Lesson plans 07.08.23

Plan for 07.08.23 Language - Nouns Duration : 40 minutes Learning Objectives :  Identify and define nouns  Use nouns correctly in sentences  Identify nouns in sentences 1. Opening Assessment (5 minutes)  Engage students in a discussion about words and their roles in sentences.  Ask students to provide examples of words they know and explain what they do in a sentence.  This will help you assess their prior knowledge and understanding of nouns. 2. Introduction to Nouns (10 minutes)  Begin by explaining what nouns are: words that name people, places, things, or ideas.  Provide clear examples of each type of noun:  People: teacher, friend, sister  Places: park, school, city  Things: book, table, ball  Ideas: love, freedom, happiness  Use visuals on projector, to display examples and engage students.  Use a whiteboard or slides to visually display examples and reinforce understanding.  Engage students in activities where they identify and categorize nouns into the appropriate types. 3. Applying Nouns in Sentences (10 minutes)  Provide students with sentence prompts and ask them to fill in the blanks with appropriate nouns.  Allow students to share their completed sentences and discuss their choices. Exit Ticket - Formative Assessment (5 minutes): Quiz: 1. What is a noun?  A) A person's name  B) A word that names a person, place, thing, or idea  C) A type of verb  D) An action word Explanation : A noun is a word that names a person, place, thing, or idea. 1

Teaching Strategies :  Incorporate the use of a whiteboard or slides to visually display examples and engage students.  Use hands-on activities, such as sorting and categorizing nouns, to reinforce understanding.  Provide positive reinforcement and student rewards for active participation and correct answers. Mathematics - Reading and Writing Numbers up to 99 Duration : 60 minutes Learning Objectives :  Read and identify numbers up to 99  Write numbers up to 99 in numeric and word form  Understand the value of each digit in a two-digit number Lesson Plan: 1. Opening Assessment (5 minutes)  Engage students by displaying different two-digit numbers on the board or slides.  Ask students to read the numbers aloud or write them down on a piece of paper.  This will help you assess their prior knowledge and familiarity with two-digit numbers. 2. Introduction to Two-Digit Numbers (10 minutes)  Begin by explaining that two-digit numbers are made up of tens and ones.  Use visuals, such as place value charts or manipulatives, to demonstrate the value of each digit.  Show examples of two-digit numbers, such as 36 and 54, and explain how to read them correctly. 3. Reading and Identifying Numbers (15 minutes)  Display various two-digit numbers on the board or slides.  Ask students to read the numbers aloud or hold up cards with the corresponding numbers.  Gradually increase the difficulty by including numbers in random order or mixed with other numbers. 4. Writing Numbers in Numeric and Word Form (15 minutes)  Explain how to write two-digit numbers in numeric and word form.  Provide examples and guide students through the process.  Allow students to practice writing numbers in both forms on their own or in pairs.  Provide feedback and support as needed. 5. Understanding Place Value (10 minutes)  Reinforce the concept of place value in two-digit numbers.  Use visuals, such as place value charts or manipulatives, to illustrate the value of each digit. 2

 Indicate a complete thought or the end of an idea.  Question mark (?)  Used at the end of an interrogative or question sentence.  Indicate that the sentence is asking for information.  Exclamation mark (!)  Used at the end of an exclamatory or strong statement.  Indicate strong emotions or emphasis in a sentence.  Provide examples for each use and allow students to practice identifying and categorizing sentences. 4. Practicing End Punctuation (20 minutes)  Provide students with a set of sentences that require end punctuation.  Ask students to correctly punctuate the sentences with the appropriate end punctuation marks.  Encourage students to explain their choices and identify the type of sentence (statement, question, or exclamation). 5. Exit Ticket - Formative Assessment (5 minutes) Quiz: 1. Identify the correct end punctuation mark for the following sentence: "What is your favorite color"  A) Full stop (.)  B) Question mark (?)  C) Exclamation mark (!)  D) None of the above Explanation: The correct answer is B) Question mark (?) Teaching Strategies:  Use visuals, such as sentence examples and punctuation marks, to reinforce understanding.  Encourage classroom discussions and group activities to promote active engagement.  Provide constructive feedback and guidance during practice sessions. 4

Understanding - Weather and Its Elements Duration : 60 minutes Learning Objectives :  Define weather and explain its importance  Identify and describe the main elements of weather: air or wind, clouds, water vapor, precipitation, and temperature Lesson Plan: 1. Opening Assessment (5 minutes)  Engage students by asking them to share their observations about the weather outside.  Discuss as a class how the weather affects their daily lives.  This will help activate prior knowledge and engage students in the topic. 2. Introduction to Weather (10 minutes)  Define weather as the state of the atmosphere at a particular time and place.  Explain the importance of understanding weather for activities like planning, dressing appropriately, and safety.  Use visuals, such as images or diagrams, to aid understanding and engage students. 3. Elements of Weather (15 minutes)  Introduce the main elements of weather one by one:  Air or wind: Explain how air moves and creates wind patterns.  Clouds: Describe how clouds form and the different types of clouds.  Water vapor: Explain the gaseous form of water in the atmosphere.  Precipitation: Define precipitation as any form of water falling from the atmosphere, such as rain, snow, or hail.  Temperature: Discuss how temperature measures the hotness or coldness of the air.  Provide examples and visuals for each element to enhance understanding. 4. Describing Weather Elements (20 minutes)  Divide the class into small groups or pairs.  Assign each group or pair one of the weather elements: air or wind, clouds, water vapor, precipitation, or temperature.  Ask students to research and gather information about their assigned element.  Instruct them to create a simple presentation or poster to describe their element to the class.  Allow time for each group or pair to present their findings and engage in a class discussion. 5. Exit Ticket - Formative Assessment (5 minutes) Quiz: 1. What is the purpose of clouds in the weather?  A) To provide shade on a sunny day 5

Social-Studies - Celebrating Our Uniqueness and Worth Duration: 40 minutes Learning Objectives:  Recognize and appreciate the uniqueness and worth of individuals  Understand that everyone has their own looks, talents, strengths, feelings, goals, and beliefs Lesson Plan: 1. Opening Assessment (5 minutes)  Engage students by showing pictures or objects that are visually unique or distinct.  Ask students to describe what makes each picture or object special.  This will help activate prior knowledge and encourage students to think about uniqueness. 2. Introduction to Uniqueness and Worth (10 minutes)  Begin by explaining the concept of uniqueness and worth.  Define uniqueness as having distinctive qualities that make someone different from others.  Define worth as the value and importance that individuals possess as human beings.  Use relatable examples and stories to illustrate the importance of celebrating our uniqueness and worth. 3. Exploring Different Aspects (15 minutes)  Guide a class discussion on different aspects that contribute to uniqueness and worth.  Lead students in identifying and discussing examples of looks, talents, strengths, feelings, goals, and beliefs.  Encourage students to share personal experiences or traits that make them unique and valuable. 4. Reflecting on Personal Uniqueness (10 minutes)  Provide each student with a reflection sheet or a piece of paper.  Instruct them to reflect on their own looks, talents, strengths, feelings, goals, and beliefs.  Ask students to write down at least one thing for each aspect that they consider unique and valuable.  Encourage students to share and discuss what they wrote, if they are comfortable doing so. 5. Closure and Reflection (5 minutes)  Wrap up the lesson by emphasizing the importance of embracing and appreciating our own and others' uniqueness and worth.  Ask students to take a moment to think about one positive thing they learned about themselves during the lesson.  Allow students to share their reflections if they want to, fostering a positive and supportive atmosphere. Teaching Strategies:  Use visuals, stories, and examples to engage students and make the concept of uniqueness relatable.  Encourage active participation through class discussions and personal reflections. 7

 Create a safe and supportive environment by emphasizing respect and acceptance for everyone's uniqueness. Spelling - Pronunciation and Definition of Words Duration: 40 minutes Learning Objectives:  Pronounce and spell words correctly  Define the meaning of selected words  Use the words in context Lesson Plan: 1. Opening Assessment (5 minutes)  Engage students by displaying flashcards or visual aids with the selected words: above, close, golden, nothing, shoe, tongue, across, clothes, grain, ocean, should, touch, afraid, cloud, grey.  Ask students to read the words aloud and practice their pronunciation.  This will help activate prior knowledge and familiarize students with the words. 2. Pronunciation and Spelling (10 minutes)  Introduce each word, one at a time, focusing on pronunciation and spelling.  Pronounce each word clearly, emphasizing any specific sounds or letter combinations.  Ask students to repeat the word after you and spell it aloud. 3. Definition and Meaning (15 minutes)  Provide definitions for each word and discuss their meanings.  Use kid-friendly language to explain the meaning of each word, ensuring understanding.  Present example sentences that demonstrate the usage of the words in context. 4. Using Words in Context (10 minutes)  Engage students in a discussion or activity that requires them to use the words in context.  Provide prompts or scenarios where students can incorporate the selected words appropriately.  Encourage creativity and participation from all students. 5. Closure and Reflection (5 minutes)  Recap the words, their pronunciations, spellings, and meanings.  Encourage students to reflect on their understanding of the words and ask any remaining questions.  Emphasize the importance of practicing pronunciation and using new words in their daily vocabulary. 8

Teaching Strategies :  Use visual aids and examples to illustrate proper handwriting techniques.  Provide opportunities for guided practice and offer constructive feedback.  Foster a positive and supportive learning environment to build confidence and encourage improvement. Language - Sentences and Phrases Audience: Grade 3 students Duration: 45 minutes Learning Objectives: By the end of this lesson, students will be able to: 1. Define the term "sentence." 2. Identify the parts of a sentence. 3. Differentiate between sentences and phrases. Opening Assessment (5 minutes):  Show a simple sentence on the board and ask students to define what a sentence is.  Encourage students to share their answers with the class. Lesson Plan: 1. Introduction (5 minutes)  Begin by explaining that a sentence is a group of words that expresses a complete thought.  Use visuals and examples to illustrate different types of sentences (e.g., statements, questions, exclamations).  Engage students in a short discussion about the importance of using complete sentences when speaking and writing. 2. Parts of a Sentence (15 minutes)  Introduce the basic parts of a sentence: subject and predicate.  Explain that the subject tells who or what the sentence is about, and the predicate tells what the subject does or is.  Provide examples and ask students to identify the subject and predicate in each sentence.  Use a whiteboard or interactive tool to write and highlight the subject and predicate of different sentences. 3. Sentences vs. Phrases (15 minutes)  Define what a phrase is: a group of words that does not express a complete thought.  Show examples of phrases and ask students to identify whether they are sentences or phrases.  Discuss the key differences between sentences and phrases, emphasizing that sentences have a subject and predicate, while phrases do not. 4. Exit Ticket - Formative Assessment (5 minutes)  Distribute a short quiz or exit ticket to evaluate students' understanding. 10

 Include multiple-choice questions that test their knowledge of sentence parts, as well as differentiating between sentences and phrases.  Provide detailed explanations for each question to reinforce learning. Teaching Strategies:  Utilize a mix of visual aids, such as charts and diagrams, to enhance understanding.  Incorporate a whiteboard or interactive tool to encourage student participation and engagement.  Use examples and real-life scenarios to make the concepts relatable and memorable.  Offer student rewards, such as stickers or small prizes, for active participation and correct answers during the lesson. Vocabulary - Synonyms Duration: 45 minutes Learning Objectives: By the end of this lesson, students will be able to: 1. Define the term "synonyms." 2. Identify synonyms for selected words. 3. Use synonyms correctly in their writing. Opening Assessment (5 minutes):  Write a few words on the board (e.g., happy, big, small) and ask students if they can provide any other words that have a similar meaning.  Discuss their responses as a class and introduce the concept of synonyms. Lesson Plan: 1. Introduction (5 minutes)  Explain that synonyms are words that have similar or identical meanings.  Provide simple examples of synonyms (e.g., happy and joyful, big and large) to help students grasp the concept.  Engage students in a brief discussion about why synonyms are valuable in communication and writing. 2. Definition & Identification (15 minutes)  Clearly define the term "synonyms" and provide several examples.  Present a list of words on the board or through an interactive tool.  Ask students to work individually or in pairs to identify synonyms for each word from a given set or by using a thesaurus.  Encourage students to explain their choices and discuss their findings as a class. 3. Using Synonyms (20 minutes)  Explain the importance of using synonyms to make writing more interesting and avoid repetition.  Provide a short passage or sentence that lacks variety in word choice.  Model how to replace some words with appropriate synonyms, explaining the reasoning behind each choice. 11