Week 4: Lesson Plan beginning

Name: Miss Morris

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

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

Learning Objective: • Students will be able to make predictions when listening to a story as
well as use sequencing words first, then, and last.
Vocabulary: wolf, villagers, hill, sheep
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
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Materials Needed • Anchor chart for key words, ‘making predictions’ worksheet, picture book
(The Boy who cried wolf)
Procedure/ Activity:
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). 3. 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. 6. 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. 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:

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 2
Attainment Target:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.

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
Name: Miss Morris
Grade: Two
Subject: Reading
Duration: 1Hour
Day 3

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:
 To teach students the basic concepts of reading and literature, through the use of
interactive activities.
 To teach students how to listen and use what they have learnt in an interesting way.

Key Vocabulary: morning, routine, daily, Haley, school

Material/Resources: Computer or electronic tablet “My daily routine”
Procedure/ Activities
Engage: The student will sing the jingle “Reading is Fun”
Explore: Introduce the text that is going to be read to the students. “
Explain: Students will read the text followed by some fun activities.
Elaborate: Tell the students that they will be required to listen very closely to the text, as they
will need to know some of the information in order to complete the activities.
Evaluation Activity: Assessment:

Reflection:

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:

Name: Miss Morris

Grade: Two
Subject: Reading
Duration: 1Hour
Day 5
Attainment Target:
know and use basic language and the conventions of spoken written language.
Respond critically and aesthetically to literature and other stimuli.
Vocabulary: Ant, nest, build, swamp, log
Materials: Reggae Readers, flash cards
Objectives: Students should be able to:
 Identify sight words in lesson
Call and spell unfamiliar words
Read fluently
Comprehend what they have read.

Procedure/ Activity:
Engage: Students will say the jingle entitled “Reading is Fun” students will read the title of the
story “Finley and the football team”
Explore: Teacher will introduce sight words to class. They will read words from cards
Explain: Allow pupils to find sight words in reader and underline them. Teacher allows pupils
to read sentences which contain sight words.
Elaborate: Pupils will read in their respective groups with teacher supervision. Discussion on
passage read.
Evaluation Activity: Assessment:
Students will complete activity on page 15

Reflection:

Name: Miss Morris

Grade: Two
Subject: Integrated Studies
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Attainment Targets: Pupils should be able to:
1. Communicate with confidence and competence for different purposes and audiences.
2. Know and use SJE and JC appropriately and creatively.
3. Read for fluency, meaning and enjoyment.
4. Use recognizable handwriting and appropriate spelling and vocabulary to write for a
variety of purposes.
5. Create musical composition exploring varied elements of music.
6. Plan and display visual arts and expression.

General objectives:
1. Know about the skeleton.
2. Tell the functions of the skeleton.
3. Give and receive information.
4. Demonstrate motor movements successfully which are appropriate to grade level.
Key vocabulary: skeleton, bones, joints, short, long, framework bend
Skills: observe and compare bones, list words, draw, dramatize
Content: The skeleton is inside the body. It is a framework of bones. The hard parts inside our
body are bones. All the bones form the skeleton which helps us to move, bend and gives the
body its shape. The human body is made up of 206 bones. The place where two bones meet is
called a joint.
Day 1:
Topic: What is the skeleton?
Objectives: Pupils should be able to:
1. Tell what the skeleton is.
2. Identify where in the human body the skeleton is found.
3. Tell why they think the skeleton is important.
4. Draw a picture of the skeleton.
Activities
Engage: Pupils will join in with teacher to sing “dem bones.” Pupils will do actions as they
sing.
Pupils will read words from word cards that have to do with the lesson. Eg bones, joints,
skeleton, movement, humans, backbones
Explore: Pupils will say what they think the skeleton is. Teacher and pupils will come up with
a working definition for the word skeleton. Pupils will feel their bodies and tell how their
skeleton feels. Discussion follows about the skeleton.
Explain: Pupils will read the definition for skeleton. Pupils will read and observe chart with the
skeleton. Pupils will ask and answer questions with teacher’s assistance.
Elaborate: Pupils will discuss where the skeleton is found and its importance. Pupils will say
what they think would happen if they had no skeleton. Pupils will demonstrate this.
Evaluation Activity: Assessment: Pupils will draw the skeleton and write two sentences about
the skeleton.
Reflection:

Day 2
Topic: Functions of the skeleton
Objectives: Pupils should be able to:
1. Tell at least two functions of the skeleton
2. Identify at least three organs that the skeleton protects.
3. Draw a representation of the skeleton.
4. Write at least two sentences about the skeleton.
Procedure/Activities
Engage: Pupils will sing the song “dem bones” teacher and pupils will review the previous
weeks lesson. Pupils will listen and watch make more geniuses YouTube video.
Discussion follows on the functions of the skeleton
1. It protects some internal organs.
2. It gives the body its shape.
3. It helps us to move.
Explain: Students will discuss the different organs that the skeleton protects and tell which part
of the skeleton protects each organ. Eg. The skull protects the brain.
Elaborate: Pupils will do demonstrations to show how the skeleton helps the body to move,
stand straight and bend.
Pupils will view chart with the skeleton. Discussion follows about the different parts of the
skeleton that movement take place. Pupils will do movements with their bodies to show this.
Evaluation Activity: Assessment: Pupils will draw a representation of the skeleton from the
chalkboard and write two sentences about the skeleton.
Reflection

Day 3
Topic: The skeleton and its movement
Objectives: Pupils should be able to:
1. Tell how the skeleton moves.
2. Demonstrate the movements of the skeleton
3. Tell what would happen if they did not have bones in their bodies
4. Draw a picture of an animal or insect that has no skeleton

Procedure/Activities
Engage: Pupils will listen to the song “na, na, na I’m so happy.” Pupils will do the different
actions in the song e.g. Clap hands, swing arms, shake hips.
Explain: Pupils will tell the different actions which were done in the song and say what allows
them to move.
Elaborate: Pupils will read information from text about the skeleton and its movement. Pupils
will tell what they understand from the text. Pupils will then do activities such as raising and
lowering their hands and bending their knees.
Explore: Pupils will tell what they think would happen if they did not have a skeleton. They will
talk about animals and insects that do not have bones. They will say how the movements of these
animals are different than those who have a skeleton. Egs of these animals and insects are:
worms, octopus snake.
Evaluation Activity: Assessment: Pupils will draw pictures of two animals and insects that
have no skeleton and two animals that have a skeleton and write their names.
Reflection:

Day 4:
Topic: Bones and Joints
Objectives: Pupils should be able to:
1. Tell the number of bones in a human skeleton
2. Say what a joint is
3. Identify different joints in their bodies
4. Draw a picture of a joint
5. Write one sentence about the joints
Procedure/Activities
Engage: Pupils will sing the song “dem bones.” The previous day’s lesson will be reviewed.
Explore: Pupils will talk about the bones in their bodies. Pupils will listen to the story the x-ray.
Pupils will say what an x-ray is. Teacher will then help pupils to come up with a working
definition for x-ray. E.g. An x-ray is a special type of photograph which is used to see the bones
inside our body. Pupils will be informed that the human body has 206 bones and the hand has the
most bones.
Explain: Pupils and teacher will have discussion about the joints. Pupils will demonstrate
movements of different joints. Pupils will observe that movement only takes place at the joints.
Elaborate: Pupils will name the different parts of the skeleton where movements take place eg
wrist, elbows knees. Discussion follows on notes that will be read by teacher about the joints.
Pupils will be allowed to have a discussion. Pupils will name the different areas on the body that
bones meet. Pupils will touch these parts on their body.
Evaluation Activity: Assessment: Pupils will draw a picture of a joint and write a sentence
about the joint.
Reflection:
Day 5: Revision
Objectives: Pupils should be able to
Tell at least three things they have learnt about the skeleton
Answer questions correctly
Do exercises in their notebooks and workbooks dealing with the skeleton
Procedure/Activities
Revision of lessons.
Questioning and answering based on lessons done
Singing song ‘dem bones’ and ‘na, na, na, I’m so happy’
Evaluation Activity: Assessment:

Pupils will fill in the correct answers to complete the sentences.

The ______________ is a framework of bones.
There are ____________ bones in the human body.
The place where two bones meet is called a _________.

NB: Teacher will supply students with words.

Draw two animals/insects without a backbone and two with a backbone and write their
names.

Reflection:

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Listening and Speaking
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Speaking

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:
Correctly use SJE in asking and showing questions.
Skills:
Listen and speak with sensitivity to audience

Materials: Printed work sheet

Strategies: communication skills, and critical thinking
Procedure: Whole Group 1 [20 minutes]
Warm-Up
Ask students whether any of them play online games or visit online virtual worlds, either on a
computer, a game console or a mobile device such as a phone or tablet. (Teacher can prompt
them with examples such as Minecraft, Roblox, Free Fire or Animal Jam.) Ask students:
• What do they like about online games and virtual worlds?
• What don’t they like?
• Are there sometimes things that other players do that make it hard to have fun? What are some
examples?

Pair work 1 (15 Minutes)

Ask students to think about the rules we follow when we play with other people. Make sure they
understand that you’re not talking about the rules of a particular game, but the things we do so
that everyone can have fun. An example of the first type of rule would be that in “Snakes and
Ladders” you go up if you land on a ladder or down if you land on a snake; an example of
the second type of rules would be the idea of not being a “sore loser” in a board game.

Whole Class Activity 2 (15Minutes)

As a class, have students make a list of the most important rules to follow when working
together in the classroom (some of these may come from your posted classroom rules)
Pair Work 2 (5Minutes)
Have students make a list of the most important rules to follow when working together in the
classroom (some of these may come from your posted classroom rules) titled Classroom
Rules.
Whole Class Activities 3 (15 Minutes)
When the class has finished filling in the first column, lead a discussion about why we have
these rules. Make sure the following points emerge:
• Rules can keep you from hurting other people (physically or emotionally)
• Rules can make you feel safe
• Rules can let you do fun things for longer (because people don’t get mad and frustrated)
• Rules can make sure nobody is left out
Now have students create a list of rules for playing outside at lunch, titled Playground Rules.
Note: Teacher will prompt them to look at some of the rules that deal with less formal
issues such as:
• What do you do if someone asks to join a game after it’s started?
• What do you do if somebody wants to stop a game (because they’re hurt, not having fun,
etc.), but others want to keep playing?
• What do you do if two people want to use the same equipment (slide, swings, etc.) at the
same time?

Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Word Recognition and fluency
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: (rhyming words)

Attainment Targets:
Establish a concept of print and use a range of word recognition clues re-reading ahead, to
identify new words.
Objectives: Use knowledge of phonics to accurately spell rhyming words.
Skills:
 Identify rhymes
 Spell rhyming words

Materials: jingle chart

Procedure: Whole Class Activity 20Minutes
Introduce the concept of rhyming words to your students. Explain that rhyming words are words
that have the same ending sounds. For example, "cat" and "hat" are rhyming words.
Listen as teacher reads jingle to identify the rhyming words.
The Little Plant
by Kate L. Brown

In the heart of a seed,

Buried deep, so deep
A dear little plant
Lay fast asleep!

"Wake!" said the sunshine,

"And creep to the light!"
"Wake!" said the voice
Of the raindrop bright.

The little plant heard

And it rose to see
What the wonderful
Outside world might be.

Pair work 1 (15 Minutes)

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.

Whole Class Activity 2 (15Minutes)

Students will spell words similar ending sounds e.g. (asleep, keep)
Pair Work 2 (5Minutes)

Whole Class Activities 3 (15 Minutes)

Remind students of the definition of rhyming words: words that have the same ending sounds.
Tell them that most songs, nursery rhymes, and poems have rhyming words. Advise them to
keep their eyes and ears open for rhyming words whenever they listen to songs or read poetry.
Note: Support: Have one-on-one review sessions with struggling students. Go over different
pairs of rhyming words with them to make sure they understand the concept of end rhymes.
Reflection:

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Comprehension
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Recall story events

Attainment Targets: Use deduction and inference to interpret information and ideas and to
predict outcomes.
Objectives: Recall story events in a sequential pattern
Skills: Recall story events in a sequential manner
Materials: Reader (The sleeping beauty) Work Sheet
Procedure: Whole Class Activity (1) 20Minutes
Give students an example of a common classroom procedure, such as morning arrival or going
out for lunch. Ask students to help you record the steps in the process. Record the steps on the
board and explain to students that they just gave me a sequence of events of a common daily
procedure.
Sequence is the order in which things happen. Prompt students to think about the importance of
sequence of events in a story, and explain that, without it, a story would be very confusing to the
reader. It would feel disconnected, and the events would not make sense.
Teacher use Choral Reading to read the story entitled “The sleeping beauty” as a class and retell
the same story in a sequential manner to demonstrate their understanding of the story.
Pair Work (1) 10 Minutes
Given the story events on strips, students will arrange these to show the sequential manner in
which the events in the story unfold.
Whole Class Activity (2) 10 Minutes
Students will read their events on strips that they have arrange to show the sequential manner in
which the events in the story unfold. (Incentive will be given to group with the correct
sequential order)
Pair Work (2) 10 Minutes
Students will be given words from the story to make short sentences.
Whole Class Activities (3) 10 Minutes
Ask students to think about the process for identifying the sequence of events in a story.
Reflection:
Name: Miss Morris
Grade: Two
Subject: Language Arts
Strand: Grammar and Convention
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton

Objectives: By the end of the

lesson students should be able
to:
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
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.
Materials: Pencil, chalk,
chalkboard, Language Tree
workbook 2.
Procedures / Activities;
Engage:
Teacher will review previous
lesson through questioning and
discussion. Students and
teacher will sing a song on
verbs ‘to be’. For eg. ‘verbs to
be is and was, verbs to be is
and was, they are present and
past tense. Teacher w
Objectives: By the end of the
lesson students should be able
to:
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
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.
Materials: Pencil, chalk,
chalkboard, Language Tree
workbook 2.
Procedures / Activities;
Engage:
Teacher will review previous
lesson through questioning and
discussion. Students and
teacher will sing a song on
verbs ‘to be’. For eg. ‘verbs to
be is and was, verbs to be is
and was, they are present and
past tense. Teacher w
Objectives: By the end of the
lesson students should be able
to:
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
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.
Materials: Pencil, chalk,
chalkboard, Language Tree
workbook 2.
Procedures / Activities;
Engage:
Teacher will review previous
lesson through questioning and
discussion. Students and
teacher will sing a song on
verbs ‘to be’. For eg. ‘verbs to
be is and was, verbs to be is
and was, they are present and
past tense. Teacher w
Objectives: By the end of the
lesson students should be able
to:
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
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.
Materials: Pencil, chalk,
chalkboard, Language Tree
workbook 2.
Procedures / Activities;
Engage:
Teacher will review previous
lesson through questioning and
discussion. Students and
teacher will sing a song on
verbs ‘to be’. For eg. ‘verbs to
be is and was, verbs to be is
and was, they are present and
past tense. Teacher w
Objectives: By the end of the
lesson students should be able
to:
1. Identify and create
sentences/structure using
present/past tense form of the
verb ‘to
Objectives: By the end of the
lesson students should be able
to:
1. Identify and create
sentences/structure using
present/past tense form of the
verb ‘to
Objectives: By the end of the
lesson students should be able
to:
1. Identify and create
sentences/structure using
present/past tense form of the
verb ‘to
Attainment Target:
 Write sentences which are grammatically accurate and correctly punctuated, using SJE and JC
appropriately.
  Use and adapt a range of sentence structures according to context, distinguishing between SJE
and JC.
Topic: Verb ‘to be (was)(is)
Objectives: By the end of the lesson students should be able to:

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:

Name: Miss Morris

Grade: Two
Subject: Language Arts
Strand: Writing
Duration: 1Hour
Unit Title: My Body (11)
Focus Question: What do I need to know about my Brain, Heart and Skeleton
Topic: Writing

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

Skills: Listening, writing- sentence construction, editing, reading

Materials: “Johnny Crab-toe and the Magic Pen” Read with Me, Literacy 1-2-3 Grade 2
Primary Anthology or “School Rules” Literacy 1-2-3 reader, blank outline of a semantic map,
revision checklist, checklist for sentence construction

Strategy: The Writing Process

Content:
The writing process involves five steps. The first three are
1. Prewriting.
This is the planning step. During this step you should:
a. Choose a subject.
b. Gather details about the subject using a graphic organizer.
c. Decide what you want to tell your audience.
2. Drafting.
This means writing a first draft. This is a time to get your ideas down. During this step
you should:
a. Write all of your ideas down on paper.
b. Don't stop to check spelling or mechanics just yet, but do spell the best that you can.
c. Circle words that you are unsure of so that you can find the correct spelling during
the editing step.
3. Revising.
This is a time to improve your writing. During this step you should:
a. Read and review your first draft.
b. Share (Conference) your draft with another person to get ideas on how to improve
your writing.
c. Make changes to improve your writing piece.
(Source- [Link]

Procedure:

Whole Class Activities [15 minutes]

 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.

Group Activities [30 minutes]

Group 1- Below Grade Level

A. Teacher Guided (15 minutes)
1. Assist students to create sentences using the words generated from the map.
2. In the process use a checklist to teach/ revise the essential features of a sentence-
subject, object (predicate) and action. Reinforce, as necessary, the use of any relevant
grammatical structures previously taught e.g. proper nouns, verbs, adjectives as
sentences are created.

B. Independent (15 minutes)

1. Students will complete drafting of sentences.
2. The students will read sentences created to /with a peer. The peer will be asked to use
the Checklist for Sentence Construction to evaluate the writing piece and to make
suggestions for improvement.

Group 2- At Grade Level

A. Independent (15 minutes)
1. Students will be asked to select another picture from the text and, with a new concept
map generate words using the 5W+ H questions
 2. Students will create sentences for both pictures using the words generated from the
maps.
3. Encourage students to spell the best way they you can, but inform them that this is
not so important at this stage. Remind them to simply circle words they suspect might
be incorrectly spelt or which they are unsure of.

B. Teacher Guided (15 minutes)

1. The teacher will distribute a Revision Checklist and explain the process of revising to
students.
2. Students will be encouraged to share sentences created with a peer / the group. The
teacher will support students as they use the revision checklist to evaluate their
classmates’ sentences. Using the points on the Revision Checklist as a guide they will
give suggestions for improving their work where necessary.

Group 3- Above Grade Level

A. Independent (30 minutes)
1. Students will be asked to select another picture from the text and with a new
concept map generate words using the 5W+ H questions
2. Students will then create a story using the words generated from the maps.
Remind them to simply circle words they suspect might be incorrectly spelt or
which they are unsure of.
3. Students will be encouraged to share their story with the person beside them.
They will then use the points on the Revision Checklist as a guide to give
suggestions for improving their work where necessary.

Whole Class Activities [15 minutes]

1. Students from each group will share:

a. what they had learnt about the writing process
b. their writing pieces.

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 & Family Life Education

Theme: Self and Interpersonal Relationships Grade: Two (2)

Topic: Friendship Sub-Topic: Friends Fi Real

Duration: 2 Sessions

Value: Sincerity

Dominant Life Skill: Communication- Being a good speaker

General Objective: Apply communication skill when establishing good friendships

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.

Communication Skill - Being an Effective Speaker

 Face the person and make eye contact.
 Wait for the other person to stop speaking before you speak.
 Speak clearly, not too fast.
 Watch the listener and pay careful attention to their responses

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” [Link] 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?”
[Link]
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?

Assessment Questions: Were students able to:

1. Write two accurate qualities of a good friend from the song?
2. Show sincerity when interacting with their peers by displaying qualities of a good
friend?
3. Proficiently demonstrate communication skill in a manner that shows sincerity when
interacting with others?

Teacher’s Evaluation:

CHECKLIST (Assessment Criteria)

 Behaviours Always Sometimes Never
(3) (2) (1)

1. Face the person and make eye contact

2. Wait for the other person to stop speaking

before you speak

3. Speak clearly, not too fast

4. Watch the listener and pay careful attention to

their responses

5. Use kind words when speaking

6. Always speak the truth

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

Garvey’s Quote: God and Nature first made us who we are.

Material: Quote from Marcus Garvey
Poem: “I am a promise”
Skills: Drawing, speaking, listening and writing

I. Objectives: Students will identify themselves as male/ female

II. Students will state statistics/ statistical information about self
III. Students will demonstrate an acceptance and appreciation 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
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:

( ) 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:

- understand number and number names 1 – 20
- count and identify numbers up to 20
Specific Objectives:

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

- Use ordinals up to twentieth.
Content Outline:

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
Explore & Explain:

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:
 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

Cut out the pictures and the sentences.

Put them in order as they happened in the story

The pig built his house out of bricks.

The wolf could not blow it down and got
angry.

The pig built his house out of straw and the

wolf blew it down.

The pig built his house out of sticks and the

wolf blew it down.

The wolf howled with pain, jumped out of

the pot, and ran out the door.

The wolf climbed down the chimney. He

fell in the pot on the fire.
Subject: Mathematics
Grade: 2 Strand: Number Duration: 60 minutes Term: 2
Day 2 &3
Topic: Tell time using a calendar
Standard:
Students will use non-standard and/or standard metric (SI) units, instruments, and procedures
to estimate and measure quantities of different attributes, and to compute and solve problems.

Benchmark:
Estimate and measure time and use these to solve related
problems. Attainment Target:
Estimate, compare and use various types of measurements.

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:

- write and use ordinal numbers
- count numbers from (1) and thirty-one (31)
- identify days of the week and months of the year
Specific Objectives:

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

Tell time using a calendar
Teaching/Learning Resources:
- Calendar (August 2020 and November 2020)
- ‘Evaluative Activity’ Sheet
- ‘Exploring the Calendar’ activity Sheet
Key Vocabulary:

- 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:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

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?

Subject: Mathematics Grade: 2 Strand: Duration: Term:1

Day 4 & 5 Measurement 60 minutes

Topic: Telling time using the Calendar

Standard:
Students will use non-standard and/or standard metric (SI) units, instruments, and procedures
to estimate and measure quantities of different attributes, and to compute and solve problems.

Benchmark:
Estimate and measure time.

Attainment Target:
Estimate, compare and use various types of measurements
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:

- the days of the week
- the months of the year
- sequential ordering
Specific Objectives:

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

- Tell the time using a calendar.
Teaching/Learning Resources:

- word card, calendars,

Learning Expectations:

- Measuring time, analyzing

Key Vocabulary:

- day, week, month, year, calendar

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)

Jan created a calendar of activities for July.

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:

Evaluation Activity: Assessment

In their groups, students will observe a large yearly Calendar and put pre-made cards with
their names on their birthdays. They will fill out a table showing whose birthday is first,
second etc.
 Use the calendar to fill out the table showing the position
of the birthdays of your group members.

Name Birth month Position

1. If we were to place the names in position according the months of the year whose
birthday would be:
a) first? ________________
b) fifth? ________________
2. Daniel’s birthday is the 31st of a month, which month could it be? ______________
3. If we are in the month of June, then 3 months from this month will be? ___________
4. If the month of October ends on a Thursday, then the following month begins
_______________

Reflection: