Subject: Math Date: April. 8, 2024 Duration: 9:15 a.m. – 10:15 a.m.

Topic: Ordinal Numbers

Math presentations will be done.

Subject: Language Arts Date:April 8, 2024 Time: 10:30 - 11:30 a.m.

Learning Outcomes: LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
LA 4.17 Categorize nouns to differentiate between its singular or plural form.
LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound and formation of
letters /g/ (hard g), /f/, /l/, /u/,/k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
Topics: Circle Time – Pictures of places, things or animals and people around them
Phonics– words with /u/ middle sound (dug, mug, hug, bug, jug)
Reading comprehension- making predictions
Previous Knowledge: Students can identify objects in the picture
Concepts: Phonics – pictures with /u/ sound
Writing- write short /u/ words
Reading Comprehension- making prediction
Objectives: Using making prediction reading strategy and educational video on short /u/ words, students will
be able to:
Recognize words with short /u/ sound from the story
Analyse story details using predictions.
Write words with short /u/ sound
Content: Phonics/spelling: dug, mug, hug, bug, jug
Story: The Bug
Tim has a funny bug. The bug likes to hug Tim. He likes
to sleep in a mug too. One day, the bug got stuck in a
jug. Time dug the bug out of the jug.

Making predictions is an important reading strategy which encourages students to use

details and clues from the text to anticipate what happens next in the story.

Circle time: children will complete letter u puzzle with pictures of things that begin
with /u/ sound.
Alphabet drills and sight words and spelling drills
Procedures: Begin by asking students what do the pictures shown (nouns). Review noun definition. Ask
children to share examples of singular and plural nouns for revision.
Ask children how to write /u/ Make it in the air, then in the sand tray. Introduce this week’s story. Inform
children of the reading strategy that they will be using. Elicit ‘predicting’ when reading the story. Provide
simple examples to help them understand (e.g. ways we discover what happened in previous stories we’ve read
in class.)
They will be using predictions which helps them look for clues in the picture, in the text to guess what will
happen next. As you read, pause to discuss where and when the story takes place. Use making prediction
strategy for children to break down and analyse the story.
Point out details in the illustrations that help establish the setting, such as the time of day, the weather, and the
location. Elicit what happened first, next, then and last in the story read.
Encourage students to listen to words that has short /u/ sound. Let them recognize nouns (singular or plural
nouns) mentioned in the story.
Let children watch a video on words with short u sound. Then allow children to focus on 2 out of the 5 spelling
words this week to master.
Closure: Have children review words with short /u/ sound and review what are nouns (singular and plural).
Culmination: children will complete letter u worksheet and write the vocabulary words for this week.
Reflection:
Subject: Scripture Date: April 8, 2024 Time: 11:30- 12:00 p.m. Topic: Disobedience
Sub-topic: The story of Samson Curricular Linkages: Language Arts (describing, nouns)
Materials: bible story of Samson, coloring worksheet, educational video on Samson
Reference: https://youtu.be/EAAZQRYu68o
https://youtu.be/g3zlzFFS6hE
https://kidscorner.net/bible-stories/the-story-of-samson
P.K.- Students can identify the purpose of prayer.
Objectives: Using the bible story of Samson and Delilah, students will be able to:
Explain what it means to disobey God.
feel grateful for their strengths as gifts from God.
Colour and stick the picture of Samson for an in-class project
Content: Lesson from the Life of Samson bible story- Samson’s mother did not think she would be able to have
children, but then an angel of the Lord appeared to her and told her that she would have a son and he would be
dedicated to God as a Nazarite. Nazarites vowed not to cut their hair or drink wine. God granted Samson
amazing physical strength because of these vows. Samson had one weakness: he was very attracted to Philistine
women. The Philistines worshipped other gods. They were the Israelite’s enemies and ruled over them at the
time. His first attempted to marry a Philistine woman failed because she betrayed him before they were married.
He then fell in love with Delilah. The Philistines convinced her to trick Samson into telling her the source of his
great strength. After a few tries she got him to tell her that his long hair was the source of his strength. While he
slept, Delilah cut off his hair leaving him helpless to an attack from the Philistines. They tied Samson’s arms to
two great pillars in their temple so they could laugh at him. Samson called out to the Lord to restore his
strength. The Lord answered and Samson broke down the temple killing the Philistines and sacrificing himself
as well.
Introduction: Invite them to echo the prayer of Samson (Judges 16:28) and pray. Lord God,
Remember me and strengthen me only this once. Amen.
Procedures: Ask for a volunteer to demonstrate how to flex his or her arm muscles. Let the whole class try it to
see if they can feel their own muscles. You may want to let two children arm wrestle or pull sticks (a
game Joseph Smith enjoyed). To pull sticks, have two boys sit on the floor facing each other, legs extended,
knees bent, and the soles of their feet touching. Have each boy grasp the same large stick and try to pull the
other up until he is standing on his feet.
Read the bible story/ have students watch the video and listen carefully. Questions will be asked during and
after the story. Use questions at different levels to help children summarize the bible story events. i.e. Samson
had great physical strength, but what was his greatest weakness? What are your strengths and weaknesses? How
can you thank God for your strengths and helping you in times of weakness?
Hand out pictures of Samson and the pillars for children to color.
Closure: Invite them to echo the prayer of Samson (Judges 16:28) and pray. Share your feelings about the
importance of developing spiritual strength and living so that we can someday return to be with Heavenly
Father and Jesus Christ.
Culmination: Students will use their materials to create a visual art and the pictures provided.
Reflection:

Subject: Belizean Studies Date: April 8, 2024 Duration: 1:15- 2:00 p.m.
Topic: Our Resources Sub Topic: What is an ecosystem?
Curricular Linkages: Language Arts: Reading and writing activities can be incorporated into the unit. For
instance, students can read simple texts about Belizean ecosystems and write short paragraphs or stories about
their experiences during the nature walk. Expressive Arts: The creation of ecosystem models and ecosystem
scenes involves art and creativity. Students can develop their artistic skills while expressing their understanding
of ecosystems
Learning Outcome: 4.1 Name land or water ecosystems close to your community and discuss how people
depend on ecosystems for resources.
Materials: Worksheet, flash cards, crayon, pencil, compass,
Reference: https://www.twinkl.com/teaching-wiki/ecosystem
Understanding Ecosystems for Kids: Producers, Consumers, Decomposers
https://www.youtube.com/watch?v=bJEToQ49Yjc
Cubola Productions. Geography of Belize: The Land and Its People. 18th Rev. Ed.,
Cubola, 2016, pg 46-66
Previous Knowledge: Students can identify picture and its representations
Objectives: Using an educational video on what is an ecosystem and its importance, students will be able to:
• Explain what is an ecosystem (Cognitive).
• Explore the importance of ecosystems in the world. (Affective)
• Color aspects that make up an ecosystem (Psychomotor)
Content: An ecosystem is made up of the interaction of all living organisms (like animals, plants, and bugs) in
an area with all of the non-living organisms (like water, dirt, rocks, and the sun).
An ecosystem is where a community of living organisms (such as plants and animals) live together in
combination with non-living parts of their environment. Ecosystems contain biotic and antibiotic elements
which are joined together through nutrient cycles and energy flows.

Skills: Students will be:

1.identifying the importance of ecosystem on a daily basis
2.describing importance keeping the environment clean for the
ecosystem to people, animals and plants or other non-living things
3. classifying pictures that illustrate the parts of an ecosystem
Attitudes: Students will be:
Develop an awareness of ecosystems
Willingly participating in oral discussions
Introduction: Provide students with the emoji key to unscramble the symbols to reveal the word ‘ecosystems’.
Procedures: Have students watch the video for the teacher to explain what ecosystems are, their characteristics
and our dependence on them
Explain to children that they will be in groups when visiting the stations and they must complete the KWL chart
table accordingly during this lesson.
Group children in groups of three to visit the stations prepared for this lesson.
Children will explore the contents of this lesson and illustrate the concept in their groups.
Use a timer so each group visits the stations with smooth transitions.
Ask children questions at different levels to help brainstorm details grasped from this
activity.
Use visual aid to emphasize on what is an ecosystem and supporting pictures to show
what makes up an ecosystem. Children will verify their work with the concept chart to
correct children’s learning.
Closure: Review the lesson with guided questions on what is an ecosystem.
Culmination: Have students color pictures that show the parts of an ecosystem.
Reflection:

Subject: H.F.L.E. Date: April 8, 2024 Duration: 2:00 p.m. – 2:30 p.m.
Topic: Feelings Subtopic: Friend Feeling Unhappy
Curricular Linkages: Mathematics (counting, time, colour) Language Arts (presentation and illustration, oral
sentences, Vocabulary, Listening, Speaking, Viewing) Physical Education (walk, run)
Intended Learning Outcome: 3.2 Explain and role-play what a person can do if a friend makes them feel
unhappy or if they make their friend feel unhappy
Materials: friendly activities, characteristics of a friend video and song.
Reference: KidsHealth.org/classroom K to Grade 2 • Personal Health Series Getting Along Discussion
Questions. (n.d.). Retrieved January 2, 2023, from
https://classroom.kidshealth.org/classroom/prekto2/personal/growing/getting_along.pdf
Previous Knowledge: Students have seen people caring for each other before.
Objectives: Using friend feelings video and an emotion song , students will be able to:
Explain what causes unhappiness with friends
List situations which causes friends to feel unhappy
Role-play ways to handle unhappiness with a friends
Content: How to Handle Unhappiness with Friends
1. Talk it out ● Use kind words to express your feelings. ● Tell your friend how they made you feel. ● Listen to
your friend's views. ● Apologize if you did something wrong.
2. Find a solution together ● Brainstorm ideas to solve the problem .Compromise and find a middle ground. ●
Agree on a solution that makes both friends happy.
3. Take a break ● Sometimes, taking a break can help calm down. ● Take deep breaths or count to 10. ● Spend
time apart to cool down.
Skills: Distinguishing shapes
Comparing feelings during different situations
Analysing friends’ feeling
Attitudes: Students will be:
Value the importance of expressing feelings about things with a friend.
Suggested Activities: Introduction: Show students pictures of different facial expressions (happy, sad, angry,
etc.) and ask them to identify the emotions being displayed. Discuss with students how different situations can
make them feel different emotions, emphasizing that it is normal to feel unhappy sometimes
Procedures: Place the word feelings on the board. Let students brainstorm the term.
Pass around a talking piece for students to discuss the definition of the term. Write each meaning given on the
board Ask students: “Do you have feelings?” “What or who makes you feel that way?” Let children watch a
video on sharing feelings with friends.
choose a story that depict characters facing friendship challenges. After reading, engage students in discussions
and role-playing to explore effective responses to unhappy feelings.
Discuss ways to Handle Unhappiness with Friends
Closure: Use exit tickets with questions like "What would you do if a friend made you feel unhappy?" or "How
would you help a friend if they felt unhappy because of you?"
Culmination: In groups, have students them act out scenarios where they feel unhappy due to action of friend
(s). Encourage discussion afterward.
Reflection:

Subject: Math Date: April. 9, 2024 Duration: 9:15 a.m. – 10:15 a.m. Topic: Shapes
Sub Topic: Sub Topic: points and lines
Curricular Linkages: Language Arts –storytelling, observing, describing, explaining, science- representation of
ideas
Intended Learning Outcome: 6.01 Find and describe examples of points, lines, squares, circles, rectangles and
triangles in the classroom, school and the wider environment.
Materials: flash cards, counters, ordinal numbers video, ordinal game video,
Reference: https://study.com/academy/lesson/what-is-a-point-in-math-definition-example.html
Toolkit for Teachers Infant One Primary Mathematics https://www.youtube.co m/watch?v=BaO1E21S pkI\
https://www.youtube.co m/watch?v=AYZ0iWG opA8&t=39s
Previous Knowledge: Students can count objects.
Objectives: Using hands-on counting activities, students will be able to:
Identify points and lines in various contexts.
Analyse the basic properties of points and lines.

Content: A point in geometry is a location with no size, i.e., no width, no length, and no depth. It only has
position. It is used to locate the exact position and is represented by a dot.
A point is an exact location or position. Some ideas of points are the tip of a pencil, the pointed end of a needle,
etc.
A line is a straight set of points. Some representations of lines are pencils, edges of the paper, etc.
Skills: Students will be:
Interpreting
Comparing
Observing
Analytical thinking
Attitudes: Students will be:
Cooperatively working together in groups.
Value the relationship of numerical symbols and counting to show quantity.
Suggested Activities: Introduction: Show examples of points in everyday objects (e.g., the tip of a pencil, the
corner of a table).
Number Drills: Students will sing the numbers song 1-30. This is a review for number name and spelling of 1-
10. Students will use their hands to show the different number values and rote counting.
Procedures: Give each student a piece of paper and drawing materials.
Ask them to draw different objects that consist of points, such as stars, dots, or the end of a stick figure's arms
and legs.
Circulate around the room to observe and provide assistance as needed.
Model with more with more examples.
Gather students back together and transition into discussing lines.
Ask students if they have seen or heard of lines before. Encourage them to share examples.
Explain that a line is a straight path that goes on forever in both directions. Model drawing a line on the
whiteboard or chart paper.
Show examples of lines in everyday objects (e.g., the edge of a book, a crayon stroke).
Give each student a chance to draw their own lines on their pieces of paper.
Closure: Review the concepts of points and lines with the class. Ask students to share what they learned.
Culmination: Have children use points and lines to make an art.
Reflection:

Subject: Language Arts Date: April 9, 2024 Time: 10:30 - 11:30 a.m.
Learning Outcomes: LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
4.02 Effectively compile and classify nouns as person, animal, place or thing.
LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound and formation of
letters /g/ (hard g), /f/, /l/, /u/,/k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
Topics: Circle Time – Pictures of places, things or animals and people around them
Phonics– words with short /u/ sound
Language Structure- noun classification
Reading comprehension- making predictions with pictures and small texts
Previous Knowledge: Students can identify objects in the picture
Concepts: Phonics – pictures with short /u/ sound
Writing- use short /u/ words in a sentence
Reading Comprehension- making prediction with Pictures and Sentence
Objectives: Using singular and plural noun educational video and making prediction reading strategy,
students will be able to:
Recognize words with short /u/ sound from the story
Compile and classify kinds of noun properly
Analyse story details using predictions.
Content: Phonics/spelling: dug, mug, hug, bug, jug
Story: The Bug
Tim has a funny bug. The bug likes to hug Tim. He likes to sleep in a mug too.
One day, the bug got stuck in a jug. Time dug the bug out of the jug.

Making predictions is an important reading strategy which encourages students to use details and clues from the
text to anticipate what happens next in the story.

Circle time: children will sort pictures under the correct column. i.e. lake-place, log- thing, lamb-animal, etc.
Alphabet drills and sight words and spelling drills
Procedures: Begin by asking students what do the pictures show (noun) and what
letter sound do they hear first. Ask children how to write /u/ Make it in the air, then in
the sand tray.
Ask children what is the type of nouns for each picture. Singular or plural.
Elicit the word "one" when distinguishing singular noun. Provide simple examples to
help them understand (e.g., table, book, girl, boy.) Elicit from children what word to
say when they are more than one book, girl, toy.
Tell children that it changes because of the rule ‘add-s’ then we end up with a plural
noun which means there is 2 or more objects, animals or things we are talking about.
Inform children that they will be reading a book together. They will be using
predictions which helps them look for clues in the picture, in the text to guess what
will happen next.
As you read, pause to discuss where and when the story takes place. Use making
prediction strategy for children to break down and analyse the story.
Point out details in the illustrations that help establish the setting, such as the time of day, the weather, and the
location. Elicit what happened first, next, then and last in the story read. Emphasize on causes of what occurred
from the story and what happens as a result.
Encourage students to use a word that begin with short /u/ sound in a sentence orally. Let them recognize
nouns (singular or plural nouns) mentioned in the story.
Let children watch a video on letter l words. Then allow children to use singular and plural nouns in a sentence.
Closure: Have children review words with short /u/ words and review what is plural noun.
Culmination: children will circle the corresponding kind of noun for each picture.
Reflection:

Subject: Creative Writing Date: April 9, 2024 Duration: 2:00 p.m. – 2:30 p.m
Topic: Text Illustration Sub topic: Sentence writing
Curricular Linkages: Language Arts – (Comparing, listening, describing) Mathematics (counting)
Intended Learning Outcome: LA 3.30 Create illustrations to accompany a text and confidently explain through
written caption using letters or short words.
Materials: sight words, sentence strips, pictures, crayons
Reference: https://www.lwtears.com/blog/how-to-teach-sentence-writing-structure
https://www.freelancewriting.com https://youtu.be/uVeEAFy1z68
Previous Knowledge: Students can identify sight words: I, is, the, am, my, me,
and
Objectives: Using writing checklist, students will be able to:
Identify the sight words and sounds out CVC words in a sentence.
Identify the picture that matches the sentence.
Read and match short sentences to its correct picture

Content: Pictures help a text to keep reader interested.

The brain helps give visual details faster than anything else. Pictures help tell stories in different ways. It helps
to recall details in a story.
Sight words are common words that schools expect kids to recognize instantly. Words like the, it, and appear so
often that beginning readers reach the point where they no longer need to try to sound out these words. They
recognize them by sight.
Skills: Students will be:
Drawing pictures
Writing words
Describing pictures
Explaining details from a sentence
Attitudes: Students will be:
Cooperatively working together
Showing willingness to interact in group
Hook: Present words: see I mom. Have children put the words in order to make a sentence.
Procedures: Begin by discussing what a sentence is. Explain that a sentence is a group of words that express a
complete thought.
Introduce the terms "subject" and "predicate." The subject is who or what the sentence is about, and the
predicate tells what the subject is doing.
Use simple examples to illustrate subjects and predicates. For example, "The cat (subject) is sleeping
(predicate)."
Distribute sentence strips to each student.
Show picture cards or objects and ask students to identify the subject and the action associated with it.
Encourage students to write a simple sentence using the subject and predicate. For example, if the picture is of a
cat, a student might write, "The cat is sleeping."
Circulate around the classroom to provide assistance and guidance as needed.
Review the capitalization, spacing, and punctuation for each sentence. Then draw a picture to show the
sentence read the sight words.

Have children practice sound blending with the help of a video sight words.
Guide students to their work where they copy 2 sentences from the board on the paper on the board. While
students write, students and teacher will work together to rewrite the sentence correctly.
Closure: Students will go over sentence structure: capitalization, spacing, and punctuation.
Culmination: children will read and match the sentences correctly to its picture.
Reflection:

Subject: Belizean Studies Date: April 9, 2024 Duration: 1:15- 2:00 p.m.
Topic: Our Resources Sub Topic: What makes up an ecosystem?
Curricular Linkages: Language Arts: Reading and writing activities can be incorporated into the unit. For
instance, students can read simple texts about Belizean ecosystems and write short paragraphs or stories about
their experiences during the nature walk. Expressive Arts: The creation of ecosystem models and ecosystem
scenes involves art and creativity. Students can develop their artistic skills while expressing their understanding
of ecosystems
Learning Outcome: 4.1 Name land or water ecosystems close to your community and discuss how people
depend on ecosystems for resources.
Materials: Worksheet, flash cards, crayon, pencil, compass,
Reference: https://www.twinkl.com/teaching-wiki/ecosystem
Understanding Ecosystems for Kids: Producers, Consumers, Decomposers
https://www.youtube.com/watch?v=bJEToQ49Yjc
Cubola Productions. Geography of Belize: The Land and Its People. 18th Rev. Ed.,
Cubola, 2016, pg 46-66
Previous Knowledge: Students can identify picture and its representations
Objectives: Using an educational video on what is an ecosystem and its importance, students will be able to:
• Explain what is an ecosystem (Cognitive).
• Explore the importance of ecosystems in the world. (Affective)
• Sort living and non-living thing that makes up an ecosystem (Psychomotor)
Content: An ecosystem is made up of the interaction of all living organisms (like animals, plants, and bugs) in
an area with all of the non-living organisms (like water, dirt, rocks, and the sun).
An ecosystem is where a community of living organisms (such as plants and animals) live together in
combination with non-living parts of their environment. Ecosystems contain biotic and antibiotic elements
which are joined together through nutrient cycles and energy flows.
Abiotic Factors: The non-living elements that make up the physical environment of an ecosystem, such as
temperature, sunlight, water, soil, and geology. These factors affect the distribution and behavior of biota
Biotic factors- living things (plants, animals, fungi,)
Skills: Students will be:
1.identifying the importance of ecosystem on a daily basis
2.describing importance keeping the environment clean for the
ecosystem to people, animals and plants or other non-living things
3. classifying pictures that illustrate the parts of an ecosystem
Attitudes: Students will be:
Develop an awareness of ecosystems
Willingly participating in oral discussions
Introduction: Provide students with things found around them to reveal the word ‘ecosystems’. i.e. plants,
land, soil, trees, rocks, sun, animals, etc.
Procedures: Have students watch the video for the teacher to explain what ecosystems are, their characteristics
and our dependence on them
Provide students with pictures of different types of ecosystems. Students will observe the video to identify the
type of ecosystem they have. Students will form groups based on numbers 1-7.
The classroom will have a sensory display representing a specific ecosystem and highlighting the biotic and
abiotic factors.
Students are to observe the image to identify the animals and plants that live in the area.
Have children classify living and non-living things from the ecosystem displayed.
Closure: Review the lesson with guided questions on what is an ecosystem.
Culmination: Sort pictures of living and non-living things that makes up an ecosystem
Reflection:

Subject: H.F.L.E. Date: April 9, 2024 Duration: 2:00 p.m. – 2:30 p.m. Topic: Feelings
Subtopic: Friend Feeling Unhappy Curricular Linkages: Mathematics (counting, time, colour) Language Arts
(presentation and illustration, oral sentences, Vocabulary, Listening, Speaking, Viewing) Physical Education
(walk, run)
Intended Learning Outcome: 3.2 Explain and role-play what a person can do if a friend makes them feel
unhappy or if they make their friend feel unhappy
Materials: friendly activities, characteristics of a friend video and song.
Reference: KidsHealth.org/classroom K to Grade 2 • Personal Health Series Getting Along Discussion
Questions. (n.d.). Retrieved January 2, 2023, from
https://classroom.kidshealth.org/classroom/prekto2/personal/growing/getting_along.pdf
Previous Knowledge: Students have seen people caring for each other before.
Objectives: Using friend feelings video and an emotion song , students will be able to:
Explain what causes unhappiness with friends
List situations which causes friends to feel unhappy
Role-play ways to handle unhappiness with a friends
Content: How to Handle Unhappiness with Friends
1. Talk it out ● Use kind words to express your feelings. ● Tell your friend how they made you feel. ● Listen to
your friend's views. ● Apologize if you did something wrong.
2. Find a solution together ● Brainstorm ideas to solve the problem .Compromise and find a middle ground. ●
Agree on a solution that makes both friends happy.
3. Take a break ● Sometimes, taking a break can help calm down. ● Take deep breaths or count to 10. ● Spend
time apart to cool down.
4. Seek help from an adult ● If the problem persists, ask a trusted adult for guidance. ● Teachers, parents, or a
school counselor can help.
5. Be a good friend ● Treat others the way you want to be treated. ● Show kindness and empathy towards your
friends. ● Help others feel happy and included
Skills: Distinguishing shapes
Comparing feelings during different situations
Analysing friends’ feeling
Attitudes: Students will be:
Value the importance of expressing feelings about things with a friend.
Suggested Activities: Introduction: select students to show different facial expressions (happy, sad, angry, etc.)
and ask them to identify the emotions being displayed. Discuss with students how different situations can make
them feel different emotions, emphasizing that it is normal to feel unhappy sometimes
Procedures: Introduce and model three strategies for dealing with such situations and have students emulate and
practice :
o Talk about their feelings with their friend and try to resolve the issue peacefully.
o Seek help from a trusted adult, such as a teacher or parent.
o Take some time apart from the situation to calm down and think about how to handle it.

Closure: Use exit tickets with question on ways to handle unhappiness.

Culmination: Provide art supplies (crayons, markers, colored paper) and ask students to draw a picture of a time
they felt a strong emotion (unhappiness). Share and discuss their artwork.
Reflection:

Subject: Math Time: 9:15 a.m. - 10:15 a.m. Date: April 10, 2024
Topic: Shapes Sub Topic: Sub Topic: lines and squares
Curricular Linkages: Language Arts –storytelling, observing, describing, explaining, science- representation of
ideas
Intended Learning Outcome: 6.01 Find and describe examples of points, lines, squares, circles, rectangles and
triangles in the classroom, school and the wider environment.
Materials: flash cards, counters, ordinal numbers video, ordinal game video,
Reference: https://study.com/academy/lesson/what-is-a-point-in-math-definition-example.html
Toolkit for Teachers Infant One Primary Mathematics https://www.youtube.co m/watch?v=BaO1E21S pkI\
https://www.youtube.co m/watch?v=AYZ0iWG opA8&t=39s
Previous Knowledge: Students have seen lines before.
Objectives: Using counting activities, students will be able to:
Identify and recognize lines on squares.
Analyse the basic properties of a square.
Create square shape using lines.

Content: A line is a straight set of points. Some representations of lines are pencils, edges of the paper, etc.
A square is a closed shape with four sides of equal length.
Skills: Students will be:
Comparing
Observing
Analyzing
Analytical thinking
Attitudes: Students will be:
Cooperatively working together in groups.
Value the relationship of numerical symbols and counting to show quantity.
Suggested Activities: Introduction: Show examples of square objects (e.g., square tiles, square windows) and
ask students to identify them.
Number drills: Counting 1-100.
Procedures: present a line on the board. Ask children what can we use the line for. Elicit ways line is used to
make shapes.
Show examples of square objects (e.g., square tiles, square windows) and ask students to identify them.
Model with more with more examples. And a song for properties of a square
Ask students to look around and find things around them that has the shape of a square. Encourage them to
share examples.
Show examples of squares in realia (e.g., eraser, frames, etc).
Take a shape hunt around the school or classroom to find and identify different shapes, including squares.

Closure: Review the concepts of points and lines with the class. Ask students to share what they learned.
Culmination: Evaluate students' square artwork for understanding of the square shape and its characteristics.
Reflection:

Subject: Language Arts Date: April 10, 2024 Time: 10:30 - 11:30 a.m.
Learning Outcomes: LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
LA 4.02 Effectively compile and classify nouns as person, animal, place or thing.

LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound and formation of
letters /g/ (hard g), /f/, /l/, /u/,/k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
Topics: Circle Time – Pictures of things or animals with things around them
Phonics– words with short /u/ sound
Writing – words that has short /u/ sound
Previous Knowledge: Students can identify objects in the picture
Concepts: Phonics – pictures with short /u/ sound (dug, mug, hug, bug, jug)
Writing- use words with short /u/ sound in a sentence
Reading Comprehension- making prediction with pictures and sentence frame
Objectives: Using making prediction reading strategy, students will be able to:
Identify words with short /u/ sound from the story
Sound out and spell CVC words with /ad/word family
Highlight beginning middle and ending sound in each word.
Use short /u/ sound word in a sentence
Content: Phonics/spelling: dug, mug, hug, bug, jug
Story: The Bug
Tim has a funny bug. The bug likes to hug Tim. He likes to sleep in a mug too.
One day, the bug got stuck in a jug. Time dug the bug out of the jug.

Making predictions is an important reading strategy which encourages students to use details and clues from the
text to anticipate what happens next in the story.
Circle time: have children do CVC puzzle in groups of three. Have children sound out and blend the sounds
to say the word from previous lesson.
Alphabet drills and sight words and spelling drills
Procedures: Elicit from the children the ending sound from each word obtained from the puzzles.
Introduce Letter Ff Recognition/Discrimination: Display the large alphabet letter card showing the capital and
lowercase partner letters.
Have children watch pictures of CVC words. Elaborate on CVC words that they are words that have a
consonant, a vowel, and another consonant in that order. Show a flashcard with a CVC word and pronounce it
clearly (e.g., "bug"). Break down the word into its individual sounds, emphasizing each sound: /b/ - /u/ - /g/.
Ask the students to repeat the sounds after you, and then blend them together to form the word "bug"
Repeat this process with a three more CVC flashcards, allowing the students to practice blending the sounds.
Hold up a flashcard with a CVC word and ask the students to read it aloud together. Repeat this process with
several flashcards, gradually increasing the speed at which you display the cards. Encourage the students to read
the words as quickly as they can while maintaining accuracy. Call out a CVC word and ask the students to
identify the letters heard from the word. Read aloud a familiar story or nursery rhyme/picture walk to the
students and identify the characters. Chart picture clues that describe what the main character looks like. Sort
character trait cards to describe the main character and provide evidence from the story or nursery rhyme to
support the character trait selected. Identify a second character in story or nursery rhyme and chart picture clues
that describe what the character looks like as we read the remainder of the story or nursery rhyme. Add the
character traits selected to describe the character to a graphic organizer.
Closure: Play CVC flash cards game: Students say the word and spell out the letters, then read the word again
Culmination: unscramble words to make a complete sentence. Then have them be word investigator for words
that begin with short /u/ sound. Then let them write Uu in their note books for penmanship.
Reflection:

Subject: Spanish. Date: April 10, 2024 Duration: 11:30 a.m. – 12:00 p.m.
Topic: Address Subtopic: Response to ¿Dónde vives?
Learning Outcome: SP 2.18 Ask questions and state responses regarding address using questions such as
¿Dónde vives?; ¿Cuál es tu dirección?; ¿Cómo se llama la calle dónde vives?
Linkages: Language Arts (Vocabulary, Noun – Proper Noun – Places - Address) Belizean Studies (Map work)
Health Education (Sharing Personal Information)
Materials: educaional video on interrogative: donde?, map of Belize and world map, crayons, markers.
References: Dominguez, L. F. (2020, August 23). “Where Are You From?” in Spanish and Other Essential
Questions. Homeschool Spanish Academy. https://www.spanish.academy/blog/get-to-know-someone-
whereare-you-from-in-spanish-and-other-essential-questions/
Font Squirrel. (n.d.). Saying your House and Email Address in Spanish. SpanishLearningLab. Retrieved
January 18, 2023, from https://www.spanishlearninglab.com/home-and-email-address-in-spanish/ P.K.:
Students can tell what they see from an object.
Objectives: with the use of the map of Belize, students will be able to:
Ask and specify where someone lives in Belize
Formulate oral statements of their address
Create an illustration of their house and street (living area)
Content: An important question uses the question word dónde or "where." I asked either to make small talk and
give you an idea of where the other person lives or because you are going to their place.
‘¿Dónde vives?’ translates to ‘Where do you live?’ in English. Let’s break it down: ● ‘Dónde’ means ‘where’
‘Vives’ is the second person singular conjugation (‘tú’ = ‘you’) of the verb ‘vivir’ (‘to live’)
All questions in Spanish require two question marks: ‘¿’ + question + ‘?’ A literal translation of ‘where do you
live?’ would be ‘¿dónde vives tú?’ but Spanish speakers normally omit the pronoun 'tú’ because the conjugated
verb ‘vives’ (did you spot that telltale ‘es' ending?) already makes it clear exactly who they're referring to.
Example Ask: ¿Dónde vives? - Where do you live?
Skills: students will be:
Practicing using asking questions with donde?
Asking and responding to questions about where they live. Locating Belize on the Map of the world naming
and locating the districts of Belize.
Attitudes: students will be:
Showing Willingness for active participation in learning activities.
Valuing the importance of teamwork.
Introduction:
Procedures: Have students participate in the singing of the song to Dónde vives? In the form of a song, sung to
"Oh, My Darling Clementine Nursery Rhyme: ¿Dónde vives? ¿Dónde vives? Yo vivo en belice. ¿Dónde vives?
¿Dónde vives? Yo vivo en belice.
Instruct students to find something familiar in the material provided. Allow students to recall the English
translation of Dónde vives? Instruct them to identify patterns. Let students share how to respond to the question
¿Dónde vives? in Spanish and English. Elicit from students what letter Belize starts with. Allow students to
name the letter and give the sound of the/b/. Students can recall and locate Belize on the Map of the world
Closure: Have children play snow ball whereby they will say at least 2 things that they grasp from today’s
session.
Conclusion: Have students in pairs when they practice responding to question (donde vives?)
Reflection:

1:00 p.m.- 1:15 p.m. – spelling drills

Subject: Belizean Studies Date: April 10 2024 Duration: 1:15- 2:00 p.m.
Topic: Our Resources Sub Topic: Types of land ecosystems
Curricular Linkages: Language Arts: Reading and writing activities can be incorporated into the unit. For
instance, students can read simple texts about Belizean ecosystems and write short paragraphs or stories about
their experiences during the nature walk. Expressive Arts: The creation of ecosystem models and ecosystem
scenes involves art and creativity. Students can develop their artistic skills while expressing their understanding
of ecosystems
Learning Outcome: 4.1 Name land or water ecosystems close to your community and discuss how people
depend on ecosystems for resources.
Materials: Worksheet, flash cards, crayon, pencil, compass,
Reference: https://www.twinkl.com/teaching-wiki/ecosystem
Understanding Ecosystems for Kids: Producers, Consumers, Decomposers
https://www.youtube.com/watch?v=bJEToQ49Yjc
Cubola Productions. Geography of Belize: The Land and Its People. 18th Rev. Ed.,
Cubola, 2016, pg 46-66
Previous Knowledge: Students can identify picture and its representations
Objectives: Using an educational video on what is an ecosystem and its importance, students will be able to:
• Explain what is an ecosystem (Cognitive).
• Explore the types of land ecosystems. (Affective)
• Label the types of land ecosystem (Psychomotor)
Content: An ecosystem is made up of the interaction of all living organisms (like animals, plants, and bugs) in
an area with all of the non-living organisms (like water, dirt, rocks, and the sun).
An ecosystem is where a community of living organisms (such as plants and animals) live together in
combination with non-living parts of their environment. Ecosystems contain biotic and antibiotic elements
which are joined together through nutrient cycles and energy flows.
Abiotic Factors: The non-living elements that make up the physical environment of an ecosystem, such as
temperature, sunlight, water, soil, and geology. These factors affect the distribution and behavior of biota
Biotic factors- living things (plants, animals, fungi,)
Rainforests: Belize's lush rainforests are rich in biodiversity, with a canopy of trees, various plant species, and a
wide range of animals, including jaguars, howler monkeys, and exotic birds
Other ecosystems: grassland, desert, etc.
Skills: Students will be:
1.identifying the types of land ecosystem
2.describing importance keeping the environment clean for the
ecosystem to people, animals and plants or other non-living things
3. classifying pictures that illustrate the types of land ecosystems
Attitudes: Students will be:
Develop an awareness of ecosystems
Willingly participating in oral discussions
Introduction: Provide students with things found around them to reveal the word ‘ecosystems’. i.e. plants,
land, soil, trees, rocks, sun, animals, etc.
Procedures: Have students watch the video for the teacher to explain what ecosystems are, their characteristics
and our dependence on them
Provide students with pictures of different types of ecosystems. Students will observe the video to identify the
type of ecosystem they have. Students will form groups based on numbers 1-7.
The classroom will have a sensory display representing a specific ecosystem and highlighting the biotic and
abiotic factors.
Students are to observe the image to identify the animals and plants that live in the area.
Have children classify living and non-living things from the ecosystem displayed.
Closure: Review the lesson with guided questions on what is an ecosystem.
Culmination: label the pictures of land ecosystems learnt today.
Reflection:

Subject: P.E Date: April 11, 2024 Duration: 2:00 p.m. – 2:30 p.m Class: Infant I Topic: What is
football Sub Topic: Dribble Around Cones
Curricular Linkages: Health Education (Healthy Living)Belizean Studies (Our Environment)
Intended Learning Outcome: PE 2.1 Demonstrate passing and receiving techniques using the instep or side of
the foot. Reference: Teacher and student video How to Lace & Tie Running Shoes | REI Cop Physical
Education Safety Guidelines, K-12 - Prince Edward Island. (n.d.). Retrieved August 1, 271, from
http://www.gov.pe.ca/photos/original/eecd_phyeduguid.pdf https://www.youtube.com/watch?v=qUbtJMtv0Mo
warm up exercise
https://youtu.be/aYMSd0vvujo cool down exercise
Materials: football, video on what is football and how it is played Previous Knowledge: Students can run.
Objectives: using, movement exercises, students will be able to:
Demonstrate different dribbling drills.
Dribble the football with the help of cones.
Content/ Knowledge: Dribbling the ball requires controlling the ball while moving with it. In sports, dribbling is
maneuvering a ball by one player while moving in a given direction, avoiding defenders' attempts to intercept
the ball. A successful dribble will bring the ball past defenders legally and create opportunities to score. A few
dribbling tips also includes: Getting out of pressure. If you're being closed down by a defender, or maybe even
two or three, there are a number of ways to break that pressure. ... Running at players to beat them. ... Freeing
up space for a pass or shot. Does dribbling with cones help? In no regular manner, the players should dribble
through the cones, all of it. The drill enhances concentration during the game, and it helps the players have a
better understanding and connection with the ball and how to move it.
Skills: Students will be:
Passing a Football. Demonstrate team work.
Explain the purpose of warming up.
Attitudes: Students will be:
Respecting for each other’s and opinion
Introductory Activity: Students will run one lap in a circle form.
Warm up exercise/drills
Procedures: Students will be presented with cones (used in a football practice). Allow students to observe the
cones carefully. Elicit what are the cones used for. Teacher will allow students to share their opinion on the
cones. Teacher will explain dribbling the football using the cones.
Demonstration will be done by teacher dribbling the football using the cones. Students will be given the
opportunity to dribble the ball. Dribbling in football. Further explanation will be done, explaining the
importance of dribbling in football.
The class will be divided in two teams. Students will be then given the opportunity to play a game to
demonstrate dribbling the ball. Each student will be given the opportunity to dribble the ball using the cones
Warm down/cool down exercises: Fun Dance: Cool-down exercises for active little ones
Reflection:

Date: April 11,2024 Time: 9:00- 10:15 a.m.

Church service
Think equal session

Subject: Language Arts Date: April 11, 2024 Time: 10:30 - 11:30 a.m.
Learning Outcomes: LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
LA 4.17 Categorize nouns to differentiate between its singular or plural form.
LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound and formation of
letters /g/ (hard g), /f/, /l/, /u/,/k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
Topics: Circle Time – Pictures of things or animals with things around them
Phonics– words with short /u/ sound
Language Structure– plural nouns and singular nouns
Previous Knowledge: Students can identify objects in the picture
Concepts: Phonics – pictures with short /u/ sound
Language Structure- singular and plural nouns
Reading Comprehension- making prediction
Objectives: Using visual aid on singular and plural nouns and making prediction reading strategy, students will
be able to:
Identify words with short /u/ sound from the story
Categorize singular and plural nouns
Highlight beginning middle and ending sound in each word.

Content: Singular means one. Plural nouns- means 2 or more Rule: add- s
Phonics/spelling: mug, bug, tug, jug, hug
Making predictions is an important reading strategy which encourages students to use details and clues from the
text to anticipate what happens next in the story.
Circle time: have children do word matching to the picture in groups of three. Have children sound out and
blend the sounds to say the word from previous lesson. Group that finishes first wins.
Alphabet drills and sight words and spelling drills
Procedures: Elicit from the children the ending sound from each word obtained from the puzzles.
Review Letter U u. Recognition/Discrimination: Display the large alphabet letter card showing the capital and
lowercase partner letters.
Have children watch pictures of CVC words. Elaborate on CVC words that they are words that have a
consonant, a vowel, and another consonant in that order. Show a flashcard with a CVC word and pronounce it
clearly (e.g., "hug"). Break down the word into its individual sounds, emphasizing each sound: /h/ - /u/ - /g/.
Ask the students to repeat the sounds after you, and then blend them together to form the word "ot"
Repeat this process with a three more CVC flashcards, allowing the students to practice blending the sounds.
Have children listen carefully to a story.
Have them highlight nouns from the story.
Allow them to identify whether they are singular or plural.
Review the rule to change singular nouns to plural.
Model using examples.
Then, do some examples together. Have children do this in peers.
Place a word on the board. Have them use the rule to change it to plural noun.
Give children 2 words to do on their own to select the plural form of the word.
Have children use each word in a sentence orally.
Closure: Play CVC flash cards game: Students say the word and spell out the letters, then read the word again.
Let them review what is the rule to change singular words to its plural form.
Culmination: Have categorize singular and plural noun to each kind of noun it is.
Reflection:

Subject: Spanish. Date: April 11, 2024 Duration: 11:30 a.m. – 12:00 p.m.
Topic: Address Subtopic: Response to ¿Dónde vives?
Learning Outcome: SP 2.18 Ask questions and state responses regarding address using questions such as
¿Dónde vives?; ¿Cuál es tu dirección?; ¿Cómo se llama la calle dónde vives?
Linkages: Language Arts (Vocabulary, Noun – Proper Noun – Places - Address) Belizean Studies (Map work)
Health Education (Sharing Personal Information)
Materials: educaional video on interrogative: donde?, map of Belize and world map, crayons, markers.
References: Dominguez, L. F. (2020, August 23). “Where Are You From?” in Spanish and Other Essential
Questions. Homeschool Spanish Academy. https://www.spanish.academy/blog/get-to-know-someone-
whereare-you-from-in-spanish-and-other-essential-questions/
Font Squirrel. (n.d.). Saying your House and Email Address in Spanish. SpanishLearningLab. Retrieved
January 18, 2023, from https://www.spanishlearninglab.com/home-and-email-address-in-spanish/ P.K.:
Students can tell what they see from an object.
Objectives: with the use of the map of Belize, students will be able to:
Ask and specify where someone lives in Belize
Formulate oral statements of their address
Create an illustration of their house and street (living area)
Content: An important question uses the question word dónde or "where." I asked either to make small talk and
give you an idea of where the other person lives or because you are going to their place.
‘¿Dónde vives?’ translates to ‘Where do you live?’ in English. Let’s break it down: ● ‘Dónde’ means ‘where’
‘Vives’ is the second person singular conjugation (‘tú’ = ‘you’) of the verb ‘vivir’ (‘to live’)
All questions in Spanish require two question marks: ‘¿’ + question + ‘?’ A literal translation of ‘where do you
live?’ would be ‘¿dónde vives tú?’ but Spanish speakers normally omit the pronoun 'tú’ because the conjugated
verb ‘vives’ (did you spot that telltale ‘es' ending?) already makes it clear exactly who they're referring to.
Example Ask: ¿Dónde vives? - Where do you live?
Skills: students will be:
Practicing using asking questions with donde?
Asking and responding to questions about where they live. Locating Belize on the Map of the world naming
and locating the districts of Belize.
Attitudes: students will be:
Showing Willingness for active participation in learning activities.
Valuing the importance of teamwork.
Introduction:
Procedures: Have students participate in the singing of the song to Dónde vives? In the form of a song, sung to
"Oh, My Darling Clementine Nursery Rhyme: ¿Dónde vives? ¿Dónde vives? Yo vivo en belice. ¿Dónde vives?
¿Dónde vives? Yo vivo en belice.
Instruct students to find something familiar in the material provided. Allow students to recall the English
translation of Dónde vives? Instruct them to identify patterns. Let students share how to respond to the question
¿Dónde vives? in Spanish and English. Elicit from students what letter Belize starts with. Allow students to
name the letter and give the sound of the/b/. Students can recall and locate Belize on the Map of the world
Closure: Have children play snow ball whereby they will say at least 2 things that they grasp from today’s
session.
Conclusion: Have students create a simple visual aid, like a small poster, with their address written in Spanish.
Include the house number, street name, village, town, district and country. One by one, invite students to come
to the front of the class and present their address using the questions and answers they've learned. For example,
"Me llamo [nombre] y vivo en [tu ciudad] en la calle [nombre de la calle] número [número de la casa]."
Encourage classmates to ask additional questions or seek clarification after each presentation.
Reflection:

1:00 p.m.- 1:15 p.m. – spelling drills

Subject: Belizean Studies Date: April 11, 2024 Duration: 1:15- 2:00 p.m.
Topic: Our Resources Sub Topic: Types of land ecosystems
Curricular Linkages: Language Arts: Reading and writing activities can be incorporated into the unit. For
instance, students can read simple texts about Belizean ecosystems and write short paragraphs or stories about
their experiences during the nature walk. Expressive Arts: The creation of ecosystem models and ecosystem
scenes involves art and creativity. Students can develop their artistic skills while expressing their understanding
of ecosystems
Learning Outcome: 4.1 Name land or water ecosystems close to your community and discuss how people
depend on ecosystems for resources.
Materials: Worksheet, flash cards, crayon, pencil, compass,
Reference: https://www.twinkl.com/teaching-wiki/ecosystem
Understanding Ecosystems for Kids: Producers, Consumers, Decomposers
https://www.youtube.com/watch?v=bJEToQ49Yjc
Cubola Productions. Geography of Belize: The Land and Its People. 18th Rev. Ed.,
Cubola, 2016, pg 46-66
Previous Knowledge: Students can identify picture and its representations
Objectives: Using an educational video on types of land ecosystem and its importance, students will be able
to:
• Explain what is an ecosystem (Cognitive).
• Explore the homes of animals, plants and other non-living things in land ecosystems. (Affective)
• Match the animals that lives in each type of land ecosystem (Psychomotor)
Content: An ecosystem is made up of the interaction of all living organisms (like animals, plants, and bugs) in
an area with all of the non-living organisms (like water, dirt, rocks, and the sun).
An ecosystem is where a community of living organisms (such as plants and animals) live together in
combination with non-living parts of their environment. Ecosystems contain biotic and antibiotic elements
which are joined together through nutrient cycles and energy flows.
Abiotic Factors: The non-living elements that make up the physical environment of an ecosystem, such as
temperature, sunlight, water, soil, and geology. These factors affect the distribution and behavior of biota
Biotic factors- living things (plants, animals, fungi,)
Rainforests: Belize's lush rainforests are rich in biodiversity, with a canopy of trees, various plant species, and a
wide range of animals, including jaguars, howler monkeys, and exotic birds
Other ecosystems: grassland, desert, etc.
Skills: Students will be:
1.identifying the types of land ecosystem
2.describing importance keeping the environment clean for the
ecosystem to people, animals and plants or other non-living things
3. classifying pictures that illustrate the types of land ecosystems
Attitudes: Students will be:
Develop an awareness of ecosystems
Willingly participating in oral discussions
Introduction: Provide students with things found around them to reveal the word ‘ecosystems’. i.e. plants,
land, soil, trees, rocks, sun, animals, etc.
Procedures: Have students watch the video for the teacher to explain what ecosystems are, their characteristics
and our dependence on them
Provide students with pictures of different types of ecosystems. Students will observe the video to identify the
type of ecosystem they have. Students will form groups based on numbers 1-7.
The classroom will have a sensory display representing a specific ecosystem and highlighting the biotic and
abiotic factors.
Students are to observe the image to identify the animals and plants that live in the area.
Have children classify living and non-living things from the ecosystem displayed.
Closure: Review the lesson with guided questions on what is an ecosystem.
Culmination: Match pictures of animals and plants that can be found in the land ecosystems learnt today
(grassland).
Reflection:

Subject: Creative Writing Date: April 11, 2024 Duration: 2:00 p.m. – 2:30 p.m
Topic: Text Illustration Sub topic: Sentence editing
Curricular Linkages: Language Arts – (Comparing, listening, describing) Mathematics (counting)
Intended Learning Outcome: LA 3.30 Create illustrations to accompany a text and confidently explain through
written caption using letters or short words.
Materials: sight words, sentence strips, pictures, crayons
Reference: https://www.lwtears.com/blog/how-to-teach-sentence-writing-structure
https://www.freelancewriting.com https://youtu.be/uVeEAFy1z68
Previous Knowledge: Students can identify sight words: I, is, the, am, my, me,
and Objectives: Using writing checklist, students will be able to: Identify the
sight words in a sentence.
Practice drawing picture to illustrate the details of a sentence.
Edited short sentences correctly
Content: Pictures help a text to keep reader interested.
The brain helps give visual details faster than anything else. Pictures help tell stories in different ways. It helps
to recall details in a story.
Sight words are common words that schools expect kids to recognize instantly. Words like the, it, and appear so
often that beginning readers reach the point where they no longer need to try to sound out these words. They
recognize them by sight.
Skills: Students will be:
Drawing pictures
Writing words
Describing pictures
Explaining details from a sentence
Attitudes: Students will be:
Cooperatively working together
Showing willingness to interact in group
Hook: Present words: see I mom. Have children put the words in order to make a sentence.
Procedures: Begin by discussing what a sentence is. Explain that a sentence is a group of words that express a
complete thought.
Introduce the terms "subject" and "predicate." The subject is who or what the sentence is about, and the
predicate tells what the subject is doing.
Use simple examples to illustrate subjects and predicates. For example, "The cat (subject) is sleeping
(predicate)."
Distribute sentence strips to each student.
Show picture cards or objects and ask students to identify the subject and the action associated with it.
Encourage students to write a simple sentence using the subject and predicate. For example, if the picture is of a
cat, a student might write, "The cat is sleeping."
Circulate around the classroom to provide assistance and guidance as needed.
Review the capitalization, spacing, and punctuation for each sentence. Then draw a picture to show the
sentence read the sight words.
Have children practice sound blending with the help of a video sight words.
Guide students to their work where they copy 2 sentences from the board on the paper on the board. While
students write, students and teacher will work together to rewrite the sentence correctly.
Closure: Students will go over sentence structure: capitalization, spacing, and punctuation.
Culmination: children will rewrite sentences correctly. Have children use a checklist to guide them.
Reflection:

Subject: Mathematics Date: April 12, Topic: Shapes Sub Topic: Sub Topic: circles and rectangles
Curricular Linkages: Language Arts –storytelling, observing, describing, explaining, science- representation of
ideas
Intended Learning Outcome: 6.01 Find and describe examples of points, lines, squares, circles, rectangles and
triangles in the classroom, school and the wider environment.
Materials: flash cards, counters, ordinal numbers video, ordinal game video,
Reference: https://study.com/academy/lesson/what-is-a-point-in-math-definition-example.html
Toolkit for Teachers Infant One Primary Mathematics https://www.youtube.co m/watch?v=BaO1E21S pkI\
https://www.youtube.co m/watch?v=AYZ0iWG opA8&t=39s
Previous Knowledge: Students have seen shapes before.
Objectives: Using 2-D shapes song and shape activities, students will be able to:
Identify and recognize a rectangle and circle
Analyse the basic properties of a circle and rectangle
Create rectangle and circle shape

Content: A square is a closed shape with four sides of equal length.

A rectangle is a flat four-sided shape with opposite sides being equal.
A circle is a round shape figure that has no corners or edges.
Skills: Students will be:
Comparing
Observing
Analyzing
Analytical thinking
Attitudes: Students will be:
Cooperatively working together in groups.
Value the relationship of numerical symbols and counting to show quantity.
Suggested Activities: Introduction: have children complete shapes puzzles in groups of three. Let them identify
the shapes created.
Number drills: Counting 1-100.
Procedures: Review what can we use the lines for. Elicit ways line is used to make shapes.
Show examples of square objects (e.g., square tiles, square windows) and ask students to identify them.
Model with more examples. And a song for properties of a rectangle and circle.
Ask students to look around and find things around them that has the shape of a rectangle and circle. Encourage
them to share examples.
Show examples of squares in realia (e.g., sharpener, mirror, frames,laptop, TV, etc).
Take a shape hunt around the school or classroom to find and identify different shapes, including squares.

Closure: Review the concepts of rectangles and circle with the class. Ask students to share what they learned.
Culmination: Evaluate students' artwork for understanding of the rectangle and circle shape and its
characteristics.
Reflection:

Subject: Language Arts Date: April 12, 2024 Time: 10:30 - 11:30 a.m.
Learning Outcomes: LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
LA 4.17 Categorize nouns to differentiate between its singular or plural form.
LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound and formation of
letters /g/ (hard g), /f/, /l/, /u/,/k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
Topics: Circle Time – Pictures of things or animals with things around them
Phonics– words with /f/ sound (log, leg, lap, lip, lot)
Language Structure– plural nouns and singular nouns
Previous Knowledge: Students can identify objects in the picture
Concepts: Phonics – pictures with /l/ beginning sound
Writing- use words with short /u/ sound in a sentence
Reading Comprehension- making prediction
Objectives: Using making prediction reading strategy, students will be able to:
Identify words with short /u/ sound
Highlight beginning middle and ending sound in each word.
Use short /u/ word in a sentence
Content: Pluarl nouns- means 2 or more Rule: add- s
Phonics/spelling: mug, hug, bug, tug, jug
Making predictions is an important reading strategy which encourages students to use details and clues from the
text to anticipate what happens next in the story.
Circle time: have children do letter u puzzle. Have children sound out and blend the sounds to say the short /u/
words from previous lesson.
Alphabet drills and sight words and spelling drills
Procedures: Elicit from the children the ending sound from each word obtained from the puzzles.
Review Letter U u Recognition/Discrimination: Display the large alphabet letter card showing the capital and
lowercase partner letters.
Have children watch pictures of CVC words. Elaborate on CVC words that they are words that have a
consonant, a vowel, and another consonant in that order. Show a flashcard with a CVC word and pronounce it
clearly (e.g., lip. Break down the word into its individual sounds, emphasizing each sound: /t/ - /u/ - /g/.
Ask the students to repeat the sounds after you, and then blend them together to form the word "tug"
Repeat this process with a three more CVC flashcards, allowing the students to practice blending the sounds.
Have children listen carefully to a story.
Have them highlight nouns from the story.
Allow them to identify whether they are singular or plural.
Review the rule to change singular nouns to plural.
Model using examples.
Then, do some examples together. Have children do this in peers.
Place a word on the board.
Have them use the rule to change it to plural noun.
Give children 3 words to do on their own to select the plural form of the word.
Closure: children will edit a sentence by using the noun correctly (singular or plural) Let them review what is
the rule to change singular words to its plural form and vice versa.
Culmination: Have children edit the sentence by adding –s to singular nouns if needed or changing plural noun
to singular noun if needed.
Reflection:

Subject: Music Date: April 12, 2024 Duration: 11:30 a.m- 12:00 p.m.
Topic: Music with rhythms Sub Topic: Music Instruments
Curricular Linkages: Language Arts – describing, Comparing, Mathematics (counting, patterns) Science
(Parts of the body)
Intended Learning Outcome: EA 1.2 Perform dance steps and movements based on a cultural song.
Materials: Worksheet, flash cards, pen, pencil, ruler, markers, characteristics of a friend video, visual aid.
Reference: The Music of Belize https://www.belizehub.com/the-music-of-belize/
https://www.youtube.com/watch?v=eUddieZoQyY https://rove.me/to/belize/deer-
dance https://www.youtube.com/watch?v=GpNcgrplai4
Previous Knowledge: Students can move identify cultural music.
Objectives: Using Maya Deer cultural dances and rhythm, students will be able to:
 • Explain what is the Maya Deer Dance (Cognitive).
• Explore dancing the Maya Deer dance in groups (Affective)
• Practice cultural dance moves with Maya dance (Psychomotor)
Content: Maya Deer Dance: The Maya Deer Dance is a traditional dance of the indigenous Maya communities
in Belize. It is performed during various cultural and religious events. Dancers wear intricate costumes
resembling deer and perform graceful, symbolic movements to honor the deer as a sacred animal.
Skills: Students will be:
1. making rhythm with Maya dance
2. explaining what is Maya dance about
3. using their body to move with the rhythm
Attitudes: Students will be:
1. Cooperatively dancing together
2. Showing willingness to interact in group while dancing
3. Willingly participating in oral discussions
Hook: Belizean Cultural Dance and Music - Listen to traditional Belizean instruments. Invite students to
dance the previous dance learnt.
Discuss the importance of music and dance in Belizean culture
Procedures: Demonstration and Practice. Students practice the steps by observing and repeating the steps.
Students practice the dance steps to the appropriate Belizean music.
Rehearsal and Performance. In small groups, students perform the dance.
Closure: Review the maya dance instruments and dance.
Culmination: Rhythm and Timing: Evaluate how well students maintain the rhythm and timing of the
music. Assess their ability to synchronize their movements with the beat and tempo of the song
Evaluation:

1:00 p.m.- 1:15 p.m. – spelling drills

Subject: Expressive Arts Date: April 12, 2024 Duration: 1:15- 2:00 p.m. Topic:
Proportion Sub Topic: clay or dough sculptures Curricular Linkages: Language Arts (story-telling)
Intended Learning Outcome: EA 4.1 Create simple models of objects using clay, dough, twisted paper, or other
materials.
Reference: Minilab Studios. (2018, January 23). The importance of drawing in your child's development.
https://www.minilabstudios.com/why-drawing-is-important-for-your-childsdevelopment/
https://newelementsgallery.com/the-importance-of-color-in-art/
https://youtu.be/7_Zzw96qJ1Y I can see colors everywhere
Artzolo-blog. (2019, January 22). Understanding and appreciating mixed media art. ArtZolo.com.
https://www.artzolo.com/blog/understanding-and-appreciating-mixed-media-art
Materials: crayons, coloring pencils, shapes, lines, glitters
Previous Knowledge: students can identify sculpted things seen before.
Objectives: Using sculpting videos, students will be able to:
Recognized ways to sculpt using clay or play dough
Describe attributes of sculptures and uses
Create a sculpture of a person, animal or thing
Content/ Knowledge: Sculpting with playdough and clay involves the creative manipulation of soft, pliable
materials to shape three-dimensional forms and objects.
Skills: Students will be: Developing fine motor skills , Describing sculptures, Creating sculpture
Attitudes: Students will be:
Value and respect multiple art perspective views.
Self-love and appreciation towards own art work
Introductory Activity: Students will watch pictures of sculpted things. Have them identify what and where they
were seen.
Procedures: Provide the following materials: playdough in various colors, child-safe sculpting tools (plastic
knives, rolling pins), disposable plastic plates or mats for work surfaces.
• Discuss what sculpture means and show examples of simple sculptures.
• Distribute different colored playdough to each student.
• Encourage them to practice using their hands and tools to shape and mold the playdough.
• Allow students to display their playdough sculptures on their desks and share them with their classmates.
Closure: review uses of sculptures in art.
Culmination: Instruct students to create simple 3D shapes or objects using the playdough such as animals,
flowers, or abstract shapes.
Reflection:

Subject: Creative Writing Date: April 12, 2024 Duration: 2:00 p.m. – 2:30 p.m
Topic: Text Illustration Sub topic: Sentence editing
Curricular Linkages: Language Arts – (Comparing, listening, describing) Mathematics (counting)
Intended Learning Outcome: LA 3.30 Create illustrations to accompany a text and confidently explain through
written caption using letters or short words.
Materials: sight words, sentence strips, pictures, crayons
Reference: https://www.lwtears.com/blog/how-to-teach-sentence-writing-structure
https://www.freelancewriting.com https://youtu.be/uVeEAFy1z68
Previous Knowledge: Students can identify sight words: I, is, the, am, my, me,
and
Objectives: Using writing checklist, students will be able to:
Identify the sight words in a sentence.
Practice drawing picture to illustrate the details of a sentence.
Edited short sentences correctly
Content: Pictures help a text to keep reader interested.
The brain helps give visual details faster than anything else. Pictures help tell stories in different ways. It helps
to recall details in a story. Sight words are common words that schools expect kids to recognize instantly.
Words like the, it, and appear so often that beginning readers reach the point where they no longer need to try to
sound out these words. They recognize them by sight.
Skills: Students will be:
Drawing pictures , Writing words , Describing pictures, explaining details from a sentence
Attitudes: Students will be:
Cooperatively working together
Hook: Students will watch a short video on a short story. Reading drills: Have students practice reading
sentences using the sight words. Review the letters of the alphabet and vocabulary words.
Procedures: Teacher will demonstrate how to sound out letter in words to help read a sentence. Explain the
important concepts as you write such as capitalization, spacing, and punctuation.
Place a sentence strip on the board. Allow students to try sound out the letters in each word of that sentence.
Review the capitalization, spacing, and punctuation for each sentence. Then draw a picture to show the sentence
read. Have children practice sound blending with the help of a video on CVC words.
Guide students to their worksheet where they copy sentences from the board into their books. Then, draw a
picture to show the sentence written in their books. While students write, teacher walk around and closely
monitor and guide their students.
Closure: Students will go over the capitalization, spacing, and punctuation of a sentence.
Culmination: children will write a sentence with CVC words. Allow them to draw to show the sentence they
wrote.