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 May 27-31

Topic: Competency-Based Learning Outcomes:

LA 1.64 Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings.
LA 2.70 Evaluate stories and poems with the same theme/s.
LA 3.67 Compose a multi-paragraph story with dialogue.
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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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 Festival of Arts – Worksheet on content will be given
.
Objectives: Students will learn to :
Tuesday  understand the main idea.
 analyze the main idea of poems and of stories.

Teaching Learning Strategies

Introduction

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 Pull the following items out of a bag: a toothbrush, toothpaste, dental floss, and
mouthwash. Ask students to turn and talk to a partner about
 what they think the big idea of the bag is based on the items. Chart students ideas on
the “Main Idea Chart”, and limit choices to two. Lead students to determine that the
 unpacked “big idea” is keeping your teeth clean.

Development:
Main Idea and Details in Poem
● Teacher Modeling (I DO): Display a grade appropriate poem for example “The Squirrel” all
students to see, but cover the title. Say, “As I read
the poem, try to identify the important details that will help us determine the main idea.”
● Read Aloud: Read the poem a second time, stopping to let students identify key details that
lead to the main idea. List key details on the board
or on chart paper as students identify them.
● Guided Practice: Analyze the key details together. Model for students how to retell the poem
using the key details. Say, “This animal runs up
and down the tree. It scampers along the ground. It has a big furry, curly tail and eats food that
comes out of a shell.” Ask, “What type of animal is
this?” (a squirrel)
● Say, “We were able to retell the key details in the poem, and that helped us determine what
the poem is about. Now we are going to do the same thing with a story”.

Main Idea and Details in a Story

● Teacher Modeling (I DO): The teacher will explain to students that the main idea of a text is
what the text is mostly about. The teacher will read
“Grandmother-Grandmother has a garden. She has many flowers in her garden. They are red,
yellow and white. Some flowers are big. Some are small. Grandmother likes
flowers very much.” and use think aloud to model and explain how to determine the main idea
from the two choices. For example, the teacher will think aloud about the
title and what the passage is mainly about. The teacher will read the two choices for the main
idea (Grandmother works in the garden/Grandmother grows many
flowers) and discuss how the story mentions both of these. The teacher will model thinking as
he/she chooses the correct main idea. For example, I will say "even though
the passage says that grandmother has many flowers in her garden, it is only one small part of
the story. All the other sentences are about flowers that grandmother has
in her garden. So the best main idea is the second, 'Grandmother grows many flowers'."

● Guided Practice (WE DO): The teacher will read a grade level story and discuss the two
choices for the main idea. The teacher and students will choose the best main
idea from the two choices and provide evidence from the text to support the idea. If students
disagree, they will be allowed to debate until everyone agrees on the main
idea.
● Independent Practice (YOU DO): The students will read (or listen as the teacher reads)
another short story and the two choices for the main idea. The students will
determine the main idea and explain how they know that is the main idea of the short story.
● Teacher Modeling (I DO): The teacher will discuss how the title of a familiar fiction story
can also help us determine the main idea. The teacher will introduce a grade
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level storybook and read the title. The teacher will think aloud about what the book will be
about. The teacher will read the story and model identifying the main details
of the text that support the title of the book. The teacher will discuss the main idea and how the
title helps to determine the main idea.
● Guided Practice (WE DO): The teacher and students will talk about what we think the main
idea of the next story is. We will read this story, determine the main details
of the text, identify the main idea and discuss how the title helps us determine the main idea of
the story.
● Independent Practice (YOU DO): The students will listen as the teacher reads the title of the
book. The students will determine the main idea of this book and identify
the main details that support the title and how the title helps you determine the main idea.

Conclusion:
Summarize the main points discussed during the lesson.

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

Write a narrative using the story elements.
Use adjectives and transitional words to write their story.

Teaching Learning Strategies

Introduction
Teacher Modeling and Demonstration:
Sets the Purpose: The teacher will say“Today we are going to learn and practice writing
narrative/story. We have already learned and know how to write a story or
narrative.

Development
Anchor Text: The teacher will show students one of the pre-written pieces of writing and think
aloud about what makes this a narrative piece. For example, “Look at this
piece of writing with me. I want you to listen and think in your heads while I think aloud about
what I notice about this type of writing.” Some of the elements that the
teacher may want to think aloud about could include characters, setting, topic or theme,
dialogue, event sequencing and transition words, adjectives for descriptive
details, use of the past tense to tell the story and language conventionts such as capitalization,
quotation marks and punctuation . Students listen and watch as teacher
models and thinks aloud about elements that are included in narrative writing.
● Graphic Organizer: Using think and talk aloud, the teacher will complete a class size story
map or Plot Diagram with sequencing words based on the story.
Guided Practice:
● The teacher will use a different pre-written piece of writing and have students think about
what elements they see in this text. The teacher will ask students questions
like, “What elements do you see that are the same from the piece of writing I read?” or “Do
you see any elements that show you this is a narrative piece?” Then the
teacher will have students share with a partner or small group to identify different elements of
a narrative from the pre-written piece of writing. After students have had

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time to talk, the teacher will ask students to share what elements of a narrative they saw in this
piece. The teacher and students will complete another class size story
map or Plot Diagram graphic organizer.
Independent Practice & Share Time:
● The teacher will display a different pre-written piece of writing narrative and have students
think about what elements they see in this text. The students will work
together to complete a story map or Plot Diagram graphic organizer.
Shared Writing:
● Teacher Sets the Purpose: “Writers write story beginnings to grab the reader’s attention from
the very beginning to introduce the characters, setting and problem. This
helps the reader know what the story is about. Writers write the middle of the story so the
reader knows the plot is developed. Writer writes the ending of the story for
the reader to know that the piece is over, the problem is solved and as a way to say “goodbye”
to the reader.
● Shared Planning & Writing: Today we are going to practice writing beginnings, middle and
ending that we can use when we write our stories.” The teacher will think
aloud about ways a story can start while showing a prewritten story map/Plot Diagram graphic
organizer and model using the model sentence starters that are already
there to create several different story beginnings. After thinking aloud about beginnings, the
teacher and students will select one and model using the graphic organizer
in front of the students. The teacher and students will work together to create the middle and
end of a narrative/story.

Conclusion: Recap the importance of word choice in determining tone and meaning.

Thursday Objectives: Students will be able to :

Use the Subordinating Conjunction “when” to form Complex Sentences.

Teaching Learning Strategies

Introduction
Teacher Modeling (I DO): The teacher will show a picture scene from a familiar grade level
story

Development
Define Key Terms:
such as “The Little Red Hen” or any other relevant story. Using think
and talk aloud, the teacher will say, "I have two sentences that I need to combine: “The pig,
dog and cow wanted to eat the bread.” The first sentence tells me that the
Little Red Hen friends wanted to eat the bread and the second sentence tells me that the Little
Red Hen was finished making bread. I can keep the word/phrase “the
bread” to the first sentence; I don’t need the words in the rest of the sentence anymore. I am
going to write it like this: “The pig, dog and cow wanted to eat the bread
when the Little Red Hen was done baking.” I think that sounds good! The words/phrase “the
bread” tells what the other animals wanted and what the Little Red Hen had,
and I used all the information from the two sentences. Now I need to write a new sentence.

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(Teacher writes the sentence, saying each word out loud while writing). I
don’t know how to spell the word bread, so I am going to look back at how it is spelled in the
original sentences. (The teacher finishes writing the sentence and reads the
completed sentence). That sounds great! There are some words I did not repeat because they
were already in the first sentence. I combined the sentences by not
repeating “the bread” in the second sentence.

Guided Practice (WE DO): Show a new spread in the story book and work with students to
complete the sentence frame with the new story word(s). Point to and read a
sentence aloud. Have students discuss what information can be added to the sentence. The
teacher will write down what students share. Then the teacher will have
students share with a partner or small group about what extra information can be added to the
sentence using the conjunction ‘when’. Write the revised sentence on the
class size chart and have students chorally recite the sentence with you, as you point to the
words. Discuss whether and how the combined sentence retains the meaning
of the original sentences. Display the sentence frame and have students read it chorally with
you.

● Independent Practice (YOU DO): Students will be placed in stations to practice previously
learned skills/concepts. The teacher will distribute copies of a grade level
book, graphic organizer and the word cards with the conjunction “when’ to each group. Have
students in groups practice combining the sentences using the conjunction
‘when’. Encourage the students to make illustrations of their combined sentences. The teacher
will conference with small groups of students as they write independently.
Before students begin to write, the teacher will encourage students to use the model sentence
to write their opinion sentences.

Conclusion
Summarize the key points covered in the lesson.
Friday ASSESSMENT DAY-test

Competency-Based Assessment:

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

Evaluation:
Strengths:_______________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________

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________________________________________________________________________________________

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

Class: Std 4
Mathematics Zuri Novelo 11:30 May 27-31
Strand: Competency-based Learning Outcomes:
MA 4.32 Explore and demonstrate divisibility rules for division by 4, 7 and 8.
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.

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:

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Materials: Whiteboard and markers,

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

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

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 Festival of Arts- worksheet will be given to students.

Objectives: Students will

Tuesday Students will be able to divide a 2-digit number by a 1-digit number and determine if there is a
remainder.

Teaching/Learning Strategies: Guided Inquiry

Introduction:
Hook Activity: Start with a simple problem on the board to engage students. For example:
 "If you have 28 candies and you want to share them equally among 4 friends, how many
candies does each friend get?"
 Discuss students' initial thoughts and methods for solving the problem.
Explain the lesson objective. Write it on the board: "Today, we will learn how to divide a 2-digit
number by a 1-digit number and understand what to do if there is a remainder."

Development:
introduce Division Vocabulary:
 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)

Model Division Without Remainders:

 Use the example from the hook activity (28 ÷ 4).
 Demonstrate the long division process step by step on the board.
 Show how each digit is divided, multiplied, and subtracted to find the quotient.
Model Division With Remainders:
 Introduce a problem where there is a remainder, such as 29 ÷ 4.
 Walk through the long division steps, showing how the remainder appears.
 Explain that the remainder is what is left over after the division is complete.
Conclusion/;
 Give students a quick problem to solve as an exit ticket, such as 37 ÷ 5.

Wednesday Objectives: Students will

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Students will learn to divide a 2-digit number by a 1-digit number, understanding the concepts of
division with and without remainders..

Teaching/Learning Strategies: Guided Inquiry

Introduction:
 Begin with a quick review of basic division facts.
 Explain division as the process of splitting a number into equal parts.

Development:
 Explain that today’s lesson will focus on dividing larger numbers (2-digit numbers) by
smaller numbers (1-digit numbers).
 Provide real-life examples where division is used (e.g., sharing candies, grouping items).

Guided Practice
 Hand out worksheets with a mix of problems (both with and without remainders).
 Walk around the classroom to assist students as they work through the problems.
 Encourage students to check their work by multiplying the quotient by the divisor and
adding the remainder if there is one.
Independent Practice
 Assign a few problems for students to solve on their own.
 Provide more challenging problems for advanced students or additional practice for those
who need it.

Conclusion/;
 Review the answers to the independent practice problems as a class.
 Address any common mistakes or misconceptions.

Thursday Objectives: Students will

learn to divide a whole number by a 2-digit number using the long division method, understanding
each step of the process.

Teaching/Learning Strategies: Guided Inquiry

Introduction:
 Start with a quick review of single-digit division.
 Explain that today’s lesson will focus on dividing larger numbers by 2-digit numbers using
the long division method.

Development:
 Discuss the importance of learning long division and how it is used in real-life scenarios
(e.g., dividing large quantities, budgeting).
 Explain Long Division Steps:
Step 1: Setup - Write the dividend (number to be divided) and divisor (2-digit number) in the
long division format.
Step 2: Divide - Determine how many times the divisor can fit into the leading part of the
dividend.
Step 3: Multiply - Multiply the divisor by the quotient digit and write the result under the

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dividend.
Step 4: Subtract - Subtract to find the remainder.
Step 5: Bring Down - Bring down the next digit of the dividend and repeat the process

 Example 1: 738 ÷ 24
1. Divide 73 by 24 to get 3.
2. Multiply 3 by 24 to get 72.
3. Subtract 72 from 73 to get 1.
4. Bring down 8 to make it 18.
5. Divide 18 by 24 to get 0.
6. Write the quotient 30 with a remainder of 18.

 Example 2: 1546 ÷ 32
1. Divide 154 by 32 to get 4.
2. Multiply 4 by 32 to get 128.
3. Subtract 128 from 154 to get 26.
4. Bring down 6 to make it 266.
5. Divide 266 by 32 to get 8.
6. Multiply 8 by 32 to get 256.
7. Subtract 256 from 266 to get 10.
8. Write the quotient 48 with a remainder of
10.

Guided Practice (15 minutes):

 Hand out worksheets with problems and guide students
through several examples.
 Walk around the classroom, providing help as needed.
 Use graph paper to help students keep their work neat and
aligned.

Conclusion/;
Review and Assessment (10 minutes):
 Review the answers to the independent practice problems
as a class.

Friday
FINAL ASSESSMENT IN TOPICs
Create a bookmark for divisibility rules.
Create a bookmark for Divide a 2-digit number by a 1-digit number with or without remainders.

Competency-Based Assessment:
 Observation/group work
 Bookmark
 Workbook exercises
 Using Manipulatives /observation

Evaluation:
Strengths:

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________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Time: Week:4
Subject: Teacher: Mrs.
Class: Std 4 1:00- May
Belizean Studies Zuri Novelo
1:45 27-31
Strand: Competency-based Learning Outcomes:
Civil Education BS 6.12 Investigate and evaluate the role of seat belts, child safety seats,
bicycle and motorcycle helmets have in reducing the likelihood of
death or severe injury due to road crashes.
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: Safety Device Usage Tips:
1.  Consistency: Always use safety devices every time you ride or drive.
 Correct Usage: Follow all instructions for installing and using safety
devices.
 Lead by Example: Show others the importance of using seat belts,
child safety seats, and helmets.
Stay Safe, Stay Protected!
This information can be used to create a visually appealing and informative
poster to educate others about the importance and proper use of safety devices.
Seat Belts
How They Work:
 Seat belts keep you securely in your seat during a crash.
 They distribute the force of the impact across the stronger parts of
your body (chest, shoulders, and pelvis).
 They prevent you from being thrown from the vehicle.
Benefits:
 Reduce the risk of death by about 45%.
 Lower the risk of serious injury by about 50%.
 Easy to use and available in all vehicles.
Reminder:
 Always buckle up, no matter how short the trip.
 Ensure the belt is snug and positioned correctly.

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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

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Monday Festival of Arts-
CREATE A FLYER PROMOTING USAGE OF SEATBELT

Objectives: Students will:

Tuesday understand the importance and effectiveness of seat belts, child safety seats,
and bicycle and motorcycle helmets in reducing the likelihood of death or
severe injury in road crashes.

Teaching/Learning Strategies:
Introduction: .
 Begin with a short video clip or personal anecdote about a road crash
where safety devices saved lives.
 Ask students if they or anyone they know have experienced a road
accident and how safety devices played a role.
.

Development:
Child Safety Seats:
 Explain the different types of child safety seats (infant seats, convertible
seats, booster seats) and their appropriate use.
 Discuss the impact of child safety seats on reducing injury and death
rates in children.
 Show how to correctly install and use a child safety seat.
Bicycle and Motorcycle Helmets:
 Explain the design and function of helmets (e.g., materials used, how
they absorb impact).
 Discuss the effectiveness of helmets in preventing head injuries.
 Present laws and recommendations for helmet use.
 Divide students into small groups and assign each group a safety device
(seat belts, child safety seats, or helmets).
 Have each group prepare a short presentation on how their safety device
works and its effectiveness in reducing injuries and fatalities.

Conclusion:

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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.

Competency-Based Assessment:
 Oral discussion
 Rubric
 Group work
 EXPERIMENT

Evaluation:
Strengths:___________________________________________________________________________
__________
Weaknesses:

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

Class: Std 4
Science Zuri Novelo 2:30 May 27-31
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.
Competency: Competency Area #2: Emotional Intelligence and Effective
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
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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)
 Consumers:
 Primary Consumers:
 Herbivorous fish (parrotfish, surgeonfish)
 Sea turtles (Green turtle)
 Manatees
 Secondary Consumers:
 Predatory fish (snapper, grouper)
 Cephalopods (squids, octopuses)
 Tertiary Consumers:

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 Sharks (reef sharks, nurse sharks)
 Large predatory fish (barracuda)
 Decomposers:
 Bacteria
 Marine fungi
 Detritivores (crabs, sea cucumbers)
Abiotic Components:
 Physical Factors:
 Sunlight: Penetrates through the clear waters, providing energy for
photosynthesis.
 Temperature: Tropical climate with warm waters.
 Water currents: Influence nutrient distribution and organism
movement.
 Chemical Factors:
 Salinity: Saltwater environment.
 Oxygen Levels: Dissolved oxygen necessary for marine life.
 Nutrients: Nutrients like nitrates and phosphates necessary for
plant growth.
Sunlight
|
V
-----------------------------------------------
| |
| Abiotic Factors |
| (Temperature, Salinity, |
| Nutrients, Oxygen) |
-----------------------------------------------
|
V
-------------------------------------------------------------------------------------------------
| | | |
| Producers Consumers Decomposers
| | | |
| Seagrasses, Phytoplankton, Herbivores Bacteria,
| Algae (Fish, Turtles), Marine fungi,
| Predators Detritivores
| (Sharks, Fish) (Crabs, Sea Cucumbers)
--------------------------------------------------------------------------------------------------
|
V
Nutrient Cycling

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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 Worksheet.

Objectives: Students will

Tuesday  Understand the main components of an ecosystem.
 Identify and differentiate between biotic and abiotic components.
Referred  Create a detailed representation of either an aquatic or terrestrial ecosystem found in
last week it
was not Belize.
completed
Teaching/Learning Strategies:

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Introduction: .
List biotic and abiotic factors that they think belong to our Belize Barrier Reef.
List biotic and abiotic factors that they think belong to our Belize Tropical Rainforest.

Development:
Introduction to Belizean Ecosystems:
 Overview of the Belize Barrier Reef and tropical rainforests.
Highlight key species and environmental factors specific to each ecosystem.
Reading from Environment of Belize book.

Create a diagram on the board along with students of the Barrier Reef.

Pair Work
Now have students to work in pairs creating a diagram of the Tropical Rainforest..

Creating a 3D Ecosystem Representations in groups for next week Monday.

 Assign each group to either the Belize Barrier Reef or a tropical rainforest.
 Decide who will bring each material.

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
 Reflection
 Diagrams

Evaluation:
Strengths:
________________________________________________________________________________________
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________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
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________________________________________________________________________________________

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

Class: Std 4
Spanish Novelo 3:30 May 27-31
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 COMPETENCY- BASED Lesson Plan 2023-24
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
Linkages: Language arts: verbs Expressive Arts: feelings Scripture

Monday Worksheets
Objectives:
Tuesday Students will :
 learn how to enumerate and assess numbers by hundreds in Spanish.
 practice using these numbers in real-life contexts.
 enhance their Spanish vocabulary and number fluency.

Teaching/Learning Strategies:
Introduction:

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 COMPETENCY- BASED Lesson Plan 2023-24
Begin the lesson with a round of BINGO using number in Spanish.

Development:
Provide students with cards describing different
real-life situations involving numbers in the hundreds (e.g., population,
budgeting, distances).
- In pairs or small groups, students
discuss and present how they would enumerate and assess the numbers
in each scenario.
- Money Management
- Use play money or images of money in denominations of hundreds.
- Create a scenario where students have to budget for a party or
event.

They must enumerate and assess the costs using Spanish expressions.
Students can work in small groups to present their budgets in
Spanish.
- Use traditional games to reinforce counting
by hundreds in a fun way. - Games like Bingo or interactive
quizzes can be adapted to include numbers and scenarios in Spanish.

Conclusion:
Students read the poem below then identify the number in Spanish
Mas de mil estrellas en el Cielo azul.
Entre todas la mas bella eres tu.

No solo hay dos, hay doscientos.

No solo hay tres, hay tresciento.
No solo hay cuatro, hay cuatrocientos
Hay mas de quinientos buenos deseos para tu vida.

Homework: write a poem in Spanish including a number.

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

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 COMPETENCY- BASED Lesson Plan 2023-24

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

Class: Std 4
Wellness Education Zuri Novelo 2:30 May 27-31
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:  Bullying: Emphasize that bullying can have long-term effects on mental
health and well-being. Encourage students to speak up if they see or
experience bullying.
 Depression: Highlight that depression is a serious condition that requires
support and treatment. It's important to recognize the signs early and seek
help.
 Suicidal Thoughts: Stress the importance of taking any talk or sign of
suicide seriously. Immediate action and seeking help from trusted adults
or professionals is crucial.

Signs and Symptoms of Bullying, Depression, and Suicidal Thoughts

Bullying
Signs and Symptoms:
1. Physical Signs:
 Unexplained injuries, such as bruises, cuts, or scratches.
 Damaged or missing belongings.
 Frequent headaches or stomach aches.
2. Emotional Signs:
 Sudden changes in mood, such as becoming withdrawn or
excessively angry.
 Signs of anxiety or fearfulness, especially related to school or
social situations.
 Decreased self-esteem and feelings of worthlessness.
3. Behavioral Signs:
 Avoidance of social situations, including skipping school or
extracurricular activities.
 Changes in eating or sleeping patterns.
 Unexplained decline in academic performance.
4. Social Signs:
 Loss of interest in friends or activities that were previously
enjoyed.
 Reluctance to go to school or ride the bus.
 Sudden changes in friendship groups.
Depression
Signs and Symptoms:
1. Emotional Signs:
 Persistent feelings of sadness, hopelessness, or emptiness.

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 COMPETENCY- BASED Lesson Plan 2023-24
 Irritability or frustration, even over small matters.
 Loss of interest or pleasure in most or all normal activities.
2. Behavioral Signs:
 Fatigue and lack of energy.
 Sleeping too much or too little.
 Changes in appetite — significant weight loss or gain.
3. Cognitive Signs:
 Trouble concentrating, making decisions, or remembering things.
 Recurrent thoughts of death or suicide.
 Feelings of guilt or worthlessness.
4. Physical Signs:
 Unexplained physical problems, such as back pain or headaches.
 Slowed thinking, speaking, or body movements.
Suicidal Thoughts
Signs and Symptoms:
1. Verbal Cues:
 Talking about wanting to die or kill oneself.
 Talking about feeling hopeless or having no reason to live.
 Mentioning being a burden to others.
2. Behavioral Signs:
 Increased use of alcohol or drugs.
 Looking for a way to end their lives, such as searching online for
methods or obtaining means to self-harm.
 Withdrawing from activities and isolating from family and friends.
3. Emotional Signs:
 Displaying extreme mood swings, such as suddenly being very
calm or very agitated.
 Showing rage or talking about seeking revenge.
 Expressing a sense of being trapped or in unbearable pain.
4. Physical Signs:
 Changes in sleep patterns, such as sleeping too much or too little.
 Neglect of personal appearance or hygiene.

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)
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 COMPETENCY- BASED Lesson Plan 2023-24
Mathematics (grouping)

Wednesday Objectives: Students will :

 Understand the importance of communicating with parents, caregivers, or trusted
adults about bullying, depression, and suicidal thoughts.
 Recognize the signs of bullying, depression, and suicidal behavior in themselves and
their peers.

Teaching/Learning Strategies:
Introduction: Begin with a brief discussion about what bullying, depression, and suicidal
thoughts are. Use a quick anonymous poll (using index cards) to gauge students' initial thoughts
on talking to adults about these issues.

Development:
 Divide the class into small groups and assign each group one of the following topics:
Bullying, Depression, Suicidal Thoughts.
 Have each group discuss and list the signs and symptoms of their assigned topic.

Class Reflection:
Ask students to reflect on what they’ve learned about puberty, bullying, and how to support one
another. Encourage students to share one thing they will do to help create a respectful and
supportive environment.

Conclusion
Reconvene as a whole class and have each group share their findings.
Summarize the key points on the whiteboard.

Thursday Objectives: Students will :

 Develop strategies for initiating conversations with trusted adults.
 Identify trusted adults they can turn to in times of need.

Teaching/Learning Strategies:

Introduction: Show a short video or animation that depicts a scenario where a young person
talks to a trusted adult about their problems.

Development:
Brainstorming Session:
Ask students to list people in their lives who they consider trusted adults. This can include
parents, teachers, school counselors, coaches, etc.
Create a "Trusted Adults" chart on the whiteboard with their suggestions.

Teach students strategies for initiating conversation with trusted adults.

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Easy Strategies for Talking to Trusted Adults
1. Pick the Right Time and Place
 Find a Quiet Spot: Choose a place where you can talk without interruptions.
 Choose a Good Time: Talk when the adult isn’t busy, like after dinner or during a walk.
2. Plan What to Say
 Write It Down: Note the main points you want to talk about.
 Practice: Try saying it out loud to yourself or with a friend.
3. Use "I" Statements
 Talk About Yourself: Use sentences that start with "I feel," "I need," or "I'm worried
about."
 Be Honest: Share your feelings openly.
4. Start with Small Talk
 Warm Up: Begin with casual conversation to make both of you comfortable.
 Transition: Gradually bring up the main topic.
5. Be Direct and Clear
 Say It Simply: Clearly say what’s bothering you. For example, "I feel really sad
because of what's happening at school."
 Give Examples: Describe specific things that have happened.
6. Explain Why It's Important
 Share Why You’re Talking: Let the adult know why you need their help.
 Tell How It Affects You: Explain how you’re feeling and why it's important to you.
7. Ask for Help
 Be Clear: Say what kind of help you need. It might be advice, someone to talk to, or
help finding a counselor.
 Listen: Be open to their suggestions.
8. Be Ready for Their Reaction
 Stay Calm: They might be surprised or need time to think.
 Give Them Time: Allow them to ask questions and offer their thoughts.
9. Follow Up
 Keep Talking: Check back in with them later to update them on how you’re doing.
 Say Thanks: Thank them for listening and helping you.

Have students copy down notes.

Conclusion
 Emphasize that seeking help is a sign of strength, not weakness.
 Open the floor for any questions students may have. Ensure a supportive and open
environment for discussion.

Competency-Based Assessment:
 Observation
 Oral discussion
 Reflection

Evaluation:
Strengths:

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_______________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Weaknesses:
________________________________________________________________________________________
________________________________________________________________________________________

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

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