Language Arts

Date: October 11 , 2022 (Tuesday)

th

Subject: Language Arts

Class: Infant 1
Time: 10:15 a.m – 11:30 a.m
Duration: 1 Hour 15 min
Number of Students total: 20
Topic: Letter and Sound Recognition
Sub-Topic: Identify letter which represent sounds
References:
 Sounds and Letters Workbook 1 pg. 9, 15, 23, 32, 87
 My B-Z Phonics Pg. 7, 65
 https://4kinderteachers.com/parts-of-a-book/

Previous Knowledge: Students can sing the letters of the Alphabet sound song.
Learning Outcome: LA 1.07 Demonstrate, identify and distinguish basic knowledge of one-to-one
letter-sound which corresponds to /s/, /a/ (short a), /t/, /p/, /i/ (short i) and /n/.

Objectives: Through the use of pictures, realia and videos, students will be able to:
 Identify the objects that starts with letter M.
 Write correctly the capital letter M and small letter m.
 Appreciate the importance of letter M through an activity
called Draw me.
Concepts:
Letter/sound identification is recognizing upper and lower
case letters and identifying appropriate
sounds for each letter symbol.
Skills:
 Displaying emotional intelligence.
 Answering questions
 Demonstrating effective communication skills.
Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.
Materials:
 Video on Letter sounds
 Paper
 Pencil
 Worksheet/ workbook
Linkages:
 Mathematics (Counting number of items in nursery rhyme)
 Expressive Arts (Illustrating pictural images and nursery rhyme)

Introduction:
 Students will sing the ABC song.
 Students will then watch a video of the ABC song and sing along.
Development:
  Teacher will introduce letter “M” starting with the lower case first and then the upper case.
 Students will go on the mat in a circular fashion and await instructions.
 Teacher will present each card one at a time.
 Teacher will say the letter, sound it out and have children repeat 3x.
 Teacher will give an example of what picture goes with the item and have students suggest
another.
 Teacher will then have each child trace the letter in the air, trace it on the mat and trace it on the
board, as well as in their sandbox.
 Teacher will have each child, identify the upper and lower case.
 Presented with a gift box, students will hunt for the upper and lower case letter based on a
picture given.
 Teacher will say the letter once more.
 Students will repeat the letter 3x.
 Teacher will introduce the sight word “See”
 Students will repeat sight word 3x.
Closure: Randomly selected, students will state given letter, sound it out and give an example.
Differentiation: In two groups,
Group 1: Students will write Upper and Lower case letter “Mm” and draw an example that goes with it.
Group 2: Students will write Upper and Lower Case letter “Mm” and draw two examples that goes with
it.
Conclusion: Students will sing the ABC song once more and complete a worksheet on the new letter.
Extended Activity: Students will be tasked to find five items within their homes that goes with the
specific letter addressed in class.
Lesson Reflection:
Teacher’s Strengths: Teacher was able to display charts, flashcards, pictures and a video
presentation on letter m. Teacher was able to sing the songs to her students as well as show them the
connection of the letter m sound to when feeling yummy for the tummy.

Teacher’s Weaknesses: Teacher needed to have had some of her students pick out the letter m out
of a box so that they can feel and see the upper and lower case independently.

Students’ Strengths: Students were able to sing along to the letter m song, share pictures of what
starts with the letter m sound as well as repeat the sound multiple times.

Students’ Weaknesses: Some students still have a few difficulty writing their name on their
worksheets as well as colouring inside the lines.

Suggestions for Improvements: Teacher plans on emphasizing the importance of colouring inside
the lines as well as having specific students write their names as an activity inside the classroom and at
home.

Date: October 12th , 2022 (Wednesday)

Subject: Language Arts
Class: Infant 1
Time: 10:15 a.m – 11:30 a.m
Duration: 1 Hour 15 min
Number of Students total: 20
Topic: Letter and Sound Recognition
Sub-Topic: Identify letter which represent sounds
References:
 Sounds and Letters Workbook 1 pg. 9, 15, 23, 32, 87
 My B-Z Phonics Pg. 7, 65
 https://4kinderteachers.com/parts-of-a-book/

Previous Knowledge: Students can sing the letters of the Alphabet sound song.
Learning Outcome: LA 1.07 Demonstrate, identify and distinguish basic knowledge of one-to-one
letter-sound which corresponds to /s/, /a/ (short a), /t/, /p/, /i/ (short i) and /n/.

Objectives: Through the use of pictures and items, as well as specific letters, students will be able to:
 Identify the letter
 Produce the correct sound of the letter.
 Match the picture to the corresponding letter.
Concepts:
Letter/sound identification is recognizing upper and
lower case letters and identifying appropriate sounds for
each letter symbol.
Skills:
 Displaying emotional intelligence.
 Answering questions
 Demonstrating effective communication skills.
Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.
Materials:
 Video on Letter sounds
 Paper
 Pencil
 Worksheet/ workbook
Linkages:
 Mathematics (Counting number of items in nursery rhyme)
 Expressive Arts (Illustrating pictural images and nursery rhyme)

Introduction:
 Students will sing the ABC song.
 Students will be given random flashcards of the alphabet letters and tasked to arrange themselves
from A – Z.
Development:
 Teacher will then play a game of “ I Spy” for example Mm: I spy an aminal that goes “Ooh ooh
Ahh Ahh” (Monkey).
 Students will then watch a video on alphabet sound song.
 Students will list the letters that they are aware of.
 Students will then be displayed pictures beginning with letter “Mm”.
  Students will say the letter, trace the letter in the air and write it in their books.
 Students will give an example of what starts with the letter “Mm”.
 Students will listen to teacher, as she reads a story on letter “Mm”.
 Students will then be tasked to write letter “Mm” in their exercise book five times.
 Teacher will provide playdough for students to form the letter “Mm”.
 Teacher will do a quick quiz with students
 Teacher will present a couple pictures and task students to identify the ones that starts with letter
“Mm”.
 Teacher will pick random students to say the sound of the letter “Mm”.
 Teacher will share sight word of the week, “See”.
 Students will repeat sight word 3x.
Closure: Randomly selected, student will state the letter, sound it out and give an example.
Differentiation: In two groups,
Group 1: Students will write letter “Mm” and draw an example that goes with it.
Group 2: Students will write letter “Mm” and draw three examples that go with it.
Conclusion: Students will sing the ABC song once more and complete a worksheet on letter “Mm”.
Extended Activity: Students will be tasked to find five items within their homes that go with the
specific letter addressed in class.
Lesson Reflection:
Teacher’s Strengths: Teacher was able to display the letters of the alphabets to the students, sing
along to the alphabet sound song as well as letter m sound. Teacher was able to distribute and explain to
students, how they should complete their worksheet as well as the weekly sight word.

Teacher’s Weaknesses: Teacher needed to have made a large poster of the sight word so that as
the children see the word, they can read the word.

Students’ Strengths: Students were able to identify the letter m, produce the correct sound of the
letter as well as matching the picture that goes with the correct letter m.

Students’ Weaknesses: Some students had a bit of trouble recalling the sight word of the week and
identifying the sight word.

Suggestions for Improvements: Teacher plans on enlarging each sight word of the week and
place them in different areas of the classroom, so that the students always see them and recall the
word.

Date: October 13th, 2022 (Thursday)

Subject: Language Arts
Class: Infant 1
Time: 10:15 a.m – 11:30 a.m
Duration: 1 Hour 15 min
Number of Students total: 20
Topic: Letter and Sound Recognition
Sub-Topic: Identify letter which represent sounds
References:
 Sounds and Letters Workbook 1 pg. 9, 15, 23, 32, 87
 My B-Z Phonics Pg. 7, 65
 https://4kinderteachers.com/parts-of-a-book/

Previous Knowledge: Students can sing the letters of the Alphabet sound song.
Learning Outcome: LA 1.07 Demonstrate, identify and distinguish basic knowledge of one-to-one
letter-sound which corresponds to /s/, /a/ (short a), /t/, /p/, /i/ (short i) and /n/.

Objectives: Through the use of pictures and items, as well as specific letters, students will be able to:
 Identify the letter
 Produce the correct sound of each letter.
 Match the picture to the corresponding letter.
Concepts:
Letter/sound identification is recognizing upper and
lower case letters and identifying appropriate sounds
for each letter symbol.
Skills:
 Displaying emotional intelligence.
 Answering questions
 Demonstrating effective communication skills.
Attitudes:
 Respect each other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.
Materials:
 Video on Letter sounds
 Paper
 Pencil
 Worksheet/ workbook
Linkages:
 Mathematics (Counting number of items in nursery rhyme)
 Expressive Arts (Illustrating pictural images and nursery rhyme)

Introduction:
 Students will sing the ABC sound song.
 Students will be given random flashcards of the alphabet letters and tasked to arrange themselves
from A – Z.
Development:
 Teacher will then play a game of “ Guess the Sound” for example Mm - Monkey.
 Students will then watch a video on alphabet sound song.
 Teacher will then present a video on letter “Mm”.
 Students will repeat the name of the letter and sound 3x.
 Students will then be displayed pictures beginning with letter “Mm”.
  Students will say the letter, trace the letter in the air and write it in their books.
 Students will form the letter using their playdough.
 Students will write the letter using their sand box.
 Teacher will sing a jingle so that students can remember the letter as well as its sound.
 Students will sing along.
 Randomly selected, students will give a name that they know of that starts with the letter.
 Students will give an example of what starts with the letter “Mm”.
 Students will listen to teacher, as she reads a story on letter “Mm”.
 Students will then be tasked to write letter “Mm” in their exercise book ten times.
 Students will sharing the sight word for the week.
 Students will repeat sight word “See” three times.
Closure: Randomly selected, student will state the letter, sound it out and give an example.
Differentiation: In two groups,
Group 1: Students will write the letter “Mm” and draw an example that goes with it.
Group 2: Students will write the letter “Mm” and draw three examples that goes with it.
Conclusion: Students will sing the ABC song once more and complete a worksheet on letter “Mm”.
Extended Activity: Students will be tasked to find five items within their homes that go with the
specific letter addressed in class.
Lesson Reflection:
Teacher’s Strengths: Teacher was able to display a video presentation of the letter m to the
classroom, as well as read the story that goes with the letter.

Teacher’s Weaknesses: Teacher needed to have had the story enlarge so that students can be
tasked to circle the letter of the week from within the story.

Students’ Strengths: Students were able to produce the sound of the letter m as well as trace and
color pictures that goes with the letter m sound.

Students’ Weaknesses: Some students had a bit of trouble when it came for them to write the letter
m on their own in their exercise books.

Suggestions for Improvements: Teacher plans on writing the letter in their books once as a
reminder of its formation and have them individually write it for her once before they go on their
own and write it without assistance.

Date: October 14th, 2022 (Friday)

Subject: Language Arts
Class: Infant 1
Time: 10:15 a.m – 11:30 a.m
Duration: 1 Hour 15 min
Number of Students total: 20
Topic: Letter and Sound Recognition
Sub-Topic: Identify letter which represent sounds

Belizean Studies
Date: October 12 , 2022
th
(Wednesday)
Subject: Belizean Studies
Class: Infant 1
Time: 1:05 p.m. – 1:50 p.m.
 Duration: 45 Minutes
Number of Students total: 20
Topic: The World/ Our Home
Sub-Topic: Getting To Know Your Area
References:
 My First Atlas of Belize pg 6, 7,8
 Belizean Travel Colouring Book
 Elders from community, Village council members, city councillors to interact with students
about history/interesting facts/name origins etc of their location.
Previous Knowledge: Students have seen the map of Belize inside the classroom.
Learning Outcome: BS 1.1 Investigate and discuss Belize’s location on a globe and on a map.
Objectives:
Through the use of a video of the world map and the map of Belize, Students will be able to:
 Draw rough lines of highways on a given map of Belize.
 Match name to their given cities and towns to their locations on a map of Belize.
 Recall the six districts by name.
Concepts:
 Located on the eastern coast of the Caribbean nation, Belize District shares
borders with Corozal to the north, Stann Creek District to the South, Orange
Walk District and Cayo District to the west, and the Caribbean Sea to the
east.
 Belize District has an area of 4,310 km2 and a population of 110,644,
making it the most populated district in Belize. 
 Belize City is the capital, and its population density grants it ten of the 13
political divisions in the district: Albert, Caribbean Shores, Collet, Fort
George, Freetown, Lake Independence, Mesopotamia, Pickstock, Port
Loyola, and Queen’s Square. 
 The remaining three–Belize Rural North, Belize Rural Central, and Belize
Rural South–consist of islands outside the city limits. 
 Also part of Belize District is several islands, such as Ambergris Caye,
Caye Caulker, Turneffe Atoll, St. George’s Cay, Caye Chapel, English
Caye, and Goff’s Caye. 
Skills:
 Listening actively
 Carrying out instructions
 Drawing and conceptualizing basic shapes.

Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.

Materials:
 Video on Map of Belize
 Paper
 Pencil
 Worksheet

Linkages:
 Health/wellness: Being safe under the sun; considerations in clothing choices when on the beach,
during cold months etc.
 Language : Stories, Song and poetry about the Sun and Moon, NSWE.

Introduction:
 Teacher and students will play a game of pass the ball.
 Students will name, where they live or visited or a place they like.
 Teacher will then share a video on saying Hello around the world.

Development:
 Teacher will present a globe to the class.
 Students will be tasked to share what they know about a globe.
 Students will point out the oceans .
 Teacher will then point out the country Belize on the globe.
 Students will then do the same and point out the country Belize on the globe.
 Teacher will explain that a globe is round and has all the countries and islands on it.
 Teacher will then display a picture of a map.
 Students will state what they know about maps.
 Teacher will explain the uses of maps and its importance.
 Students will watch a short clip of “Dora the Explorer”.
 Students will share what she used to help her find her way.
 Teacher and students will create a map of their own.
 Teacher will explain about using legends/ key as well as symbols to help lead the way.

Closure: A volunteer will share the difference between a globe and a map
Conclusion: Students will complete a given worksheet on a map.
Extended Activity: Students will create a treasure map for them to follow and find the treasure..
Lesson Reflection:
Teacher’s Strengths: Teacher was able to display the map and globe inside the classroom. Teacher
was able to share the importance of maps and present the video of Dora using the map.

Teacher’s Weaknesses: Teacher needed to have had students utilize their individual maps as a
form of segue for connectivity.

Students’ Strengths: Students were able to share the difference between a globe and a map.
Students were able to draw rough lines for the highway on a map, match names to the districts.

Students’ Weaknesses: Some students had difficulty recalling the six districts name.

Suggestions for Improvements: Teacher plans on creating a recollective game of the six districts,
so that students can recall and play at home as well.

Spanish
Date: October 11 , 2022 (Tuesday)
th

Subject: Spanish
Class: Infant 1
Time: 1:50 p.m. – 2:30 p.m.
Duration: 40 Minutes
Number of Students total: 20
Topic: Introduction
Sub-Topic: Tener to mean “ To Have”
References:
 Counting In Spanish 1-10 | Jack Hartmann
 Numbers 1 to 10 in Spanish
Previous Knowledge: Students can introduce themselves in spanish.
Learning Outcome: Simulate simple conversation responding orally to questions about self-using
short phrases.
Objectives:
Through the use of a video presentation, charts and pictures, Students will be able to:
 Communicate with basic phrases in Spanish
 Interpret simple phrases in Spanish
 Converse with proper intonation when asking or responding to basic questions.
Concepts:
 Using Tener To Mean ‘To Have'
 Most of the time, tener is used in much the same way as
"to have" is in English.
 Depending on the context, it can also be translated
using synonyms such as "to possess" and "to own":
 Tengo tres hijos. (I have three children.)
The question How old are you? In Spanish is
 ¿Cuántos años tienes?

Skills:
 Listening actively
 Carrying out instructions
 Drawing and conceptualizing basic words

Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.

Materials:
 Video on Communicating in Spanish
 Paper
 Pencil
 Worksheet

Linkages:
 Health/wellness: Emotions
 Math: Number Recognition

Introduction:
 Teacher and students will introduce themselves to the class.
 Teacher will then play a video on introducing oneself in Spanish.
Development:
 Teacher will Practice repeating pronunciation for numbers 1 to 7.
 Teacher will explain that these numbers can be used to represent age.
  Teacher will explain that to find out how old someone is the phrase in Spanish is used.
¿Cuántos años tienes?
 Students and teacher will read each word in the phrase carefully.
 Teacher will encourage students to repeat.
 Students will clap and read the phrase.
 Students will clap and read the phrase one more time.
 Teacher will explain once again that the phrase is used when you ask the question, How old are
you?
 Teacher will share with students that the response is not only stating cinco, sies, etc.
Instead, the phrase is used. Tengo _____años.
 Teacher will explain that using the number that represent their age goes on the line. For example,
Tengo cinco años.
 Teacher will engage students in multiple practice by having them responding to the question
¿Cuántos años tienes?

Closure: A volunteer will share what they learned from the lesson.
Conclusion: Students will be tasked to count from 1 to 7 in Spanish with correct pronouncing as well as
introducing themselves.
Extended Activity: Students will create a poster sharing when they are hungry, thirsty, happy and sad.
Lesson Reflection:
Teacher’s Strengths: Teacher was able to present a video on counting in Spanish from 1 to 7.
Teacher was able to have children sing along to the counting song as well as having them display their
numbers using their fingers as connection.

Teacher’s Weaknesses: Teacher needed to have had them use their number cards as additional
support for them to recall the numbers in both English and Spanish.

Students’ Strengths: Students were able to sing along to the number song and interpret little
phrases. Students were able to have small conversations with teacher in Spanish using numbers as their
basis.

Students’ Weaknesses: Some students had used the “kitchen Spanish” when dialoguing with the
teacher and had to be corrected.

Suggestions for Improvements: Teacher plans on obtaining the correct vocabulary and formation
“grammatically correct” when conversing with students in Spanish.

Physical Education
Date: October 13 , 2022 (Thursday)
th

Subject: Physical Education

Class: Infant 1
Time: 1:05 p.m. – 1:50 p.m.
Duration: 45 Minutes
Number of Students total: 20
Topic: Body Skills and Fitness
Sub-Topic: Movement and Balance
References:
 Physical Education Safety Guidelines, K-12 - Prince Edward Island. (n.d.). Retrieved August 15,
2022, from http://www.gov.pe.ca/photos/original/eecd_phyeduguid.pdf
Previous Knowledge: Students can move their body parts.
Learning Outcome: PE 1.2 Move from place to place, forward, sideways and backwards, by rolling,
galloping, skipping, sliding and leaping.
Objectives: Through the use of a video on movement and balance, activities on movement and balance,
Students will be able to:
 Demonstrate the use of hand and eye coordination.
 Move to a rhythm
 Value the importance of responding to instruction
Concepts:
Hand-eye coordination, or eye-hand coordination, is the ability to do activities that require the
simultaneous use of our hands and eyes, like an activity that uses the
information our eyes perceive (visual spatial perception) to guide our
hands to carry out a movement Sliding is a sideways movement where the
lead foot takes one step to the side, followed by the other foot stepping
next to it closely, without it crossing over the leading foot. Both feet are
kept close to the ground with the lead foot always on the side of the
direction of travel.
Skills:
 Listening actively
 Carrying out instructions
 Drawing and conceptualizing basic shapes.
Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.
Materials:
 Video on Movement
 Paper
 Pencil
 Worksheets
Linkages:
 Health/wellness: Emotions
 Language : Speaking

Introduction:
 Teacher and students will sing and do actions to the song, “ The Wheel On The Bus”.
 Teacher will explain that each child will need ample space to do their actions and movements.
Development:
 Teacher will then share the importance of why we need to move and have great balance.
 Students will stand one arm length away.
 Students will be instructed to engage in a warm-up activity such as: Stretching, twisting,
bending. Walking in place.
 Teacher will use a whistle to tell students when to start or stop from doing an activity.
 Teacher will demonstrate standing straight.
 Teacher will demonstrate moving to the left on step and returning to the original position.
 Students will practice by repeating the teacher.
 Students will follow teacher moving to the left one step and returning to their original position.
  Teacher will explain the importance of following signals.
 Teacher will blow whistle and by raising the left hand, count to ten.
 Students will proceed to move one step to the left and return to their original position.
 Students will pause for one minute and repeat the same to the right.
 Teacher will demonstrate how to glide left and the right.
 Teacher will demonstrate students follow.
 Students will glide left and glide right in unison.
 Teacher will monitor and support.
 Students and teacher will play a low rhythm and blow a whistle for this next activity.
 Students will slide right and return to their position and slide left and return to their position.
 Students will have their hands held out to the side, then moved in the motion of the slide.
 After 5 minutes, students will repeat the cool down activities.

Closure: A volunteer will share the importance of why we need to learn to balance and move.
Conclusion: Students will complete the day’s activity by singing and doing the actions to the song, “ If
You’re Happy and You Know It”.
Extended Activity: Students will create a treasure map for them to follow and find the treasure..
Lesson Reflection:
Teacher’s Strengths: Teacher was able to sing songs, actively move along with students as well as
share the importance of movement and exercise.

Teacher’s Weaknesses: Teacher needed to have shared with students that movement and exercise
help us as individuals in many ways other than losing weight.

Students’ Strengths: Students were able to sing along, play along and move along to different
activities given inside the classroom.

Students’ Weaknesses: Some students still had difficulty listening to instructions and following
along collectively.

Suggestions for Improvements: Teacher plans on emphasizing the importance of being, “a team
player” when it comes to activities inside and outside the classroom.

Expressive Arts
Date: October 13 , 2022 (Thursday)
th

Subject: Expressive Arts

Class: Infant 1
Time: 1:50 p.m. – 2:30 p.m.
Duration: 40 Minutes
Number of Students total: 20
Topic: Color
Sub-Topic: Color A Picture
References:
 Sesame Street Primary Colors Video – http://www.youtube.com/watch?v=yu44JRTIxSQ
 Art Time with Kirkland Smith https://youtube.com/watch?v=7thSVWQhWWU&feature=share
Oehrlein, M. (2021, August 13). The importance of color in art. New Elements Gallery.
 https://newelementsgallery.com/the-importance-of-color-in-art/
Previous Knowledge: Students can share a few colors.
Learning Outcome: EA 1.2 Color a line drawing using color pencils, crayons, and/ or markers.
Objectives: Through the use of a video, flashcards, and pictures, students will be able to:
 Recreate a story scene using lines.
 Color pictures inside the lines.
 Appreciate the use of art in everyday life.
Concepts:
 A line is a mark that moves from one place to another. The eye
follows a line. Lines can be long, short, straight, wavy, zig-zag,
thick or thin.
 Color in art works can evoke a mood or create a response in the
viewer. We must always know when to use our colors.
Skills:
 Listening actively
 Carrying out instructions
 Drawing and conceptualizing basic shapes.

Attitudes:
 Respect other’s opinion while in sessions.
 Appreciate others’ work.
 Share ideas with an open-minded mentality.
Materials:
 Video on Colors
 Paper
 Pencil
 Worksheet
Linkages:
 Health/wellness: Emotion
 Language : Storytelling.

Introduction:
 Teacher and students will watch the show, “Sesame Street: Ok Go-The Three Primary Colors”
video.
 Students will list the different secondary colors that were created by mixing two primary colors.
 Teacher will show Mondrian’s Composition in Red, Blue, and Yellow.
 Students will share what colors were noticed in Mondrian’s artwork, which colors from the video
are missing from Mondrian’s work, what shapes noticed in Mondrian’s work and design.
Development:
 Teacher will introduce the project with a pre-made example and state the objectives.
 Teacher will discuss how Mondrian used line within his paintings and will demonstrate how to
arrange the 1” black construction paper strips to form squares and rectangles on their white
12”x18” paper.
 Teacher will explain that the 1” black construction paper strips should only be used vertically or
horizontally, not diagonally. Some of the strips should be placed parallel and perpendicular to
one another.
 Students will then alter the length of the strips as long as both ends connect either to another strip
or the edge of the paper.
  Students will receive one piece of white 12”x18” drawing paper and five 1” black construction
paper strips before returning to their seats.
 Pre-poured paint palettes, brushes, water, and glue will be on each table.
 Students will create squares and rectangles as they arrange their 1” black strips on the 12”x18”
white paper.
 Teacher will ensure that students use the strips only vertically or horizontally.
 After receiving teacher approval, students will glue each of their black strips to the 12”x18”
white paper.
 Teacher will review how to mix two primary colors to create a secondary color as students glue
the black strips.
 Students will paint three of their squares with two primary colors of their choice as soon as the
strips are secured.
 Students will then mix their two primary colors to create a secondary color.
 Students will paint two squares using their secondary color.
 Students will place their work on the drying rack and will return materials to the appropriate
area.
Closure: A volunteer will share the different colors learned in the lesson.
Conclusion: Students will complete a given worksheet on a watercolour activity listing all the colors
used to create the crown.
Extended Activity: Students will complete in their books, the three primary colors and the three
secondary colors. Students will also compare and contrast their work to that of Mondrian.
Lesson Reflection:
Teacher’s Strengths: Teacher was able to provide materials and explain step by step what students
would do for the day and why we do it in that fashion.
Teacher’s Weaknesses: Teacher needed to have assisted those who were struggling, or have
another student to assist their pair.
Students’ Strengths: Students were able to actively be involved in the class session and share why
they enjoyed doing the class activity.
Students’ Weaknesses: Some students had a bit of difficulty executing the class activity.
Suggestions for Improvements: Teacher plans on having students do complicated yet easy
activities as a group or in pairs so that they feel included and not lost.

Monday October 10th, 2022: National and Bank Holiday

Tuesday
Subject Area: Mathematics
Date: October 11th , 2022
Class Level: Infant 1
Time: 10:00-10:45
Topic: Numbers
Sub Topic: Numeral 3
Learning Outcomes:
❖ MA 1.08 Write the numeric symbols for numbers from 0 to 10
Curricular Linkages:
❖ Language Arts- state the number (singular or plural)
❖ Science- identifying and classifying
❖ Arts and Craft: drawing
Materials:
 concept charts, pictures, pen, pencil, worksheet, markers, flash cards, typing sheet, ruler, textbook,
realia, counting blocks, abacus, bottle stoppers, play dough,, plastic bottles, number cards, numeral
cards,

References:
● BRC Math year 1 Revised edition 2017
● https://www.youtube.com/watch?v=yuHFOuopiKQ

Previous Knowledge:
❖ Children can identify numeral 2

Objectives: Through the use of concept chart, videos and a variety of objects as well as chants and
rhymes children will be able to:
a. Respect one another while engaged in discussion .
b. Write the numeric symbols for numeral 3.
c. Identify and represent the numeral 3 by using different objects getting at least ⅘ correct.

Lesson Content:
1. A numerical symbol represents a
number and a quantity.

2. Numerical symbols represent the

relationship between two quantities.

3. Each numerical symbol is unique and

follows a set pattern.

Hook:
The children will recite the rhyme two little dickie birds.

Suggested Teaching Learning Strategies and Activities:

❖ The children will play a game to hunt for three balls in the classroom.
❖ The teacher will then ask them to count how many did they find ( three)
❖ The teacher will show three items and children will count out loud.
❖ The children will recite a nursery rhyme on number three.
❖ Using realia children will represent number three.
❖ Children will use playdough to form numeral 3.
❖ Children will use metallic letters to form the name of number three.
Closure:
Children will play the game “ Paddle my canoe” when the teacher
says the canoe is sinking they will be tasked to find one to three
objects.

Conclusion:
Children will create a number three art and craft ( see picture
below)

Evaluation:
 Teacher’s Strength: Teacher was able to have realia for students to identify the number three, the
quantity of three as well as videos to help them say the number and spell the number.

Teacher’s Weaknesses: Teacher needed to have had their sandbox ready when time to form the number
three as well as have them spell the number individually.

Student’s Strength: Students were able to play games, sing songs and actively be engaged in class
activities provided by teacher.

Student’s Weaknesses: Some students had a bit of difficulty spelling the number three by themselves.

Suggested Improvements: Teacher plans on making sure that all activities are well prepared for in
advance of each lessons and execute on a timely fashion.

Wednesday
Subject Area: Mathematics
Date: October 12th, 2022
Class Level: Infant 1
Time: 10:00-10:45
Topic: Numbers
Sub Topic: Numeral 3
Learning Outcomes:
❖ MA 1.08 Write the numeric symbols for numbers from 0 to 10
Curricular Linkages:
❖ Language Arts- state the number (singular or plural)
❖ Science- identifying and classifying
❖ Arts and Craft: drawing
Materials:
concept charts, pictures, pen, pencil, worksheet, markers, flash cards, typing sheet, ruler, textbook,
realia, counting blocks, abacus, bottle stoppers, play dough,, plastic bottles, number cards, numeral
cards,
 References:
● BRC Math year 1 Revised edition 2017
● https://www.youtube.com/watch?v=gIlqG3s6XN4

Previous Knowledge:
❖ Children can identify numeral 3

Objectives: Through the use of concept chart, videos and a variety of objects as well as chants and
rhymes children will be able to:
 Respect one another while engaged in discussion .
 Write the numeric symbols for numeral 3.
 Identify and represent the numeral 3 by using different objects getting at least ⅘ correct.

Lesson Content:
1. A numerical symbol represents a
number and a quantity.

2. Numerical symbols represent the

relationship between two quantities.

3. Each numerical symbol is unique and

follows a set pattern.

Hook:
The children will sing the number three rhyme.

Suggested Teaching Learning Strategies and Activities:

❖ The children will play a game to hunt for pictures hidden that show three .
❖ The teacher will then ask them to share the picture they found and to count the
objects shown.
❖ The teacher will show three items and children will count out loud.
❖ The children will then play a fishing game whereby they will fish all items
showing number and numeral three.
❖ Children will play a matching game whereby one child will be given a string with a picture showing a
numeral three and the other a picture showing two items. They will match each other .
❖ Children will use the sandbox to form numeral 3
❖ Children will trace number three using transparencies.
Closure:
Children will be presented with two baskets where by in one they will need to play three objects and in
another one they will need to place 1 or 2 object
Conclusion:
Children will be given a worksheet whereby they will trace numeral two and write under each picture
1,2 or 3.
Evaluation:

Teacher’s Strength: Teacher was able to introduce the number three, spell the number three and
providing videos on the number and saying the number.
 Teacher’s Weaknesses: Teacher needed to have reminded students how to write the number in the air
as well as on their table to view it individually.

Student’s Strength: Students were able to sing the number three song and they were actively
involved. Students found the number three using covers, blocks and other realia the teacher provided.

Student’s Weaknesses: Some students had trouble spelling the number three.

Suggested Improvements: Teacher plans on repeating the spelling of number three multiple times to
have students recall and have them say the spelling on their own.

Thursday
Subject Area: Mathematics
Date: October 14,2022
Class Level: Infant 1
Time: 10:00-11:00 a.m.
Topic: Numbers A
Sub Topic: Numeral 4
Learning Outcomes:
❖ MA 1.9 Write the numeric symbols for numbers from 0 to 10
Curricular Linkages:
❖ Language Arts: state the number (singular or plural)
❖ Science- identifying and classifying
❖ Arts and Craft: drawing
Materials:
concept charts, pictures, pen, pencil, worksheet, markers, flash cards, typing sheet, ruler, textbook,
realia, counting blocks, abacus, bottle stoppers, play dough,, plastic bottles, number cards, numeral
cards,
References:
● My Bz Math Infant 1
● I Can Show the Number 4 in Many Ways | Number Recognition | Jack Hartmann. (n.d.). YouTube.
● Caribbean Primary Math

Previous Knowledge:
❖ Children can count from 1 to 10

Objectives: Through the use of concept chart, videos and a variety of objects as well as chants and
rhymes children will be able to:
 Respect one another while engaged in discussion .
 Write the numeric symbols for numeral 4.
 Identify and represent the numeral 4 by using different objects getting at least ⅘ correct.

Lesson Content:
Hook:
Children will play the game “rabbit, rabbit find a home”

Suggested Teaching Learning Strategies and

Activities:
❖ Children will use their hand craft to show four fingers.
❖ The teacher will show four items and children will count
out loud.
❖ The children will recite a nursery rhyme on number four
❖ Children will be tasked to find 4 items.
❖ Children will use several objects to represent numeral
four
❖ Children will be given the face of a flower and they will
draw four petals.
❖ Teacher will demonstrate how to write numeral four.
❖ Children will trace the number 4 on flour and sand.
❖ Children will use finger paint to draw the number 4

Closure:
Children will then form and count sets up to 4
Conclusion:
Children will do an art in craft of number 4

Evaluation:
Due to co-worker not present lesson will be referred to the following week.

Friday

Teachers: Mrs. Maria Pop

Subject: Mathematics
Class: Infant 1

Date: October 13th, 2022

Duration: 45 minutes

Unit Theme: (Number and Number Operations)

Topic: Numbers

Sub-Topic: numbers 1 and 2 and 3

Objectives: Given a handout children will be able to successfully complete the assessment getting at
least 9/10 correct.

Day 1: Devotion by class level

Day 2

Subject: Religion
Class: Infant I
Date: October 11, 2022
Duration: 30 minutes
Unit Theme: God’s World is good
sub -Topic: We look at God’s world
Curricular Linkages:
Arts and Craft: shapes
Language Arts: developing vocabulary
 Materials: chart, song, video, markers, white glue, coloured paper, cotton,
Skills: drawing, speaking, matching
Attitudes: respect for and, appreciation for others
References:
❖ A God Loves us Page T42
Previous Knowledge:
Children can retell stories that they have heard in class.
Objectives: Through the use of a video and a story book children will be able to:
A. Practice good listening skills while listening to a story.
❖ Orally state that God made the world.
❖ Be grateful for everything God made and what he made was good.
❖ Respect one another while listening to the story.
Content:
Each thing God made is good, each thing they see in nature is a gift from God , God placed the gift in
the world for us to enjoy.
Hook/ Introduction:
Children will be taken for a nature walk
Procedures:
a. During the nature walk the teacher will encourage children to comment on what they see pointing out
things that might escape their notice.
b. Each child will be asked to take back to the classroom one object from nature he or she found.
c. Each child will be tasked to share their item they brought from outside.
Closure/culmination: ( 8 min)
Teachers will guide children do the gestures and reciting Psalm 33:5
Assessment Strategy: children will draw their favorite gift God gave them
Teacher Strength:
The teacher used a variety of strategies to make the lesson more interactive and to give all types of
learners the opportunity to grasp the concept. The teacher also was able to manage time better, Overall,
the teacher was able to meet all the objectives.

Teacher Weakness:
The teacher had slight internet connection issues, the speaker was not working properly, the children at
the beginning of the lesson were not able to hear the video clearly, therefore the teacher had to play the
video several times. Some children talked out of turn and did not wait until the teacher called their
names.
Student Strength:
The students were very cooperative and engaged in discussion, they were also prepared with the
materials to be engaged during the lesson, they were also able to answer questions and were also able to
complete activity with 100 percent accuracy.
Student Weakness:
Few children were talking out of turn, two children did not have materials in order to participate and
some relied on teachers' assistance in order to answer questions.
Recommendations:
Teacher will continue working on time management.
Teacher will continue working with classroom management. Teacher will use activities that require
short time spans.

Day 3

Subject: Religion
Class: Infant I
Date: October 13, 2022
Duration: 30 minutes
Unit Theme: God’s world is good.
sub -Topic: We care for the world God made.
Curricular Linkages:
Arts and Craft: shapes
Language Arts: developing vocabulary
Materials: chart, song, video, markers, white glue, coloured paper, cotton,
Skills: drawing, speaking, matching
 Attitudes: respect for and, appreciation for others
References:
❖ A God Loves us Page T30
Previous Knowledge:
Children can state that what God made is good.
Objectives: Through the use of a video and a Bible children will be able to:
❖ Realize and see God’s goodness in everything in the world.
❖ Desire to take care of the world
❖ Orally retell the story of the world’s creation.
❖ Respect one another while listening to the story.
Content:
In the beginning there was no earth or sky or sea or animals. And then God spoke in the darkness: "Let
there be light!" And right away there was light, scattering the darkness and showing the infinite space.
"That's good!" said God. "From now on, when it's dark it will be 'night' and when it's light, it will be
'day'."
The evening came and the night passed and then the light returned. That was the first day.
On the second day, God made the earth and over it He carefully hung a vast blue sky. He stood back
and admired His creation. "That's good too!" said God and the second day was over.
The next morning God looked around and thought, "The earth needs to be a bit more organized." So,
He put all the water in one place and all the dry land in another. When He had finished that, God made
plants to cover the land. Dandelions and daffodils appeared. All sorts of trees and grasses began to
grow. "It's looking great," said God and that was the end of the third day.
On the fourth day, God looked around and thought, "The daylight still needs a bit more work and the
night is just too dark." So, He made the sun to light the sky during the day and the moon and stars to
add a bit of sparkle to the night. He hung them in the sky and stepped back to look at his work. "This is
coming along very well," said God.
The next day, God turned his attention to the water he had collected in the oceans. "I want these waters
teeming with life!" As soon as He said it, it was so. In no time, there were millions of small fish darting
through the shallow water and huge fish swimming in the ocean. God made birds, too. He sent them
soaring through the air. "Ahh, that IS good!" said God. The dusk fell over the water and the sky grew
dark and that was the end of the fifth day.
On the sixth day, God added creatures to the land. He made lions and tigers and bears. He made rabbits
and sheep and cows. He added everything from ants to zebras to the land. But He still felt something
was missing. So God added Mankind to enjoy and take care of all that He had created. God looked
around and was happy with all He had made.
After six days, the whole universe was completed. On the seventh day God had a nice long rest and
enjoyed looking at all He had made.

Hook/ Introduction:
Children will view the creation story.
Procedures:
❖ The children and teacher will discuss the creation story and children will answer questions orally
❖ Children will be placed in groups of four and they will re-enact the creation story using cut outs.
❖ Children will be invited to view a video on people caring for the world, for example planting trees etc..
the teacher will have a discussion with children on how they can take care of God’s gifts to us.

Closure/culmination: ( 8 min)
Children will color the story of the creation.
Assessment Strategy: Children will display their worksheet
Teacher Strength:
The teacher used a variety of strategies to make the lesson more interactive and to give all types of
learners the opportunity to grasp the concept. The teacher also was able to manage time better, Overall,
the teacher was able to meet all the objectives.
Teacher Weakness:
The teacher had slight internet connection issues, the speaker was not working properly, the children at
the beginning of the lesson were not able to hear the video clearly, therefore the teacher had to play the
video several times. Some children talked out of turn and did not wait until the teacher called their
names.
Student Strength:
The students were very cooperative and engaged in discussion, they were also prepared with the
materials to be engaged during the lesson, they were also able to answer questions and were also able to
complete activity with 100 percent accuracy.
Student Weakness:
Few children were talking out of turn, two children did not have materials in order to participate and
some relied on teachers assistance in order to answer questions.
Recommendations:
Teacher will continue working on time management.
Teacher will continue working with classroom management. Teacher will use activities that require
short time spans.

Day 4

Subject: Religion
Class: Infant I
Date: October 14, 2022
Duration: 30 minutes
Unit Theme: God’s world is Good
sub -Topic: Noah’s Story
Curricular Linkages:
Arts and Craft: shapes
Language Arts: developing vocabulary
Materials: chart, song, video, markers, white glue, coloured paper, cotton,
Skills: drawing, speaking, matching
Attitudes: respect for and, appreciation for others
 References:
❖ A God Loves us Page T47
Previous Knowledge:
Children can retell stories that they have heard in class.
Objectives: Through the use of a a video and a story book of Noah’s children will be able to:
❖ A. Practice good listening skills while listening to a story.
❖ Respect one another while listening to the story.
❖ Become familiar with the story of Jonah and answer questions getting at least ⅘ correct.
Content:
https://www.dltk-kids.com/bible/genesis/chapter6-cv.htm
https://www.youtube.com/watch?v=QAsfOcGjgoM

Hook/ Introduction:
Children will watch a video on the story of Noah’s Ark
Procedures:
❖ Children and teacher will talk about the story, the children will share what they liked
about the story and what was their favorite part.
❖ The teacher will remind the children that the Bible tell of God’s Love.
❖ Children will be guided to talk about the symbol of the rainbow.

Closure/culmination: ( 8 min)
Children will create and art and craft about the story

Assessment Strategy: children will display their craft.

Teacher Strength:
The teacher used a variety of strategies to make the lesson more interactive and to give all types of
learners the opportunity to grasp the concept. The teacher also was able to manage time better, Overall,
the teacher was able to meet all the objectives.
Teacher Weakness:
The teacher had slight internet connection issues, the speaker was not working properly, the children at
the beginning of the lesson were not able to hear the video clearly, therefore the teacher had to play the
video several times. Some children talked out of turn and did not wait until the teacher called their
names.
Student Strength:
The students were very cooperative and engaged in discussion, they were also prepared with the
materials to be engaged during the lesson, they were also able to answer questions and were also able to
complete activity with 100 percent accuracy.
Student Weakness:
Few children were talking out of turn, two children did not have materials in order to participate and
some relied on teachers assistance in order to answer questions.
Recommendations:
Teacher will continue working on time management.
Teacher will continue working with classroom management. Teacher will use activities that require
short time spans.

Day 5

Subject: Religion

Class: Infant 1

Date: October 15, 2022

Duration: 45 minutes

Unit Theme: Bible

Topic: Stories

Sub-Topic: Noah’s Ark

Objectives: Given a handout children will be able to successfully complete the assessment getting at
least 4/5 correct.

Subject: Health Education

Class: Infant 1
Date: October 4, 2022
Duration: 45 minutes
Topic: Diet and Disease
Sub-Topic: Safe and Unsafe drinking water source
Curricular Linkages:
Language Arts (Reading, listening, Speaking)
Expressive art - create a painting of clean and unclean water.
Content
Materials:
Pictures, water, video
Skills:
 Read words
 Create postures of safe and unsafe drinking water
 Identify safe and unsafe water
 Recognize the difference between safe and unsafe water
Attitudes:
 Appreciate and value their health by
 drinking safe water
  Contribute ideas in group
 Cooperate in group
 Value new information
 Appreciate new words
 Responding to information
References:
 https://www.youtube.com/watch?v=sGQfEyK6b-g
 Healthy Kids Music Factory. (2013). HEALTHY KIDS "Drink" water children's song music
video.Retrieved August 17, 2022, from https://www.youtube.com/watch?v=sGQfEyK6b-g
 Learning Outcomes:
 HE 1.1 Identify, describe, and differentiate between safe and unsafe sources of drinking water.
 https://www.youtube.com/watch?v=c-3KCzxEgek

Previous Knowledge:
Children can identify unclean water sources.

Objectives: Through the use of videos and demonstration children will be able to:
❖ Explain what safe and unsafe drinking water is
❖ Experiment and Analyze
❖ Safe and unsafe drinking water
❖ Use words safe and unsafe drinking water in a sentence

Introduction:
Engage:
Present students with video on safe and unsafe drinking water present students with real (module of
salty sea, rive, pond, top water, boiling water, bottle water) or pictures of safe and unsafe drinking
water. Open conversation with students on the safe and unsafe drinking water

Procedures:
Explore:
● Provide students with cups or containers and play dough, sand, food colouring, salt to make unsafe
drinking water
● Give them cold boiling water, have them pour a cup of top water and a bottle of crystal or purified
water..
● Explain step by step what to do so that students can understand safe and unsafe drinking water.
Explain:
● Have students explain what safe and unsafe drinking water are and explain/ elaborate on real life safe
and unsafe water in their environment and have them use sentences using safe water and unsafe water
● Elaborate:
● On what make the water safe and unsafe by having discussion in groups
● Use words safe and unsafe in oral sentences
● Evaluate:
● Play a game in stations labels safe drinking water and unsafe drinking water
● Provide each group with pictures to place at the correct station

Assessment Strategies:
reflected: Sample final assessments include puzzle, bingo, and scavenger hunt of safe and unsafe
drinking water in the school
environment. Allow students to create a poster and present to class. Rubric and checklist for cumulative
activities
Evaluation:
Teacher Strength:
The teacher used a variety of strategies to make the lesson more interactive and to give all types of
learners the opportunity to grasp the concept. The teacher also was able to manage time better, Overall,
the teacher was able to meet all the objectives.
Teacher Weakness:
The teacher had slight internet connection issues, the speaker was not working properly, the children at
the beginning of the lesson were not able to hear the video clearly, therefore the teacher had to play the
video several times. Some children talked out of turn and did not wait until the teacher called their
names.
Student Strength:
The students were very cooperative and engaged in discussion, they were also prepared with the
materials to be engaged during the lesson, they were also able to answer questions and were also able to
complete activity with 100 percent accuracy.
Student Weakness:
Few children were talking out of turn, two children did not have materials in order to participate and
some relied on teachers assistance in order to answer questions.
Recommendations:
Teacher will continue working on time management.
Teacher will continue working with classroom management. Teacher will use activities that require
short time spans.