TERM: UNIT: GRADE: DATE: SUBJECT: UNIT TITLE: FOCUS QUESTION:

1 1 4 OCTOBER 10-15, 2011 LANGUAGE ARTS OURSELVES (2) HOW DO WE GIVE AND RECEIVE INFORMATION ABOUT HOW WE RELATE TO OTHERS?

ATTAINMENT TARGET: 1. Give and receive information. 2. Listen and speak with sensitivity to audience. 3. Read for fluency and enjoyment. OBJECTIVES: At the end the lesson, students should be able to: 1. Initiate conversation in appropriate context 2. Spell and give the definition of each word. 3. Give and respond to simple accounts, simple experiences and descriptions in SJE. 4. Define Possessive Nouns. 5. Identify and use possessive nouns in sentences correctly. 6. Read the story Can Annie Make Friends? 7. Answer comprehension questions based on the story. 8. Identify and distinguish between genders Masculine, Feminine, Common and Neuter.

9. Identify and make the short vowel A sound. (Long and short) 10. Identify the consonant blend gr from each flash card. 11. Pronounce the gr sound correctly. 12. Match words with pictures and pictures with words correctly.

KEY VOCABULARY/CONCEPTS: Pronoun, noun, Standard Jamaican English, comprehension, under, umbrella, great, greed, they, they, him, her, gender, masculine, feminine. SKILLS: 1. Listening. 2.defining. 3. Giving information. 4. 5. Knowing how to pronounce the gr consonant. 6. Knowing how to pronounce short vowel U. 7. Working cooperatively in groups. 8. Matching picture with words and discussing them. CONTENT: Definition: Pronoun A pronoun is a word that takes the place of a noun.

Example: John is ten years old. John likes to read. John is ten year old. He likes to read. The noun John is changed to he in the second sentence. Gender Nouns can be divided into special groups called gender. The four genders are Masculine, Feminine, Common and Neuter. Masculine has to do with male, example man or prince. Feminine has to do with females, example sister or bride. Common has to do with nouns that refer to either male or female, example child or friend. Neuter has to do with nouns which are neither male nor female, example house or pencil.

MATERIALS/EQUIPMENT: Words cards, sentences strips, and worksheets prepared by the teacher The New Integrated Approach Language Arts Workbook 4. Pages 20-24 Doctor Bird Reading Series Teachers Guide Grade Four Pages 8 - 12 Doctor Bird Reading Series Can Annie Make Friends? Pages 11-20 The New Integrated Approach Phonics Workbook 4. Pages 28-29 and 62-63 ASSESSMENT: 1. Write the 8 words given to study for spellings, and find the meaning of the words. 2. Answering questions from sentence strips.

3. Completing comprehension questions 4. Completing sentence with the correct use of pronouns where necessary. 5. Identify words and matching them with their picture and vice versa 6. Complete sentences using words with short vowel U 7. Read fluently at least 3-4 passages. 8. Unscramble words in groups. EVALUATION:

TERM: UNIT: GRADE: SUBJECT: DATE: UNIT TITLE:

1 1 4 RELIGIOUS EDUCATION OCTOBER 10-14, 2011 WHAT IS RELIGION?

FOCUS QUESTION: (1) DO PEOPLE IN MY COMMUNITY PRACTISE THEIR FAITH IN THE SAME WAYS AND FOR THE SAME REASONS AS THOSE WHO FIRST WORSHIPPED? ATTAINMENT TARGET: 1. Gain insight into the nature of religion and what it means to be religious. OBJECTIVES: At the end of the lesson, students should be able to: 1. Identify the religion practiced by the Indentured Workers. 2. Identify the symbol for Judaism. 3. Discuss way of worship in Judaism. 4. Name the country and origin of Judaism. 5. Appreciate countries beliefs and practices.

KEY VOCABULARY/CONCEPTS: Religion, Indentured, Jews, Judaism, rabbi, Cantor, supreme, deity, church, worship, creator, beliefs, Jerusalem

SKILLS: 1. Participating in discussions 2. Appreciating other persons belief 3. Have an understanding of how Judaism came about. 4. Listening CONTENT: Judaism began in Jerusalem and Israel many years ago. It was founded by Abraham who was disappointed with his people, when they began to worship gods whom they created. Judaism is the first great religion. Jews worship in a synagogue. A Jewish leader is called a Cantor, while a Jewish teacher is called a Rabbi.

MATERIALS/EQUIPMENT: Pictures of Jews and the Star of David, cards with letters to unscramble the word J U D A I S M, The New Integrated Approach Workbook 4 Pages 25-27

ASSESSMENT: 1. Answer and question sections 2. Unscramble words. 3. Filling the blank 4. Draw and colour the Star of David EVALUATION:

TERM: UNIT: GRADE: DATE: SUBJECT: UNIT TITLE:

1 1 4 OCT. 10-14, 2011 SCIENCE SENSE ORGANS (SKIN, TONGUE, NOSE)

FOCUS QUESTION: (2) HOW CAN I CARE FOR AND PROTECT MY SENSE ORGANS? ATTAINMENT TARGET: 1. Describe the role of the sense organs in human and other organisms, in enabling perception and action. 2. OBJECTIVES:

At the end of the lesson, students will be able to: 1. Identify the sense organ the Nose and relate it to its associated function. 2. Explain the importance of the Nose. 3. Discuss the ways in which the nose is used to detect stimuli from the environment via the sensors. 4. Identify ways in which we take care of and protect our nose. KEY VOCABULARY/CONCEPTS: Nose, smell, stimuli, nostrils, odours, sensors, hygiene, sense organ, nerves, clean, dissolve.

SKILLS: 1. Classifying using relevant criteria. 2. Communicate through writing in Standard Jamaican English 3. Analyzing the picture of the nose. 4. Communicating through role-play. CONTENT: Things in our environment have odours or smells. We use our nose to tell which smells are good and which are bad. Our nose also warns us of danger. Our nose has two openings called nostrils. Te nostrils lead into a large space at the back of our throat. In our body, a space is often called a cavity, so this space is called the nasal cavity. The skin in the nostril makes a sticky substance called mucus. Mucus keeps the inside of our nose moist. The skin also has thousands of fine hairs, these hairs filters and trap dust and other things that might be in the air we breathe in or inhale.

MATERIALS: Picture of the nose The New Integrated Approach Science Workbook 4 First Step in Science Year 4, Pages 32-34 ASSESSMENT: 1. Fill in the blanks in sentences. 2. Draw and label the parts of the nose.
3. Write a paragraph explaining the importance of the nose.

EVALUATION:

Breathing

The nasal passages allow air to flow in and out during normal breathing. As a person inhales, the nose warms and humidifies the air before it gets to the lungs. The lining in the nose has many blood vessels at the surface. The warm blood flowing through the nose helps warm the air.
Cleansing

The nose has many small hairs inside the nostrils. These hairs serve to filter the air and remove dirt and particles before they enter the lungs. Sneezing and nose blowing help remove the particles out of the body.
Smell

Smell is one of the most important functions of the nose. The sense of smell is not completely understood. The importance of smell is known and is a key component for memories, physical attraction and emotional connections, according to the "Ear, Nose and Throat" magazine. The olfactory nerves are pairs of cranial nerves that connect the nose to the brain and assist in perceives and interpreting smells. Conditions, such as a cold, will decrease the sense of smell. Some people suffer from a condition called anosmia, which is the inability to smell.

TERM: UNIT: GRADE: SUBJECT: UNIT TITLE:

1 1 4 SOCIAL STUDIES IMPORTANT EVENTS AND PEOPLE IN JAMAICAS HISTORY

FOCUS QUESTION: (1) WHAT ARE THE IMPORTANT EVENTS WHICH HELPED TO SHAPE JAMAICAS HISTORY? ATTAINMENT TARGET/S: (1) Appreciate the importance of social studies concepts in organizing and interpreting knowledge and experiences. (2) Value the contributions that individuals and groups have made towards the betterment of life on planet earth. (3) Interpret information from a variety of sources. OBJECTIVES: At the end of the lesson, students will be to: 1. Define and use the following concepts:- Independence, Emancipation, national heroes, Universal Adult Suffrage, nation, identity. 2. Identify some of the main events which have helped to shape our nation. 3. Outline the significance of these events in our nations history. 4. State biographical information about each national hero.

KEY VOCABULARY/CONCEPTS: Independence, emancipation, national hero, Universal Adult Suffrage, nation, identity, flag, rebellion, unemployment, freedom, slaves, celebrate, holiday, public

SKILLS: 1. Defining concepts. 2. Fill in blanks. 3. Sequencing national holidays. 4. Participating in discussion. CONTENT: Many historical events before and after Independence have helped to shape Jamaicas history. People helped to make these events possible. Holidays in Jamaica are used to celebrate important events in our history. Heroes Day and Labour Day are two examples of these. Public holidays in Jamaica are either religious as in Good Friday and Christmas Day or secular as in Emancipation Day and Independence Day. People such as Paul Bogle, George William Gordon and Nanny of the Maroons are a few of the persons who helped to make these events possible and change the way of life of our nation. MATERIALS/EQUIPMENT: The New Integrated Approach social studies workbook 4 pages 56-58 Jamaica Island Nation pages 72-77, pictures, charts ASSESSMENT: 1. Filling in the blanks. 2. . Make a list of all the public holidays celebrated in Jamaica and sequence them according to how they occur in the calendar year. 3. Complete timeline. EVALUATION:

TERM: UNIT: GRADE: UNIT TITLE:

1 1 4SUBJECT: WHO IS AN ARTIST? VISUAL ARTS

FOCUS QUESTION: (1) WHAT DO ARTISTS SAY? ATTAINMENT TARGET: 1. Understanding that artist explore a range of art forms, subjects and themes to express themselves and communicate ideas. OBJECTIVES: At the end of the lesson, students should be able to: 1. Identify a variety of artist activities, e.g. drawing, painting, and carving, sculpt, design clothing. 2. Observe, describe and discuss some of the subjects explored by artists. 3. Explore a variety of materials to create composition. KEY VOCABULARY/CONCEPTS: Artist, material, drawing, painting, story, theme SKILLS: 1. Identify artist activities 2. Understanding what artists do 3. Observe teachers display of artworks e.g. Drawings and paintings

CONTENT: Painting is a mode of expression and the forms they come in are numerous, such as drawings, composition or abstraction and other aesthetics. Paintings also may serve to manifest the expressive and conceptual intention of the artist. These paintings can come in the form of life, landscape (urban, rural, sea or beach) or whatever else scene the artist wishes to paint or draw.

Seascape MATERIALS/EQUIPMENT:

Portrait

Books, charts, original artworks/reproductions, pictures, reference books, photographs. ASSESSMENT: 1. Draw a scene of their choice. 2. Write 3-4 sentences explaining the scene created. EVALUATION:

TERM: UNIT: GRADE: SUBJECT: UNIT TITLE:

1 1 4M DRAMA STORY BUILDING

FOCUS QUESTION: (1) HOW DO I BUILD A STORY? ATTAINMENT TARGET: 1. Demonstrate a clear communication to dramatic tasks. 2. Participate creatively in make-believe play. OBJECTIVES: At the end of the lesson, students should be able to: 1. Identify elements of a story. 2. Collectively create a story. 3. Use their ideas with the words to create a story. 4. Work cooperatively in groups by writing their story or drawing it. KEY VOCABULARY/CONCEPTS: Story, theme, create, characters, plot, mend, rend, lend, bend, tend, fend, send. SKILLS: 1. Brainstorm for ideas 2. Interpreting what is used 3. Discussing ideas of how to put a story together

4. Decision making what to put in and what to take out

5. Creating story through collective contribution 6. Documenting the story

CONTENT: Setting: The time and location in which a story takes place is called the setting. For some stories the setting is very important, while for others it is not. Plot: The plot is how the author arranges events to develop his/her basic idea (s). It is the sequence of events in a story. Conflict: Conflict is essential to plot. Without the conflict there is no plot. It is the opposition of forces which ties one incident to another and makes the plot move. Character: There are two meanings for the word character: (a) The person in a work of fiction. (b) The characteristics of a person. Theme: The theme in a piece of fictions is its controlling idea or its central insight. It is the authors underlying meaning or main idea that he is trying to convey.

MATERIALS/EQUIPMENT:

Websters Dictionary, Drama in Education, blank paper, charts, pictures

ASSESSMENT: 1. Participating in discussion 2. Contributing to story 3. Discussion 4. Complete group story EVALUATION:

TERM:

UNIT: GRADE: DATE: SUBJECT: UNIT TITLE:

1 4M OCT. 10-14, 2011 MATHEMATCIS NUMBERS

FOCUS QUESTION: (1) HOW DO I KNOW THE VALUE OF A NUMBER? ATTAINMENT TARGET: 1. Know and use the values of numerals and associate them with their names, numbers and ordinals. OBJECTIVES: At the end of the lesson, students should be able to: 1. Differentiate between the use of addition and multiplication, subtraction and division in solving worded problems that involve dollars and cents. 2. Add, multiply, divide and subtract dollars and cents. 3. Multiply whole numbers by 10, 100, 1000.

KEY VOCABULARY/ CONCEPTS: Add, subtract, multiply, divide, difference, dollars, cents, solution. SKILLS: 1. Distinguishing between numbers 2. Distinguish between values.

3. Naming digits when dividing

4. How to group and regroup. 5. Recalling addition, multiplication, division and subtraction facts

CONTENT: Remember to place point under point when calculating equations that involve dollars and cents. Example $ 12 6 18 . . . . C 25 32 57

Multiplying whole numbers by 10, 100, 1000

To multiply a whole number by 10, move the digit 1 place to the left, then put the zero in the place in the units coloum. Multiplying by 100 you would move 2 places to the left and add 2 zeros. Multiplying by 1000 move 3 places to the left and add 3 zeros.

Example 24 x 24 24 10 = = 240 2400 24000

x 100

x 1000 =

MATERIALS/EQUIPMENT:

The New Integrated Approach Mathematics Workbook 4. Pages 30-40, Chalk board prepared worksheets, Mathematics companion Book and bottle corks for counting

ASSESSMENT: 1. Filling in the black 2. Multiplying by 10, 100, 1000 3. Working in groups and solving problems 4. Regrouping and renaming equations that involve dollars and cents. EVALUATION: