Lesson planned for week beginning January 23, 2023

Grade: Four (4)

Term: Term Two
Subject: Language Arts Unit:
Unit One
Duration: 60 minutes
Topic: Using Picture Prompts to tell a Story
Strand: Communication (Writing)
Attainment Target:
- Develop approaches to the writing process to enable them to organize their ideas into
a coherent structure including, layout, sections and paragraphs
Specific Objective: Students will:
● Use picture prompts to compose simple narratives
Instructional Materials/Resources:
Government – Primary English Grade 4, laptop, google slides
Skills: Listen to story, Identify main events, Recall and discuss, Recount experience orally,
Sequence/arrange pictures to retell stories
Content Summary
Picture Prompt, a method of dual coding, asks students to explain an image or set of images.
By using a combination of verbal, written, and visual modes, we encode information in more
than one way, increasing the likelihood that important information is remembered later.
Here's how picture prompts work:
1. Take a good look. An interesting photo—or one that's deceptively simple—is the
inspiration. ...
2. Take a few minutes to absorb the details in the photo. ...
3. Allow your senses to experience the photo and, at the same time, allow words to form. ...
4. Start writing, whether words form in your mind or not.
Procedures/Activities: Students will:
Engage
Look at the following pictures and describe what is happening

Students will listen to the story “In the Mountains” from The Doctor Bird Series and see if
their predictions were accurate.
Explore
Teacher will play the audio of the story entitled “In the Mountains” from The Doctor Bird
Series while they follow on book fusion. https://reader.bookfusion.com/books/120423-
injamaica-where-i-live
Explain
Identify the main events in the story while the teacher lists them on a whiteboard. Teacher
will share a google slide presentation about what picture prompts are and how to tell stories
using pictures.
Elaborate
Allow students to use the following pictures to tell a story.

Evaluation:
Create their drawings to tell a story about a field trip to the river, mountain, plain etc. Arrange
the picture in order and write sentences for each picture that tells that part of the story
Teacher’s Reflection:

Day 2:
Topic: Inflectional Endings
Strand: Reading with Fluency and Word Recognition
Sub-Topic: Adding -ly
Focus Question: How do we communicate information about our Jamaican landscape?
Attainment Targets: Use a range of word recognition clues to identify new words.
General Objective:
- Infer word meaning using knowledge of Inflectional endings- s, es, ed, ing, ly
Specific Objectives:
- Define the term inflectional endings.
- Identify the purpose of the inflectional endings –
- Add inflectional endings -ly correctly to words.

Instructional Materials/Resources: picture clues, video clips

Skills: Engage in discussion, listening, speaking,
Content:

A suffix is a group of letters that is added to the end of a word. A suffix changes the meaning
of the word.

The suffix -ly describes how something is done.

Engage:
Students will observe the pictures and tell what happening.
Students will also watch video clip above suffix -ly.

Explore:
Teacher will also write word loud on the board and have students read it. Teacher will then
add the -ly to the word and ask students to use it in a sentence.
Students will name words with -ly suffix and use the word in sentence.

Elaborate:
+++++++++++++++Students will complete given worksheets in groups.

Evaluate:

Students will complete the following.

*
Day 3:
Duration: 60 minutes
Topic: Types of Sentences
Strand: Grammar and Conventions
Sub-Topic: Declarative and Imperative Sentences

Focus Question: How do I read, find and share information about water?

Attainment Targets:

Use and adapt a range of sentence structures according to context, distinguishing between
SJE and JC.

Write sentences, paragraphs, and extended pieces which are grammatically accurate and
correctly punctuated, using SJE and JC appropriately.

Specific Objective(s): Learn and use basic sentence types - interrogative, imperative, and
declarative.

Instructional Materials/Resources: YouTube video, google slides/ PowerPoint on types of

sentences

Skills: Identify types of sentences, use punctuation marks, compose types of sentences,
differentiate between types of sentences

Key Vocabulary: sentence, declarative, interrogation, imperative, questions, period,

exclamation, command, mark

Content Summary:

A sentence is a group of words that contains a subject and a verb, makes sense and ends with
a punctuation mark.
A sentence expresses a complete idea and always begins with a capital letter.

A declarative sentence simply makes a statement or expresses an opinion. In other words, it

makes a declaration. This kind of sentence ends with a period. Eg. I want to be a good
writer.” (makes a statement)

An imperative sentence gives a command or makes a request. It usually ends with a period
but can, under certain circumstances, end with an exclamation point.

An interrogative sentence asks a question. This type of sentence often begins with who, what,
where, when, why, how, or do, and it ends with a question mark. Eg. Do you know what the
weather will be tomorrow?”

Types of Sentences
There are four types of sentences:
Declarative - makes a statement and ends with a full stop
We are close to the waterfall.
Interrogative - ask a question
Are we close to the waterfall?
Imperative - issues an instruction
Take me to the waterfall.
Exclamatory - expresses a strong feeling and ends with an exclamation mark
What an amazing waterfall!

Procedures:

Engage:
Display the four types of sentences on sentence strips, for example, declarative, interrogative,
imperative, and exclamatory for students to guess what type of sentences they are. They will
select each sentence type and place it on the correct sentence.

Example of sentences:

What is the name of your pet?

The students are working online.

Hand me that book.

Wow, you did a great job!

Students will be allowed to tell what each sentence is doing. ( Is it telling something or asking
something etc. (The students will be informed that they will be focusing on two types of
sentences today- declarative and interrogative, however in our next grammar lesson we will
look at two other sentence types. )

A video will be projected for the students to help them differentiate between an imperative
and declarative sentence type. This video will be taken from the youtube channel.
https://www.youtube.com/watch?v=aLd_gEu_jVo ( TIMESTAMP 1 min & 15 sec)

Questions will ensue as the teacher pulls information from the students based on what was
shared in the video about the declarative and imperative sentence types. This will be done to
check for understanding.

Explore:

Students will be shown a table on a chart with two columns “Declarative and Imperative.

Students will be guided into a game of Treasure Hunt.

They will search for paper under their chair or table, and individual students will be
encouraged to place each sentence under the correct heading.

Explain:

Students will work in groups to complete one of the tasks below:

Task 1; In their notebook, students will explain the difference between declarative and
imperative sentences and give an example of each.

Task 2: Students will; observe the pictures below and identify each as showing a declarative
or imperative sentence type. They will also explain the difference between each type of
sentence with the aid of the pictures.
Elaborate:

Students will complete the worksheet and play a game of jeopardy

to help them to identify declarative and imperative sentences.

https://jeopardylabs.com/play/types-of-sentences-266 7

Evaluation:

Tier 1

Read each sentence and circle the word declarative or imperative to state what type of
sentence each is.

1. He likes to drink cold water. (declarative, imperative)

2. Please light the candles on the cake. (declarative, imperative)
 3. The cat has five kittens. (declarative, imperative)
4. We are very good friends. (declarative, imperative)
5. Do your homework. (declarative, imperative)
6. This is my book. (declarative, imperative)

Tier 2

Read each sentence and label the type of sentence.

(declarative, imperative)

1. Give me a hug.
2. I have a blue and two notebooks.
3. Please bring me a glass of water.
4. Stop the car immediately.
5. There are five apples on the table.
6. He plays the trumpet, and she plays the violin.
7. Complete these by tomorrow.
8. We can live without water for only a week.

Tier 3

Match each type of sentence with its definition

Imperative this sentence ask something

Declarative this sentence gives an order or makes a request

This sentence makes a statement or gives information

Write two (2) examples of declarative sentences and two (2) examples of imperative
sentences.

Day4: Reading for Information (Research & Study Skills)

Attainment Targets: Pupils will:
- Research activities on issues and interests by generating ideas and exploring texts
using a range of strategies
Objectives: Pupils will:
1. extract information from graphs and tables.

Key Skills: view tables, create graph, examine graph, extract information from graph,
summarize information.

Key Vocabulary: graph, table

Teaching/Learning Activities: Pupils will:

Engage:
view samples of graph/tables (picture, bar, etc). Work in groups to discuss the graphs/tables
assigned using questions previously prepared. E.g. what do you notice about the layout of the
graph? From what direction is the graph read? How are the tables presented?
Present their responses from discussion.

Explore:
Work in groups to create a graph/table to reflect the graph/tables assigned previously.

Explain:
Collaborate with teacher to establish the information to be communicated in the graph/tables.

Extend:
Work in groups to examine graph focused on Jamaican Landscape.

Evaluate:
1. share their findings with the class.

Teacher’s Evaluations/ Reflections:

KEY: 1 – UNSATISFACTORY 2 – SATISFACTORY 3 – GOOD 4–
EXCELLENT
AREAS 1 2 3 4
Effectiveness of Strategies used [] [] [] [ ]
_____________________
Students’ Participation [] [] [] [ ]
_____________________
Effectiveness of Instructional Materials [] [] [] [ ]
_____________________
Objectives were met [] [] [] [ ]
_____________________
COMMENTS
a) What went well in this lesson
__________________________________________________
___________________________________________________________________________
___
b) The problem(s) experienced
___________________________________________________
___________________________________________________________________________
___
c) What could I have done differently?
____________________________________________
___________________________________________________________________________
___________________________________________________________________________
______

d) ____% grasped the concept taught ____ % did not grasp the concept taught
___________________________________________________________________________
___________________________________________________________________________
______

PLAN OF ACTION:
Reinforce Concepts [ ] Advance to next lesson [ ] Lesson was not taught [ ]
Reason(s):
____________________________________________________________________

___________________________________________________________________________
___

Day 5:

Duration: 60 minutes

Strand: Reading & Comprehension and Listening and Speaking

Topic: Implicit and Explicit Ideas

Focus Question:

“How do we communicate information about our Jamaican landscape?”

Attainment Targets:

● Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events.
● Use deductions and inference to interpret information and ideas and to predict
outcomes.

Specific Objectives:

At the end of the lesson students will:

● Deduce between implicit and explicit ideas.
● Identify explicit/implicit ideas in text.

Instructional Materials/Resources:
 ● Laptop Computers, Tablets, Cellular Telephones
● YouTube videos

Skills: skim, scan, listening, reading, identifying

Key Vocabulary: implicit, explicit
Content Summary:

Implicit ideas are information that is implied or understood though not plainly or directly
expressed or stated. Explicit ideas are information that are very clear and precise.

When something is explicit it means that there is no question to what is being expressed or
conveyed. In other words nothing is being implied. Readers have to use word clues to
understand implicit information.

Engage:
Students will be introduced to a KWL chart. They will tell what they already know about
“implicit and explicit ideas.”
Explain: Students will watch Youtube video on implicit and explicit ideas and a discussion
will be held https://www.youtube.com/watch?v=h9dsc9_zLBw&t=29s
Explore:
Students will carefully read the following passage, then complete the table by adding an
implicit idea for each explicit idea.

Elaborate/Evaluate:

Students will be engaged in a quiz competition boys against girls. They will listen to various
scenarios/sentences and state whether it is implicitly or explicitly stated.
Evaluate
Tier 1 https://quizizz.com/admin/quiz/5f4e3e245ba2a7001ed48af

Teacher’s Evaluation: