Week 26: Lesson Plan Beginning May 29 – June 2 2023

Subject: Mathematics Grade: 2 Strand: Numbers Duration: Term: 3

Day 1 60 minutes
Topic: Unit Fractions
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:
Use fractional numbers to name equal parts of an object or a set of objects

Attainment Target:
Standards for Mathematical Practices:
() 1. Make sense of problems and persevere in solving them.
() 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
( ) 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know how to:

- Use the ordinal numbers first, second, to tenth to identify objects, symbols, persons
in a position.
Specific Objectives:

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

- Identify objects/set of objects showing halves, thirds or fourths, using the numerals
to describe.
- Write whole numbers as fractional numbers.
Teaching/Learning Resources:

- Pattern blocks
- Fraction circles
- Worksheet

Key Vocabulary:

- Numerator
 - Denominator
- Whole

Content Outline:

A fraction is a number, which means that something (a whole) is broken into parts.

A pie for example can be broken into pieces so it can be shared. Each part of the pie
represents a fraction of the whole. Any shape or object can be broken into fractions!

A fraction consists of two main parts, which are separated by a line. The top part (the
number on top) is called the numerator. The bottom part (the number on the bottom) is
called the denominator In this fraction: 𝟒 Four fifths, four is the numerator and five is the
denominator 5

Engage:
Part 1
Engage students in a discussion such as; Have you ever eaten a part of something and not
been able to finish it completely? Some foods like pie and pizza are already broken into
parts which you can eat. Other foods, you may eat until you are full and have something
left over. If you have ever wondered how much food was left then you would probably
measure the amount in fractions.
Part 2
The students will be told a story about a farmer who had an animal farm and all the same
animals got equal amounts of space. He kept 2 cows in a particular colour enclosure, 3
goats in another enclosure, and 4 chickens in another.

Explore:

In groups of 4 students will be given pre-packaged pattern blocks or fraction circles to

investigate which colour enclosure each animal would be kept in.

Guided
 Questions:
- Which colour would you use to
represent the enclosure for the cow? -
Which colour would you use to
represent the enclosure for the goats? -
Which colour would you use for the
chickens?
- How many halves are in 1 whole?
- How many quarters are in 1 whole? -
How would you go about writing 1
whole as a fraction?

Explain:

Students will be asked to select a group member to tell the colours chosen for each animal
and explain their reason for choosing each assigned colour.

Elaborate/Extend:

In groups students will use manipulates or diagrams to help them solve the following
problems:
1. Briana got 8 presents for her birthday and opened a ½ of them. How many did she
open?
2. Tony saw 6 birds in a tree. ⅓ of them flew away. How many were left?
How many thirds are there in 1 whole? How many thirds are there in 2 wholes?

Evaluate
Students will individually complete the activity below as well as the activity on the
“Fraction Set Worksheet.”

2. Write a fraction that is the same as 1 whole.

Fraction Sets Worksheet

Colour ½ Colour ¼
 Colour 1/3

Reflection:
Subject: Grade: 2 Strand: Number Duration: 60 Term: 3
Mathematics minutes
Topic: Fraction

Day 2 & 3
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:
Use fractional numbers to name equal parts of an object or a set of objects.

Attainment Target:
Demonstrate an understanding of the ideas of sets.
Standards for Mathematical Practices:

() 1. Make sense of problems and persevere in solving them.

( ) 2. Reason abstractly and quantitatively.
() 3. Construct viable arguments and critique the reasoning of others.
() 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
( ) 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know how to:

- Describe a fraction as one or more parts of several equal parts.
- Tell the number of equal parts into which an object or a set has been divided.
Specific Objectives:

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

- Associate fractional numerals to appropriate fraction of object or set of objects;
describe object(s
Teaching/Learning Resources:

- Pattern blocks
Key Vocabulary:

- Sets
- Fraction
- Half
- Fourth
- Numerator
- Denominator
Content Outline:

- A fraction is an equal part of a whole.

- The denominator (the number at the bottom), tells us how many equal parts the
whole has been divided into. The numerator (the number on top) tells us how
many of the equal parts are used.
Engage:

- Have students listen to the story; “Give Me Half” by Stuart J. Murphy (see resource
document). Have discussions before the story is read, while the story is being read
and after the story is read.

Discussions may include but not limited to the following questions:

1. What they think the story is about?
2. What problem arises in the story?
3. How they think it can be solved.
4. What was done to solve the problem?
5. What will happen next?

- At the end of the story, have students sort various examples under the headings
fractions and non-fractions. Students may be provided with a table (on the board or
on a chart) and each student given a picture (prepare the picture by placing tape
behind it before hand). Students will go up and place the picture under the
appropriate heading. After the table is completed, have a class discuss to clear up
misconceptions if necessary.
Suggested questions:
- What makes this picture a fraction?
- What makes this picture a non-fraction?
Explore:

-
Students will be given two pictures; one being half of a pizza and the other being
two donuts in a box.
- Students will then be informed that what they see is half a pizza and one fourth the
number of donuts. Allow the students to draw the additional donuts to make it a full
set; however allow the students to place cut out pieces of pizza slices to make the
whole.
Explain:

Students will explain what they have explored after which the students will critique the
responses of others and if possible provide clarity.

Elaborate/Extend:
Students will be given the sheet below, they will then be asked to colour the fractions
given.

Suggested questions:
- What do you notice about the pictures you have coloured?
Is there anything that is common?

Evaluate:
 Allow students to take an orange to school. They should form groups of four members and
have one to three oranges per group. Orange should be stripped of its skin so that the pegs
are readily identifiable and can be separated. Allow them to investigate the number of pegs,
halves and quarters using the orange pegs in their groups.
Suggested questions:
a) How many pegs of oranges can you get?
b) How could the pegs be shared evenly between two members of the group?
How could the pegs be shared evenly among the four members of the group?

Reflection:
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________

Subject: Mathematics Grade: 2 Strand: Duration:60 Term: 3

Day 4 & 5 Number minutes
Topic: Adding like fraction
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:
Use fractional numbers to name equal parts of an object or a set of objects

Attainment Target:
Use the basic operations with numbers and number patterns
Standards for Mathematical Practices:

() 1. Make sense of problems and persevere in solving them.

( ) 2. Reason abstractly and quantitatively.
( ) 3. Construct viable arguments and critique the reasoning of others.
( ) 4. Model with mathematics.
( ) 5. Use appropriate tools strategically.
() 6. Attend to precision.
( ) 7. Look for and make use of structure.
( ) 8. Look for and express regularity in repeated reasoning.
Prerequisite knowledge/skills:

Students should know how to:

- state the meaning of fraction
- Identify fractional parts
Specific Objectives: At the end of the lesson students should be able to:
- Add and subtract fractions with the same denominator.
Teaching/Learning Resources:
Fraction pieces, objects such as pencil and eraser
Key Vocabulary:
- Add, fraction, same denominator, denominator, numerator, like fractions, subtract,
unit

Content Outline:

A fraction describes how many equal parts of a certain size there are, for example, onehalf,
eight-fifths, three-quarters.
A good foundation with fraction concepts (part-whole, for example), is the benchmark to
add or subtract fractions with like denominators, for example it is important for the
students to be able to identify fraction parts.
Two fractions, such as 2/5 and 1/5, are called like fractions because they have the same
denominator.

The idea that the top number counts and the bottom number tells what is counted makes
addition and subtraction of like fractions the same as adding and subtracting whole
numbers. When working on adding with like denominators, however, it is important to be
sure that students are focusing on the key idea—the units are the same, so they can be
combined.
Engage:

In small groups, students will be given fractional parts (variations e.g. 1/4s, 1/2s, 1/3s) and
a whole relating to those fractions. They will use the parts of their choice to create a whole.
Each group will identify the name of the fractional parts used to make the whole and how
many was used.

Explore and Explain:

Students will now be given a few objects in their groups for example pencils, erasers,
halves, fifths etc.

The students will be asked to use

the objects to model addition and subtraction eg.

9 pencils - 5 pencils

+
Each group will identify their object, then tell how many for example 5
pencils, 1 third.
They will record this on a given table provided

Number Unit
5 pencils
1 third

Each group will now be given two mathematical sentences for

example; 3 thirds + 6 thirds = 4 fifths - 3 fifths =
Fraction pieces/towers can be used to model the fractions.
They will be asked to solve and tell how they arrive at their answer.
Guiding Questions
The students will now be asked to answer the following questions:

- When adding fractions, what does the numerator and denominator mean?
Can you add two different units (like/unlike denominators)? Why or why not?

Elaborate/Extend:
What is the total length of the turtle?

Evaluate:

Answer the following questions using fraction models if needed.

1. 3/9 + 2/9 =

2. A recipe uses ¼ cup of cheese. How much cheese would you use if you doubled the
recipe?
 3. Write an addition sentence that can be used to find what fraction of the weekdays
had sunshine or rain.

Monday Tuesday Wednesday Thursday Friday

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Listening and Speaking
Duration: 1Hour
Unit Title: This is my Community
Focus Question: What is a Community?

Topic: Listening
Attainment Targets: - Communicate with confidence and competence for different purpose
and audiences, using SJE and JC appropriately and creatively.
Objectives: By the end of the lesson students should be able to:
Identify new vocabulary words from a text read aloud.
Skills: listening and Speaking
Strategy: Discussion,
Materials:
 Class set of the Vocabulary Cards
 Class set of the Picture Dictionary worksheet
 Book to read aloud to students

Key terms:
TIER 1 drawing: a picture
TIER 2 unknown: something that is not known reread: to read again tricky: something that is
difficult

Procedure: 1 [20 minutes]

Whole Class Activities
Activate students' background knowledge by having them turn to a partner and share about a
time when they didn't know the meaning of a word (either in English or their home
language). Read aloud a text to the class. Before reading, tell students that they will be
finding unknown words. These should be words that students are not sure of the meaning of.
Explain that not knowing the meaning of a word is nothing to be ashamed of—it's an
opportunity to learn! Model how to find an unknown word in the text.
Hand out the Vocabulary Cards to students. As you go over each word, have students locate
the card for the word you are reviewing. Tell students they will be looking for tricky, or
difficult, words in the text. Sometimes these words are unknown, or not known. To figure out
unknown words, it can be helpful to reread the text. It can also be helpful to look at the
drawings, or pictures.
Read aloud a page in the book. Locate an unknown word and write it on the board. Show
students how to reread portions of text to figure out the meaning of the tricky word. Model
how to use context clues and related words to guess about the word's meaning. Show students
how to use a dictionary as needed. Read aloud the rest of the text, guiding students to raise
their hands when they encounter unknown words. List the words on the board.
Pair Work 1 [5 minutes]
Hand out the Picture Dictionary worksheet and have students work with a partner to write at
least five words, pictures, and definitions on their worksheets. Have students examine how
the words they used in their picture dictionaries were used in the text.
Whole Class Activities 2 [15 minutes]
Go back to a few words to discuss how they were used in sentences. Instruct students to fill
in the sentence section of their picture dictionaries with sentences for each of their words.
Pair Work 2(5 minutes)
Have students work in pairs to discuss the words they defined. Ask students to use the
following sentence frame to structure their discussions: The word I found was ____. It means
____. I can use it in this sentence: ____. Challenge the students to have a discussion where
they use as many of the target words as possible.
Whole class activities 3 (15 minutes)

Ask students to answer the following questions with the corresponding sentence stems: Why
is it important to figure out words we don't know in a story? "It is important to figure out
words we don't know because ____." What are some strategies we can use to figure out what
words mean? "We can use ____ to figure out what words mean." A new word I learned was
____. "I learned ____. It means ____."

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Word Recognition and fluency
Duration: 1Hour
Unit Title: This is my Community
Focus Question: What is a Community?

Topic: Phonics (Short vowel “u”)

Attainment Target:

1. Give and receive information

 2. Respond critically and aesthetically to literature and other stimuli

3. Demonstrate motor movements successfully which are appropriate to the grade level

4. Identify, create, and respond to sounds in the environment.

Objectives:

1. Articulate making the short “u

2. identify at least one difference/ similarity with the words on the board.
3. build new words by telling them to change / add one letter

Vocabulary: Dum, drum, run

Skills: Listening, writing, speaking

Materials: Phonics textbook, letter tiles

Strategies: Decoding

Content: The Short U (ŭ) is formed by opening the mouth partway. The tongue is relaxed

and set low in the mouth, with the sides of the tongue lightly touching the bottom teeth, as in

the image below.

Procedure:
Whole Class Activities [20 minutes]

1. Chant with the children the poem read in class the previous day.
2. Remind/ tell students that rhyming words sound alike at the end e.g “but” and “hut”
3. Ask students to give a rhyming word from the poem for “dum”. The teacher will write
both words- dum and drum on the chalk board.
4. Extend the idea of rhyming words with at least two other clues, for example:
a) What is pink, has teeth and is located in my mouth? Gum
5. Repeat the process for the “un” sound. A clue to be used is -When I am happy at play
I say that I am having? Fun.
6. Document all the words and ask students to identify at least one difference/ similarity
with the words on the board. Use the students’ responses to highlight the letter u and
the short “u” sound. Give students the opportunity to practice making the short “u”
sound before being asked to give three examples of words with the short “u”
7. Have students read the words form the chalkboard.
 8. Distribute letter tiles for u, n, t, h, b, p, s, f, r, n, g
9. Say the names randomly and have the students place them on their tables. As each
letter is placed, have children say its sound.
10. Place the letters fun on the board and have the children do the same with their letter
cards.
11. Model how to blend the word fun by sliding her hand under the letters as she
emphasizes the sounds/ f/u/n/. Have children repeat, then read the word naturally- fun.
12. Have students build new words by telling them to change / add one letter, e.g., run,
sun, nun

Group Activities
Group 1 At grade level
Work sheets with the endings up, us, un
Ask them to make as many words as they can, using these endings.
Group 2 below grade level

Whole Class Activities [10 minutes]

Words will be added to the Word Building Journal.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Comprehension
Duration: 1Hour
Unit Title: This is my Community
Focus Question: What is a Community?

Topic: Drawing Conclusion

Attainment Targets:

1. Give and receive information

2. Read for meaning, fluency and enjoyment

Objectives:
By the end of the lesson students will be able to:
Use key vocabulary to discuss and write a conclusion to a short story

Materials: Copy of a short picture book, such as After the Fall (How Humpty Dumpty Got Back Up
Again

Skills: Writing and drawing

Strategies: Discussion
Whole Class Activities [15 minutes
 Explain that today students will be writing a conclusion to a short story. Explain that a
conclusion is the last part of something or an ending.
Read the short picture book aloud to students, stopping at the climax of the story to ask
students to identify the problem. Ask, "What do you think the conclusion will be?" Read the
rest of the story. Ask student volunteers for their thoughts with questions such as: Did the
ending surprise you? How could the ending be different? Present the rest of the vocabulary
terms. Use visuals as you define each word and allow students to discuss how the visual
relates to the new word. Complete a Frayer Model with the students for solution and check
their comprehension throughout by asking them to orally repeat the definition or provide
examples. Divide students into five groups, each of which to complete a Frayer Model for an
assigned tiered vocabulary word. Allow students to create and share aloud their own
sentences with the new vocabulary words. For example: "I had a problem with my friend at
lunch."
Pair Work 1 [5 minutes]
Distribute the What Happens Next? worksheet to students. Project your copy. Explain that
this very short story has a problem but the solution is missing. It will be their job to find the
problem and write their own conclusion. Ask students to follow along with their fingers as
you read the story aloud. Ask students to turn and discuss the following questions with a
partner: What is the problem in the story? Why is it a problem? What do you think the
solution will be?

Whole Class Activities 2 [15 minutes]

Project written sentence frames for student reference during partner discussion. For example:
"I think the problem is ____ because ____." Gather the whole class' attention. Have student
volunteers share the problem and how they know it is a problem, using the sentence frames as
references.

Pair Work 2(5 minutes)

Ask students to work in partnerships to read every other sentence, then tell their partner their
plan for their ending before writing. Keep sentence frames projected for student reference.
Provide a word bank and circulate the room answering questions

Whole class activities 3 (15 minutes)

Review the problem in the What Happens Next? worksheet as a class. Group sets of partners
into groups of four or five so students can share their conclusions.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Grammar
Duration: 1Hour
Unit Title: This is my Community
Focus Question: What is a Community?

Topic: Contraction

Attainment Target:
1. Give and receive information
2. Know and use basic language skills and the conventions of spoken and written
language
3. Apply relevant decoding skills to the reading process
4. Read for meaning, fluency and enjoyment

Objectives:
Identify and make different contractions
Complete worksheet given
Skills: listening
Strategies: Co-operative learning, Individual learning
Materials:
 Language Arts worksheet
 Contraction word
Content:  A contraction is a word that is made up of two or more words that are connected
together. One or more letters are removed from the words ..
Video: https://youtu.be/5xE-vw2ctqo Contractions 1 | English Song for Kids | Reading &
Writing Skills | Grammar | Jack Hartmann

Procedure:
Whole Class Activities (1) [15 minutes]
Explain to the students that a contraction is a shortened form of two words. Write the words
"do not" on the board. Skip a space and explain to the students that you are going to change
these two words into contractions. Tell them to always keep the first word. Write it. Now be
sure they are watching as you show them how to change the second word to finish the
contraction. Bring attention to the apostrophe to show that you omitted, or left out, a letter.
Read the new word: don't. Make more contractions using is, not, will, are, and have. Point out
that will not is the only time the first word will change when you change those words into
contractions.
Pass around the contraction cards. Keep two words that make a contraction, e.g. "she" and
"is." Say to the students, "I have the words "she is." Who has the contraction for these words?
When the student who has the word is identified, give them your word cards so they can
place them together. Write on the board, "She's is a contraction for she is." Highlight the
apostrophe. Continue in the same manner at least three more times.
Give each student half a sentence strip and a piece of macaroni. Write two words that can be
made into contractions on the board. Let them copy it down. Together, change the words into
a contraction. Remind the students to keep the first word and change the second word.
Give each student half a sentence strip and a piece of macaroni. Write two words that can be
made into contractions on the board. Let them copy it down. Together, change the words into
a contraction. Remind the students to keep the first word and change the second word.
List the changes on the board where the students can see them: is becomes 's. not becomes
n't, have becomes 've, are becomes 're, etc. Tell students to use their macaroni as apostrophes.

Give the students another half piece of a sentence strip and a piece of macaroni. Write two
more words on the board that can be changed into a contraction. Tell the students to use the
list on the board and to change the words into contractions.
Group Activities
Group 1 At grade level
Group 2 below grade level

Whole Class Activities (1) [15 minutes]

Let the students turn and talk to each other about what they learned. Encourage them to use
words like contraction, omit, and apostrophe.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Writing
Duration: 1Hour
Unit Title: This is my Community
Focus Question: What is a Community?

Attainment Target:

1. Write to narrate, to persuade and for a range of transactional purposes, using SJE

and JC appropriately and incorporating multi-media approaches to their writing

Topic: Develop Quality Sentences

Specific Objectives:

By the end of the lesson the students should be able to:

1. Discuss and use the traits of quality writing (e.g., content/idea, organization, word

choice and voice,) in drafting

Teaching and Learning Activities:

Whole Group Activities

The students and teacher will review the prewriting strategy that was done in previous

lessons.
The teacher will then use the Transition-Action Detail (TAD) Strategy to write their

drafts (sentences) for paragraph building as demonstrated in the pictures below.

The teacher will do a mini lesson demonstrating how the TAD is supposed to be completed

using the information from their stories they wrote before.

Going step by step, the students will be asked questions that will encourage them to provide

information from the drawings to fill out the TAD table. Another demonstration is provided

below.
 Transition Action Details

(Introduce the (Describe what (Answer audience

action) happen) question)

On Saturday, My friends and I went to We always go to the park to

the park. play.

When we got there I went on the slide with my We enjoy going on the

friends slides to see who gets to the

bottom first.

Group Activities

Group 1: The students will be given an example of how the TAD was used. Using the TAD,

the students will write sentences with a pre- filled TAD strategy outline for their writing.

Group 2 : The students will be given the TAD strategy outline where they will use the

information from their writing and listing to complete the TAD table.

Whole Class: The students will be encouraged to share their work with their table partner for

corrections.

Reflection:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 1

Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.

Objectives: Students will be able to:

Imagination and draw pictures of their visualizations.
Material/ Resources:

 Visualization Worksheet
 Sound clips (e.g. ocean waves, fireworks, and traffic)
Strategy: Visualization

Procedure/ Activities
Engage: Call students together as a group and ask them to think about their last birthday or a
birthday party they have attended. After giving students a moment to think about this, ask
them to close their eyes. While their eyes are closed, tell them to think about what they saw at
their birthday.

Explore: Ask students to think about what they felt, smelled, heard, and tasted at their
birthday party. Have students open their eyes and share with the group or a partner some of
the things they saw, smelled, heard, felt, and tasted in their minds. Explain that today, they
will practice visualizing as they read.
Explain: Explain that this is something they already know how to do since they just did it.
Today, they will learn to apply this skill to reading. Good readers use the strategy of
visualization to help them make pictures in their minds and think about what they read.
Briefly review the five senses with the students and explain that when we use our
imagination, we are visualizing. Explain to students that to practice visualizing, we will be
using all of our senses and our imagination.

Elaborate: Explain that you will play a sound and then share with them what you visualize.
Play one of the sound clips, e.g. the sound of waves crashing on a beach. Model closing your
eyes and listening. When the sound clip is over, explain to students that when you heard this
sound, you pictured seeing the ocean, hearing the waves, feeling the sand between your toes,
and feeling the heat of the sun on your skin. Explain that you also imagined taking a sip of
cold water and how it tasted in your mouth. It is helpful to also draw your visualization on the
board as you describe it to the students. Explain to the students that you took the sound and
made pictures or a mini movie of it in your mind. Connect the idea that when the students
read, the author is telling them what to visualize. It is their job as the readers to form the
pictures in their mind

Evaluation Activity: Assessment:

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 2
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students will be able to:
Demonstrate successful reading for understanding/comprehension of Animals in Danger
by completing a KWL Chart.
Material/ Resources:
Story book by David McAllister (1994). Animals in Danger. Raintree/Steck-Vaughn; ISBN:
0811449130
markers
crayons
poster board
Language Arts journal
pencil

Strategy: KWL

Procedure/ Activities
Engage: Remind students that we are going on a field trip to the zoo.  This book will help us
understand the animals that we will see there. Prereading activity Knowledge K- what do you
know?
      Ask students what they already know about animals?
      What do they already know about animals in a zoo?
      Why are some animals in a zoo when others are not?
       Do the students know what happened to animals like the dodo bird?
The teacher will write down student’s responses on the KWL Chart.
Explore: The teacher will now focus on key categories to be examined in the story.
      Ask the students to think about these questions while reading the story.
      a. What types of animals are in danger?
      b. In what parts of the world are animals in danger?
      c. What are some of the reasons that certain animals are in danger?
Explain: Now it is time for the students to ask themselves…
      What do they want to find out?
      Call on the students to generate a list and record on the KWL Chart.
  Read the story.

Elaborate: After reading the story it is time to ask the students…. What did you Learn?
      Did we find out what we wanted to know?
      Was there anything not covered in the story?
      Record all responses on the KWL Chart.
Have students identify at least three things learned and review the KWL Chart.
 Evaluation Activity: Assessment: Now it will be time for students to get out their language
arts journals. Have them start by drawing a picture of their favourite endangered animal.
Then they need to write a short sentence about the animal. They can review the KWL Chart
to find ideas for short sentences about what they learned.

Reflection:
___________________________________________________________________________
_________________________________________________________________________

The KWL Chart

K What I already Know ?
W What I Want to Learn ?

L What I Learned

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 3
Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students will be able to:
make predictions when listening to a story as well as use sequencing words first, then, and
last.
Material/ Resources:
• Anchor chart for key words, ‘making predictions’ worksheet, picture book
Strategy: Making Prediction

Key Terms:

• Prediction – Guessing what you think may happen next

• First – What happens in the beginning

• Then/next – What happens in the middle

• Last – What happens in the end

Procedure/ Activities
Engage: To continue the lesson, go over all the key words on an anchor chart. Discuss that
predictions are what you think may happen. Making predictions help readers pay attention to
the story.
Next, discuss that when you make predictions you use words that help you know the order of
the way that things happen in a story (first, then/next, and last).
Discuss how these transition words help you discuss different parts of a story. Then, finish
telling your personal story using these key words

Explore: Write first, then, and last on the board and tell students they are going to pair up
with a classmate and take turns telling one another a story. Students are to only tell the first
part of the story, then the partner is supposed to predict what happens next. Once students
get the hang of this, have them switch partners and do it again.

Explain: Next, take out a picture book and have students predict what they think the book
will be about based on the cover.
Elaborate: Next, read about half of the book to the students. Then, have students fill out a
worksheet predicting what they think will happen next in the story, as well as draw a picture.
After students complete the worksheet, come back together and have students share their
predications. Lastly, read the rest of the book to the students to see if their predictions were
correct.

Evaluation Activity: Assessment Create an exit ticket where students must answer the
questions “What is a prediction?” (what we think will happen) and “Why do we make them?”
(It helps readers pay attention to the story
Reflection:
___________________________________________________________________________
_________________________________________________________________________

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 4

Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students will be able to:
Model how to record your ability to infer by creating an Inference / Schema table
Strategy: Inferring
Procedure/ Activities

Engage:

 Explain to the children that today we are going to look at a strategy in reading that is
called ‘INFERRING’. Explain that inference is simply trying to work out something
from the text when it hasn’t been explained. You need to use the clues to help you
solve them.
 Explain to the kids that good readers use the clues in the text, along with their
thinking skills (schema) to make great predictions about what is happening in the text.
 Create an anchor chart for your students to refer to. There are heaps here for you to
refer to as well.
Explore: At this point, you may like to show a picture like this and ask a bunch of questions:

 Ask things like:

o What time of the year is this? And ask them to explain why they think
that.
o Who would win the water fight and why?
o Where are they and why?

Explain:

 To reinforce with the kids, explain to them that they are inferring all these answers
based on what they have seen and their own knowledge.
 You may like to show a couple more pictures at this point to reinforce the skill.
  When you are satisfied that your students ‘get it’, explain to them that they are going
to put on their detective hats now and play a game.
 Model how to use the first case of

Elaborate: Model how to record your ability to infer by creating an Inference / Schema table
(E.g. Inference will be ‘the table was bumped’ and schema will be ‘therefore I know a vase may
wobble off it and fall to the ground, causing it to break’. 

 Bring all students back together and discuss their tables.

 Go back through the Detective Game and ask students to verbally tell you the
inference and schema to check how well they picked it up.

Evaluation Activity: Assessment: Relate what they have done in class to something in the
outside world, e.g. A policeman would have to use lots of clues. Or, an ambulance officer
would need to use clues when they turn up at a house.

Reflection:
___________________________________________________________________________
_________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 5

Attainment Targets:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Objectives: Students will be able to:
Sequence a fairy tale story using the words first, second, next, then, and last
Material:  "The Gingerbread Man" by McCafferty, Catherine (another story can be used).
Strategy: Sequencing
Procedure/ Activities
Engage:
 To introduce the sequencing lesson and gain students' attention, the teacher can tell a
silly "out-of-order" story about his/her day. For example: "This morning, I woke up
 and ate dinner. Then, I put my pajamas on and went to school. Next, I brushed my
teeth played with my friends".
 This can lead into a conversation about the importance of putting events in order.
 Introduce the concept of sequencing.
Explore:

 Read the focus story, "The Gingerbread Man".

 After reading the story, bring out a large poster that already has the words first,
second, next, then, and last written on it.  The words are ordered like a train.  There
will be an arrow starting at first and pointing to last.
 Use the pre-made story/picture cards to sequence the events in the story.
 To check for understanding, you can intentionally place some cards in the incorrect
place to see if students are following along.
 You can use gestures and body language to help convey the words.
 You can use slower speech with physical cues and clear articulation when
approaching key topics.

Explain:

 Students will be divided students into 3 groups.

 Each group will be given an event from the story to illustrate.   They will work
together to delegate responsibilities and roles. After the students illustrate their scene,
we will gather together.
 Students will put the events in order.
 They will use a bold marker to add the words first, second, next, then, and last to each
drawing.
 As a class, we will go over their work, as we order the events by using the sequencing
words (first, second, next, then, last).
Elaborate:
 Students will work independently to sequence the events from "The Three Little
Pigs".
 Students can draw the sequence of events in the story.

Evaluation Activity: Assessment: Student drawings from the "Independent Practice"

section can be used as an assessment tool.

Reflection:
___________________________________________________________________________
_________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Term: Three Unit 1
Unit Title: This is my Community

Focus Question: What is a Community?

Attainment Target: students should be able to

1. Give and receive information
2. Respond critically and aesthetically to literature and other stimuli.
3. Know the important feature of their environment (home, school)

Day 1
Topic: What is a Community
Objectives: students should be able to –
a. Explain the meaning of a community
 b. Develop basic locational skills relate to places (such as home and school) in the
environment.
c. Perform familiars and new songs
d. Use simple and appropriate to grade
e. Write about their community using descriptive words
f. Tell how their community got its name.
Key Vocabulary: community, parish, places, provide, cities, country, Jamaica
Skills:
1. Explaining meaning of a community.
2. Listening and speaking
3. Writing sentences
4. identifying, discussing
Materials:
 My community pages 6-8
 In my community page 5
 Word cards, sentence strip
Content: A community is a group of people living in a particular area.

Day 1
Procedure/Activity

Engage & Explore: Introduce lesson with a song, ‘The walls of Jericho. Pupils will sing
song and do actions. Brainstorm to find out what is a community.
Allow pupils to read definition of a community from sentence strip and in workbook page 5.
Pupils will read text, page 6 and 7 with teacher’s guidance.
Explain: Discussion on passage read. Ask individuals to locate where their community is
found on a map. Discussion on important places and features in the community.
Elaborate: Explain to pupils that the school, home and church can be regarded as a
community.
Evaluation Activity Assessment: Pupils will write one thing about their community and
what makes it special.
Pupils will find out how their community got its name (Homework)
Complete exercise in workbook.

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Day 2
Topic: Identifying Communities
Objectives: Student should be able to
a. Develop basic locational skills related to places (coast, inland)
b. Identify some communities in different parishes.
c. Make comparisons
d. Use simple and appropriate vocabulary related to topic
e. Read poem and answer questions on poem
f. Draw map of school yard community

Key Vocabulary: Map, parish, coast, inland

Skills:
1. Drawing map of community
2. Identifying communities
3. Identifying and locating places on a map.
4. Comprehending

Materials:
 Map of Jamaica
 My community, page 13,17
 My community, workbook, page 12-13

Procedure/Activity
Engage & Explore: Recap previous lesson. Ask pupils to tell what is a community? Allow
pupils to read text.
Explain: Discussion on where some communities are found. Let pupils read names of
communities again and find them on a map.
Elaborate: Discussion on poem e.g. What Paul Bogle did for the community. Pupils will
compare their community with that of the one in the poem.
Evaluation Activity Assessment:
1. Pupils will complete exercises in their workbooks
 2. Comprehension exercise

Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Day 3
Topic: Locating Communities
Objectives: Student should be able to
a. Develop basic locational skills related to places (coast, inland)
b. Identify some communities in different parishes.
c. Make comparisons
d. Use simple and appropriate vocabulary related to topic
e. Read poem and answer questions on poem
f. Draw map of school yard community
Key Vocabulary: hillsides, fishing, rural, urban, farmland, features, rivers, ponds
Skills:
1. Listening and speaking
2. Discussing to arrive at explanations your community names
3. Identifying important features of places
Materials:
 Primary Integrated Studies yr2, page 2 , page 5
 Word cards
 pictures
Procedure/Activity
Engage & Explore: Recap previous lesson. Ask pupils to name some of the communities
that were identified.
Explain: Introduce pictures. Discussion on where communities are found. E.g. on flat land,
hillside, near to rivers, ponds or the sea. Ask pupils to tell how some communities get their
names. Ask an individual to read text pages 5
Elaborate: Discussion on how some communities get their names. E.g By the type of work
that people do, location- rural and urban communities. Let pupils name some important
features of places / communities. Discussion on important features of communities.
Evaluation Activity Assessment: Pupils will be placed in three groups
Group 1: Will write down where communities are found.
Group 2: Will write two important features of communities.
Group 3: Will write two sentences stating how communities get their names
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Day 4
Topic: Bible Communities
Objectives: Student should be able to
a. Identify some of the communities visited by Jesus
b. Locate some of three communities on a map.
c. Read story in text
d. Identify words in vocabulary
Key Vocabulary: communities, visited, Cana, wedding, galilee, guests
Skills:
1. Identifying words in vocabulary
2. Locating places on a map
3. Describing/ writing story
Materials:
 My Community, page 23-25
 My Community, workbook, page 19-21

Procedure/Activity
Engage & Explore: Brainstorm to find out pupils know the name of any community that
Jesus visited as stated in the Bible. Pupils will read text and find communities visited by
Jesus on map e.g. Galilee, Cana, Jericho
Explain: Pupils will find sea, rivers, coastlines on map. Pupils will read story, “A wedding
in Cana.” In text with teacher’s guidance.
Elaborate: Discussion on story- Jesus performed his first miracle at Cana a community in
galilee. Pupils will read words in vocabulary.
Evaluation Activity Assessment:
1. Write the names of communities on map (Page 19)
2. Describe story in own words (written work)
3. Colour picture of Jesus performing miracle. (page 21 in workbook)
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Day 5 (Revision)
Topics:
a. What is a Community
b. Identifying Communities
c. Locating Communities
d. Bible Communities
Objectives: Student should be able to
a. Tell what is a Community
b. Name some communities and tell which parishes they can be found
c. Develop basic locational skills related to places- by the sea, hillsides, rivers
d. Name two natural features found in their parish
e. Write the names of two communities that Jesus visited
Materials:
 My Community, student book

Procedure/Activity
Engage & Explore:
1. Brainstorm to find out if pupils remember what is a community.
2. Allow pupils to read definition of a community on white board.
3. Review the names of some communities and ask pupils to tell which parishes they
can be found.
e.g. May Pen – Clarendon
Mandeville- Manchester
Explain:
 4. Ask individuals to tell where communities are located- by the sea, hillsides, rivers
Discussion.
Elaborate:
5. Teacher and pupils will discuss the natural features found in Clarendon.
6. Pupils will use text to read and locate the names of communities Jesus visited.
Evaluation Activity Assessment:
1.Pupils will write definition for a community from white board.
2. Complete the following
a. Two natural features in my parish are ______________ and _______________.
b. Two communities that Jesus waited are ______________ and _________________.
c. May Pen is found in the parish of ______________.
d. Mandeville is found in the parish of ____________________.
e. Jesus performed his first miracle in ____________________.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Civics
Duration: 1Hour
Objectives: After a watching a video with famous Jamaicans in sports and discussion,
students should be able to: -
 Define who is an athlete.
 Name at least five (5) famous Jamaican athletes.
 Name and label at least two Jamaican athletes.
 Count the athletes from the video.
 State what happens for the race to start
Skills: Listening, speaking and viewing
Materials and Resources: Pictures of famous Jamaican athletes, laptop, charts.
Topic: Popular Jamaican Athletes
Engage:
 Announcer stating that the next race will be run soon and the champion will be
defending his title. Students will watch a race and state which of them came 1st, 2nd
3rd
Explore:
 Teacher and students will watch video with famous Jamaican athletes and count them.
https://youtu.be/BeQ0ynHFlyA
Explain:
 Students will discuss chart with other famous Jamaican athletes
 Teacher and students will engage in a discussion about the video and chart.
 Students will name at least five (5) famous Jamaican athletes
Elaborate:
 Students will share their experiences about any of the above-mentioned athletes.
 Students will label picture with athletes.
Evaluation Activity Assessment: Students will label athletes.
Reflection:
___________________________________________________________________________
_________________________________________________________________________
Name: Miss Morris
Grade: Two
Subject: Physical Education
Duration: 1Hour
Topic: Physical Fitness
Learning Objectives & Outcomes
Students will practice listening skills and basic physical concepts as required in physical
education class.
Materials Needed
Large open area for children to spread out
balls
Jump rope
Cones
Other props as needed.
Procedure
Engage: Begin by asking students if they have ever played Simon Says. Make sure to explain
the rules: the teacher will call out directions, but you should not follow that direction unless
s/he says Simon says…. First. If  a move is performed when Simon Says is not first said, then
that person must sit on their spot. The last person/people standing are the winners.

Explore: Have all students start in a line on the field.

Explain: Start with simple instructions such as Simon says, take two baby steps, Simon says
make one jump forward, take one giant step forward (no Simon says).
Elaborate: Keep going until several students are ‘out’
Evaluation Activity: Assessment: Allow the winners to serve as Simon if time permits for a
second game or let the game continue into another day.
Reflection:
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________

Subject: Health and Family Life Education

Theme: Managing the Environment Grade: One (2)
Topic: Vector Disposers Sub-Topic: No Mosquito Roun Ere’
Duration: 3 to 4 Sessions
General Objective: Apply life skills to prevent the transmitting of diseases by rats and
mosquitoes.
Value: Responsibility
Dominant Life Skill: Healthy Self-Management
Specific Objectives: At the end of the lesson students should be able to:
Knowledge: Examine at least two possible mosquito breeding sites.
Attitude: Report ways in which a mosquito free environment can be achieved through
responsible actions.
Skill: Demonstrate healthy self-management skill through responsible actions that support
the control of mosquito breeding.
Content Summary:
A healthy environment is important to our well-being. It is our responsibility as citizens to
keep our environment clean. Keeping our environment clean includes making it free and
safe from vectors.
Vectors are living organisms that can transmit infectious diseases between humans or from
animals to humans. Bedbugs, cockroaches, flies, lice, mosquitoes, rat fleas, rats and mice are
all vectors capable of transmitting disease.
Mosquitoes are disease vector responsible for more human deaths than any other living
creature. Aedes aegypti is the vector of Dengue, Chikungunya, Zika Virus and Yellow Fever.
The Anopheles albimanus is the vector of Malaria and the Culex species are the implicated
vectors for West Nile virus (not present in Jamaica and the rest of the Caribbean).
Some possible mosquito breeding areas are:
 Old or temporarily stored tires
 Open containers, including cans, jars, bottles, cups, trash cans, pet dishes, and
plastic wrappers.
 Hollow trees or long standing mud puddles
 Water gardens, wading pools, bird baths and ponds without fish.
  Drainage ditches, blocked or clogged rain gutters

How to Eliminate Mosquito Breeding Sites

 Dispose of old tires, buckets, ceramic pots and other containers.
 Fill in tree rot holes and hollow stumps.
 At least once per week, empty standing water from birdfeeders.
 Drill holes in the bottom of outdoor recycling containers or turn over when not in
use.
 Clean clogged roof gutters
 Clean and chlorinate swimming pools that are not being used.
 Keep drains, ditches free of grass trash

A responsibility is having a duty or task that you are expected to do. For example, you are
expected to throw the garbage in the bin. Throwing the garbage in the bin is “a
responsibility” and it is your responsibility to do so.

Healthy Self-Management Skill:

 Identify behaviours that are good and bad for your health
 State the consequences of these behaviours
 Choose the behaviours that will make you healthy

Resources: Video on ‘Mosquito, I’m a Creepy Crawly” –

https://www.youtube.com/watch?v=v9TnBuCBnlI
Mosquitoes - https://www.youtube.com/watch?v=1HHaeO4sias
HFLE Curriculum Guide, Pictures of Improper Garbage Disposal, Puzzles, Collages
Engagement: Students will be engaged in the game of atoms where they will move to
form groupings according to numbers given at command of the teacher. For example,
groups of twos, threes, etc.
Teacher will state the objectives of the lesson and highlight the dominant life skill (healthy
self-management) and the value (responsibility).
Exploration: Students will watch YouTube videos
“Mosquito, I’m a Creepy Crawly” – https://www.youtube.com/watch?v=v9TnBuCBnlI
“Mosquitoes” - https://www.youtube.com/watch?v=1HHaeO4sias
A model of a tree without leaves will be placed to the front of the class. Students will be
placed into groups and given models of leaves on which pictures about mosquitoes and
their breeding sites will be displayed. A discussion will ensue to talk about the diseases
mosquitoes cause and the breeding sites of the mosquitoes. They will also brainstorm the
concept of responsibility and demonstrate how they would take responsibility in
eliminating these possible breeding sites. After the discussion, students will paste their
leaves on the tree.
Reflective Questions:
1. Have I ever been bitten by a vector?
2. How did it affect me?
Explanation/ Life Skills Development Stage: Students will be introduced to the chart
mounted on wall with the steps in healthy self-management skill. Each step will be
accompanied by a picture to aid memory.
1. Identify behaviours that are good and bad for your health
2. State the consequences of these behaviours
3. Choose the behaviours that will make you healthy

Students will then tour the school community or nearby community to identify possible
breeding sites for mosquitoes. The will be given a scenario and in their groups, asked to
role-play some things that can be done to limit the possibility of the areas identified being
mosquito breeding site. The steps in healthy self-management skill will be demonstrated in
the role-play.

Scenario – You and your classmate use this area every day to play hide and seek because
it is away from the general public. You often eat your lunch at the spot before you begin
to play and always leave your empty wrappers, bottles and boxes laying around.

Reflective Questions?
1. Will the healthy self-management skill I have learnt help me to be responsible in
my environment?
Elaboration: Based on the steps in Healthy Self-management Skill, students will be given
pictures of improper garbage disposal and will be asked to discuss the link between
improper garbage disposal and mosquito breeding sites. Students will then design fliers to
educate the community about things that contribute to the existence of mosquito breeding
sites and what can be done to lessen/eradicate these sites.
Reflective Questions?
1. What can improper disposal of garbage do to the environment?
2. How does it affect me?
3. How can I lessen or eradicate these sites?

Evaluation: Students will complete crossword puzzle to identify the diseases transmitted
by mosquitoes and possible breeding sites. They will role-play using the steps in healthy
self-management skill how they would take steps to eliminate a possible mosquito breeding
site.
Teacher’s Evaluation:
 Role- Play Rubric

Name/Group: _________________________________________________

Date: ________________________________________________________

Activity: ______________________________________________________

CIRCLE THE APPROPRIATE RATING FOR EACH ITEM

Criteria Rating

Speech was clear with appropriate volume and 5 4 3 2

inflection 1
Arguments and viewpoints expressed fit role 5 4 3 2
played. 1
Costumes and props were effectively used. 5 4 3 2
1
Role-play was well prepared and organized. 5 4 3 2
1
Role-play captured and maintained audience 5 4 3 2
interest. 1
Role-play demonstrated effective use of the life 5 4 3 2
skill 1
Total
Reflection
___________________________________________________________________________
_________________________________________________________________________