Week 7

Weekly Scheme
February 10-14, 2020
Bible

Time / Duration: Monday -Friday

Topics: Citizen of the Kingdom
Spiritual Emphasis: “You are the salt of the earth; “You are the light of the world. Matthew
5:13
Content:
Jesus thrived on imagery. Throughout His ministry, He used parables, analogies, and metaphoric
depictions to emphasize His points. Some of these comparisons deal with how Christians should
be, or what we ought to be like. Christians are called to change things in the world and point the
way to Jesus; we can impact the world for Christ in amazing ways when we follow Him.

References: Traveling with Jesus Bible Textbook 6

Assessment: Groups work, Class work, assignments, discussion.

Monday

Objective: After discussing the parable of the salt and light of the world, students will be able to:

 Share the importance of salt and light.

 Complete a crossword puzzle by inserting characters who followed the parable said b y
Jesus.

Introduction: talk about the importance of salt and light in this world.

Development:
 Tell students that we are considered as the salt of the earth and the light of the world
 Let children explain why they think Jesus uses those comparisons.
 Read along with students the baggage area
 Discuss the story with students and let them share their thoughts on the treatment that as
Christians many may have because of believing and testifying for God.
 Talk about characters in the bible that lived as Jesus wanted “as grains of salt and sparks
of light”
Conclusion: let children complete the crossword puzzle by finding out the characters that lived
as Jesus’ parable.

Tuesday- Assembly

Wednesday
Objective: After discussing ways how one can demonstrate that we are the salt of the earth and
light of the world, students will be able to:
 Share an action they would perform or do to display that character to people they meet
daily.
 Read and share an action they would perform according to the scenarios given.
Introduction: let children share actions that displays that we are the salt of the earth and light of
the world.

Development:
 Ask students if they would be willing to be the salt of the earth and light of the world.
 Let them share in an anonymous sheet how they would display such character.
 Read together the passage light in a smile.
 Let children share if they sometimes feel like the person in this story.
 Share with students that the reason why this happened was because that boy hardened his
heart.
 Encourage students to always have a willing heart to listen to Gods voice.
Conclusion: let children read the five situations given and state their action they would take for
each if they would be the salt of the earth and light of the world.

Thursday- JAY

Friday
Objective: after discussing how important light is, and how we can be the light of the world,
students will be able to write a poem in groups that expresses how a child of God shines.
Introduction: let children look at two lists of words one that refers to salt and light, let children
omit the intruders or the words that is not related to either word.

Development:
 Ask students if it is not true that many times, we as human beings want to do the right
thing there are intruders or negative thoughts that does not permit us to usually do what is
right.
 Read the master reporter with students
 Discuss how our life is similar to that of an engineer when considering that we must be
the light of the world.
 Read together the bible passage found in Isiah 58: 6-8
 Let children think of the actions that a true child of God does.
Conclusion: let children gather in groups and write a small poem entitled “ Your light will rise”
on this poem they will express how a child of God shines.
 Language Arts
Time / Duration: Monday – Friday 9 (9:15 – 10:30)
Learning Outcomes:
Listening and speaking
2.26 Summarise speakers’ point of view.
3.16 Make inferences based on oral report or presentations
5.11 Compare and contrast the views expressed in a variety of poems, stories, poetry and songs
presented orally.
6.17 Discuss how a visual image can be used to persuade or mislead for propaganda purposes
8.14 Ask questions that elicit interpretations, opinions and judgments
8.15 Answer questions that require interpretation by providing opinions supported by
explanations.
9.17 Explain ideas using devices such as similes, metaphors, anecdotes and analogies
16.4 Recognise speech problems or defects and practise speaking in order to remedy or eliminate
them.
17.11 Correctly apply a range of different grammatical forms for asking questions, giving
commands and instructions and giving information in simple, compound and complex sentences.
17.12 Vary the use of simple, compound and complex sentence structures for effect
Reading
25.28 When reading aloud, pronounce the vast majority of words appropriately and clearly,
including multisyllabic words and technical vocabulary from other subjects
26.19 Independently, select and read a variety of non-fiction texts, including books about
science, pagelength newspaper reports, articles from age-appropriate magazines, and multi-page
length accounts of historical events.
28.28 Discuss the ways in which men and women, young and old, and people from different
ethnic and cultural groups are represented in stories
29.11 Discuss, with reference to their own lives, complex moral issues encountered during
reading
Writing
34.23 When writing stories, include detailed descriptions of settings and characters.
38.21 Routinely edit a piece of writing to eliminate mistakes, irrelevance and unnecessary
repetition, and to improve it by enhancing word choice, sentence, paragraph and overall
structure, and the sequencing of ideas.
38.22 Use a dictionary or a thesaurus to improve the vocabulary used in a piece of original
writing.
41.10 Spell most words, including technical vocabulary encountered in other subjects and
unusually spelt words correctly.
45.11 Use sentences of a range of different sentence types for effect in original writing.

Visually Representing
22.24 Interpret and apply knowledge of visual images, vocabulary, grammar, the text's topic and
textual features to deduce the meaning of an unknown word or phrase
Subtopics Group discussion, Skimming, Main ideas, draw inference, use glossary, Complex
Sentences, Relatives pronouns, Active and passive voice, Imperatives, Suffixes ‘able/ible’, Make
notes, Writing a formal letter

Spiritual Emphasis: In God we can obtain the necessary knowledge to succeed in life.

Content:
Skimming is a strategic, selective reading method in which you focus on the main ideas of a
text. When skimming, deliberately skip text that provides details, stories, data, or other
elaboration.
The main idea is the point of the paragraph. It is the most important thought about the topic. To figure
out the main idea, ask yourself this question: What is being said about the person, thing, or idea (the
topic)? The author can locate the main idea in different places within a paragraph.

Reference:
https://www.landmarkoutreach.org/strategies/finding-main-idea/
https://7esl.com/relative-pronouns/
https://www.grammarly.com/blog/active-vs-passive-voice/

Attitudes: develop interest in writing and understanding writing pieces, cooperate with peers
Assessment: oral discussion, oral presentation, pair discussion and reporting

Monday-Review last section of the Mock PSE

Tuesday
Objectives: Through discussions, of difficult words and reading the passage, students will be
able to:
 Define and identify part of speech of given words using context clues.
 Compare definitions with dictionaries meaning.
 Use vocabulary words in sentences including relative pronouns.
  Re-write a paragraph into three sentences by inserting relative pronouns to make three
longer sentences.

10 mins of DEAR
5 mins story report
Introduction: go through the passage “The community Baboon Sanctuary” and go through
words that are uncommon/ unknown.
Development:
 Let children work in pairs to discuss definitions and parts of speech of each word using
context clues.
 After students have completed this section, orally review the definitions with them then
compare answers with their dictionaries.
 Let students design a personal glossary using the vocabulary section in their text books.
 Monitor students while working then review and discuss relative Pronouns.
 Let children use the words in sentences including relative pronouns.
 After allotted time, select names of students to share their sentences orally. Ensure
children are using words appropriately along with the relative pronouns.

Conclusion: review usage of relative pronouns then let children re-write a given paragraph in
three long sentences. Review answers together with students.
Wednesday
Objectives: after Active and Passive Voice, students will be able to:
 Share how to find out which voice a sentence is written on.
 State if whether the sentences given are in the active or passive voice.
 Change sentences in the active voice to the present passive.

10 mins of DEAR
5 mins of Report
Introduction: Place the words Active and Passive Voice in the board. Let children share what
they recall about the voices, let them be ready to report with an example from the passage.
Development:
 Provide time for students to report on their discussion on active and passive voice.
 Review concept with them, let children look keenly at the concept chart with examples
 Discuss with students whether their definitions and examples were right.
 Look at other examples on the passage.
  Let children with their same partner, discuss and decide which of the given sentences are
in the active/ passive voice.
 Review answers as a class

Conclusion: Discuss with students that the passive voice can be uses in the present, past and
future tense. Look at examples and discuss who is making the action to verify the tense. Let
children change the eight active sentences to the present passive. Review answers individually.
Then as a class as a class revision.
Creative Writing

Objectives: Provided with their writing mock test, students will be able to:
 Suggest how they can improve their writing
 State what made them loose points in their writing
 Work in groups to write an inside address of given prompts.

15 mins of DEAR
Introduction: provide students with their writing mock exam sheet and let them view their
mistakes and where they lost points.
Development:
 Let children share what they found out about their writing
 Let them also share how they can improve their writing.
 Review sections especially inside address and steps how to write it.
 Provide a prompt and let children make up an inside address check that it done
appropriately.

Conclusion: let children get in groups and provide each group with a different prompt and let
them each make an inside address if they were to write a letter to that section
organization/company. Let children paste their work on the Language Arts center for students to
view.
Thursday:
Objectives: After discussing active and passive voices, students will be able to:
 Identify voice of given sentences.
 Compete with each other to identify active or passive voice in each of the orally said
sentence.
 Re-write sentences to the present passive and future passive voice.

10 mins of DEAR
5 mins of Report
Introduction: Bounce a ball on the floor. Then ask students to describe what happened. Tell
them to start the sentence with teachers name (e.g., Tr. Leila bounced a ball.”). Write the
sentence on the board. Then have students identify the subject (Tr. Leila) and the verb (bounced).
Now, bounce the ball again, but this time, ask students to describe what happened starting with
“The ball…”. Students should say, “The ball was bounced by Tr. Leila.” Write the sentence on
the board and ask them to identify the subject in this sentence (the ball) and the verb (was
bounced).
Development:
 Guide students to compare and contrast the two sentences. Ask them which they think is
active and which is passive. Confirm that they understand that the first sentence is in the
active voice because the subject, the teacher, actively bounced the ball. Contrast this with
the second sentence, which is in the passive voice because the subject (the ball) is NOT
actively doing anything. Instead something is happening to it by someone else.
 Play the video Passive Voice in English: Active and Passive Voice Rules and Useful
Examples to review concept.
 Let children compete with each other by showing whether the said sentence is in the
active or passive voice.
 Let children do other practice exercises in pairs.

Conclusion: Review past and present tense with students then let them practice rewriting
sentences in the present passive and future passive. Review answers together as a class.
Friday
Objectives: after Active and Passive Voice, students will be able to:
 Share how to find out which voice a sentence is written on.
 State if whether the sentences given are in the active or passive voice.
 Change sentences in the active voice to the present and future passive.

10 mins of DEAR
5 mins of Report
Introduction: Ask students what the word Imperatives mean let children suggest another word
for imperatives (Command words)
Development:
 Call students in pairs to orally command their classmates to do certain actions.
 Tell students that what they are doing or saying are imperatives.
 Share sentence strips to students and let them say whether it is an imperative or not.
 Let children do section 1 on page 100 for practice
 Review answers together
  Let children sit in pairs then let them think of six things they can look after the
environment.
 Let students write them as a list of instructions each beginning with an imperative.

Conclusion: Discuss with students that the passive voice can be uses in the present, past and
future tense. Look at examples and discuss who is making the action to verify the tense. Let
children change the eight active sentences to the present passive. Review answers individually.
Then as a class as a class revision.
Creative Writing

Objectives: after reviewing parts of a Formal letter and business letter students will edit and re-
write a letter written for mock test and submit for grading purpose.
15 mins of DEAR
Introduction: Review format of a formal/informal letter with students
Development:
 Read the two prompts students worked with last week when they did their mock
 Discuss each prompt and let children in groups look at a set of letters of their classmates
to read and find out if it includes what was added in the prompt
 Provide time for students to share their personal view of the way the letters were written
and suggest ways how it can be improved.
 Let children return papers to their respective owners.

Conclusion: provide time for students to re-write their letters following suggestions given by
classmates and teacher. Collect for assessment.
Evaluation:
 Social Studies
Time / Duration: Monday, Tuesday & Thursday 1:45-2:30
Learning Outcomes:
24.4 Explain the relationship between location, natural resources, climate, landforms, soil-types
and the economic activities of Belize.
Topics: Economy of Belize
Spiritual Emphasis: Gods plan is for His people to prosper and so should it be for our country if
everyone would follow the divine law.

Content:
Belize has a developing free-market economy. Commercial logging and the export of timber
were for years the basis of the Belizean economy, but by 1960 the combined value of sugar and
citrus exports had exceeded that of timber. Owing to destruction of forests and price fluctuations
of traditional export products, Belize had opened up its economy to nontraditional agricultural
products and manufacturing activities by the end of the 20th century.

only a small proportion of Belize’s land is actively used for agriculture, which employs about
one-fifth of the population. Most farms are smaller than 100 acres (40 hectares), and many of
them are milpas (temporary forest clearings). On most of these farms, traditional shifting
cultivation is practiced, largely because of the nutrient-poor soils of the lowlands. The remaining
farms or plantations are devoted to the raising of crops for export, such as sugarcane, citrus
fruits, and bananas.

Sugarcane is grown around the towns of Corozal and Orange Walk, and sugar is exported to the
United States and the European Union (EU). Some sugar is converted into molasses for rum
distillation. In the latter part of the 20th century, sugar production increased 10-fold, but it
decreased in the 21st century because many sugarcane fields were destroyed in 2000 in a
hurricane. At the same time, the production of corn (maize) and kidney beans for export became
more profitable. Citrus crops (oranges and grapefruit) and bananas, which are grown mainly in
the Stann Creek and Cayo areas, south and west of Belize City, have been affected by world
price fluctuations but are still produced for export. Rice is cultivated on large mechanized farms
in the Belize River valley, while corn, roots and tubers, red kidney beans, and vegetables are
raised throughout the country, mostly on smaller plots. Increased production of nontraditional
agricultural products such as papayas and habanero peppers has aided the economy.

References:
https://www.britannica.com/place/Belize/Economy
Primary Social Studies BK 5
Materials: Fact sheets, Projector, color sheets, Bristol board, colored sheets
Knowledge Skills: describe Belize’s National symbols and its meaning
Attitudes: develop interest in Belize’s History, cooperate with peers
Assessment: oral discussion, competing in games, group work, designing model, filling blank
map, designing keys and symbols. Oral presentations.

Monday – Review Social Studies Mock Exam

Tuesday
Objective: after discussing Natural resources as Belize’s main economic source, students will be
able to:
 Analyse a given table and state uses of the given natural resources.
 Prepare a concept chart and an oral presentation on one type of industry in groups.
 Orally present to the class.

Introduction: Share a table to students in groups to analyze Belize’s resources and its uses.
Development:
 Name the natural resource then let children share from what they read, each of the uses.
 Discuss the main types of Resources in Belize and discuss how it helps Belize
economically.
 Share with students that the economy of Belize is based on its natural resources, these
which provide with our exports, are the basis for our industries and attract tourists to our
shores.
 Discuss industries in Belize (Primary, Secondary and tertiary industries.)

Conclusion: Provide students in groups with a fact sheet on the three types of industries, each
group will read on one industry and prepare a concept chart explaining the type of industry. At
the appropriate time, call students to orally present their industry type. To ensure that students
are all on task, share a questionnaire/worksheet for students to answer while presentations are on.
Thursday

Objective: after, discussing the relationship on the location, climate and land use in industries,
students will be able to:
 read and discuss the importance in groups then share to the class.
 Describe location of an Industry in Belize and state the importance of location, climate
and soil for the development of such industry.

Introduction: Ask students why they believe location is essential to develop or maintain
industries going.
Development
 Discuss with students each resource and how location, climate and soil play a vital role in
the productions.
 Share fact sheet to students for them to read and discuss.
 Let children share with the class if they have observed industries in Belize and if they do
agree that the location is appropriate for the development of such industry.
Conclusion: Let children think of an industry in Belize, let them discuss the location of such
industry to let them state their views on the location, climate and soil in the immediate area of
such industry. Let children report on their discussions to the class.
Evaluation: