Lesson Plan for week beginning October 3, 2022.

Subject: Language Arts

Grade: 4

Duration: 5days

Focus Questions: “How do I effectively share ideas about cultural practices which have helped to
shape our national and regional identity?”

Prior Learning: Check that students:

• Have received explicit instruction in word recognition and comprehension strategies/content.

• Know sight words appropriate to grade level

• Are exposed to various literary genres

• Understand and can follow instructions

• Have received differentiated instructions based on learning needs

Content Outline: Adjectives are words that describe nouns and pronouns. There are three degrees of
adjectives known as the positive, comparative and superlative. In the positive degree no comparison is
made. The comparative degree compares two persons or things. The superlative degree is used for
comparing three or more persons or things.

Resources/Materials: The New Integrated Approach Language Arts Workbook 5 pages 53-55, chart,
and flashcards.

Teaching / Learning Activities: Pupils will:-

Engage
Sing along Adjective Song with teacher. Tune: Who Made The Twinkling Star?

Adjectives describe a noun,

Describe a noun, describe a noun.

An Adjective describes a noun.

It’s a describing word.

Adjectives will compare, will compare, will compare

An Adjective will compare tall, taller, tallest.

a. discuss the words of the song.

Explore:
a. teacher will draw a table like the one below on the whiteboard.
Positive Comparative Superlative
b. in groups pupils will be given groups of adjectives to compare on the table. Eg. tall, cheerful, thin,
wet, pretty
c. teacher and students will discuss their reasons under the column they chose. Teacher will clarify
any misconceptions.
Explain:
a. revise what adjectives are.
b. list the three degrees of adjectives and say how they would use them in a sentence.
c. read and discuss information about the different degrees of adjectives from The New Integrated
Language Arts Workbook 4 page 53.
d. revise the rule that governs the degree of adjectives [positive describes one object, comparative
compares two objects and Superlative refers to three objects].

Elaborate:
a. observe the following degrees of Adjectives page 55 of The New Integrated Approach Workbook 4.
Positive Comparative Superlative
cheerful more cheerful most cheerful
anxious more anxious most anxious
b. say what they noticed. Pupils will read the information on the page then discuss with teacher.
c. give other examples of Adjectives that form their Comparative and Superlative degree in this way.

Evaluate
a. complete page 55 in workbook.
b. complete worksheet

Teacher’s
Evaluation:________________________________________________________________________
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Day 2- Comprehension- Context Clues
Attainment Target: Pupils will:
1. read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events.

Specific Objectives: Pupils will:

1. use context clues to clarify understanding during reading.
2. willingly participate in group discussion and activities during reading activities.
Key Skills: examine presentation/handout, engage in discussion

Key Vocabulary: context, clues, meaning, information

Materials: textbooks, flashcards, charts.

Content Outline: Context clues are hints found within a sentence, paragraph, or passage that a
reader can use to understand the meanings of new or unfamiliar words.

TYPES OF CONTEXT CLUES

1: Definition or Restatement
The meaning of the vocabulary word is in the sentence itself, usually following the
vocabulary word.
2: Synonym
The sentence uses a similar word to help explain the meaning of the vocabulary word.
3: Antonym/Opposite/Contrast
The sentence uses a word with an opposite definition to give the meaning of the vocabulary
word.
4: Example or Explanation
This type of context clue uses examples to help the reader infer the meaning of the
vocabulary word.

Teaching Learning Activities: Pupils will:

Engage:

a. prepare to work as detectives, using clues to figure out what an unfamiliar word means.
Divide students into groups.

b. teacher will write the following sentence on the whiteboard: "The vixen was not as
fortunate."

c. be asked to define the word vixen. Share their definitions with their groups.

d. teacher will discuss with students how there is not enough context in the sentence to infer
the meaning of the word vixen.

Explore:

a. view /peruse PowerPoint presentation/hand-out focused on types of context clues and how they
help the reader to clarify understanding during reading.
b. engage in a discussion to ensure understanding of the information presented.

Explain:

a. view the following sentence on a sentence strip: 1. "The vixen was not as fortunate as her
mate, and was caught in the steel-jawed trap. Her red pelt would bring a good price."

b. teacher will model for students reasoning as you think aloud how to infer the meaning of
the word vixen from the context of the sentence .

e.g., must be an animal, definitely female, has red fur, and must be a female fox.

 Note: If students are not familiar with the word pelt, teacher may need to provide another
sentence with context clues to help them figure out its meaning. E.g.  

c. teacher will introduce students to the LPR3 mnemonic as a useful aid for figuring out
unknown words from context. Pupils will read information from computer.

Look-before, at, and after the new word

Predict-quickly predict the word's meaning, remembering that a wrong prediction is often a good start

Reason-think more carefully about the word's meaning, trying to be as precise as the context clues
permit

Resolve-recognize that you may need to take other steps (e.g., look it up, ask someone)

Redo-go through the steps again if necessary

d. in groups be given other sentences to practice using the LPR3 mnemonics to aid in
figuring out meaning of unfamiliar words.

Extend:
a. read grade level text focused on the physical features of the Jamaican landscape to predetermined
stopping points.
b. engage in a game of “I Spy” where a word, phrase or sentence will be identified and they will
search for clues that can aid them in clarifying its meaning. Then shout “I Spy” and direct the class to
that portion of the text that provides a clue that may help the class to clarify understanding.
Evaluate:
1. use information learnt to compose a song/poem about context clues.
2. complete work sheet on context clues.

Teacher’s Evaluations/ Reflections:

Day 3 (Communication (Writing)

Focus Question:
- “How do I effectively share ideas about cultural practices which have helped to
shape our national and regional identity?”
Attainment Target: Pupils will:
- develop approaches to the writing process to enable them to organise their ideas into a
coherent structure including, layout, sections and paragraphs.

Specific Objectives: Pupils will:

1. say what is a paragraph
2. construct sentences to write paragraphs.
3. edit drafts for specific purpose such as to ensure standard usage, sentence structure and
appropriate choice of words
Content Outline: A paragraph is a group of sentences which tell about one main idea. A
paragraph gives information, explain, persuade or can even tell a short story. All paragraphs have
a beginning, middle and an end. The topic sentence states the main idea. Supporting sentences
give more information about the topic sentence. The concluding sentence brings the paragraph to
a close.
Key Vocabulary: paragraph
Key Skills: construct sentences to write paragraphs, editing, revising
Resources/Materials: The New Integrated Approach Language Arts Workbook 4 page 38-39,
sentence strips
Teaching/ Learning Activities: Pupils will:
Engage:
a. as a whole class activity students try to organize sentences on the whiteboard to construct a
paragraph.
b. teacher and students will discuss activity. They will say what a paragraph is.
Explore:
a. in groups be given sentence strips to try to put together to form a paragraph.
b. share with class
Explain:
 a. say what a paragraph is based on previous activities done. Read and discuss information
about
paragraph from The New Integrated approach Language Arts Workbook 4 page 38.
Extend:
a. in groups, be given a paragraph to read then,
i. find the topic sentence and tell the main idea of the paragraph.
ii. read the supporting sentences.
iii. read the concluding sentence and say how it brings the paragraph to a logical conclusion.
b. share their findings. Teacher will clarify any misconceptions.
Teacher’s Evaluation:
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Day 4 (Reading for Information (Research & Study Skills)

Focus Question:

- “How do I effectively share ideas about cultural practices which have helped to

shape our national and regional identity?”

Attainment target: Pupils will:

- Identify and use text features to support navigation of texts, retrieving and synthesize

information gained from a range of sources.

Specific Objectives: Pupils will:

1. Identify and explain information using text features.

2. explain what is meant by text features

3. define fiction and non-fiction text

Key Vocabulary: text, features, title, title page, glossary, table of contents, index, heading,

pictures, captions etc

Key Skills: identify and explain importance of text features, create graphic organizers

Resources/Materials: internet, The New Integrated Approach Language Arts Workbook 4 page
75-76, library books

Content Outline: Text Features include all the components of a story or article that are not the

main body of text. These include the table of contents, index, glossary, headings, bold words,

sidebars, pictures and captions and labeled diagrams etc.(

https://teachingmadepractical.com/text-feature-chart/)

Teaching/Learning Activities: Pupils will:

Engage:

a. form a semi-circle in the class

b. teacher will talk about the differences between fiction and nonfiction texts with the students

in a brief conversation. Examples might include: Fiction is imaginary and nonfiction is about

something real, you learn facts from nonfiction, etc.

c. say if they know what a picture walk is. Have a brief discussion about what a picture walk is

and why you might do one before reading a book. Answers might include: learn what the book is

about, predict what will happen or what they will learn, ask questions that include the who/what/

where of the book.

Explore

 a. teacher will explain to students that they will be taking a “text feature walk” using a

nonfiction text to learn about some special things authors use in nonfiction texts to teach their

readers about the topic.

b. in groups, will be given a non-fiction textbook from the school’s library. They will slowly

flip through the nonfiction text with teacher’s guidance.

c. point out text features on each page such as the table of contents, photographs or pictures,

labeled diagrams, headings, and bolded words.

d. as each feature is pointed out , students will say what it is and state why it might be useful.

For example, a bolded word signifies something important and can be found in the glossary at

the back of the book.

Explain:
a. share what they discovered about text features. Teacher clarifies any misconceptions.

b. read and discuss information about text features from chart/ textbooks.

Extend:

a. observe the teacher modeling how to identify and use text features in an article.

b. read several informational texts and create graphic organizers to identify and explain the

importance of text features in each article and how they help to better understand what is read.

c. share findings with the class.

Evaluate:

a. construct a Graphic organizer identify and explain the importance of text features

b. For students who are struggling readers and/or require reading support during the independent

work time, form a small group to work with the teacher to complete the Text Feature Matching

Cards worksheet as a group.

c. For advanced students, provide them with blank writing paper and have them create their own

short nonfiction book that includes text features such as a table of contents, labeled diagrams,

and a glossary.

Teacher’s

Evaluation:____________________________________________________________________

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