Week.ending.Nov.06th, 2023

Class- Grade Three Age Group- 8-9 years Subject Week Beginning Monday 06 th November, 2023 Mathematics Whole Number Operations Write numbers in addition vertically. Use the commutative property of addition correctly . Add 1, 2, 3 and 4 digit numbers up to three addends with and without regrouping. Use the expression sum and total correctly. Problem Solving : Solve word problems involving number concepts using logical reasoning. Mental mathematics: Solve mentally, problems or situations involving number concepts. Social- Studies EDC Culture and Heritage: Festivals of the groups in the community: Identify organizations and groups involved in the preservation/promotion of St. Lucia’s culture and briefly describe the work done by each. Suggest activities in which children can participate to help preserve the culture of St. Lucia. Identify the possible origin of new practices and celebrations which are becoming part of St. Lucia’s culture. Give reasons to support opinions on whether changes in St. Lucia’s culture (new practices, celebrations, etc.) are good or not Adapting to Change : Define the concept of change. Identify changes that have taken place. General- Science Diversity and Classification: Different Ways of Growing Flowering Plants: Describe common methods of vegetative propagation. Demonstrate respect for plants in their environment. Suggest appropriate methods of propagation for (i.) obtaining diversity and (ii.) Keeping the same characteristics in plants. Health and Family Life Interpersonal Relationships – Expressions of Feelings and Emotions. . State ways in which their needs are displayed. Identify feelings associated with their needs (negative/ positive) fear, love, anger, grief, humiliation, joy, shyness, sorrow, contented, pleased, envy, satisfied, cheerful, jealous. Express feelings as they experience them. Reading and Comprehension Read to gather Information : Read a short passage to gather information. Answer questions based on the passage correctly. Use learned strategies (syllabication, word parts, and Word families, phonics) to decode unknown words. Oral Communication Picture Conversation: To speak freely and confidently about a given picture. Composition Sequencing: Study a set of given pictures and write in sequence the events taking place to make a story . Write the first draft of their story. Grammar Plural of Nouns: Form the plural of nouns. Use the rules learnt to form the plural of given nouns. Punctuation The Comma : State the uses of the comma. Use the comma correctly to punctuate given sentences. Phonics Consonant Blends: Review consonant blends. Make the sound of different consonant blends (final blends ck, ng and nk). Identify and use words with different final blends. Spelling Pronounce, spell, define and use the following words: cleaned, colour, cried, divide, enough, feeling, flower, gardener, great, heart, invest, lesson, match, might, neck, ocean, propagation Vocabulary Homographs: Define the term homographs. List pairs of homographs and state their individual meanings. Select appropriate homographs to complete sentences. Spell homographs correctly based on clues/definitions given Dictation Write dictated sentences using the spelling words. Sen. Structure Question Words: Review questions. Form questions using different question words. Study Skills Alphabetical Order: Write words in alphabetical order based on the first and second letter. Table of Contents: To use the table of contents to find to find information in a book. Character Education Think Kindly of Others; Discuss the theme Think Kindly of as it relates to the story of The Lost Axe. Answer questions based on that story. Christian Education Forgiveness: Discuss the theme forgiveness. Listen to and discuss the story of “Joseph”.

Math Plan : Addition - Writing Numbers Vertically Grade Level : Grade 3 Time : 40 minutes Learning Objective : Students will be able to write numbers in addition vertically. Students will be able to add 1, 2, 3, and 4-digit numbers up to three addends with and without regrouping. Students will be able to use the expressions "sum" and "total" correctly. Opening Assessment (5 minutes): Show an image of a vertical addition problem on the whiteboard using annotations. Ask students to identify the numbers in the problem and describe what they understand about vertical addition. List the responses from students on the whiteboard. Lesson Plan : Introduction to Vertical Addition (5 minutes) 1. Begin by explaining that vertical addition is a method of adding numbers by writing them one below the other. 2. Use the whiteboard to write a simple addition problem vertically (e.g., 23 + 15). 3. Ask students to identify the place value of each digit in the problem and describe the steps to solve it. 4. Provide a brief explanation of carrying and regrouping, if necessary. 5. Adding 1-Digit Numbers (10 minutes) 6. Present an addition problem involving two 1-digit numbers (e.g., 5 + 6). 7. Use the whiteboard to demonstrate how to write the numbers vertically and solve the problem. 8. Ask students to describe the steps and explain the sum of the numbers. 9. Provide additional examples and allow students to practice solving them on their own using the whiteboard annotations. Adding 2-Digit Numbers (10 minutes) 1. Present an addition problem involving two 2-digit numbers (e.g., 34 + 27). 2. Demonstrate how to write the numbers vertically and solve the problem, emphasizing the importance of lining up digits by place value. 3. Ask students to describe the steps and explain the sum of the numbers. 4. Provide additional examples and allow students to practice solving them on their own using the whiteboard annotations. Exit Ticket (5 minutes): Conduct a formative assessment on the board. Include questions that require students to write numbers in addition vertically and solve problems without regrouping. Example question: "What is the sum of 12 + 6?"

 Use the whiteboard to categorize the emotions into positive and negative columns.  Provide examples or scenarios for each emotion to facilitate understanding. 3. Exploring Emotions (10 minutes)  Use the YouTube player to show short video clips depicting different emotions.  Pause after each clip and ask students to identify the emotion being portrayed.  Allow students to share their thoughts and discuss why they think the emotion matches the situation in the clip. 4. Annotation Activity (5 minutes)  Use the annotations tool to share a blank image or slide.  Instruct students to use the writing and drawing tools to create a visual representation of an emotion of their choice.  Encourage students to label and describe their drawings. Formative Assessment: Exit Ticket (5 minutes)  Distribute a quiz form to students with the following questions: 1. What are some positive emotions?  a) Fear and anger  b) Love and joy  c) Grief and humiliation  d) Envy and jealousy  Explanation: Positive emotions include love and joy. 2. Can you list one example of a negative emotion?  Answer: Any valid negative emotion from the lesson (e.g., anger, grief, humiliation). 3. How did you represent an emotion in the annotation activity?  Answer: Allow for creative responses as long as they demonstrate an understanding of emotions.  Collect the quizzes and use them to assess students' understanding of the lesson. Conclusion (5 minutes)  Recap the main points covered in the lesson.  Encourage students to continue exploring and understanding their own emotions.  Provide student rewards such as stickers or small certificates to celebrate their participation and engagement in the lesson. Extension Activities (optional)  Ask students to create a short skit or role-play demonstrating different emotions.  Assign a writing task where students describe a personal experience that evoked a particular emotion.

 Provide a list of picture books that explore emotions, and encourage students to read and discuss them with their families. Reading and Comprehension Lesson Plan Objectives : 1. Read a short passage to gather information. 2. Answer questions based on the passage correctly. Plan : Students will read aloud the story “The School Bully”. They will answer the questions in their books. Evaluation : Correct pupils’ work and provide feedback. Have them make corrections. Vocabulary Lesson Plan: Homographs Grade Level: 3rd Grade Subject: English Language Arts Duration: 40 minutes Learning Objective By the end of this lesson, students will be able to:  Define the term homographs.  List pairs of homographs and state their individual meanings.  Select appropriate homographs to complete sentences. Prior Knowledge Assessment (5 minutes)  Begin the class by asking the students if they have ever heard the term "homographs" before.  Allow a few students to share their understanding of what they think homographs are.  Write down their responses on the whiteboard . Introduction (5 minutes)  Explain to the students that today's lesson is about homographs, which are words that are spelled the same but have different meanings.  Show a short video from YouTube explaining homographs, such as [this one](insert YouTube link).  Encourage students to pay close attention to the video as it will help them understand the concept better. Lesson Plan

 B. Cat and Dog.  C. Sun and Moon.  D. Red and Blue. 3. Fill in the blank: "I saw a ____ on the floor."  A. Tear  B. Bear  C. Tear  D. Wear  Allow the students to complete the quiz individually.  Collect the quizzes and provide immediate feedback. Formative Assessment  The exit ticket quiz will serve as a formative assessment to evaluate the students' understanding of the lesson. Closure (2 minutes)  Review the learning objective with the students and ask if they feel they have met it.  Encourage students to continue practicing identifying and using homographs in their everyday reading and writing. Student Rewards  Provide small rewards or praise to students who actively participate, answer questions correctly, and demonstrate a good understanding of the lesson. Extensions  Encourage students to find additional examples of homographs in their reading materials and share them with the class.  Assign a writing task where students need to create sentences using homographs to demonstrate their understanding.  Provide extra practice worksheets or online activities for students to reinforce their understanding of homographs. Study Skills Lesson Plan

Objective : 1. The student will use a table of contents to find information in a book. Directions Procedure 1. Students will review the Table of Contents on Page 122 in their Can Do Students Book. Explain that books have a page that helps us find what we are looking for in a book. Write Table of Contents across the chalkboard. Have a book available for each student to refer to at this time. 2. Have students look inside their Can Do textbooks to find the table of contents. Have them keep their fingers in their books to mark the place until all students find the table of contents. Explain that a table of contents lists all the Chapters, Units or Sections in the book and the pages on which they can be found. Most books that share information have a table of contents. 3. Ask students to locate topics in their books. 1. What are some of these topics? 2. On what pages can these topics be found? Have students practice choosing a topic, seeing the page on which it is found, and locating the page in the book. It can be very difficult for some students to find the pages. Be available for assistance and be sure that the books your students are using are not too long or too difficult. 4. Go over the four questions found on the Table of Contents page. Check to be sure that students understand the questions and allow students time to complete the work sheet. Circulate around the room to offer assistance, as needed. 5. Assist students in locating books, encyclopedias, and other materials to research animals. Have students look for books that have information about their animals. Next, have students look in the table of contents of each book to determine whether there is information in the book on their research animals. Allow students time to practice using the table of contents. Students may check out books they find that have information about their research animal. Schedule more time in the library for students to research, as needed. Assessment  Check to see that students have completed the Table of Contents page correctly.