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Vocabulary: Wolf, Villagers, Hill, Sheep
Vocabulary: Wolf, Villagers, Hill, Sheep
Elaborate: Next, read about half of the book to the students. 3. Then, have students fill out a
worksheet predicting what they think will happen next in the story, as well as draw a picture. 4. After
students complete the worksheet, come back together and have students share their predications. 5.
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:
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Learning Objective: Student should be able to answer literal stated questions from a
passage or story book.
Vocabulary words: breakfast, energy, Texas, Florence, apartment, Sophia, Family
Procedure/ Activity:
Engage: Teacher will introduce the topic to the children by explaining to them that this
lesson will help them learn how to figure out the answers to questions stated in a passage or
paragraph.
Explore: To help the children feel comfortable and build up his self-confident, the teacher
will introduce herself to the children.
Explain: The teacher will then ask the children a question from the introduction given, after
the children respond, the teacher will praise them for answering correctly and explain that this
exercise will be just as easy.
Elaborate: Read a short story to the children and tell them to listen for;
Where does James work? School
How many children does James have? Two
What s James’s wife name?
Evaluation Activity assessment- Discuss the responses with the children allowing them to
explain their answers.
Reflection
Reflection:
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NB: By reading slowly to the class, with emphasis on certain words, students are able to
listen more intently and follow the story. Students will also gain an understanding of how to
pronounce words and will be more attentive.
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 4
Attainment Target:
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:
retell stories by properly sequencing text and images.
Key Vocabulary: Jack, chores, cow, beans, enormous, market, castle, window
Material/Resources: Computer or electronic tablet " Jack and the Beanstalk"
Procedure/ Activities
Engage: Gather the students. Display the title page of "Jack and the Beanstalk" interactive
story.
Explore: As you display the cover of the story say, "This is the story of 'The Speedy Worm.'
Wait for the students to object, then say, "Oh, you're right! This is the story of 'The Three
little pigs!'
Wait for the students to correct you. Ask the students to explain how they knew the story was
about " Jack and the Beanstalk."
Explain: Let students know that today, they'll be using pictures and words to put this story in
order. Point to the picture and remind students that a picture in a book is called an
illustration.
Review that the illustrations and the words in a book go together to tell a story.
Elaborate: Review the definitions for the word’s illustration, author, and illustrator.
Ask students, "How can you tell what a story is about before you read the book?"
Provide the sentence stem, "I know the story is about ________ because I can see
_________."
Evaluation Activity: Assessment:
Reflection:
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Reflection:
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Teacher will Pause occasionally, and ask students in their respective groups to identify any
rhyming words they've noticed. Note: Jingle will be written on whiteboard.
1. Identify and create sentences/structure using present/past tense form of the verb ‘to
Skills: Use forms of the verb ‘to be’, construct sentences, critical thinking
Materials: Pencil, chalk, chalkboard, Language Tree workbook 2.
Topic: Verb ‘to be (was)(is)
Content: Use was to talk about something that has happened before.
Example: I ________ not at school yesterday.
Use is to talk about something that is happening now.
Example: Sam________ here now.
Procedures / Activities
Whole Class Activity (1) 10 Minutes
Teacher will review previous lesson through questioning and discussion. Students and
teacher will sing a song on verbs ‘to be’. For e.g. ‘verbs to be is and was, verbs to be is
and was, they are present and past tense. Teacher will sing the song twice for students to listen then
have them join in.
Group Work (1) (20 minutes)
Students will play a game ‘Find my partner’ where they will do movements with their
bodies while they go around the class searching for the person who has the correct
verb ‘to be’ is or was to support their sentences.
Whole class Activity (10minutes)
Students will tell when do we use is and was in verb to be present/ past tense. Examples will be
written on the board.
Group Work (2) (20 minutes)
Teacher will place students in groups, after which groups will compete against each other by
completing a work sheet. Winning group will be rewarded.
Whole Class Activity (3) (10 minutes)
Teacher will write activities on the board for students to complete
Reflection:
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Attainment Targets
1. Give and receive information
2. Write narrative to persuade for a range of transactional purposes
3. Know and use basic skills and the conventions of spoken and written language
Objectives
By the end of the lesson students will be able to:
1. Use a concept map to generate ideas for writing
2. Use ideas from the pre-writing process to write sentences or a story
3. Re- read their writing and suggest changes they should make
4. Revise their writing based on feedback given by peers or the teacher
Procedure:
1. The teacher and students will view and discuss the cover- including title- and the
pictures in the story presented.
2. The teacher will explain that we can use the ideas from another story to help us to
create a story of our own.
3. The teacher will explain the first step in the writing process -Pre Writing.
4. Using the title of the story selected as a template, the teacher will assist the students to
create an appropriate title for the story/piece to be written.
5. The teacher will explain to students that people can use pictures and questions about
the pictures to help to develop ideas for writing.
6. The teacher will select one picture from the story.
7. S/He will model, through “Think Aloud”, the process of using a Concept Map to
generate words for the picture (s) shown. The teacher may use the 5W+ H questions
a. Who is in the picture?
b. What are they doing?
c. Where are they?
d. When do you think this picture was taken?
e. How do you think they feel?
8. The teacher will ask a few students to create oral sentences using three of the words
generated in the brainstorming and mapping process.
Reflection:
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Value: Sincerity
Specific Objectives: At the end of the lesson students should be able to:
Knowledge: State at least two qualities of a good friend
Attitude: Show sincerity when interacting with their peers by displaying qualities of a good
friend
Skill: Demonstrate communication skill to establish good friendships in a manner that
shows sincerity
Content Summary:
Friendship is a relationship between two or more people who care about each other.
Friends show they care by treating each other with respect and sincerity and by using kind
words. Friends are fun to play with and they comfort each other when they get sad or hurt.
Qualities of a Good Friend:
Good Friends are polite, kind, fair and willing to share.
Good Friends respect each other.
Good Friends care about each other.
Good Friends help each other.
Benefits of Good Friendships:
Friends listen to each other.
They play together and make each other happy
Friends share their toys and games.
It is important to choose our friends wisely. Healthy friendships help us to be better persons
and to make the right choices.
Sincerity is being true and honest without pretending. A friend must always be sincere to
ensure a healthy relationship.
Resources: Song- “ What makes a Good Friend”, Poem, Video“Social Skills Training:
Taking Turns Speaking” https://youtu.be/3RjRZ9jMfs0, Sticky Pads
Engagement: Students will be engaged in the game of atoms where they will move around
the classroom to form groups as directed by the teacher. For example, they will form
groups of threes or fours.
Students will be introduced to the objectives of the lesson and highlight the dominant life
skill (communication) and the value (sincerity).
Exploration: Students will be introduced to the following problem: “Unfortunately,
friends do not always treat each other well. Friends show they care by treating each
other with respect and sincerity and by using kind words.” They will be asked to think
about the statement as the lesson continues.
Students will view and sing along to the song, “What Makes a Good Friend?”
https://www.youtube.com/watch?v=avHdx18pi_U
Students will be placed into small groups and will be given paper to write the qualities of a
good friend listed in the song and to add them to the sticky wall. Each group will select one
of the qualities on the wall (e.g. caring or kind) and will demonstrate how to be such a
friend. Students will discuss what it means to be sincere and engage students in a
discussion about experiences they may have had where a friend was dishonest with them
and how it made them feel.
Reflective Questions:
1. Am I a good friend?
2. How do I show that I am a good friend?
3. How can I show that I am a sincere person?
Explanation/ Life Skills Development Stage: Students will play a treasure hunt game
where they will search around the classroom to find bright coloured sticky papers with
steps of communication skill written on them. They will, with the help of the teacher,
arrange the steps in order and discuss each step as a group. Students will share how they
think communication skill can help to improve their friendships. Then, in pairs, students
will demonstrate how to use the steps in communication skill when interacting with their
friends.
Reflective Question:
1. How well do I think I communicate with my friends?
Elaboration: Students will watch a video entitled, “Social Skills Training: Taking Turns
Speaking” Social Skills Training: Taking Turns Speaking and will critique whether or not
they used the steps of communication skill in the video. Students will then be placed in
groups and asked to think about an exciting experience they recently had and share it with
their classmates using the steps in communication skill. Students will be asked to share
how well each person communicated.
Evaluation: Students will refer to the problem statement: “Friends show they care by
treating each other with respect and sincerity and by using kind words” Students will
create a checklist of the steps in communication skill and behaviours that they think
show sincerity. They will write the checklist in their journals. Each student will be
asked to select two friends, one from the class and one other, who will use the
checklist to help him or her to improve their ability to communicate and show
sincerity. Parents will also be asked to use the checklist to observe their child’s
interaction with their friends, siblings or other family members. The completed
checklists will be collected after one week and feedback will be provided to the
students.
Reflective Question:
1. What can I do to communicate better with my friends?
2. How do I show that I am being sincere?
Teacher’s Evaluation:
7. Be respectful to others
Scoring Guide:
Below 11 – Needs Improvement
12-16 – Satisfactory
17-21 – Proficient
Name: Miss Morris
Grade: Two
Subject: Civics
Duration: 1Hour
Theme: Identity
Sub Theme: Personal Identity
Core Value: Self Respect/ Love of self
Activities:
Engage: Students will repeat the Marcus Garvey Quote. They will say it meaningfully and
with expression. They will then be brainstormed to find out what they understand from the
quote. Each answer will be accepted and appreciated.
Explore: Students will then sing song “I am a promise”. They will sing the song twice. There
will be a discussion about the song. Students will express themselves freely.
Explain: Students are then questioned about what they would le to be in the future.
Elaborate: Questions such as the following will be asked: Why do you like yourself? Do
you love yourself? Do you love others? Who is your role model?
Evaluation Activity: Assessment:
Students will draw who they want to be when they grow up.
Reflection:
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Subject: Grade: 2 Strand: Number Duration: 60 minutes Term: 1
Mathematics
Day 1
Topic: Ordinal Numbers
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:
Demonstrate an understanding of the use of number to tell positions (ordinal), and other
properties and types of number.
Attainment Target:
Demonstrate an understanding of the use of number to tell positions (ordinals) and other
properties and types of number.
Know the value of numerals and associate them with their names, numbers and ordinals.
Standards for Mathematical Practices:
The numbers that give us the exact position of an object are called ordinal numbers.
Ordinal numbers tell the position of an object rather than their quantity. We add the suffix ‘-st,
-nd,
-rd, -th' to cardinal numbers to write ordinal numbers - example 1st, 2nd, 3rd, 4th.
When talking about dates, we often use ordinal numbers to indicate the position of a number
relative to the others. For example, there are 31 days in December and Christmas in on the
25th
day of December.
The picture shows some athletes competing in a
400 m race. We can use ordinal numbers to define
their position. The numbers 1st(First),
2nd(Second), 3rd(Third), 4th(Fourth), 5th(Fifth),
6th(Sixth), 7th(Seventh), 8th(Eighth), 9th(Ninth)
and 10th(Tenth) tell the position of different
athletes in the race.
Hence, all of them are ordinal numbers.
Teaching/Learning Resources:
- story “Three Little Pigs”, number cards, number name word cards, calendar template
Key Vocabulary:
- Ordinal, position, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth,
Tenth…………
Engage:
Students will play a game called “What’s My Name?” where class will be divided in two
groups; One group will be given number cards and the other group will be given word cards
with the number names. Students will be told that they have three minutes to find their number
name/ number and stand together as a pair.
Students will then be asked to orally name each number and spell its name.
One
1
Students will sit in a circle and listen as teacher reads the story of the “Three Little Pigs”.
After which they will be given a series of pictures depicting events in the tory and asked to
order them based on how the events took place in the story.
- Individual students will be asked to tell the order of events
- Students will be asked if they can name a term that is used to describe the order in
which things are placed. (Expected Response- position) - Students will be
introduced to the term “ordinal number”
- Students will be taken outside to participate in a race of about 80m. Students will be
shown number cards from 1-20 and told to take up a card upon completing the race. -
Students will participate in a group discussion on the outcome of the race
Guided Questions
1. Which numbers shows who won the race?
2. How many persons participated in the race?
3. What number would the person who came last have?
4. Are there specific words that tell the position that each person came in? If so name them
NB Students should be familiar with basic positions
Students will be asked to name the position/order that each person came in the race using
ordinals
Elaborate:
Students will be given a blank calendar template and asked to create a calendar sheet or a
month of their choice. They will insert the dates using ordinal numbers and their names.
Evaluate:
Fill in the blank spaces
Reflection:
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The Three Little Pigs
Once upon a time, three little pigs set out to seek their fortune. As they wandered through the
woodland, the Big Bad Wolf spotted them. “My, my, those little pigs look tasty,” thought the
wolf. “I think I’ll eat them for my supper.”
The little pigs, who were brothers, found a nice open spot of land, and there they agreed to
settle. The land was plentiful, and they used the surrounding resources to build their homes.
The first little pig gathered together a large bundle of straw, and used it to build his house.
Soon the wolf knocked on the door and said, “Little pig, little pig, let me come in.” The little
pig replied, “No! Not by the hair of my chinny chin chin.” “Then I’ll huff, and I’ll puff, and
I’ll blow your house in!”
The wolf huffed and puffed, and blew down the house of straw. Before the wolf could eat him,
the little pig jumped out from his ruined home, and ran off to find his brothers.
So he huffed and he puffed, and he blew down the house of sticks. The little pig crawled from
the pile of sticks, and before the wolf could catch him, he ran off to find his brothers. The
third little pig found a large deposit of clay on the land. He formed the clay into bricks, and
dried them in the sun. With these bricks, he built his house. When he looked up from his
work, he saw his brothers running toward him. “There is a wolf after us!” exclaimed the first
little pig. “He means to eat us!” cried the second. “Come inside, quickly,” answered the third
little pig. When everyone was safely inside, he shut the door and locked it.
Not long after, the Big Bad Wolf arrived. “Little pig, little pig, let me come in.” “No! Not by
the hair of my chinny chin chin”. “Then I’ll huff, and I’ll puff, and I’ll blow your house in!”
Well, the wolf huffed, and he puffed, and he huffed, and he puffed, but he could not blow down
the house of bricks. The wolf scowled, and walked off. “You haven’t seen the last of me!” he
yelled, waving his fist.
The next morning the three little pigs decided to go to Mr. Smith’s Home-field to gather
turnips. The wolf spotted them in the field and chased after them. However, the first little pig,
who was pushing a wheelbarrow, ran over the wolf’s foot. The wolf cried out, clutching his
foot, and in this moment, the three little pigs escaped.
The day after, the three little pigs went off to pick apples at the big apple tree in Merry
Garden. Soon the wolf found them. He waited at the base of the tree, ready to gobble up the
pigs as soon as they climbed down. The three little pigs threw their apples and struck the wolf
in the head. As the wolf lay stunned, they hurried down the tree and made their escape. The
following day the three little pigs headed to the Shanklin Fair to buy a butter churn. Soon they
saw the wolf coming up the hill. Turning the butter-churn on its side, they rolled it down the
hill. The butter-churn knocked the wolf off his feet. Before the wolf managed to get back up,
the three little pigs were well on their way back home.
“I’ve had it!” exclaimed the Big Bad Wolf. “They’ve beaten me for the last time!” He walked
to the side of the brick house and climbed onto the roof. “I’ll sneak into the house through the
chimney,” he said with a laugh. However, the three little pigs had spotted him through the
window.
They made a blazing fire in the hearth, put on a pot of water, which soon began to boil. Just as
the wolf was coming down the chimney, they took off the cover and in fell the wolf. The wolf
howled with pain, jumped out of the pot, and ran out the door. “Enough!” he cried. “You win!
You win!” He ran down the road and into the woods. He was never heard from again, and the
three little pigs lived happy ever after.
THE END
The Three Little Pigs
Story Sequence
Benchmark:
Estimate and measure time and use these to solve related
problems. Attainment Target:
Estimate, compare and use various types of measurements.
- calendar - year
- days - weeks
- months - ordinal numbers
- seven - twelve
Content Outline:
A calendar is a chart or series of pages showing the days, weeks and months of a particular
year or giving particular national holidays and seasonal information. We always begin the days
of the week with a capital letter. The names of the week are nouns (naming words). There are
seven days in one week and twelve months within a year.
Engage:
Part 1
Students will be given flash cards with a day of the week on each card and asked to place them
in order from the first day of the week.
Students will be engaged in a discussion openly.
1. How many days are in the week?
2. What is the first day of the week?
3. Which day is considered as mid-week?
Part II
Students will recite the months of the year rhyme ‘The months of the year are January,
February, March, April, May, June, July, August, September, October, November, December.’
Students will be engaged in a discussion openly.
1. How many months are in a year?
2. What is the third month of the year?
3. What is the ninth month of the year?
4. Which month comes before September?
5. Which month comes after October?
Which month comes between June and August?
7. How many months apart are February and April?
Explore:
Task 1
In groups of no more than 4, students will be given a calendar of August 2020 to discuss their
observations within their groups. (please see the attached calendar of August 2020). Students
will be asked after observations guided questions.
Guided questions:
1. Why do we need to have a calendar?
2. What do you believe we use a calendar for?
3. How many days make one week?
4. How many school days are in one week?
5. What are some things you do during the week and on the weekend?
Task 2
Students will share their observations from the August 2020 Calendar. Students will be asked
to discuss the following questions within their groups based on the August 2020 calendar.
Guided questions:
1. How many days are in August 2020?
2. August 1, 2020 is on which day of the week?
3. The last day of the month is?
4. August 28, 2020 is what day?
5. How many Fridays are in August 2020?
6. How many Sundays are in August 2020?
7. What date is the second Saturday of August 2020?
8. What date is the third Tuesday of August 2020?
9. State the dates for a one-week period for August 2020
10. If I received an assignment to do on August 5, 2020 and it is due in 5 days, what date
will the assignment be due?
Explain:
Students will be engaged in a whole class discussion where groups will share answers to the
guided questions and critique responses.
Elaborate/Extend:
Students will be given an activity sheet to complete using the August 2020 calendar. (please
see attached activity sheet)
Evaluate:
Individually, students will be given a blank calendar and asked to fill in the information using
the instructions given. (please see attached)
Reflection:
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Evaluative Activity
Fill in the missing information in the November 2020 calendar using the following
instructions.
Instructions:
1. The first day of the month is a Sunday.
2. There are 30 days in November, which day is the last day?
3. Today is the 9th of November and we are going to the zoo 10 days from today. On
which date are we going to the zoo?
Benchmark:
Estimate and measure time.
Attainment Target:
Estimate, compare and use various types of measurements
Standards for Mathematical Practices:
Content Outline:
Second, minutes, hours, mornings, afternoons, nights, days, weeks, months, years and season
can all be considered as time. A calendar is divided in 12 months: January, February, March,
April, May, June, July, August, September, October, November, and December.
Not all months have the same number of days; some months have 31 days and some have 30
and one month even has 28 (or 29) days. Each month is divided into weeks and the weeks are
divided into 7 days each: Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.
Engage:
Students will be given word cards with the days of the week and the months of the year.
INSTRUCTIONS:
Using only signs and gestures sort the cards into groups labelled: Months, Days.
Place each group in order according to their positions in the group.
(A timer should be used to stop the activity in 2 minutes.)
Explore/ Explain:
Students will be given two different types of calendar (leap and non- leap year) to examine in
their groups
They will have a discussion using the Notice Wonder Chart (teacher will write responses on
board)
Guided questions
- What do you notice?
- About February on both calendars?
- Each month, do they have the same number of days?
- What conclusion can you draw about the two calendars? - What do you wonder?
Poem
30 days have September, April, June and November All the rest has 31 except February
alone which has 28 days clear and 29 in each leap year
Students will read the poem and assign months to blank calendars based on the information
given. (Create a blank calendar)
Use the information provided to complete the calendar by colouring the dates with the
colours instructed.
1. July started on a Wednesday. Put in the dates on the calendar 2.
Jan is going to the beach on the third Sunday; colour it blue
3. Library day will be 5 days after the 18th; colour it yellow.
4. Jan will be going to the Park 2 days before Library day; colour it red
5. Which date is the first Sunday in July? _____________________
Extend:
Students will work in pairs to complete the following:
Use the calendar to fill out the table showing the position
of the birthdays of your group members.
Reflection:
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Attainment Targets
1. Communicate with confidence and competence for different purposes and
audiences
2. Using SJE and JC appropriately and creatively
3. Plan and design visual arts expression
4. Display an appreciation of some of the beliefs, practices and expressions
of persons from different religious faith
5. Create musical compositions exploring varied elements of music
Key Vocabulary: Organ, inside, outside, brain, head, skull, face, hand, feet,
upper, lower, internal, external, function, computer, nerves, senses, heart
Key Skills: Locate the heart, communicate ideas, write sentence, work
collaboratively, compile word bank
Materials: charts, workbooks, students’ books, word cards, song/jingle, journal,
computer, YouTube video
Content
My body has a heart. My heart beats. It sends blood round my body. It is always
beating. It beats when I am awake and it beats when I am asleep. It's located a
little to the left of the middle of your chest, and it's about the size of your fist. It
is protected by my ribs. The heart is a muscle. It has a very important job. It
helps keep us healthy by pumping blood to all parts of our body—to our legs,
feet, toes, arms, hands, fingers, and head. A doctor listens to our heart beats to
find out if our heart is healthy. The doctor uses a special tool call stethoscope.
This tool helps the doctor to hear the heart beats loudly and clearly.
Day 1
Topic: The Heart
Specific Objectives: - At the end of the lesson students should be able to
1.Tell what the heart is
2.Identify the heart on a picture
3.Spell the name heart
4.Draw the heart
5. How the heart looks
6. Complete an exercise about the heart
Reflection:
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Day 2
Topic: - Locating the heart
Specific Objectives: By the end of the lesson students should be able to:
Reflection:
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Day 3
Topic: - The heart at work
Specific Objectives: -
1. Tell the function of the heart
2Discuss the importance of the heart
3. Sing a song about the heart
4. Work cooperatively in groups
Engage: Students will sing “My Heart is Pumping Blood Hurrah.”
Explore: Students will observer the picture of the heart. Tell one function of the
heart. These responses will be written on the white board. In pairs students will
discuss and share with class why is the heart important.
Explain: Students will watch a video from You tube that speaks about the
functions of the heart https://youtu.be/_eVG45_iF9U.
Elaborate: Teacher and students will be engaged in a discussion about what
they watched.
Evaluation Activity: Assessment: Students will draw the heart and give one
function.
Refection:
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Day 4
Topic: - Listening to heart beats
Specific objectives: -
Reflection:
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Day 5
Topic: - Revision
Specific Objectives: By the end of the lesson students should be able to:
1. Recall the lessons done in the week
2. Answer questions correctly
3. Do activities in their books
Students will:
1. Students will revise week’s lesson with teacher’s assistance.
2. Students will ask and answer questions on the lessons done.
3. Students will sing the song entitled My Heart is Pumping Blood Hurrah.”
Evaluation Activity: Assessment
Students will draw and colour the heart. Students will also answer questions
about the heart.
Reflection:
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