Lesson Plan

Week Beginning

March 15, 2021

 Monday

Subject: Mathematics Grade: 3 Duration: 1hour

 Strand: Numbers Date: March 15, 2021

Lesson Topic: Division (Short Division)

Pre-requisite knowledge:

 Identify multiplication facts.

 Recite multiplication table.

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

 Solve division problem using short division. (cognitive)

 Find the quotient of division fact. (cognitive)

 Demonstrate short division of given worded problem in groups of four (4).

(cognitive, affective, psychomotor)

Instructional Materials Resource Materials

Mathematics Workbook, pencil, Whiteboard, whiteboard markers, ruler, online

exercise book and computer/ laptop/ work sheets and laptop.

tablet.

Key vocabulary: short division, dividend, divisor, quotient, share, spilt, group.

Key skills:

Collaborate with each other,

Lesson Procedure:

Teacher will Students will

Engage The teacher will use virtual white board Students will observe and

on https://toytheater.com/place-value- listen attentively.

disks/ to demonstrate division problems

to the students using place value

counters.

Example:

84 ÷ 4 =?

4⟌84

In 84, how many tens and ones are in Expected answer:

84? 8 tens and 4 ones

So, we are going to make 84 using 8

(tens) counters and 4 (ones) counters.

Since we are dividing by 4, I have

written 4 outside the bracket.

As we are dividing by 4
We are going to start by dividing my
tens into groups of 4 and my ones in
groups of 4.

We can make 2 groups of 4

How many groups of 4tens I can make?
tens counters. Therefore,

we put 2 above the line.

We can make 1 group of 4

How many groups of 4 ones I can
make? one’s counters. Therefore,

we put 1 over the line.

21
Therefore, our quotient is 21.

7 tens and 2 ones.

72 ÷ 3 =?

3⟌72

In 72, how many tens and ones are in

72?

So, we are going to make 72 using 7

(tens) counters and 2 (ones) counters.

Since we are dividing by 3, I have

written 3 outside the bracket.

As we are dividing by 3
We are going to start by dividing my
tens into groups of 3.

I made 2 groups of 3 and I have 1 ten

left therefore I cannot make another
group of 3. I will have to exchange my
tens to 10 (ones) and put them with the 2
ones I already have.

I now have 12 ones to be divided into

groups of 3.

Therefore 72 divided in groups of 3 is

24.
 How many groups of 4tens I can make?

How many groups of 4 ones I can

make?

Therefore, our quotient is 21

Explore The class will be divided into 2 groups. In their groups, the student

Each group will receive division will complete the given

problem. task.

Group 1

96 ÷ 3 =?

Group 2

64 ÷ 4 =?

Explain 32
3⟌96
- 96
00

16
 4⟌64
- 64
00

Elaborate The teacher will share screen the Students will complete the

following worded problem. following.

1. Teacher shared 32 crayons

equally between 2 students. How

many crayons did each student

get?

2. There are 27 plums in a box to

be shared equally among 3

persons. How many plums will

each person get?

3. Sam, Tim, and Tom have 78 to

be shared equally. How many

marbles each boy will get?

Evaluate Students will complete an activity in

their Mathematics Workbook on page

45.
Evaluation:

The lesson was fairly good. The students grasped the concept. They collaborated in their

respective groups and completed the activities within the given time. The students were eager

to share their answers and were pleased to know their answers were correct.
 Content Page

What is division?

Division means to share, spilt, and divide equally and fairly.

What is short division?

Short division is a quick and effective method to work out division with larger numbers.

After your child becomes comfortable with chunking, they will move onto short division as it

can be used to solve a division problem with a very large dividend by following a series of

easy steps.

For example:

4⟌96

In this example four goes into nine two times, and it leaves a remainder of one.

This remainder is then passed onto the next number (six) to make it 16. Four goes into 16

four times, so when put together the answer becomes 24.

What is the bus stop method?

The bus stop method of division is just another name for short division. It gets its name from

the idea that the dividend (the number you want to divide up) is sitting inside the bus stop

while the divisor waits outside.

Teachers are divided about whether this is actually a useful image when learning division so

most of the time we’re just going to refer to it as short division.

What is long division?

Long division is a method that is used when dividing a large number (usually three digits or

more) by a two-digit (or larger) number. It is set out in a similar way to the bus stop method

that is used for short division.

Take a look at our example below to see long division explained in a visual example.

It is best explained through an example – see below.

Division terms

The following three terms are essential.

 The dividend is the number you are dividing (the number inside the ‘bus stop’
 The divisor is the number you are dividing by.
 The quotient is the amount each divisor receives i.e., the answer in most cases.

A good way to remember it is dividend ÷ divisor = quotient

Teacher: Tahlia McLean

Grade: 3

Date: March 15, 2021

Subject: Language Arts

Duration: 1 hour

Topic: Conjunction

Attainment Target

 Know and value the contributions of communities and institutions in fostering

national, regional, and international integration.

 Use and adapt a range of sentence structures according to context, distinguishing

between SJE and JC.

 Use language and text forms appropriately and with imagination to create vibrant and

engaging texts.

Prior knowledge:

 Use the conjunction ‘and’/ ‘but’ in written and oral work.

Specific Objectives:

 Recall what is conjunction after watching the video entitled, ‘Conjunctions.’

(cognitive)

 Define the term conjunction. (cognitive)

 Give example of a sentence using the conjunction ‘because’/ ‘so’. (cognitive)

 Use the conjunction ‘because’/ ‘so’ to join sentences. (affective, cognitive)

  Match the conjunction (‘because’/ ‘so’) to connect their sentences.

Key Skills:

Join sentences, use conjunction.

Materials:

Video (Difference between so and because) Language Arts Workbook, Activity.

Content Summary

What is a Conjunction?

A conjunction is a part of speech that is used to connect words, phrases, clauses, or sentences.

They can be one word or a few words. They join words, phrases, and clauses together and are

made to convey two ideas in one sentence.

Conjunctions: ‘because’ / ‘so’

The conjunctions ‘because’ / ‘so’ can be used to join two statements.

Because: is used to show/ give reason. It is followed by a complete sentence with its own

subject and verb.

Example:

We know he was to blame because we saw the accident.

“so” is used to connect problems with solutions.

Example. He was very hungry, so he ate all the cookies.

Engage:

Teacher will share screen a video with the students. Afterwards, the teacher will recap on

conjunction. “and” / “but”

Teacher will then ask the student what is conjunction?

Expected answer: A conjunction join two words, or two or more sentences.

For today class, the conjunction that we will be focusing on are ‘because’ / ‘so’. The teacher

will share screen a document entitled ‘Conjunctions’.

The teacher will select a student randomly to share a sentence using the word ‘so’/ ‘because.’

Example: Annie was happy because she had a great time at the concert.

I was lost so I asked for directions.

Explore:

The students will tell a chain story where each element ends with either ‘because’ or ‘so’.

For example:

The alien was hungry, so …..he went to the shop, because….he had no food at home

because…. so…etc.

Explain:

The teacher will select students randomly to share their answers with the class.

Elaborate:

The class will be divided into two (2) groups.

Group 1

Complete with the correct conjunction (“so”/ “because”).

1. My cat was hungry ________________ it ate a fish.

2. I am tired ________________ I didn’t sleep well last night.

3. Stewart bought lunch ________________ he was hungry.

4. Mary was sick last week ________________ she saw a doctor.

5. I was late for work this morning ________________ I overslept.

6. Sweden is a cold country ________________ people wear warm clothes in winter.

7. He did not study ________________ he failed the history exam.

8. They were not busy ________________ they helped me.

9. I was not careful ________________ I fell off my bicycle.

10. Catherine didn’t spend much money ________________ everything was on sale.

Group 2

Students will write 10 sentences using ‘because’/ ‘so’.

Evaluate:

1. The room is still messy a. because they might sting me.

2. I was angry b. because he took driving lessons last month

3. Birds can fly c. because it is ten o’clock.

4. John has some more work to do d. so, they can travel long distances.

5. I am afraid of bees e. so, I took my umbrella.

6. It was raining f. because my neighbour had a noisy party.

7. Thomas is sleepy g. so he will be home late.

8. Patrick can drive h. because I did not clean it.

Evaluation:

The lesson was satisfactory. The students grasped the concept and were able to complete each

activity using the conjunction ‘because’/ ‘so’. The activity was differentiated based on the

students’ proficiency levels so that the students with higher academic capabilities can challenge

themselves more by writing sentences using conjunction ‘because’/ ‘so’ and the ones who are

struggling, get the required support to improve themselves by completing the fill in the blanks.
 Content Page

What Are Conjunctions?

Conjunctions are words that link other words, phrases, or clauses together.

I like cooking and eating, but I do not like washing dishes afterward. Sophie is clearly

exhausted, yet she insists on dancing till dawn.

Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of

multiple short sentences. Make sure that the phrases joined by conjunctions are parallel (share

the same structure).

I work quickly and careful.

I work quickly and carefully.

Your writing, at its best

Be the best writer in the office.

Coordinating Conjunctions

Coordinating conjunctions allow you to join words, phrases, and clauses of equal

grammatical rank in a sentence. The most common coordinating conjunctions are for, and,

nor, but, or, yet, and so; you can remember them by using the mnemonic device FANBOYS.

I would like pizza or a salad for lunch. We needed a place to concentrate, so we packed up

our things and went to the library. Jesse did not have much money, but she got by.
Notice the use of the comma when a coordinating conjunction is joining two independent

clauses.

Correlative Conjunctions

Correlative conjunctions are pairs of conjunctions that work together. Some examples

are either/or, neither/nor, and not only/but also.

Not only am I finished studying for English, but I am also finished writing my history essay. I

am finished with both my English essay and my history essay.

Subordinating Conjunctions

Subordinating conjunctions join independent and dependent clauses. A subordinating

conjunction can signal a cause-and-effect relationship, a contrast, or some other kind of

relationship between the clauses. Common subordinating conjunctions are because, since, as,

although, though, while, and whereas. Sometimes an adverb, such as until,

after, or before can function as a conjunction.

I can stay out until the clock strikes twelve.

Here, the adverb until functions as a coordinating conjunction to connect two ideas: I can

stay out (the independent clause), and the clock strikes twelve (the dependent clause). The

independent clause could stand alone as a sentence; the dependent clause depends on the

independent clause to make sense.

The subordinating conjunction does not need to go in the middle of the sentence. It must be

part of the dependent clause, but the dependent clause can come before the independent

clause.
Before he leaves, make sure his room is clean.

If the dependent clause comes first, use a comma before the independent clause.

I drank a glass of water because I was thirsty. Because I was thirsty, I drank a glass of water.

Starting a Sentence with a Conjunction

Many of us were taught in school that it is an error to begin a sentence with a conjunction, but

that rule is a myth. As mentioned above, a subordinating conjunction can begin a sentence if

the dependent clause comes before the independent clause. It is also correct to begin a

sentence with a coordinating conjunction. Often, it is a good way to add emphasis. Beginning

too many sentences with conjunctions will cause the device to lose its force, however, so use

this technique sparingly.

Have a safe trip. And do not forget to call when you get home. Gertie flung open the door.

But there was no one on the other side.

Teacher: Tahlia McLean

Grade: 3

Date: March 15, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What types of relationship do we have with people of other countries?

Attainment Targets

 Give and receive information.

 Know and use basic language skills of the conventions of spoken language.

 Apply relevant decoding skills to the reading process.

 Read for meaning, fluency and enjoyment.

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

 Identify similarities and differences between Jamaica and some other countries.

(cognitive, affective)

 Explain how understanding similarities and differences between countries can help

people to live in harmony. (cognitive)

 Observe pictures of athletes competing in an international race. (cognitive)

 Solve problems from given information. (affective, cognitive)

 Appreciate that interdependent relationships are necessary for survival and

development. (cognitive)
Skills: listening, viewing, speaking, sharing ideas, discussing, working cooperatively in

groups, discussing, dramatizing, researching information, recording information, making oral

presentation, drawing conclusions, making predictions.

Key Vocabulary: similarities, differences, classmates, pen pal, countries, world, Guyana,

India, national flower, national dish, national emblem, national tree, national fruit, national

animal, currency, religion, Christianity, Judaism, CARICOM, Caribbean region, world,

climate, history, pen pal, countries, foods, worship, ethnic groups, cultures, cricket, football,

symbols, size, currency, anthem, main religion, mandir, temple, Commonwealth of Nations

Materials: Sharing and Providing Goods and Services – Car long Primary Integrated Studies

‘Sharing and Providing Goods and Service.

Engage:

The teacher will brainstorm to see what students have retained. Students and teacher will

view pictures of athletes competing in an international race. Students and teacher will

have an engaging discussion.

Explore:

Students will be asked to name a global competition that Caribbean athletes compete in.

Expected answer:

World Cup, Olympic, Commonwealth Games

Students will be asked “What is the name of the Caribbean cricket team?

Expected answer: The West Indies cricket team.

Explain:

The teacher will select students randomly and ask them to explain “how do they feel?” when

Jamaican athletes are competing on the world’s stage.

Students will be informed that we are proud when we compete against countries.

Elaborate:

The students will be asked to name a sport that is played in Jamaica and India.

Expected answer: Football, cricket.

Students will mime playing cricket.

Students will be asked to name a Caribbean athlete.

Students will listen as teacher reads a folk tale from India.

Students and teacher will have an engaging discussion about the folk tale.

Students and teacher will read the national anthem of India.

Students and teacher will sing the national anthem of India.

Evaluate:

Students will draw the flags of India and Jamaica.

Evaluation:

The lesson was satisfactory. The students enjoyed the discussions.

 Tuesday

Subject: Mathematics Grade: 3 Duration: 1hour

 Strand: Numbers Date: March 16, 2021

Lesson Topic: Division (Long Division)

Pre-requisite knowledge:

 Identify multiplication facts.

 Recite multiplication table.

 Know how to do short division.

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

 Use the clue from the riddle, to state the steps for long division. (cognitive,

affective)

 Solve division problem using long division in 2 groups. (cognitive,

psychomotor)

 Find the quotient of division fact. (cognitive)

 Demonstrate long division of a given worded problem. (cognitive, affective,

psychomotor)

Instructional Materials Resource Materials

Mathematics Workbook, pencil, a Whiteboard, whiteboard markers, ruler, online

blank sheet of paper, computer/ work sheets and laptop.

laptop/ tablet.
Key vocabulary: long division, dividend, divisor, quotient, share, spilt, group, divide,

multiply, subtract, bring down, division statement.

Key skills:

Collaborate with each other, fill in the blanks,

Lesson Procedure:

Teacher will Students will

Engage Recap by asking the students the

following questions. Expected answers:

What is division? Division is when we share,

divide, split equally and fairly.

What are the terms used in division? Dividend the number you are

dividing. The divisor is the

number you are dividing by

and the quotient is your

answer.

The teacher will introduce the lesson

long division by asking the students

what is the opposite of short division? Long division

The teacher will ask the students, “Do

you know the steps that we are

expected to follow when doing long

 division?

Riddle me this, riddle me that or Yes/ No

perhaps not.

Step 1

If I share equally or fairly. What did I

do? I

Step 2 Divide

If I find the product of 2 factors?

What did I do? I

Step 3 Multiply

If I take away a number from another

number? What did I do? I

Step 4 Subtract

Bring down.

The teacher will demonstrate a long

division with the students.

Example:

3⟌48

Explore The teacher will divide the class in 2

groups. The students will be

instructed to use a folder leaf or a

blank sheet of paper to do their given

task in long division using the steps:

Divide
 Multiply

Subtract

Bring down.

Group 1

Find the quotient of 78 and 3.

Group 2

2⟌52

Explain The teacher will select a student Group 1

randomly from each group to share
their answer. Find the quotient of 78 and 3.

3⟌78

Step 1- Divide

First, we work out how many

times can we divide 3 into 7.
The answer is 2. So, we put 2
on the quotient line.
2
3⟌78

Step 2 -Multiply
We multiply our answer from
step 1 with our divisor: 2 x 3 =
6. Then we write 6 under the
7.

2
3⟌78
 6

Step 3- Subtract.
Next, we subtract. 7- 6 = 1

2
3⟌78
-6
1

Step 4- Bring down

We then bring down the next
number from the dividend,
which is 8. We write the 8
next to the 1, making the
number 18.

2
3⟌78
-6
18

Then we start all over again

using the steps.

Step 1 - Divide
First, we work out how many
times can we divide 3 into 18.
The answer is 6. So, we put 6
on the quotient line.

26
3⟌78
-6
18

Step 2 -Multiply

We multiply our answer from

step 1 with our divisor: 6 x 3 =
18. Then we write 18
underneath the 18.
 26
3⟌78
-6
18
18

Step 3- Subtract.

Next, we subtract. 18 - 18 = 0.

26
3⟌78
-6
18
-18
00

We then checked our answer

to make sure it is correct by
doing reverse multiplication.

5 x 26 = 78
Therefore, our quotient is 26.

Group 2

2⟌52

Step 1- Divide

First, we work out how many

times can we divide 2 into 5.
The answer is 2. So, we put 2
on the quotient line.
2
2⟌52

Step 2 -Multiply
We multiply our answer from
step 1 with our divisor: 2 x 2 =
4. Then we write 4 under the
5.

2
2⟌52
4

Step 3- Subtract.

Next, we subtract. 5- 4 = 1

2
2⟌52
- 4
1

Step 4- Bring down

We then bring down the next
number from the dividend,
which is 2. We write the 2
next to the 1, making the
number 12.

2
2⟌52
-4
12

Then we start all over again

using the steps.

Step 1 - Divide
First, we work out how many
times can we divide 2 into 12.
The answer is 6. So, we put 6
on the quotient line.

2
2⟌52
-4
12
 Step 2 -Multiply

We multiply our answer from

step 1 with our divisor: 6 x 3 =
18. Then we write 18
underneath the 18.

26
2⟌52
-4
12
12

Step 3- Subtract.

Next, we subtract. 12 - 12 = 0.

26
2⟌52
-4
12
Elaborate The teacher will share screen the
-12
following worded problem. 00

We then checked our answer

1. Leo shared 78 marbles equally to make sure it is correct by
doing reverse multiplication.
between his 3 friends. How

many marbles did each friend 2 x 26 = 52

Therefore, our quotient is 26.
get?

2. Sarah has 52 apples.

Solve the following items.
She shares the apples equally

and puts them in 4 bags. How

many apples does she put in

each bag?

3. There are 36 dolls to be shared

 equally among 2 girls. What

will be each girl’s share?

Evaluate Find the quotient.

1. 2⟌36

2. 4⟌92

3. 3⟌57

4. 2⟌94

Evaluation:

The lesson started on time. It was a fairly good lesson. The students were enthused as they eagerly

answered the riddles. They were motivated to be active participants in the learning process as they

were asked questions such as to identify the dividend, the divisor and state the steps for long

division. The students collaborated in their respective group well and were able to share their

answers. It was evident the students grasped the concept as they were able to find the quotient of a

division problem and solve a worded problem. A student had an issue with the internet as her Wi-

Fi was glitching. Therefore, she will be given a one-to-one session so that she will be able to grasp

the concept of long division.

Content Page
What is division?

Division means to share, spilt, and divide equally and fairly.

The long division method involves basic math operations. 

To divide two numbers using this method, a tableau is drawn. The divisor is written outside

the right parenthesis, while the dividend is placed within. The quotient is written above the

over bar on top of the dividend.

Long division involves 4 steps:

 D  Divide

 M  Multiply

 S   Subtract

 B  Bring down

Name: Tahlia McLean

Grade: 3M

Date: March 16, 2021

Duration: 1hour

Subject: Integrated Studies

Focus question: Why is it important that we relate to other countries of the world?

Attainment Targets:

 Know and value the contribution of communities and institutions in fostering national,

regional, regional, and international.

 Recognize, value, and make distinctions between home language and SJE to

improve/acquire language and literacy competencies.

 Read and interpret information presented in tables and on graphs.

 Explore and create, exercising critical thinking skills throughout the dramatic process.

Objectives

 Explain the benefits to be derived from relationships with other countries. (affective,

cognitive)

 Sustain expression in Standard Jamaican English. (cognitive)

 State whether the statement given is a benefit or if it is not a benefit to Jamaica.

(affective, cognitive)

Key skills: reasoning, reading, identifying, discussing.

Key words: Relation, countries, international, region, national, CARICIOM,

contribution, benefits, trade, import and export, remittance, goods, services, inferior.
 Materials:

Power point, Integrated Studies Workbook, newspaper article

Engage:

Student will read the newspaper article below.

After which, the teacher will ask the following questions.

1. What was the newspaper article about?

2. Do you think the relationship with Jamaica and India will improve after the donation

of the vaccines?

3. What are some of the benefits of the relationship with Jamaica and India?

4. What are some other benefits that Jamaica will receive because of their relationship

with other countries?

Explore:

The students will read a passage entitled, ‘Why relate to other countries?’

Explain:

The teacher and students will discuss what they have read. The teacher will listen to the

students and clarify any misconception.

Elaborate:

The students will state whether the statement given is a benefit and which is not a benefit to

Jamaica? Giving reason for their answers.

Evaluate:

Students will complete an activity in their Integrated Studies Workbook on page 139.

Evaluation:

The lesson was fairly good. Most students were engaged in a series of discussions. The

students were instructed to use their dictionaries to search for words they were unfamiliar

with such as inferior and remittance. They were able to share the definition and use each

word in a sentence. However, I assume that a few of my students were disengaged because
they did not give an answer to questions when asked. I will therefore have a teacher- parent

rapport to speak about these issues when it arises and ask parents to encourage their children

to be active participant as they are responsible for their own learning.

 Content Page

CARICOM stands for Caribbean Community and Common Market and is defined as an

organization made up of 15 Caribbean nations to promote economic integration among

Members.

Members States

All CARICOM countries are classified as developing countries. They are all relatively small

in terms of population and size, and diverse in terms of geography and population, culture,

and levels of economic and social development.

CARICOM countries share similarities and challenges. On the one hand they are all in

proximity to major markets in North and South American, and most countries, have had to

make the transition from agriculture or mining to a service-driven economy, especially

tourism and financial services. On the other hand, they have to overcome the challenges of

frequent natural disasters, in addition to small size with associated lack of economies of scale

and vulnerability to external shocks.

All members subscribe to the Community’s principles outlined in the Revised Treaty of

Chaguaramas (2002). Leaders of member states shape the Community’s policies and

priorities. They meet twice yearly to discuss issues affecting the Community and the wider

world at the Conferences of Heads of Government. All members have an equal say regardless

of size or economic status. This ensures that every member has a voice in shaping the

Caribbean Community.

What are some of the primary functions of CARICOM?

CARICOM's main purposes are to promote economic integration and cooperation among its

members, to ensure that the benefits of integration are equitably shared, and to coordinate
foreign policy. Its major activities have centred on coordinating economic policies and

development planning; it also devises and institutes special projects for the less-developed

countries within its jurisdiction.

Names of Caribbean Countries that made up CARICOM.

Antigua & Barbuda, Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Haiti,

Jamaica, Montserrat, Saint Lucia, St. Kitts and Nevis, St. Vincent and the Grenadines,

Suriname, Trinidad and Tobago.

What is Trade?

Trade is defined as the general marketplace of buying and selling goods, the way you make a

living or the act of exchanging or buying and selling something. ... An example of trade is

when you work in sales. An example of trade is the act of exchanging one item for another or

one item for money.

Exporting refers to the selling of goods and services from the home country to a foreign

nation. Whereas, importing refers to the purchase of foreign products and bringing them into

one's home country.

Reference:

N/A, (n.d.) Member States and Associate Members. Retrieved from Member States and

Associate Members - CARICOM

Name: Tahlia McLean

Grade: 3M

Date: March 16, 2021

Duration: 1hour

Subject: Language Arts

Topic: Writing a Summary

Duration: 1 hour

Attainment Target:

 Listen to, recall, understand and respond to speakers’ messages, whether implicit or

explicit.

Objective: By the end of the lesson, students should be able to.

 Sing to the beat of the song 5W + 1H, (psychomotor, affective)

 Identify the 5w+1h rules when writing a summary. (cognitive, affective)

 Accurately listen to story summaries then respond sharing opinions and interpretation.

(cognitive)

 Write a summary effectively. (cognitive)

Key skills: summarizing story, listening attentively, speaking, writing.

Key Vocabulary: summarize, summary, short, specific.

Material: computer, tablet, laptop, YouTube videos, a copy of a summary

Content: When we summarize, we tell the story in our own words stating the main idea. The

summary is the passage or text in it shorten form. The summary should not have any new

information. It can be done in writing, orally, through drama, art, music, in groups or

individually. We can use the elements of a story to guide us in summarizing or we can also

use a template to guide us.

Engage

Pupils will be told about the topic and objective of the lesson. Next, pupils will be invited to

watch a video about 6 Questions: (5W’s + 1H) https://www.youtube.com/watch?v=0Bz4-

1YKI1M

BRAINSTORM: After watching the video, students will be asked the following questions

What was the video about?

Expected answer:

When you read when you write there are 6 questions you should keep in mind. They are who,

what, when, where, how, why

What are the 6 questions asked when reading and writing?

Expected answers:

‘who’ – who is the story about?

‘what’- what happened and what went down?

‘when’- when is the time or date?

‘where’- where does the story take place?

‘how- how did things happen and work out?

‘why’- why did it all come about?

Explore:

Students will revise what is a summary by displaying a sample incorporating the use of the

5 w + 1 h so that student can better understand what is expected.

Example:

Explain:

The teacher will ask the students the following questions. The teacher will listen the

students and clarify any misconception.

1. Who was the story about?

2. What is the conflict in the story?

3. When did the story take place?

 4. Where did the story take place?

5. Why did the story turn out this way?

6. How was everything resolved?

2. Teacher will use a familiar story and have the student read what you did and explain

what they think you did.

Elaborate:

Students will listen and watch a YouTube video about summarizing

https://www.youtube.com/watch?v=THOVem7nRkA

After watching the video, students will answer the following questions.

 What is the video about?

 How do we summarize?

The teacher will remind the students that when writing a summary only important details are

required. Summaries should only give important details which take in the elements of a story.

Students will state the elements of a story (character, setting, plot, problem, and solution).

Also, no new information should be given.

Evaluate:

The teacher will read the poem, “Cat” page 39 of the reader, twice and the students will

listen. After the teacher has read, students will write a short summary. As students work, the

teacher will assist where necessary.

1. Random pupils will be selected to read their summary.

2. Students will listen to the story of the “The Diligent Girl and the Lazy Girl” and will write

a short summary.
Evaluation:

Lesson was not taught. Students did cause and effect Therefore, I will teach this lesson on

Friday, March 19, 2021.

Wednesday
Teacher: Tahlia McLean

Grade: 3

Date: March 17, 2021

Subject: Language Arts

Duration: 1 hour

Focus question:

Topic: Comprehension

Attainment Targets

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 SJE and JC.

Prior knowledge:

Know what comprehension is.

Specific Objectives:

Students should be able to:

Key skill: Engage in discussion, read grade level texts.

Engage:

The students will read a comprehension passage entitled ‘The Fox and the Crow’.

Explore:

The students will answer the following questions.

Where was the crow?

A. On the ground
B. under the tree

C. Amongst the leaves

D. By the river

What did the fox ask the crow to do?

A. A dance

B. B fly away.

C. C sing

D. D give him the cheese.

How did the fox feel in paragraph 1?

A. He was tired.

B. He was hungry.

C. He was lazy.

D. He was angry.

Which statement is true?

A. The fox wanted the cheese.

B. The fox wanted he crow.

C. The fox has a fine voice.

D The crow had a fine voice.

When the fox said, “I hear you have a very fine voice, Mr. Crow”, he was.

A. Criticising the crow.

B. Cursing the crow.

C. Telling the truth.

D. Fluttering the crow.

How would you describe the characters?

A. Fox and crow are both clever.

B. Fox is clever but crow is foolish.

C. Fox is foolish but crow is clever.

D. Fox and crow are both foolish.

If you were the crow what would you have done?

Explain

Teacher and students will discuss answers.

Elaborate:

Liandre read the story and wrote these statements. Did he find the information in his head (H)

or in the text (T)?

The piece of cheese was large _____________

The fox was an accomplish liar_____________

The fox asked the crow to sing him a song ______________

The story is too short __________________

The fox idea was a very good one_______________

The crow was proud _________________

The fox probably shared the cheese with his children__________________

The crow opened his mouth wide______________________

Evaluate:

The teacher and students will discuss the answers.

Evaluation:

The lesson was fairly good. It started on time and engaged the students. It was evident they

were enthused. The students were able to answer the questions appropriately and state the

line these answers are found. The students grasped the understanding of reading a text and

getting the information versus reading a text and using the author’s information to come to a

decision or having their own opinion when one read. The lesson was not differentiated and

some of the students were finish answering the questions within the given time. Therefore,

for the future I will ensure I have an additional activity for these students.
Teacher: Tahlia McLean

Grade: 3

Date: March 17, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: Why is it important that we relate to other countries of the world?

Topic: International Relations

Attainment Target:

 Know and vale the contributions of communities and institutions in fostering national,

regional, and international integration.

 Demonstrate an awareness of the impact of religion on both the local and international

platforms.

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

 Explain the benefits to be derived from relationships with other countries. (cognitive,

affective)

 Recognize the importance of trade in Jamaica’s relationship with other countries.

(cognitive)

 Dramatize how they would behave if they were the only one living in Jamaica.

(cognitive) (psychomotor)

 Create a presentation in 3 groups, relating to the different ways Jamaica relates to

other countries in education, sports, and religion. (cognitive, affective)

Skills: Discuss, identify, distinguish

Material: Sharing and Providing Goods and Services Integrated Studies textbook,

multimedia devices, computer, PowerPoint

Content:

Jamaica buys goods and services from its CARICOM neighbours and from other countries as

well. Jamaica also sells goods and services to other countries. The goods and services that

Jamaica buys are called imports. Those that Jamaica sells are called exports. The money we

get from exports is called foreign exchange. The buying and selling of goods and services

between countries is called trade.

Engage:

Students will watch the video of the song “Everybody Hurts – Helping Haiti”

https://www.youtube.com/watch?v=Ts1HxVopG2k and answer the questions that follow:

What is the song about?

What is the song encouraging us to do as a nation?

Explore:

In groups students will list 3 ways they believe Jamaica can benefit from the relationships it

shares with other countries.

Students will watch a video about CARICOM https://www.youtube.com/watch?

v=Exrg16un2TM and discuss some benefits we get from

being a member state.

Explain:

Students will read page 138 – 139 and explain:

1. Why do we need to have relationships with other countries?

 2. What do we do when we trade?

3. What are some of the things we trade?

4. a. Do you think it is important to have relationship with other countries?

b. Why?

Teacher will clarify or give information where necessary.

Elaborate:

In pairs:

Students will consider the dub poem on page 149 “What Would you Do”. And write two

sentences about what they would do and the importance of trade.

Evaluate: Write a letter to your friend explaining the importance of international relations.

Evaluation:

The lesson was satisfactory. The students listened attentively to the song ‘Everybody Hurts-

Helping Haiti. Some of the students recognized at the start of the video, they were informed

the date a massive earthquake hit the island of Haiti causing devastation for its people. The

students were able to state a few benefits such as get help when there are natural disasters

such as hurricanes, flood or earthquakes and loans for education, health, roadbuilding.

Students were also able to give reason why Jamaica trade such as to receive goods and

services they need. Therefore, all objectives were met. The students were cooperative and

well behaved. The questions asked were effective as it allowed the students to think as we

had discussions.
 Content Page

CARICOM stands for Caribbean Community and Common Market and is defined as an

organization made up of 15 Caribbean nations to promote economic integration among

Members.

Members States

All CARICOM countries are classified as developing countries. They are all relatively small

in terms of population and size, and diverse in terms of geography and population, culture,

and levels of economic and social development.

CARICOM countries share similarities and challenges. On the one hand they are all in

proximity to major markets in North and South American, and most countries, have had to

make the transition from agriculture or mining to a service-driven economy, especially

tourism and financial services. On the other hand, they have to overcome the challenges of

frequent natural disasters, in addition to small size with associated lack of economies of scale

and vulnerability to external shocks.

All members subscribe to the Community’s principles outlined in the Revised Treaty of

Chaguaramas (2002). Leaders of member states shape the Community’s policies and

priorities. They meet twice yearly to discuss issues affecting the Community and the wider

world at the Conferences of Heads of Government. All members have an equal say regardless

of size or economic status. This ensures that every member has a voice in shaping the

Caribbean Community.

What are some of the primary functions of CARICOM?

CARICOM's main purposes are to promote economic integration and cooperation among its

members, to ensure that the benefits of integration are equitably shared, and to coordinate

foreign policy. Its major activities have centred on coordinating economic policies and
development planning; it also devises and institutes special projects for the less-developed

countries within its jurisdiction.

Names of Caribbean Countries that made up CARICOM.

Antigua & Barbuda, Bahamas, Barbados, Belize, Dominica, Grenada, Guyana, Haiti,

Jamaica, Montserrat, Saint Lucia, St. Kitts and Nevis, St. Vincent and the Grenadines,

Suriname, Trinidad and Tobago.

What is Trade?

Trade is defined as the general marketplace of buying and selling goods, the way you make a

living or the act of exchanging or buying and selling something. ... An example of trade is

when you work in sales. An example of trade is the act of exchanging one item for another or

one item for money.

Exporting refers to the selling of goods and services from the home country to a foreign

nation. Whereas, importing refers to the purchase of foreign products and bringing them into

one's home country.

Reference:

N/A, (n.d.) Member States and Associate Members. Retrieved from Member States

andAssociate Members - CARICOM

 Subject: Mathematics Grade: 3 Duration: 1hour

Strand: Numbers Date: March 17, 2021

Lesson Topic: Division (Long Division)

Pre-requisite knowledge:

 Identify multiplication facts.

 Recite multiplication table.

 Know how to do short division.

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

 Solve division problem using long division in four (4) groups. (cognitive,

psychomotor)

 Find the quotient of a division fact. (cognitive)

 Demonstrate long division of a given worded problem. (cognitive, affective,

psychomotor)

Instructional Materials Resource Materials

Integrated Mathematics Workbook, Virtual whiteboard, laptop.

pencil, notebook, computer/ laptop/

tablet.

Key vocabulary: long division, dividend, divisor, quotient, share, spilt, group, divide,

multiply, subtract, bring down, division statement.

Key skills:

Communication, problem solving, reasoning.

Lesson Procedure:

Teacher will Students will

Engage The teacher will reinforce the 4 steps Students will listen attentively

when doing long division. and answer the following

Divide questions.

Multiply

Subtract

Bring down.

The students will be told acronym.

DMSB, is an easy way to remember

different steps when dividing.

Explore The teacher will divide the class in 4

groups. The students will be

instructed to use their notebook to do

their given task in long division using

the steps:

Divide

Multiply

Subtract

Bring down.

Group 1

2⟌72
 Group 2

7⟌84

Group3

2⟌46

Group 4

5⟌75

Check the correct answer by

multiplying in reverse.

Example:

3 x 6 = 18

Explain The teacher will select a student Example:

randomly from each group to share Group 1

their answer. Find the quotient of 78 and 3.

3⟌78

Step 1- Divide
First, we work out how many

times can we divide 3 into 7.

The answer is 2. So, we put 2

on the quotient line.

3⟌78

Step 2 -Multiply

We multiply our answer from

step 1 with our divisor: 2 x 3 =

6. Then we write 6 under the

7.

3⟌78

Step 3- Subtract.

Next, we subtract. 7- 6 = 1

3⟌78

-6
 1

Step 4- Bring down

We then bring down the next

number from the dividend,

which is 8. We write the 8

next to the 1, making the

number 18.

3⟌78

-6

18

Then we start all over again

using the steps.

Step 1 - Divide

First, we work out how many

times can we divide 3 into 18.

The answer is 6. So, we put 6

on the quotient line.

26
3⟌78

-6

18

Step 2 -Multiply

We multiply our answer from

step 1 with our divisor: 6 x 3 =

18. Then we write 18

underneath the 18.

26

3⟌78

-6

18

18

Step 3- Subtract.

Next, we subtract. 18 - 18 = 0.

26

3⟌78

-6
 18

-18

00

We then checked our answer

to make sure it is correct by

doing reverse multiplication.

5 x 26 = 78

Therefore, our quotient is 26.

Group 2

2⟌52

Step 1- Divide

First, we work out how many

times can we divide 2 into 5.

The answer is 2. So, we put 2

on the quotient line.

2⟌52

Step 2 -Multiply
We multiply our answer from

step 1 with our divisor: 2 x 2 =

4. Then we write 4 under the

5.

2⟌52

Step 3- Subtract.

Next, we subtract. 5- 4 = 1

2⟌52

- 4

Step 4- Bring down

We then bring down the next

number from the dividend,

which is 2. We write the 2

next to the 1, making the

number 12.
 2

2⟌52

-4

12

Then we start all over again

using the steps.

Elaborate The teacher will share screen the

following worded problem. Step 1 - Divide

First, we work out how many

1. Leo shared 78 marbles equally
times can we divide 2 into 12.
between his 3 friends. How
The answer is 6. So, we put 6
many marbles did each friend
on the quotient line.
get?

2. Sarah has 52 apples.

2
She shares the apples equally
2⟌52
and puts them in 4 bags. How
-4
many apples does she put in
12
each bag?

3. There are 36 dolls to be shared

equally among 2 girls. What

Step 2 -Multiply
will be each girl’s share?

We multiply our answer from

step 1 with our divisor: 6 x 3 =

18. Then we write 18

underneath the 18.

26

2⟌52

-4

12

12

Step 3- Subtract.

Next, we subtract. 12 - 12 = 0.

26

2⟌52

-4

12

-12

00

We then checked our answer

to make sure it is correct by

doing reverse multiplication.

 2 x 26 = 52

Therefore, our quotient is 26.

Solve the following items.

Evaluation:

The lesson started on time. It was fairly good. The students were able to recall the steps

required when doing long division. The lesson was engaging as a video was used to introduce

the lesson. The place value disks tens and ones were used to help students visualize the

abstract concepts of numbers, as they did division of 2- digit number by 1- digit by

regrouping tens. They were also able to identify the place value of the dividend as well and

check to see if their answers were correct by doing reverse multiplication. However, I spent

an extra two minutes on the lesson (overtime) to ensure that the students grasped the concept

and cleared any misconception. As a result, this lesson will be reinforced on Friday, March

19, 2021.
 Content Page

What is long division? 

In math, long division is a method used for dividing large numbers into groups or parts.

Long division helps in breaking the division problem into a sequence of easier steps. Just like

all division problems, a large number, which is the dividend, is divided by another number,

which is called the divisor, to give a result called the quotient and sometimes a remainder.

How do you do long division?

The long division method involves basic math operations. 

To divide two numbers using this method, a tableau is drawn. The divisor is written outside

the right parenthesis, while the dividend is placed within. The quotient is written above the

over bar on top of the dividend.

Long division involves 4 steps:

 D  Divide

 M  Multiply

 S   Subtract

 B  Bring down

Here is an example of long division with each step shown clearly. 

Reference: N/A, (n.d.). Long Divisions- Definition with example. Retrieved from

https://www.splashlearn.com/math-vocabulary/division/long-division
Thursday
 Subject: Mathematics Grade: 3 Duration: 1hour

Strand: Numbers Date: March 18, 2021

Lesson Topic: Long Division: Dividing 2- digit number by 1- digit by regrouping tens

Pre-requisite knowledge:

 Identify multiplication facts.

 Recite multiplication table.

 Know how to do short division.

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

 Solve division problem using long division in four (4) groups. (cognitive,

psychomotor)

 Find the quotient of a division fact. (cognitive)

 Check to ensure their answers are correct by doing multiplication in reverse.

(cognitive)

 Demonstrate long division of a given worded problem. (cognitive, affective,

psychomotor)

Instructional Materials Resource Materials

Mathematics Workbook, pencil, Virtual whiteboard, laptop.

notebook, computer/ laptop/ tablet.

Key vocabulary: long division, dividend, divisor, quotient, share, spilt, group, divide,

multiply, subtract, bring down, division statement.

Key skills:
Communication, problem solving, reasoning.

Lesson Procedure:

Teacher will Students will

Engage The teacher will reinforce the 4 steps Students will listen attentively

when doing long division by allowing and answer the following

the students to watch a video. questions.

Divide

Multiply

Subtract

Bring down.

The teacher will then demonstrate

long division by grouping.

2⟌47

The teacher will ask the students how Expected answer.

many tens are in 47? 4 tens and 7 ones

The teacher will then ask when we

divide 4 tens divide by 3. What is our The quotient is 1 and the

quotient and remainder? remainder is 1.

Where do you think we should place

the 1? The tens place.

Bring down 7.

Now, we are going to divide 17 ones

by 3.

What is our quotient? 5

 Where should we place the 5. We would write the 5 in the

ones place.

Explore The teacher will divide the class in 4

groups. The students will be

instructed to use their notebook to do

their given task in long division using

the steps:

Divide

Multiply

Subtract

Bring down.

Group 1

2⟌35

Group 2

7⟌84

Group3

4⟌78

Group 4

5⟌51

Check the correct answer by

multiplying in reverse.
 Example:

63 ÷ 2 = 31 r 1

31 x 2 + 2 = 63

The quotient x divisor + remainder =

dividend

Explain The teacher will select a student The students will demonstrate

randomly from each group to share and share their answer to the

their answer. class.

Elaborate Solve the following.

7⟌85

Quotient: ___ Remainder: __

7⟌93

Quotient: ___ Remainder: __

5⟌57

Quotient: ___ Remainder: __

 Evaluate: The students will complete the

following activity.

The students will complete an

activity in their Mathematics

Workbook.

Evaluation:

The lesson started on time. It was fairly good. The students were able to recall the steps

required when doing long division. The lesson was engaging as a video was used to introduce

the lesson. The place value disks tens and ones were used to help students visualize the

abstract concepts of numbers, as they did division of 2- digit number by 1- digit by

regrouping tens. They were also able to identify the place value of the dividend as well and

check to see if their answers were correct by doing reverse multiplication. However, I spent

an extra two minutes on the lesson (overtime) to ensure that the students grasped the concept

and cleared any misconception. As a result, this lesson will be reinforced on Friday, March

19, 2021.

Content Page

What is long division? 

In math, long division is a method used for dividing large numbers into groups or parts.

Long division helps in breaking the division problem into a sequence of easier steps. Just like

all division problems, a large number, which is the dividend, is divided by another number,

which is called the divisor, to give a result called the quotient and sometimes a remainder.

How do you do long division?

The long division method involves basic math operations. 

To divide two numbers using this method, a tableau is drawn. The divisor is written outside

the right parenthesis, while the dividend is placed within. The quotient is written above the

over bar on top of the dividend.

Long division involves 4 steps:

 D  Divide

 M  Multiply

 S   Subtract

 B  Bring down

Here is an example of long division with each step shown clearly. 

Reference: N/A, (n.d.). Long Divisions- Definition with example. Retrieved from

https://www.splashlearn.com/math-vocabulary/division/long-division.

Name: Tahlia McLean

Date: March 18, 2021

Subject: Language Arts

Duration: 1 hour

Topic: Diphthongs ‘ow’

Attainment Target

 Automatically recognise words (including basic sight word lists) through repeated

exposure and mnemonic devices.

Prior knowledge:

 Identify the vowels a, e, i, o, u.

 Know what opposites are.

Specific Objectives:

 Practise correct pronunciation of the ‘ow’ vowel by applying appropriate articulation

of the sounds. (cognitive) (psychomotor)

 Identify the pictures that have ‘ow’ sound. (cognitive, affective)

 Complete the fill in the blanks. (cognitive)

 Read words with vowel diphthongs ‘ow’. ((cognitive)

Key Skills:
Pronounce vowel sounds, spell words.

Materials:

 Power point, pictures, fill in the blanks.

Engage:

The teacher will introduce the lesson by asking the students what are vowels?

Expected answer: a, e, i, o, u.

Students will make the sound of each vowel.

The teacher will then share with the students our topic for today is Diphthongs ‘ow’. The

students will be instructed to look for the meaning of the word ‘diphthongs.

Expected answer:

Two vowels sound joined in one syllable to form one speech sound.

The teacher will ask the students what is diphthongs?

Expected answer:

Diphthongs are 2 vowels blended to form one sound.

The teacher will then ask the students to make ‘ow’ sound.

Students will be selected randomly to give an example of a word that has the letters ‘ow’.

Examples: brown, Owen. Rainbow

Explore:
Students will be shown pictures. Students will say the name of each picture and cirlcle its

name.

fellow crow coward

low elbow
how
window yellow

flower
own snow

show

Widow cow hallow

Clown row pillow

Frown bow shadow

shallow marrow
crow

Explain:
The teacher will select students randomly to share their answers.

fellow Crow coward

low elbow
how
Window yellow

flower
own snow

show

Widow cow Hallow

Clown row pillow

Frown bow shadow

shallow marrow
crow

Elaborate:

Students will be asked to say each word. If the ‘ow’ has a long sound put ‘l’ beside it. If it has

a short sound put ‘s’ beside it.

Sow ___ bow___ elbow___ yellow___ widow ____ owl ____

Cow ___ fellow___ low___ window___ own____ arrow____

How___ power___ row____ down ____ snow____ frown____

Evaluate:

Students will read the words which are part of each sentence. Finish the sentence by writing

words from the box in the correct order on the line.

The stolen car was identified __________. owner

by

its

The wrecker _________ smashed car to the Will

garage.
The

tow

Coffee ______ a large scale in sections of Grown

Manchester.
Is

own

The Brown’s _______ a party for their Throwing

twins’ birthday.
Will

be

The treasure was hidden in the _______. Hollow

Oak

tree

Allan asked his sister to _________. His

 Balloon

Blow

_______ in garden soil. Crops

Healthier

grow

The Prime Minister ______his home in a Flown

helicopter.
Was

to

Use an ‘ow’ word to rhyme with each of the following.

power _________ shallow _________ down __________ crown ________

arrow _________ pillow __________ cow ___________ crow _________

Evaluation:

The lesson was fairly good. It started on time. The students were engaged as they make the

‘ow’ long ‘o’ sound such as row and ‘ow’ short ‘o’ sound as in cow. The students were able

to give example of words with the words that have both the long ‘ow’ and short ‘ow’. The

students were active in the lesson as they participated and responded to the questions asked

such as does the ‘ow’ in yellow does it has a long ‘o’ sound or a short ‘o’ sound. The

students’ facial expressions portrayed enjoyment. They were eager to complete the activities.

It was evident the students grasped the concept taught as they answered the questions asked

correctly and make the appropriate sound.

 Content Page

Diphthong
Diphthongs are vowel sounds that combine two separate sounds into a single unbroken

sound. 

Two common diphthongs in English are:

           1.  The /ow/ sound as in the word cow.

           2.  The /oy/ sound as in the word boy. 

The diphthong ow combines /a/ as in cat with /oo/ as in zoo.  This diphthong can be

spelled with the letters o-w or o-u. 

The diphthong oy combines /aw/ as in law and /ee/ as in see.  This diphthong can be

spelled with the letters o-i or o-y. 

Examples:

ow                             ou                               oi                          oy

cow                           out                         oil                    boy

now                           shout                     boil                    toy

brown                        found                     coin                    joy

chow                         couch                    noise                  Roy

low                          ouch                     voice                   annoy

wow                          cloud                     coil                     destroy

power                        loud                      foil                      employ

towel                         aloud                    soil                     joy

owl                            ounce                   spoil                    loyal

howl                          pounce                 coin                     royal

flower                        bounce                 join                     ahoy

shower                       around                 choice                  soy

Reference:

de Soto, D. (n.d.) Diphthongs. Retrieved from

https://www.spellingcity.com/diphthongs.html

Teacher: Tahlia McLean

Grade: 3
Date: March 18, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What types of relations do w have with people of other countries?

Topic: International Relationships/Relations

Attainment Targets:

 Know and vale the contributions of communities and institutions in fostering national,

regional, and international integration.

 Demonstrate an awareness of the impact of religion on both the local and international

platforms.

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

 Explain why particular relationships/relations exist between Jamaica and other

countries. (cognitive) (affective)

 State the advantages and disadvantages of Jamaica’s relations with other

countries. (cognitive)

 List three (3) ways they believe Jamaica can benefit from the relationship it shares

with other countries as a member of state. (cognitive, affective)

Key Vocabulary: Relationship, relations, advantage, disadvantage

Skills: Participating in discussion, sharing ideas, discussing information

Material: Primary Integrated Studies ‘Sharing and Providing Goods and Services
Engage:

Students will read the words of the song “No Man is an Island” and a child will volunteer to

dramatize how they would behave if he/she were the only one living in Jamaica.

Questions:

1. What do you think the song means by no man is an island?

2. What do you think would happen if one day you wake up and you were the only

person left in the country? (All Alone – group activity page 129 of the text)

In assigned groups students will be given a paragraph to read (pages 140-141) relating to the

different ways Jamaica relates to other countries: education (group 1), sports (group 2), and

religion (group 3) and find a creative way of presenting the information (song, poem, drama,

etc). Students will discuss in breakout rooms with group members for 5 mins.

They will consider the following scenarios as examples for the presentation:

Group 1: Your cousin has gotten the opportunity to study overseas.

Group 2: You are Usain Bolt, and you are competing overseas for the first time.

Group 3: A pastor from America comes to preach at your church convention.

Explain:

Groups will do their presentations. A short discussion will follow each presentation regarding

if these relationships are good or bad.

students will read pages 164 - 170 and explain:

1. Name some advantages of relating to other countries.

2. Name some disadvantages mentioned in the dialogue.

 3. What could happen if the disadvantages outweighed the advantages what would you

encourage Jamaica to do? And why?

Elaborate: Teacher will write the following scenario on the board and allow the students to

read it.

The Jamaican athletes were out in the numbers at the National Stadium. Everyone was

curious because trials had already passed, and they all knew those who were going to the

Olympic Games. Then the Minister of Sports, The Honourable Babsy Grange came on the

microphone. When she said these words ‘Jamaica has been denied entry to the Olympic

Games’ the place became silent.

How do you think the athletes felt and how will this affect us as a country?

Discuss with group members and write a paragraph.

Evaluate:

Groups share paragraphs for class critique.

Evaluation:

The lesson was fairly good. The students were engaged as they read “No man is an Island”

and as a student dramatize how they would behave if he/ she were only one living in Jamaica.

The students were also eager to share their thought. They worked cooperatively within their

groups and were creative in presenting their information in song and poem. The discussion

was good the students as the students were asked questions which allowed them to think for

themselves and become more independent learners and allow them to be active in the

learning environment. The activities were differentiated based on students’ ability as some of

my students are faster than the others.

Content Page
Jamaica has special relationships with other countries because of historical and cultural links,

similar government, education, and trade.

Jamaica is a member of the Commonwealth of Nations, the United Nations Organization

(UNO) and the Organization of American States (OAS).

People all over the world know about Jamaica because of its reggae music and outstanding

achievements in sport.

Economy is the careful management and use of a country’s resources, trade, and money to

satisfy the needs of its people.

A country’s economy grows when a government gets more money for exports than it pays for

imports.

Currency is the money used in a particular country.

The goods and services that Jamaica exports must meet the standards set by its trading

partners. If they do not, they will be rejected.

Having relationships with other countries has advantages and disadvantages. Countries must

try not to become over-dependent on other countries.

Jamaica is a member of a number of organizations that help with education, health and

agriculture as well as having cultural relationships through music. It is an advantage for

Jamaica to have relationships with other countries. For example:

 Get loans for education, health, road building and other important activity.

 Benefit from service of people with technical knowledge and skills. Benefits to work

with partner countries and earn money, some of which is sent as remittances to

families in Jamaica.

 Find markets and trading partners for goods and services.

 Friday

Subject: Mathematics Grade: 3 Duration: 1hour

 Strand: Numbers Date: March 19, 2021

Lesson Topic: Long Division- Dividing 2- digit number by 1- digit by regrouping tens

Pre-requisite knowledge:

 Identify multiplication facts.

 Recite multiplication table.

 Know how to do short division.

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

 Solve division problem using long division in four (4) groups. (cognitive,

psychomotor)

 Find the quotient of a division fact. (cognitive)

 Check to ensure their answers are correct by doing multiplication in reverse.

(cognitive)

 Demonstrate long division of a given worded problem. (cognitive, affective,

psychomotor)

Instructional Materials Resource Materials

Mathematics Workbook, pencil, Virtual whiteboard, virtual place value disks,

notebook, computer/ laptop/ tablet. laptop.

Key vocabulary: long division, dividend, divisor, quotient, share, spilt, group, divide,

multiply, subtract, bring down, division statement.

Key skills:

Communication, problem solving, reasoning.

Lesson Procedure:

Teacher will Students will

Engage The teacher will reinforce the 4 steps Students will listen attentively

when doing long division by allowing and answer the following

the students to watch a video. questions.

Divide

Multiply

Subtract

Bring down.

The teacher will then demonstrate

long division by grouping.

2⟌47

The teacher will ask the students how Expected answer.

many tens are in 47? 4 tens and 7 ones

The teacher will then ask when we

divide 4 tens divide by 3. What is our

quotient and remainder? The quotient is 1 and the

remainder is 1.

Where do you think we should place

the 1? The tens place.

Bring down 7.
 Now, we are going to divide 17 ones

by 3.

What is our quotient?

Where should we place the 5. 5

We would write the 5 in one’s

place.

Explore The teacher will divide the class in 4

groups. The students will be

instructed to use their notebook to do

their given task in long division using

the steps:

Divide

Multiply

Subtract

Bring down.

Group 1

2⟌35

Group 2

7⟌84

Group3

4⟌78
 Group 4

5⟌51

Check the correct answer by

multiplying in reverse.

Example:

63 ÷ 2 = 31 r 1

31 x 2 + 2 = 63

The quotient x divisor + remainder =

dividend

Explain The teacher will select a student The students will demonstrate

randomly from each group to share and share their answer to the

their answer. class.

Elaborate Solve the following.

7⟌85

Quotient: ___ Remainder: __

7⟌93
 Quotient: ___ Remainder: __

5⟌57

Quotient: ___ Remainder: __

The students will complete an

Evaluate: The students will complete the
activity in their Mathematics
following activity.
Workbook on page50.

Evaluation

The lesson started on time. It was fairly good. The students were able to recall the steps

required when doing long division. All objectives were met as each student were able to

divide a 2- digit number by 1- digit by regrouping tens. It is evident the students understand

the concept as they shared how they derive at their answer. They were also able to identify

the place value of the dividend as well and check to see if their answers were correct by doing

reverse multiplication. The students were interested and were eager to complete their

activities. Inquiry based instruction was used as the students worked together as a class and

was involved in the learning process.

Content Page

How do you do long division?

The long division method involves basic math operations. 

To divide two numbers using this method, a tableau is drawn. The divisor is written outside

the right parenthesis, while the dividend is placed within. The quotient is written above the

over bar on top of the dividend.

Long division involves 4 steps:

 D  Divide

 M  Multiply

 S   Subtract

 B  Bring down

Here’s an example of long division with each step shown clearly. 

The process begins with dividing or finding how many times the leftmost digit of the

dividend can be divided by the divisor. 

Then, the result or answer from step 1, which becomes the first digit of the quotient, is

multiplied by the divisor and written under the first digit of the dividend. 

Subtraction is carried out on the first digit of the dividend and the remainder is written. 

The next digit of the dividend is brought down and then, the process is repeated until all the

digits of the dividend are brought down and a remainder is found.

Reference:

Reference: N/A, (n.d.). Long Divisions- Definition with example. Retrieved from

https://www.splashlearn.com/math-vocabulary/division/long-division.
Teacher: Tahlia McLean

Grade: 3

Date: March 19, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What types of relations do w have with people of other countries?

Topic: International Relationships/Relations

Attainment Targets:

 Know and vale the contributions of communities and institutions in fostering national,

regional, and international integration.

 Demonstrate an awareness of the impact of religion on both the local and international

platforms.

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

 Explain why particular relationships/relations exist between Jamaica and other

countries. (cognitive) (affective)

 State the advantages and disadvantages of Jamaica’s relations with other

countries. (cognitive)

 Identify the goods and services, Jamaica sent Dominica after Hurricane Maria.

(cognitive, affective)

 Observe a bar graph of Top Ten Oil Consuming Countries. (psychomotor)

Key Vocabulary: Relationship, relations, advantage, disadvantage, graph, countries, goods,

services.

Skills: Participating in discussion, sharing ideas, discussing information

Material: Primary Integrated Studies ‘Sharing and Providing Goods and Services

Engage:

The students will observe the picture depicting Hurricane Maria which hits Dominica.

Explore:

The students will name three goods and three services which Jamaica might have sent to

Dominica after Hurricane Maria?

Goods Services
Explain:

The teacher will select a student randomly to share their answer.

Elaborate:

The students will observe a graph and answer the following question.

What is the relation between all the countries on the bar graph?

Which country uses the most oil?

Which country uses the least oil?

Which two countries consumed the most oil?

How much more oil did Canada consumed than Japan?

List the countries in ascending order that produced the most oil.

Evaluate:

Students will complete pages 167, 168 and 169 in their Integrated Studies Workbook.
Evaluation:

The lesson went fairly well. The students completed the activities satisfactory. The students

were able to problem solve and think critically as they completed the questions such as ‘how

much more oil did Canada consumed than Japan?’ The students were encouraged to speak up

and be active in the class as they read the passage and shared their answers.
 Content Page

Jamaica has special relationships with other countries because of historical and cultural links,

similar government, education, and trade.

Jamaica is a member of the Commonwealth of Nations, the United Nations Organization

(UNO) and the Organization of American States (OAS).

People all over the world know about Jamaica because of its reggae music and outstanding

achievements in sport.

Economy is the careful management and use of a country’s resources, trade, and money to

satisfy the needs of its people.

A country’s economy grows when a government gets more money for exports than it pays for

imports.

Currency is the money used in a particular country.

The goods and services that Jamaica exports must meet the standards set by its trading

partners. If they do not, they will be rejected.

Having relationships with other countries has advantages and disadvantages. Countries must

try not to become over-dependent on other countries.

Jamaica is a member of a number of organizations that help with education, health and

agriculture as well as having cultural relationships through music. It is an advantage for

Jamaica to have relationships with other countries. For example:

 Get loans for education, health, road building and other important activity.

 Benefit from service of people with technical knowledge and skills. Benefits to work

with partner countries and earn money, some of which is sent as remittances to

families in Jamaica.

 Find markets and trading partners for goods and services.

Name: Tahlia McLean

Grade: 3M

Date: March 19, 2021

Duration: 1hour

Subject: Language Arts

Topic: Writing a Summary

Duration: 1 hour

Attainment Target:

 Listen to, recall, understand and respond to speakers’ messages, whether implicit or

explicit.

Objective: By the end of the lesson, students should be able to.

 Sing to the beat of the song 5W + 1H, (psychomotor, affective)

 Identify the 5w+1h rules when writing a summary. (cognitive, affective)

 Accurately listen to story summaries then respond sharing opinions and interpretation.

(cognitive)

 Write a summary effectively. (cognitive)

Key skills: summarizing story, listening attentively, speaking, writing.

Key Vocabulary: summarize, summary, short, specific.

Material: computer, tablet, laptop, YouTube videos, a copy of a summary

Content: When we summarize, we tell the story in our own words stating the main idea. The

summary is the passage or text in it shorten form. The summary should not have any new

information. It can be done in writing, orally, through drama, art, music, in groups or

individually. We can use the elements of a story to guide us in summarizing or we can also

use a template to guide us.

Engage

Pupils will be told about the topic and objective of the lesson. Next, pupils will be invited to

watch a video about 6 Questions: (5W’s + 1H) https://www.youtube.com/watch?v=0Bz4-

1YKI1M

BRAINSTORM: After watching the video, students will be asked the following questions

What was the video about?

Expected answer:

When you read when you write there are 6 questions you should keep in mind. They are who,

what, when, where, how, why

What are the 6 questions asked when reading and writing?

Expected answers:

‘who’ – who is the story about?

‘what’- what happened and what went down?

‘when’- when is the time or date?

‘where’- where does the story take place?

‘how- how did things happen and work out?

‘why’- why did it all come about?

Explore:

Students will revise what is a summary by displaying a sample incorporating the use of the

5 w + 1 h so that student can better understand what is expected.

Example:

Explain:

The teacher will ask the students the following questions. The teacher will listen the

students and clarify any misconception.

7. Who was the story about?

8. What is the conflict in the story?

9. When did the story take place?

 10. Where did the story take place?

11. Why did the story turn out this way?

12. How was everything resolved?

3. Teacher will use a familiar story and have the student read what you did and explain

what they think you did.

Elaborate:

Students will listen and watch a YouTube video about summarizing

https://www.youtube.com/watch?v=THOVem7nRkA

After watching the video, students will answer the following questions.

 What is the video about?

 How do we summarize?

The teacher will remind the students that when writing a summary only important details are

required. Summaries should only give important details which take in the elements of a story.

Students will state the elements of a story (character, setting, plot, problem, and solution).

Also, no new information should be given.

Evaluate:

The teacher will read the poem, “Cat” page 39 of the reader, twice and the students will

listen. After the teacher has read, students will write a short summary. As students work, the

teacher will assist where necessary.

1. Random pupils will be selected to read their summary.

2. Students will listen to the story of the “The Diligent Girl and the Lazy Girl” and will write

a short summary.
Evaluation:

Lesson was not taught. The students’ homework for Language Arts were discussed

and marked. Students were given an activity to complete in their Language Arts

Workbook on Contractions and Punctuation Marks.