COMPETENCY- BASED Lesson Plan 2023-24

Cycle 4
Subject: Teacher: Mrs. Time: 9:00- Week:4
Class: Std 4
Language Arts Zuri Novelo 10:35 June 2-7

Topic: Competency-Based Learning Outcomes:

LA 1.65 Read and analyze the impact of a specific word choice on meaning and tone.
LA 2.71 LA 2.71 Read texts and explain how an author/writer develops the point of view of
the narrator or speaker.
LA 3.67 Compose a multi-paragraph story with dialogue.
LA 4.63 Appropriately apply the purpose of subordinating conjunctions, for example, because,
when, unless, and use in original writing.
Competency: Competency Area #1: Appreciation of the Sacred Nature of the
Human Person and Character Development.
Competency Area #2: ere and Effective
Communication Skills
Competency Area #3: Critical and Innovative/Inventive Thinking
Competency Area #4: Collaboration
Competency Area #6: Digital Literacy
Previous 1. Identifying/using adjectives
Knowledge: 2. identifying root words
3. compound words open and closed.
4. comparative and superlative form of adjectives.
Content:

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 COMPETENCY- BASED Lesson Plan 2023-24

Materials:  Videos, reading passages,handouts, dice, charts

 Whiteboard and markers
 Chart paper
 Copies of well-known stories
 Writing materials for students (notebooks, pens/pencils)

References: https://rumblingsfrom52.blogspot.com/2014/01/thursday.html
https://drive.google.com/drive/folders/1M28TILpIhYxXGNUgfCMnJaX--PdmAZ8v
Skills: Listens to others as they express themselves
Contributes to discussion
Expands language repertory
Communicates clearly
Initiates conversation in small group activities
Asks questions while communicating
Attitudes: Students will develop appreciation towards English Language
Students will develop and enhance teamwork skills
Linkages: Science and Technology
Technology You tube videos
application/Integ
ration
Monday Objectives: Students will learn to :
. Students will be able to read and analyze the impact of a specific word choice on meaning and
tone in various texts.

Teaching Learning Strategies

Introduction
Begin by discussing the importance of word choice in writing. Explain to students that
authors carefully select words to convey specific meanings and evoke certain emotions.

Development:
 Introduce the concept of tone in writing, defining it as the author's attitude or feeling
toward the subject matter.

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 Provide examples of how different word choices can create different tones in writing (e.g.,
"gleaming" vs. "dull," "giggle" vs. "chuckle").
 Explain that today, they will analyze how word choice impacts both meaning and tone in
various texts.

Choose a short passage and distribute copies to students.

 Read the passage aloud as a class.
 Ask students to identify specific words or phrases that stand out to them and discuss why
they think the author chose those words.
 Discuss the possible meanings and connotations of the chosen words, as well as the tone
they convey.
 Write down key words and phrases on the whiteboard or chart paper, along with their
associated meanings and tones.

The sun smiled brightly, casting warm rays over the meadow. Flowers danced in the gentle
breeze, their vibrant colors painting a picture of joy and beauty."

Word Choice Analysis:

"smiled brightly": Personification of the sun, suggesting warmth and happiness.

"warm rays": Implies comfort and pleasantness.

"danced": Personification of flowers, conveying movement and liveliness.

"vibrant colors": Indicates brightness and liveliness.\

Meaning and Tone:The word choices create a cheerful and serene atmosphere, portraying the
scene as idyllic and inviting.

Independent Practice

 Divide the class into small groups and provide each group with a different passage
from a text.
 Instruct students to read the passage, identify significant word choices, and analyze
their impact on both meaning and tone.
 Encourage groups to discuss their findings and come to a consensus about the author's
intent.
 Circulate among groups to provide guidance and support as needed.

Passage 1: "The old house creaked and groaned as the wind whispered through its cracks.
Shadows danced on the walls, casting eerie shapes in the dim light of dusk."

Passage 2: "The waves crashed against the shore with a thunderous roar, spraying salty mist
into the air. Seagulls circled overhead, their piercing cries echoing across the expanse of blue."

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Passage 3: "The classroom buzzed with excitement as students eagerly awaited the results of
the science experiment. The air was filled with the hum of conversation and the rustle of
papers."

Passage 4: "The path wound through the forest, dappled sunlight filtering through the canopy
above. Birds chirped melodiously, their songs filling the air with sweetness."."

Share and Reflect :

 Ask each group to share their analysis with the class, focusing on the word choices
they found most impactful and the tones they identified.
 Facilitate a discussion about the similarities and differences in word choice and tone
across the various passages.
 Encourage students to reflect on how analyzing word choice enhances their
understanding of literature and their ability to interpret texts effectively.

Conclusion:
 Summarize the key concepts discussed during the lesson, emphasizing the importance of
word choice in conveying meaning and tone.
 Invite students to consider how they can apply their understanding of word choice to their
own writing to achieve specific effects.
Objectives: Students will be able to :
Tuesday read texts and explain how an author develops the point of view of the narrator or speaker.

Teaching Learning Strategies

Introduction
 Game: review point of view by having volunteers coming to the front of the class and
share a sentences in any of the 3 points of view.

Development:
 Choose a short passage from a text and display it on the whiteboard or distribute copies to
students.
 Read the passage aloud as a class.
 Discuss the point of view from which the passage is told. Identify clues in the text that
reveal the narrator's or speaker's perspective.
 Analyze how the author uses language, tone, and narrative style to develop the point of view
and shape the reader's understanding of the story.
 Write down key observations on the whiteboard or chart paper..

Independent Practice :

Point of View with Pictures: Provide students with different photos glued unto construction
paper separated into five different sections for them to look at with a range of characters (e.g.

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learning to ride a bike, scored a soccer goal). Students then need to look at the different
possible points of view and perspectives and write short narratives from each POV. Have
students share their answers with the class.

Point of View with Slogans: place students in small groups and give each group with a list of
slogan to read and discuss. Students will then sort slogans by 1st, 2nd, or 3rd person point of
view. Examples: Have it your way. [Burger King] Plop, plop, fizz, fizz. Oh, what a relief it is!
[Alka-Seltzer]

Conclusion:
Summarize the main points discussed during the lesson.

Wednesday Objectives: By the end of this lesson, students will :

Students will be able to compose a multi-paragraph story containing dialogue that advances
the plot and develops characters.

Teaching Learning Strategies

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COMPETENCY- BASED Lesson Plan 2023-24
Introduction
Provide examples of short stories or excerpts that effectively use dialogue to engage readers
and move the narrative forward.

Development
Discuss the format and punctuation rules for writing dialogue (e.g., using quotation marks,
punctuation inside the quotes, starting a new paragraph for each speaker)

Teacher Model: using a graphic organizer model, review the concept of dialogues and writing
dialogues. Provide students with a graphic organizer explaining the speaker and speaker tags.
Break the sentence into segments so that students can have a visual representnation. Then
place the sentence together using the proper punctuation.

Provide students with a writing prompt or story starter that encourages them to create a
narrative scene with dialogue. For example, "Write a story about two friends who discover a
mysterious object in the woods.

Conclusion: Invite students to share excerpts from their stories with the class. Encourage

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them to read aloud passages that showcase their use of dialogue and character development.
Facilitate a brief discussion about the challenges and successes students experienced while
crafting their stories with dialogue. Recap the importance of word choice in determining tone
and meaning.

Thursday Objectives: Students will be able to :

apply the purpose of subordinating conjunctions (e.g., because, when, unless) in their original
writing.

Teaching Learning Strategies

Introduction
 Begin by reviewing what conjunctions are and their role in connecting words, phrases, or
clauses in sentences.
 Introduce the concept of subordinating conjunctions, explaining that they are conjunctions
that join an independent clause with one or more dependent clauses, indicating the relationship
between them.

Development
 Write a simple sentence on the whiteboard or chart paper. For example: "She studied hard."
 Explain that we can add more information to this sentence by turning it into a complex
sentence with a dependent clause using a subordinating conjunction.
 Write a complex sentence on the board: "She studied hard because she wanted to get a good
grade."
 Discuss how the subordinating conjunction "because" indicates the reason for the action in
the independent clause.
Explain the use of conjunction when.

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Guided Practice:

 Provide students with additional simple sentences on sentence strips.

 Instruct students to work in pairs to add a dependent clause using a subordinating
conjunction to each sentence to create a complex sentence.
 Circulate among pairs to provide guidance and support as needed.

 Encourage students to vary their sentence structures and use subordinating conjunctions to
add complexity and depth to their writing.

Conclusion
 Review the key concepts covered in the lesson: the purpose of subordinating conjunctions
and their role in creating complex sentences.
 Conclude by emphasizing the importance of using subordinating conjunctions effectively to
add clarity and sophistication to writing.
Friday ASSESSMENT DAY-test

Competency-Based Assessment:

 Discussion Questions
 analysis/interpretation
 Oral Presentation
 test

Evaluation:
Strengths:_______________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Subject: Teacher: Mrs. Time: 10:50- Week:4

Class: Std 4
Mathematics Zuri Novelo 11:30 June 2-7
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 COMPETENCY- BASED Lesson Plan 2023-24
Strand: Competency-based Learning Outcomes:
MA 4.33 Divide a 2-digit number by a 1-digit number with or without remainders
MA 4.34 Divide a whole number by a 2-digit number using long division.
MA 4.35 Divide a whole number by a decimal between 0 and 1.
MA 4.36 Explain how the use of brackets can change the order of operations in
problems involving division and addition or subtraction.
Competency: Competency # 3: Critical and Innovative/ Inventive Thinking
Competency # 4: Collaboration
Competency #6: Digital Literacy
Previous Knowledge: Find LCD
Multiplications
Using graph paper
Content/Concepts:

Materials: Whiteboard and markers,

References: https://www.liveworksheets.com/w/en/math/1685184

Skills: Reading, Writing, Observing, Listening, Sequencing, comparing, Speaking,

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Analyzing
Attitudes: Appreciate the importance of learning integers for real-life applications.
Value the significance of integers for problem-solving.
Display the willingness to actively participate in the learning process.
Linkages: Science & Technology: Weather Instrument: Reading Thermometer;
Language Arts: Reading Writing Listening, viewing.
Monday Objectives: Students will
Demonstrate their understanding of long division by solving a division on shop-paper.
Explain the step by step process to solve long division.

Teaching/Learning Strategies: Guided Inquiry

Introduction:
Have two persons come to the front and compete in labelling the parts of a division.
 Dividend: the number being divided (e.g., 28)
 Divisor: the number you are dividing by (e.g., 4)
 Quotient: the result of the division (e.g., 7)
 Remainder: the amount left over after division (if any)

Development:
Collect the homework. Then have students divide themselves into pairs and choose one of the
long divisions given. Students will then solve it in a shop-paper .
Students will then be required to present in front of the class.

RUBRIC
Criteria Excellent (4) Good (3) Fair(2)

Demonstrates a thorough
Shows a solid Shows some
understanding of the long
Understanding understanding of the long understanding of the
division process, explaining
of the Division division process, long division process but
each step clearly and
Process explaining most steps struggles to explain all
accurately with precision
clearly and accurately. steps clearly.
and confidence.
Executes most steps of
Executes some steps of
Executes each step of long long division accurately,
long division accurately
Accuracy of division accurately without with occasional minor
but makes several errors
Steps errors, providing correct errors that do not
that affect the final
results consistently. significantly impact the
result.
final result.
Presents information in a Presents information in a Presents information in a
highly organized and clear organized manner, with somewhat organized
Clarity and
manner, using appropriate clear explanations and manner but may lack
Organization of
language and visual aids some use of language and clarity in explanations
Presentation
effectively to enhance visual aids to support and use of language or
understanding. understanding. visual aids.

Conclusion;

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Summarize the key concepts covered in the lesson, emphasizing the process of dividing.
Objectives: Students will
Tuesday  understand how to divide a whole number by a decimal between 0 and 1.
 apply their understanding to solve real-world problems involving division with decimals..

Teaching/Learning Strategies: Guided Inquiry

Introduction:
Have two persons come to the front and compete in labelling the parts of a division.
 Dividend: the number being divided (e.g., 28)
 Divisor: the number you are dividing by (e.g., 4)
 Quotient: the result of the division (e.g., 7)
 Remainder: the amount left over after division (if any)

Development:
Introduce the topic of dividing whole numbers by decimals between 0 and 1.
Explain that dividing by decimals involves similar concepts to dividing by whole numbers, but it
requires attention to place value.

 Review the concept of place value, emphasizing the importance of the decimal point.
 Discuss how the position of the decimal point affects the value of a number.
 Show examples of decimals between 0 and 1 and their place values (e.g., 0.1, 0.01, 0.5).

 Division with Decimals:

Demonstrate how to divide a whole number by a decimal using simple examples on the board.
Emphasize that division is the opposite of multiplication and that students should think about how;
many times the decimal fits into the whole number.pg 140 of textbook.

Model the process step-by-step, focusing on aligning the decimal points and performing the
division as usual.

Guided Practice: Provide students with practice containing division problems involving whole
numbers and decimals between 0 and 1. Pg 140

Circulate around the classroom to assist students as they work through the problems. Encourage
peer collaboration and discussions.

Real-World Application :

 Present students with real-world problem scenarios that involve dividing by decimals (e.g.,
dividing a pizza into equal slices, sharing money among friends).
 Guide students to identify the key information, decide whether to multiply or divide, and
solve the problem.
 Discuss solutions as a class, highlighting different strategies students used to solve the
problems.

Conclusion;

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 COMPETENCY- BASED Lesson Plan 2023-24
Summarize the key concepts covered in the lesson, emphasizing the process of dividing whole
numbers by decimals.

Wednesday Objectives: Students will

 demonstrate their understanding of dividing whole numbers by decimals between 0 and 1
through various assessment activities.
 apply their knowledge to solve division problems independently and accurately.

Teaching/Learning Strategies: Guided Inquiry

Introduction:
 Have a 2 volunteers come up with a scenario that requires division.

Development:
Collaborative Learning
 present students with real-world problem scenarios that require dividing whole numbers by
decimals.
 Each scenario should be accompanied by questions that prompt students to apply division
skills to solve the problems.
 Encourage students to show their work and explain their reasoning.
 Circulate around the classroom to observe students' problem-solving strategies and provide
support as necessary.

Conclusion: Collect the completed worksheets for grading.

Thursday Objectives: Students will

 understand how the use of brackets changes the order of operations in problems involving
division and addition or subtraction.
 apply the rules of order of operations with brackets to solve mathematical expressions
accurately.
Teaching/Learning Strategies: Guided Inquiry
Introduction:
Begin by reviewing the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division,
Addition and Subtraction) as a mnemonic for remembering the order of operations.
Explain that the order of operations tells us the sequence in which to perform mathematical
operations in an expression to get the correct answer.

Development:

 Introduce the concept of brackets and their role in changing the order of operations.
 Explain that operations within brackets should be completed first, overriding the regular
order of operations.
 Provide examples of expressions with and without brackets to illustrate the impact on the
result.

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 Examples and Practice :

 Present students with mathematical expressions involving division and addition or

subtraction, both with and without brackets.
 Work through examples on the board, demonstrating how to apply the order of operations
correctly, highlighting the effect of brackets.
 Encourage students to solve similar expressions independently, checking their answers
with a partner.

 Guided Practice :

 Distribute printed worksheets containing mathematical expressions with brackets.

 Instruct students to solve the expressions following the order of operations, paying close
attention to the brackets.
 Circulate around the classroom to provide assistance and feedback as students work
through the problems.

Conclusion/;
 Summarize the key concepts covered in the lesson, emphasizing the importance of using
brackets to change the order of operations when necessary.
 Encourage students to practice applying the rules of order of operations with brackets in their
independent work.

Friday
FINAL ASSESSMENT IN TOPICs
Create a trialngular order or operation booklet.

Competency-Based Assessment:
 Observation/group work
 Triangular booklet
 Workbook exercises

Evaluation:
Strengths:
________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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Subject: Teacher: Mrs. Time: Week:4

Class: Std 4
Belizean Studies Zuri Novelo 1:00-1:45 June 2-7
Strand: Competency-based Learning Outcomes:
Civil Education BS 6.13 Hypothesize and simulate how crashes are more likely to happen due
to distractions and bad road safety practices, including speeding, driving
while tired, driving while using a cell phone and ignoring road signs and
markings.
Competency: Competency area #5 Multicultural Appreciation
Competency Area #1:Appreciation of the Sacred Nature of the Human Person and Character
Development
Competency Area #3: Critical and Innovative and Inventive thinking
Previous Students are acquainted with the cultures that form part of our country.
Knowledge:
Content/Concepts: Crashes are more likely to happen due to distractions and bad road safety practices,
1. including speeding, driving while tired, driving while using a cell phone and
ignoring road signs and markings.

1. Distractions: When you're distracted while driving, your attention is taken

away from the road. This can happen when you're talking to someone in the
car, eating, adjusting the radio, or even daydreaming. Distractions make it
harder for you to notice hazards, such as other cars braking suddenly or
pedestrians crossing the street. As a result, you may not react quickly
enough to avoid a crash.
2. Speeding: When you drive faster than the speed limit or too fast for road
conditions, it's harder to control your vehicle. Speeding reduces the amount
of time you have to react to unexpected situations, like a car pulling out in
front of you or a sharp curve in the road. It also increases the distance it
takes for your car to come to a stop. This means that if you need to brake
suddenly, you may not be able to stop in time, leading to a collision.
3. Driving While Tired: When you're tired, your reaction time slows down,
and your ability to concentrate decreases. This can impair your judgment
and decision-making while driving. You may not be as aware of your
surroundings or able to anticipate potential dangers on the road. Driving
while tired also increases the risk of falling asleep at the wheel, which can
have catastrophic consequences.
4. Driving While Using a Cell Phone: Using a cell phone while driving is
extremely dangerous because it diverts your attention away from the road.
Whether you're talking on the phone, texting, checking social media, or
using navigation apps, looking at your phone means you're not fully focused
on driving. This significantly increases the likelihood of being involved in a
crash because you may not see hazards in time to react or make safe driving
decisions.
5. Ignoring Road Signs and Markings: Road signs and markings are
essential for guiding drivers safely on the road. They provide important

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 COMPETENCY- BASED Lesson Plan 2023-24
information about speed limits, upcoming hazards, directions, and rules of
the road. Ignoring road signs or markings, such as running stop signs,
ignoring traffic signals, or failing to yield to pedestrians, can lead to
dangerous situations and increase the risk of collisions with other vehicles
or pedestrians.

In summary, distractions and bad road safety practices impair a driver's ability to
react quickly, make safe decisions, and effectively navigate the road environment.
By understanding the risks associated with these behaviors and adopting safe
driving habits, such as staying focused, obeying speed limits, getting enough rest
before driving, avoiding phone use, and respecting road signs and markings, drivers
can help reduce the likelihood of crashes and keep themselves and others safe on
the road.
1. Whiteboard and markers
2. Handouts with key information on democracy and authoritarianism
3. Chart paper and markers

References: https://www.compliancesigns.com/pd/safety-poster/seat-belts-save-lives-poster-
cs810908
https://www.fmcsa.dot.gov/ourroads/cmv-seat-belt-campaign
Skills: Analyze information given on the major
events that contributed to the shaping
of our nation.
• Critical thinking skills to analyze
multiple perspectives.
• Communication skills
• Extract details of major events.
• Apply creative expression to design a
timeline reflecting the chronological
Attitudes: • Participate in discussion in analyzing the challenges different groups went
through to make our country an independent nation.
• Value the contribution made by the different people and events to the forming of
our identity as a nation.
• Actively engage in the creation of a timeline that will expose the major
events that shaped us as a nation.
• Ask questions to strengthen their critical thinking skill
• Carry out any assigned participation in the oral presentation of their timeline.
• Participate in the roleplaying to show how the negative aspects of our history
can have good aspects extracted.
Linkages: Language Arts –conducting research, -identification – communication

Monday Objectives: Students will:

 hypothesize and simulate how distractions and bad road safety practices, such as
speeding, driving while tired, driving while using a cell phone, and ignoring road
signs and markings, can increase the likelihood of crashes.

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COMPETENCY- BASED Lesson Plan 2023-24
Teaching/Learning Strategies:
Introduction: .
 Begin by discussing the importance of road safety and the consequences of
crashes caused by distractions and bad road safety practices.
 Explain that the purpose of the lesson is to explore how specific behaviors can
increase the likelihood of crashes and to brainstorm strategies for safer driving..

Development:
 Facilitate a brainstorming session with the class, asking students to identify
common distractions and bad road safety practices that can lead to crashes.
 List their responses on the whiteboard, grouping similar behaviors together (e.g.,
speeding, texting while driving, ignoring traffic signals).
 Distribute printed handouts containing hypothetical scenarios involving
distractions and bad road safety practices.
 In small groups, have students read and discuss the scenarios, identifying the
specific behaviors that could lead to crashes.
 Reconvene as a class and discuss each scenario, highlighting the potential
consequences of the identified behaviors.
 Texting While Driving: John is running late for an appointment. While driving, he receives a text message
from his friend. Instead of waiting to respond, John decides to text back while continuing to drive. As he looks
down at his phone to type a response, he fails to notice the traffic light turning red ahead.

 Speeding: Sarah is excited to attend a concert with her friends. She's running late, so she decides to drive
above the speed limit to make it to the venue on time. As she speeds down the highway, Sarah fails to see the
speed limit sign and doesn't realize how fast she's going until she sees flashing lights in her rearview mirror.

 Driving While Tired: Mike had a late night studying for exams. Despite feeling tired, he decides to drive to
school the next morning. As he drives, Mike struggles to keep his eyes open and finds himself nodding off at
the wheel. He fails to notice the car slowing down in front of him until it's too late to stop in time.

 Driving While Using a Cell Phone: Emily is driving to meet her friends for lunch. She's excited to share
updates about her recent vacation, so she decides to call her friend while driving. As she talks on the phone,
Emily becomes distracted and fails to notice the pedestrian crossing the street at the intersection.

 Ignoring Road Signs and Markings: Tom is in a rush to get to work. He drives past a "Stop" sign at an
intersection without coming to a complete stop, thinking that there are no cars coming. However, he fails to see
the cyclist approaching from the side road, resulting in a near collision

Conclusion:

Q&A Session:
 Review the key points of the lesson with a quick Q&A session.
Objectives: Students will:
Tuesday  hypothesize and simulate how distractions and bad road safety practices, such as
speeding, driving while tired, driving while using a cell phone, and ignoring road
signs and markings, can increase the likelihood of crashes.
 analyze the potential consequences of these behaviors and develop strategies to
promote safe driving practices.

Teaching/Learning Strategies:
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COMPETENCY- BASED Lesson Plan 2023-24
Introduction:
List on the board the different distractions discussed on the previous session.

Development:

 Divide the class in groups and have each group set up a simple simulation
activity or skit to demonstrate the impact of distractions and bad road safety
practices on driving performance.
 Assign each group a different behavior to simulate (e.g., texting while
driving, driving while tired).
 Using a stopwatch or timer, have students navigate through a designated
course while engaging in the assigned behavior.
 After each simulation, facilitate a debriefing session to discuss the
challenges encountered and the potential risks associated with the behavior.

Analysis and Reflection

 Lead a class discussion on the findings of the simulation activity,

emphasizing how distractions and bad road safety practices affect driving
performance and increase the likelihood of crashes.
 Encourage students to reflect on their own driving habits and consider ways
to mitigate distractions and promote safer driving practices.

Action Planning

 Conclude the lesson by having students develop action plans for promoting
road safety within their communities.
 Encourage them to brainstorm ideas for raising awareness about the dangers
of distractions and bad road safety practices and to propose initiatives for
promoting safe driving behaviors.

Conclusion:
Q&A Session:
 Review the key points of the lesson with a quick Q&A session.
 Ask students to summarize what they learned about the effectiveness of each
safety device.
Criteria Excellent (5) Good (4) Fair (3)
Skit effectively
Skit includes most Skit includes some
portrays various
distractions and bad road distractions and bad road
Content distractions and
safety practices but may safety practices but lacks
bad road safety
miss some key elements. depth or clarity.
practices.
Creativity Skit demonstrates Skit is creative and Skit shows some .
and creativity and moderately engages the creativity but lacks

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engages the
audience audience during the consistent engagement
Engagement
throughout the performance. with the audience.
performance.
Actors effectively
Actors portray characters Actors struggle to
portray characters
Acting and adequately and deliver portray characters
and deliver lines .
Presentation lines with moderate convincingly and lack
with enthusiasm
enthusiasm. enthusiasm in delivery.
and conviction.
Skit clearly
communicates the Skit communicates the Skit partially
importance of importance of avoiding communicates the
Clarity of
avoiding distractions and safe importance of avoiding
Message
distractions and driving habits with some distractions and safe
practicing safe clarity. driving habits.
driving habits.
Skit leaves a
lasting impression Skit leaves a limited
Skit leaves a positive
and effectively impression and
impression and conveys
Overall conveys the struggles to convey
some of the dangers of
Impact dangers of the dangers of
distractions and bad road
distractions and distractions and bad
safety practices.
bad road safety road safety practices.
practices.
Competency-Based Assessment:
 Oral discussion
 Rubric
 Group work
 Skit

Evaluation:
Strengths:____________________________________________________________________________
_________
Weaknesses:

Subject: Teacher: Mrs. Time: 1:45- Week:4

Class: Std 4
Science Zuri Novelo 2:30 June 2-7
Strand: Competency-based Learning Outcomes:
SC 6.08 Outline the main components of an ecosystem and create a representation
of an aquatic or terrestrial ecosystem found in Belize.
SC 6.09 Compare and contrast the roles of producers, consumers and
decomposers in an aquatic and terrestrial food chain within the ecosystem.
Competency: Competency Area #2: Emotional Intelligence and Effective

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Communication Skills
Competency Area #3: Critical and Innovative/Inventive Thinking
Previous Knowledge: Students are aware of some technologies used
Content/Concepts: Main Components of an Ecosystem
An ecosystem is a community of living organisms in conjunction with the non-living
components of their environment, interacting as a system. The main components of
an ecosystem can be broadly categorized into biotic and abiotic components:
1. Biotic Components:
 Producers (Autotrophs): These are typically plants and algae that
can produce their own food through photosynthesis.
 Consumers (Heterotrophs): These are organisms that consume other
organisms for energy. They are further divided into:
 Primary Consumers: Herbivores that eat producers.
 Secondary Consumers: Carnivores that eat primary
consumers.
 Tertiary Consumers: Top predators that eat secondary
consumers.
 Decomposers (Detritivores): Organisms such as bacteria, fungi, and
some insects that break down dead organic material, returning
nutrients to the soil.

2. Abiotic Components:
 Physical Factors: Includes sunlight, temperature, moisture, wind,
and fire.
 Chemical Factors: Includes the chemical composition of the soil,
water pH, oxygen levels, and nutrients.


Representation of an Aquatic Ecosystem in Belize: Belize Barrier Reef

Belize Barrier Reef Ecosystem
Biotic Components:
 Producers:
 Seagrasses
 Phytoplankton
 Algae (various species, including macroalgae and coraline algae)

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COMPETENCY- BASED Lesson Plan 2023-24
 Consumers:
 Primary Consumers:
 Herbivorous fish (parrotfish, surgeonfish)
 Sea turtles (Green turtle)
 Manatees
 Secondary Consumers:
 Predatory fish (snapper, grouper)
 Cephalopods (squids, octopuses)
 Tertiary Consumers:
 Sharks (reef sharks, nurse sharks)
 Large predatory fish (barracuda)
 Decomposers:
 Bacteria
 Marine fungi

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COMPETENCY- BASED Lesson Plan 2023-24

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COMPETENCY- BASED Lesson Plan 2023-24

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 COMPETENCY- BASED Lesson Plan 2023-24

Materials: Colored sheets, pictures, chart,

References: https://www.youtube.com/watch?v=lruV6Z8sxw0
Skills: Identifying the different processes of
the water cycle
• Labeling stages of the water cycle
• Defining the different states of water
• Defining stages of the water cycle
• Discussing the differences in each stage

Attitudes: • Display confidence in identifying the processes of the water cycle

• Develop curiosity in the water cycle
• Responds to context of the water cycle
• Evoke curiosity in self and others about the water cycle
• Gain awareness of the water cycle
• Recognize the significance of the water cycle
• Value the process of the water cycle
Linkages: Language Arts: reading, researching, reporting, analyzing
Monday Oral presentation on Aquatic Ecosystem
Criteria Excellent (5) Good (4) Fair (2)
Demonstrates a Shows a good
Demonstrates some
comprehensive understanding of the
understanding of the
Knowledge and understanding of the aquatic aquatic ecosystem,
aquatic ecosystem but
Understanding ecosystem, including its covering most
may lack depth or clarity
components, interactions, components, interactions,
in explanations.
and importance. and importance.
3D Presents a detailed and visually Presents a well-crafted 3D Presents a basic 3D model
Model appealing 3D model that model that adequately that partially represents the

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 COMPETENCY- BASED Lesson Plan 2023-24
accurately represents the
represents the aquatic aquatic ecosystem but lacks
aquatic ecosystem and its
ecosystem and its features. detail or accuracy.
features.
Demonstrates excellent Shows good collaboration Demonstrates some
collaboration and teamwork and teamwork among group collaboration and teamwork
Group
among group members, with members, with most among group members, but
Work
each member contributing members contributing contributions may be uneven
effectively to the project. effectively to the project. or inconsistent.
Delivers a clear, organized,
Delivers a coherent and
and engaging oral Delivers a somewhat
informative oral presentation,
presentation, effectively disjointed or inconsistent
Oral explaining most key concepts
explaining key concepts and oral presentation, with
Explanation and highlighting important
highlighting important limited explanation of key
features of the aquatic
features of the aquatic concepts or features.
ecosystem.
ecosystem.
The presentation is The presentation is well- The presentation is
polished, engaging, and prepared and effectively adequately prepared but
Overall effectively conveys the conveys the group's may lack polish or fail to
Presentation group's knowledge and knowledge and fully convey the group's
understanding of the aquatic understanding of the knowledge and
ecosystem. aquatic ecosystem. understanding.
Objectives: Students will
Tuesday  compare and contrast the roles of producers, consumers, and decomposers in aquatic and
terrestrial food chains within ecosystems.
 understand the flow of energy and nutrients through food chains and the importance of each
organism in maintaining ecosystem balance.

Teaching/Learning Strategies:
Introduction: .
Using pictures of animals have a volunteer represent a food web on the board. This can also be
done if plastic animals are available.

Development:
 Begin by discussing the concept of food chains and the different organisms involved,
including producers, consumers, and decomposers.
 Explain that producers are organisms that make their own food (usually through
photosynthesis), consumers are organisms that eat other organisms, and decomposers break
down dead organisms and organic matter.

 Compare and Contrast

 Divide the class into small groups and provide each group with pictures or diagrams of
aquatic and terrestrial ecosystems.
 In their groups, students will discuss and compare the roles of producers, consumers, and
decomposers in each type of ecosystem.

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 COMPETENCY- BASED Lesson Plan 2023-24

 Encourage students to consider factors such as the types of organisms present, the
sources of energy, and the flow of nutrients in each ecosystem.

 Group Discussion

 Reconvene as a class and facilitate a discussion based on the comparisons made by each
group.
 Guide students to identify similarities and differences between the roles of producers,
consumers, and decomposers in aquatic and terrestrial ecosystems.
 Encourage students to share their observations and insights with the class.

Conclusion:
Reflection: Write a short paragraph on what they found most interesting about the Belizean
ecosystems and why ecosystems are important to protect.
Competency-Based Assessment:
 Oral presentation
 Discussions
 3D Model
 Diagrams
 Worksheet
Evaluation:
Strengths:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:

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 COMPETENCY- BASED Lesson Plan 2023-24
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Subject: Teacher: Mrs.Zuri Time: 2:45- Week:4

Class: Std 4
Spanish Novelo 3:30 June 2-7
Strand: Competency-based Learning Outcomes:
SP 4.14 Enumerate and assess numbers by hundreds in real life situations.

Competency: Competency Area #1: Appreciation of the sacred nature of the human
person and Character Development
Previous Knowledge: Students can express and name different feelings
Content/Concepts:

Materials: 1. Whiteboard and markers

2. Handouts with family vocabulary
3. Scenario cards with prompts for conversations
4. Index cards for role-playing activities
5. Chart paper and markers

References: https://www.liveworksheets.com/w/es/estudios-sociales/1018977
Skills: Identifying and naming rooms in the
House. Illustrating and classifying rooms
Attitudes: Develop an appreciation for the Spanish Language
• Value the diversity of the language dialects in Belize.
• Willingly collaborate and cooperate as a team in assigned tasks

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 COMPETENCY- BASED Lesson Plan 2023-24
Linkages: Language arts: verbs Expressive Arts: feelings Scripture

Monday Oral Poetry Presentation

Using numbers

Objectives:
Tuesday Students will :
 practice using numbers and vocabulary in Spanish to create a budget for a party or
event.
 develop budgeting skills, including calculating costs, managing expenses, and
making financial decisions in a simulated real-life scenario.

Teaching/Learning Strategies:
Introduction:
Introduce vocabulary related to parties and events in Spanish, such as "fiesta,"
"invitados," "comida," "bebidas," "decoraciones," etc.

Development:
 Explain that students will be planning and budgeting for a party in Spanish, using
the vocabulary and numbers they have learned.

 Present the scenario to the students: they are tasked with planning a fiesta for
their classmates to celebrate the end of the school year.
 Explain that they will need to budget for various expenses, such as food,
drinks, decorations, and entertainment, using numbers in Spanish.

 Budgeting Activity):

 Divide the students into small groups and provide each group with a
budgeting template or worksheet.
 On the worksheet, list the different expenses for the party, along with
estimated costs in Spanish (e.g., "comida - $100," "bebidas - $200,"
"decoraciones - $150," etc.).
 In their groups, students will work together to allocate their budget and
decide how much money to allocate to each expense category.
 Encourage students to use Spanish vocabulary and numbers to discuss and
negotiate their budgeting decisions within their groups.

 Presentation and Discussion:

 Each group will present their budgeting plan to the class, explaining their
decisions and reasoning behind their budget allocations.

Conclusion:

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 COMPETENCY- BASED Lesson Plan 2023-24

 Facilitate a class discussion on the different budgeting strategies used by

each group, highlighting the importance of prioritizing expenses and making
informed financial decisions.

Competency-Based Assessment:
 Group work
 Oral discussion
 Budget
Evaluation:
Strengths:
________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Subject: Teacher: Mrs. Time: 1:45- Week:4

Class: Std 4
Wellness Education Zuri Novelo 2:30 June 2-7
Strand: Competency-based Learning Outcomes:
HE 4.23 Discuss and justify the importance of talking with parents, care givers,
and trusted adults if they or one of their friends is bullied,
depressed, or suicidal.
Competency: Competency Area #3: Critical and Innovative/Inventive Thinking
Previous Knowledge: Students can name and have experienced some type of illness
Content/Concepts: Talking with parents, caregivers, and trusted adults is crucial if someone is
experiencing bullying, depression, or suicidal thoughts for several reasons:

1. Emotional Support: Parents, caregivers, and trusted adults provide a

source of emotional support during challenging times. They offer comfort,
reassurance, and understanding, which can help alleviate feelings of
loneliness, isolation, and despair.
2. Validation of Feelings: Sharing experiences with adults allows
individuals to express their emotions and feelings in a safe and supportive
environment. Parents and caregivers can validate their concerns, affirm
their emotions, and offer empathy, which helps individuals feel heard and
understood.
3. Problem-Solving and Guidance: Adults can offer practical advice,
guidance, and problem-solving strategies to help individuals cope with
bullying, depression, or suicidal thoughts. They can provide perspective,
identify resources, and assist in developing coping mechanisms to address
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 COMPETENCY- BASED Lesson Plan 2023-24
the underlying issues effectively.
4. Access to Resources: Parents, caregivers, and trusted adults have access
to resources and support networks that can benefit individuals struggling
with mental health challenges. They can connect individuals with mental
health professionals, counselors, support groups, and crisis hotlines to
ensure they receive appropriate assistance and intervention.
5. Safety and Protection: Speaking with adults about bullying, depression,
or suicidal thoughts enables them to intervene and take appropriate action
to ensure the individual's safety and well-being. They can address
concerns related to safety, implement preventive measures, and seek
professional help if necessary to mitigate risks and provide adequate
support.
6. Building Trust and Communication: Open and honest communication
with parents, caregivers, and trusted adults fosters trust and strengthens
relationships. It creates a supportive environment where individuals feel
comfortable seeking help, sharing concerns, and discussing sensitive
topics without fear of judgment or stigma.

In summary, talking with parents, caregivers, and trusted adults is essential for
individuals experiencing bullying, depression, or suicidal thoughts as it provides
emotional support, validation of feelings, guidance, access to resources, safety,
and protection. It promotes trust, communication, and collaboration in addressing
mental health challenges effectively and ensuring the well-being of individuals in
need.

Materials: 1. Whiteboard and markers

2. Chart paper and sticky notes
3. Handouts on conflict resolution strategies
4. Scenario cards depicting common conflicts
5. Small group discussion questions

References: https://data.unicef.org/topic/child-health/noncommunicable-diseases/
Skills: Investigate, Record, Present, Discuss meaningful knowledge, Contribute to class
and Group Discussion
Attitudes: Show appreciation of knowledge to Non-Communicable Diseases, their causes,
symptoms and their effects.
Linkages: Language Arts (Vocabulary Development)
Mathematics (grouping)

Wednesday Objectives: Students will :

 understand the importance of talking with parents, caregivers, and trusted adults if they or
one of their friends is bullied, depressed, or suicidal.
 explore effective communication strategies for discussing sensitive topics with adults and
seeking support when needed.

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 COMPETENCY- BASED Lesson Plan 2023-24
Teaching/Learning Strategies:
Introduction: Begin by discussing the importance of communication in building trust and
seeking support during difficult times.
 Explain that today's lesson will focus on why it's essential to talk with parents, caregivers,
and trusted adults if they or someone they know is experiencing bullying, depression, or
thoughts of suicide.

Development:

 Brainstorming Session

 Facilitate a brainstorming session with the class, asking students to identify reasons why
it might be challenging to talk with adults about sensitive issues like bullying,
depression, or suicide.
 List their responses on the whiteboard, acknowledging their concerns and uncertainties.

Group Discussion on Scenarios

 Divide the class into small groups and provide each group with printed handouts
containing scenarios related to bullying, depression, or suicide.
 In their groups, students will read and discuss the scenarios, considering how they would
respond if they were in similar situations.

Conclusion
.write a summary on today’s learning.
Thursday TEST – reflective questions
Explain how young people can be subjected to bullying and abuse related to
changes in their bodies.
Explain the importance of
talking with parents, care givers, and trusted
adults if they or one of their friends is bullied, depressed, or suicidal
Competency-Based Assessment:
 Observation
 Oral discussion
 Reflection Test

Evaluation:
Strengths:
_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________

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________________________________________________________________________________________

-DEAR: Proverbs
-CCLA-: writing prompts narrative writing as
newspaper article or flyer.
CLUB: Practice Song for a presentation.

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