going to
own knowledge. happen based on the title
Author Predicting What does the text tell you about?
& me What is the text mainly about?
During reading Author Making simple and How you describe the mood of the
& me complex inferences. story?
Right Find specific information Who is the main character? Where
there does the story take place? How
many characters are in the story?
Think Summarizing and making What are the important events?
& simple inferences. What is the problem in the story?
search
Explore:
Students will then be asked to read the story “Sharing can be Fun” on page 85 of their readers
Explain and Exand

Reading
Q.A.R Comprehension Strategy Question
Activities
Before reading On my Activating prior Sharing is giving someone a part or
own knowledge. portion of a whole.
Author Predicting Someone will be sharing with other
& me persons.
During reading Author Making simple and The mood of the story is of joy and
& me complex inferences. happiness
Right Find specific information Who is the person that wrote the
there poem?
Think Summarizing and making The poet is talking about the things
& simple inferences. that are shared and should be
search shared.
Students will revisit the Q.A.R chart and fill in the information of what they wanted to know and
what they have learnt after the reading of the information.
Students will then be asked questions orally based on the story using the 5W’. What, when,
where, why, who. They will also be asked how.
Example:
Where can you get comfortable?
What is it that God sends us from above?

Evaluate:
Set 1
Students will be asked to complete section A, section B, section D on pages 86 and 87 for
culminating activity.
Set 2:
Students will complete section A and section C on pages 86 and 87
Day 5
Objectives: Students should be able to
a. State at least 2 reasons why we syllabicate words for introductory activity.
b. Watch a video on how to break words with vowel consonant, consonant vowel into
syllables for group activity.
c. Give the sound that the /ar/ and /or/ r controlled vowels make for class activity.
d. Identify the number of syllables in r controlled vowel words and use them to make
sentences.

Let’s read
An r-controlled vowel is any vowel followed by an r. The r changes the sound that vowel makes.
R controlled vowels are often called “Bossy R” because the r takes over and makes the vowel
make a new sound.
/ar/ and /or/ have more than one sound.
/Ar/ usually makes the sound in car, but can also make the sound in beggar and arrow.

/Or/ usually makes the sound in corn, but can also make the /er/ sound as in the word doctor.

Example

Engage:
Students will be asked to call words that are listed on the jam board. They will then be asked to
identify the sound of the /ar/ and /or/.
marbles acorn torch smart
heart storm car horse

Explore:
Students will be asked to watch a video. The video will inform them about /ar/ and /or/ r
controlled vowel words.
Click on the link to view the video on short vowel sound.
https://youtu.be/NyYuuNd4R7A

Explain
Students will then view a chart that consist of words that have /ar/ and /or/ r controlled words.
They will call the words and give the number of syllables the words have. They will make the
sound of the /ar/ and /or/ in given words on the chart.

Expand
Students will be guided by the teacher to first identify the vowel and the consonant in the word.
They will identify these using the mark vc. This is to show the controlled /r/ vowel sound.

The students will be guided in identifying that the bossy

r gives the vowel that comes before it a new sound.

Evaluate: Both Sets

Students will be asked to break and give the number of syllables in given words with r controlled
vowel words.
word number of syllables syllables

1. morning

2. before

3. scar

4. garden

5. forget

Set 1

Match these r controlled words in column A to their meanings in column B.

r controlled words meaning

1. snore ____ a. a piece of ground, in which grass, flowers, and shrubs

may be grown.

2. garden ____ b. a mark left on the skin where a cut or sore is not
healed properly.

3. thorn ____ c. a large farm building used for storing grain, hay, or
straw or for housing animals.

4. scar ____ d. a snorting or grunting sound in a person’s breathing

while asleep.

5. barn ____ e. a stiff, sharp-pointed woody projection on the stem or

another part of a plant.

Evaluation:
Set 2
Match each picture with the word and make sentences with each word.

picture word sentence

1. farm _________________________________
_________________________________

2. cord _________________________________
_________________________________

3. fork _________________________________
_________________________________

4. shark _________________________________
_________________________________

Evaluation:

Grade 2
Unit Title: Satisfying Our Needs
Focus Question: Why do I need recreation and how can I spend my leisure time?
Attainment Targets:
Develop an understanding of the interdependent relationship between man and his
environment.
Appreciate and respond critically to art.
Listen to and appraise music to develop an understanding of musical elements.
Develop an understanding about how our bodies move, why we move our bodies in
particular ways, and what happens to our bodies when we move.
Explore basic movement skills and concepts in simple group activities.

Integrated Studies
Day 1
Duration: 2 hours
Topic: Why do I need recreation?
Objectives: Students should be able to:
1. after viewing a video, give a suitable definition of recreation and leisure time;
2. list at least 3 recreational activities, after viewing a video;
3. communicate information, using Standard Jamaican English (SJE);
4. justify the importance of recreation, giving appropriate examples;
5. explain how music is used as a means of recreation and relaxation;
6. critique art using given criteria.
Key Concepts: recreation, leisure, music, relax, rest, critique
Skills: viewing, speaking, listening, critiquing art
Content Summary: Recreation refers to all those activities that people choose to do to refresh
their bodies and minds and make their leisure time more interesting and
enjoyable. Examples of recreation activities are walking, swimming, meditation, reading,
playing games and dancing.
Leisure time refers to a time when you are not working; your free time.
Recreation occurs during leisure.
Recreation is as different as people are different; it is extremely wide and varied.
Recreation is activity; it is some sort of action as distinguished from rest.
Recreation must be voluntary; it cannot be ordered, imposed, or forced.
Importance of Recreation: When we Continue doing a work or performing an activity regularly
and continuously for some hours, it gives us physical and mental fatigue and
strain. Recreational activity relieves us of the feeling of fatigue, restores our energy and
promotes a sense of joy.
Music can affect the emotions and the body. Faster music can make you feel more alert and
concentrate better. ... A slower tempo can quiet your mind and relax your muscles, making you
feel soothed while releasing the stress of the day. Music is effective
for relaxation and stress management.

Materials: laptop, phone, video, pictures showing recreational activities, music, Integrated
Studies workbook

Activities
Engage: Students will sing the song, ‘I’m Alive, Alert, Awake, Enthusiastic’.
Explain: Students will be told the topic of the lesson and asked to say if they know what is
meant by recreation/ leisure time. Selected responses will be taken after which students will view
a video.
https://www.youtube.com/watch?v=YkeIkmzYSz4
They will then say whether/ not the responses were correct. Students will be asked to give a
suitable definition of the terms, as heard in the video. If students are not able to, teacher will
assist.
Explore: Students will list some recreational activities mentioned in the video. They will then
talk about the ones they do, using SJE. Students will also mention some activities that they do
which were not mentioned in the video.
Students will talk about the importance of recreation. Individuals will justify their answers by
giving reasons/ examples. Teacher will invite students to listen to a piece of music. They will say
how it made them feel. Students will be guided to see that music can be used as a means of
relaxation and recreation. They will be asked to explain why this is so.
Elaborate: Students will view art pieces showing recreational activities. Students will critique
the art pieces guided by the teacher.
Evaluation 1: Students will complete page 212 in their Integrated Studies workbook.
Evaluation 2:

Day 2
Duration: 2 hours
Topic: Recreation then and now
Objectives: Students should be able to:
1. accurately recall information at the beginning of the lesson;
2. compare recreation then and now;
3. during the lesson, make predictions about future recreational activities;
4. explore Bible text with recreation;
5. solve problems using grouping/ division.
Key Concepts: recreation, then, now, past
Skills: speaking, listening, solving problems

Content Summary: There were no televisions, computers and smartphones in the land long ago.
Families did fun things together whenever there was leisure time. They played ring games and
told stories; anancy stories that made you laugh and duppy stories that made you afraid.
Materials: laptop, Integrated Studies workbook, Bible
Activities
Engage: Students will recall what was done in the previous lesson.
Explain: Students will be asked if they know any recreational activities that were done in the
past. Selected responses will be taken and briefly discussed. Students will turn to page 245 of
their Integrated Studies workbook. They will read the information to learn about some
recreational activities that were done in the past.
Explore: Students will then compare them to the ones we do now. Teacher will create a table for
students to see the activities done then and now. Students will now be asked to think about what
recreational activities would be like in the future. Selected activities will be taken and briefly
discussed.
Students will turn to St. Mark 4: 35-41. Selected students will read different verses. After
reading, students will talk about the recreational activities mentioned. Students will talk about
the importance of recreation and rest.
Elaborate: Students will now be engaged in activities with grouping/ division. Students will
solve problems. For example: 12 students are playing a game of cricket. They divide themselves
into 2 equal groups. How many students are in each group?
Evaluation 1: Students will complete page 250 in their Integrated Studies workbook.
Evaluation 2:

Day 3
Duration: 2 hours
Topic: How do I spend my leisure time?
Objectives: Students should be able to:
1. at the beginning of the lesson, accurately recall information;
2. accurately use pronouns in oral sentences;
3. using the Speak Easy mode, share personal experiences;
4. construct tally chart, after conducting research;
5. classify activities using given criteria;

6. correctly name recreational activities around the world.

Key Concepts: indoors, outdoors, popular
Skills: speaking, listening, classifying activities
Materials: laptop, Integrated Studies workbook
Activities
Engage: Students will be asked to recall information from the previous day’s lesson.
Explore: Students will share their experience as to the type of recreational activities they do
during their leisure time. Students will use pronouns we, you or they in oral sentences. Students
will be guided by the teacher in the construction of a tally chart. The chart will show the
recreational activities done by students.
Elaborate: Students will answer questions using the tally chart.
Students will now classify activities as ones done indoors and outdoors. Students will also tell
the activities that are most/ least popular.
Students will also look at some recreational activities from around the world. They will compare
them to the ones done here in Jamaica.
Evaluation 1: Students will complete pages 213, 227 and 228 in their Integrated Studies
workbook.
Evaluation 2:

Day 4
Duration: 2 hours
Topic: Sportsmanship and fair play
Objectives: Students should be able to:
1. after reading exercise, correctly define sportsmanship/ fair play;
2. identify at least 3 games played during leisure time;
3. discuss games played long ago;
4. do actions at different levels.
Key Concepts: fair play, games, sportsmanship, low, medium, high, level
Skills: speaking, viewing, listening, doing actions

Content Summary: Sportsmanship is fair and generous behaviour or treatment of others,

especially in a sporting contest. When we play games, it is important for us to treat others fairly
in order to have a peaceful game. When games are played during your leisure time, you should
make sure that each player or team has the same chance of winning the game. Each player or
team has a fair chance of winning when the player or team follows all the rules of the games.
This is call fair play. When you play fair, you are showing good sportsmanship.
Materials: laptop, phone, Integrated Studies workbook pages 241- 244
Activities
Engage: Students will sing the song, ‘My Head, My Shoulder’ to get them stimulated for the
lesson.
Explain: Students will be introduced to the terms fair play and sportsmanship. They will say if
they know what the terms mean. Selected responses will be taken and briefly discussed. Students
will now turn to page 241 in the Integrated Studies workbook. They will read the information
present and say again what is meant by fair play and sportsmanship.
Explore: Students will identify some games they play during their leisure time. They will say
how they can practise fair play while playing. Students will now talk about some games that
were played long ago. Teacher will explain to students how the games were played.
Explain: Students will be told that while playing games, we can use 3 levels. These are low,
medium and high levels. These will be explained and demonstrated.
Explore: Students will do actions at the 3 levels and then identify games that are played at the
different levels.
Evaluation 1: Students will complete pages 243 and 244 of their Integrated Studies workbook.
Evaluation 2:

Day 5
Students will be engaged in revision activities of topics done during the week. They will
complete pages 213-214 of their Integrated Studies workbook.
Subject: Language Arts
Grade: Two
Focus Question: Why do I need education, recreation and transportation?
Topic: Verbs
Attainment Targets: 1. Write narrative to persuade for a range of transactional purposes.
2. Know and use basic language skills and the conventions of
spoken and written language.
Key Vocabulary: jump, skip, hop, run, walk, play, dance, drive, climb, shake, eat, watch,
bake, cook, talk, swim, write, sing, work, speak, sleep, verb, action, doing,
perform.
Instructional Materials: Language Arts Workbook Grade 2, students, word cards, fictional
story, pictures, index cards, video.
Content:
Verbs are words that show an action. Almost every sentence requires a verb. Almost all verbs
have two other important forms called participles. Participles are forms that are used to create
several verb tenses (forms that are used to show when an action happened); they can also be used
as adjectives. The present participle always ends in – ing: calling, loving, breaking, going. The
past participle usually ends in – ed many past participles have irregular endings: called, loved,
broken, gone. The verb’s past tense usually has the same – ed form as the past participle. For
many verbs, however, the pat tense is not always identical to an irregular past participle: called,
loved, broke, went.
Day 1
Duration: 60 mins
Strand:Structure
General Objectives: At the end of the lesson students should be able to:
1. Give a definition for verbs after listening to the ‘Verb Song’.
2. Recognise verbs and use them in sentences.
3. Create verb word cards.
Boys will:
4. Perform correct movements for different verbs by playing charades.
Struggling Students will:
5. Recall verbs that were used in the lesson.
Skills: writing, reading, discussing, expressing ideas through writing
Activities
Whole Class
Students will watch the video Schoolhouse Rock Verbs. Students will be encouraged to sing
along. They will tell based on the lesson what today’s lesson will be about. Teacher will
communicate the objectives to students. Students will state the action words that where
mentioned in the song. They will be asked to give other action words and spell them.
Students will add two verses to the song.
 Teacher will ask does every sentence need a verb? Students will explore this question by
reading to find out if sentences make sense without verbs.
- The dog at the car as it drove by.
- The student for the test for two days.
- The homework hard.
- Sally the book for 30 minutes.
- The teacher the class to board.
(Students will be asked to tell if these sentences can be corrected. Students will take turns to
correct each sentence.)
Students will be asked to write down their favourite action which they will share and use it in
a sentence.
Group Activities
Group 1 (Boys)
Boys will create a word card by drawing themselves doing an action on one side. On the next
side they will write one sentence on the next side about the picture.

Group 2 (Girls)
Girls will Choose the verbs from the list. Write them on the lines Language Arts
Workbook page 32 Activity A.
(Students will rotate activity if they are finished before the specified time).
Whole Class
Students will share the verbs found in the word list. They will exchange word cards. Boys
will be informed that the word card that they have they should not show it to anyone.
They will come to the front to perform the action written on the card. Students will name
the action. Boys will then share the sentence that is written on the word card (teacher
assisted where necessary).

Review: Students will answer these questions based on the lesson.

What is a verb?
What are some verbs used in today’s lesson?
What are four different verbs you know?
What new verbs did you learn?
What verb did you like the best?
Evaluate
Underline the verb(s) in each sentence. Language Arts Workbook page 32.
Home Work:Underline the verb(s) in each sentence. Language Arts Workbook page 33.
Evaluation:
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Day 2
Strand:Vocabulary
Duration: 30 minutes
Objectives: At the end of the lesson students should be able to:
1. Review knowledge of parts of speech by defining what verbs are.
2. Expand their existing vocabulary by listing verbs for each letter of the alphabet.
3. Apply their vocabulary and knowledge of verbs by using them in sentences.
Activities
Engage
Students will review the pervious lesson verbs. Teacher will communicate to students our
main focus for today which is vocabulary building. Students will act out words the
teacher says. Some words you might use include: jump, sit, twirl, sing, clap, yawn.
Students will be encouraged to further the game by contributing words of their own.
Explore
Teacher will explain that they will be compiling an ABC of verbs using as much letters as
possible. Students will brainstorm verbs for the different letters of the alphabet. Teacher
will write these words on the board next to the letter. (Teacher will explain that some
letters (like x, k and z) have a smaller number of verbs beginning with them.
Explain
Students will write in other verbs to match remaining letters in their books.
Elaborate / Extend
Teacher will look observe what students are doing to ensure they are on the right track.
Evaluate
Home Work:Complete the ABCs of verb and make a sentence with as much verbs they can.
Evaluation
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Day 3
Duration: 60 mins
Strand: Writing Process
Objectives: At the end of the lesson students should be able to:
1. Use sequence words to describe the order of events in a story.
2. Arrange pictures and sentences in order to tell a story.
3. Describe basic daily routines in sequential order.
Boys will:
4. Draw pictures in order to tell a story.
Skills: writing, reading, discussing, sequencing, discussing and observing.
Activities
Whole Class
Students will review what they did in the previous class on letter writing. Teacher will
communicate to students that today’s objectives. Students will be asked to describe their
morning routine before coming to school (two or three students will their routines with
the group). Teacher will explain to students that today we will be learning about
sequencing.

Teacher will share her sequencing routine with the students using the words (first, next, then
and last). The teacher will emphasize these words as she speaks. Teacher will
‘accidentally’ drop some picture cards to the floor. Teacher will display the pictures in no
particular order.

Teacher will seek students help to arrange these pictures in order. Teacher will guide them
with questions like what happened first? What happened last? etc. Teacher will discuss
what are sequencing words and how they help to tell u the order in which events
happened.

Students will retell their morning routine using the sequence words. Students will place
sequence words under the pictures on display.
Group Activities
Group 1 (Girls)
Girls will use numbers to arrange the pictures in order then write a sentence to describe the
events using the sequencing words.
Group 2 (Boys)
Boys will work with a draw a story worksheet. They will create at least three more
events to complete the story. They will label each picture with a sequence word.
(Students will rotate activity if they are finished before the specified time).
Whole Class
Students tell the new words they used today. They will explain how they knew how to order
and label the pictures. Teacher will read a short story and ask students to tell what
happened first, next, then and last.
Evaluate
Write about your routine at school today using the sequencing words.
Evaluation:
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Day 4
Duration: 75 minutes
Strand:Comprehension
General Objectives: At the end of the lesson students should be able to:
1. Identify verbs used in a fictional story.
2. Demonstrate an understanding of story read by answer questions at the different
comprehension levels correctly.
3. Differentiate between fiction and non-fiction.
4. Answer questions using the most suited verb in a game of ‘Word Hunt’.
Boys will:
5. Draw their favourite cartoon character and write some actions they like to perform.
Skills: writing, reading and discussing.
Activities
Whole Class
Students will recall what they did in the previous class. Teacher will outline the objectives
for today’s lesson. Teacher will share a fictional story with the students. They will tell
whether or not the story is believable or not. Teacher will share a non-fictional version of
the story they will state if this one is believable or not. Teacher will explain what is
fictional and non-fictional. Students will state the difference between the two and give
examples of both.
 Teacher will ask do you have a favourite character? Who is your favourite cartoon character?
I also have my favourite cartoon characters. Do you want to meet them? Their names are
Scooby Doo and Shaggy? Teacher will display a picture of them and ask if they would
like to hear a story about them? Teacher will read the story “The Outer Space Adventure
of Scooby Doo and Shaggy.

At the end of the story the teacher will ask the following questions:

- Did you understand the story?

- Who are the characters in the story?
- Where did they go?
- What did they do on the moon?
- Is this story fictional or non-fictional?
Group Activities
Group 1 (Girls)
Answer the following questions
1. What did Scooby Doo and Shaggy do first on the moon?
2. After that what are the activities, they do all over the moon?
3. What do you call words that show actions?
4. What do we mean by verbs?
Group 2 (Boys)
Draw your favourite cartoon character. In sentences write some actions this character
enjoy doing.
Whole Class
Students will share their work as a whole class. They will tell of some other actions that
Scooby Doo and Shaggy did on the moon. They will tell if they understand verbs? And
state if there are any other questions on verbs.
Evaluate
Students will write down verbs that can correctly answer each question then share them. This
is a timed activity.

1. What did you do when you’re very sad?

2. What did you do when you see something funny?
3. What did you do when you’re in a hurry?
4. What did you do when you see a book?
5. What did you do when you’re hungry?
Home Work:Language Arts Workbook page 38 activity A.
Evaluation:
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Day 5
Duration: 60minutes
Strand: Writing Process
General Objectives: At the end of the lesson students should be able to:
1. Use a graphic organiser to record ideas for the topic ‘What I learnt in Language Arts this
week.’
2. Construct sentences using the capital letter and the appropriate punctuation marks to write
a letter.
3. Arrange ideas in sequential order to write a letter.
Skills: writing, reading, discussing, sequencing, discussing and observing.
Activities
Whole Class
Students will speak freely about what they have learnt so far about letter writing and what
they have written so far. Teacher will explain that today we will be writing the body of
our letter, teacher will then state the objectives for today’s lesson. Students will read the
instruction for the activity that they are about to complete. ‘Write a letter to your friend,
telling him or her about ‘What I learnt in Language Arts class this week’. Remember the
capital letters, full stop and comma.’

Students will recall what a graphic organizer is and how one is completed.
A boy will come to the board to write the main idea that they will be finding supporting ideas
for. Students will brainstorm and share supporting ideas they came up with. These supporting
ideas will be included on the graphic organizer. Students will now make sentences using these
supporting ideas. These sentences will be written on the board to aid students in writing their
letter. Students will observe the sample letter and observe the spacing of the letter, date, greeting,
body, closure and signature.
Group Activities
Group 1 (Teacher Guided Group)
1. Use the ideas given on the graphic organizer and other ideas they have related to the main
idea ‘What I learnt in Language Arts this week.’ to write a friendly letter.
Group 2 (Independent Group)
1. Write a simple friendly letter telling a friend about your school.
Whole Class
Students will share what they have written students seated will provide support and motivate
students who are reading. Students will review what they have learnt in today’s class.
Evaluate
Read their written piece to the class.
Evaluation:
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