Plan of work for week beginning April 11, 2016 Grade 3
Unit Title: Aspects of the Jamaican Culture
Focus Question: How did the Jamaican culture emerge and how does it continue to evolve? Attainment Targets
Read and interpret numerical and pictorial data.
Read for meaning, fluency, information and enjoyment. Give and receive information.
Skills: reading, researching, writing, reciting, dramatizing
Resources: students’ workbook, flash cards, blank leaves, pictures, crayons, map of Jamaica, world map, tablet computers
Content
Our culture is the way how we live. Culture includes how people obtain, prepare and eat food, dress and the types of clothes they wear, construct buildings and the type of materials they use. Worship and communicate with each other, travel from one place to another, entertain
themselves and celebrate important events.
A people’s culture also includes beliefs, customs, norms/ practices, music, art, sports, dance, drama, values and traditions and the way their government is formed.
-Name different aspects of the Jamaican culture. -identify and name different ethnic groups
-read information about the ethnic groups and the contribution each made to the development of Jamaican culture.
-collect pictures to create an ethnic group collage
Procedure/Activities
Pupils and teacher will pitch their voices accurately to the song Jesus loves all the people. (Tune of Jesus loves the little children)
From songs pupil will identify the different ethnic group. Define the word ethnic groups. This will be shown on semantic mapping.
Eg.
Pupils in groups will do research on the different ethnic groups. They will present information found to the class.
Pupils will collect pictures of different ethnic groups. They will paste some on card word to create an ethnic group collage. This will be displayed in class.
Pupil will read to find out that different ethnic groups make up Jamaica and from this our motto, Out of many One People, was arrived at.
Say what a motto is.
Know and say their school’s motto.
The Europeans who came to Jamaica drove fear in the Tainos. They worked them very hard and gave them diseases which eventually killed them
Form verbs and nouns that end with the letters ‘ear’ eg, sp, p, t, n, h, w, f, and d. Pupils will list new words found
Fear Dear Wear Hear Spear Near Pear Tear
Use the correct words to complete given sentences eg. Food, anthem, pledge, tainos. The _________ were the first group of people living in Jamaica.
Identify and spell new words related to key concept eg
Words Number of syllables
British English European Ethnic
Bri-tish
-Sing various cultural songs and listen to stones about great Jamaicans who contributed to the development of Jamaica’s culture.
-Identify and name aspects of the Jamaican culture. -Name and talk about different celebrations in Jamaica. -Act out different aspects of our culture.
Procedure/ activities
Pupils and teacher will pitch their voices accurately to various cultural songs example: monuel road, cori mi ackee etc teacher will help pupils to understand that these songs were done to take the slaves minds off the hard work and the punishment the encountered.
Pupils will read about the Spaniards who come to Jamaica in the 15th century. They brought slavs from West Africa who they worked very hard.
Pupils will be given a family of words that begins with cent or centi. They will know that all these words come from the root word centum which means one hundred.
Use dictionary to find the meanings of these words from the family of words to complete given sentences eg.
a. ___________________ is the name given to a creature that has many legs.
Teacher will read stories to pupils about great Jamaican who contribute to the development of our culture eg. The national heroes, Louise Bennett.
Semantic mapping will will be used to identify different aspects of our culture. Eg.
Aspects of our culture: Education Festival Music Dance Art Craft Drama Poem Stories People Food Language Clothes Religion Ceremonies Money
Each aspect will be discussed
Pupil in groups will act out different aspect of our culture eg. Wake, wedding ceremony and birthday party.
-Identify and name traditional dances
-Identify on map/globe the countries from which our ancestors came -Translate phrases from Creole to S.J.E
-Identify the changes in some aspect of our culture over the last fifty years -Sequence the arrival of our ancestor
Procedures/Activities
Pupils will be reminded of how traditions came about. They will tell the one they remember from previous lesson. Eg. Sit around the dinner table at meal times and pray together.
Tell about a tradition they take part in at home with their friends and family. Compare music then and now.
Carry out research at home by asking parents and grandparents to describe any traditional games they played when they were at school. Pupils should share the result of their research with the class.
Using a time line pupils will sequence the arrival of our ancestors eg 1900 The Lebanese, Syrians, Chinese, and East Indians
1800
1700 More Africans came 1600 The English
1500 The first Africans came to Jamaica The Spanish
Questions:
Which group of people came to Jamaica in the 1600? The English
Pupil will discuss with teacher the changes in some aspects of our culture over the last fifty years eg
ASPECTS OF CULTURE OLD NEW
Dance Kumina Sway
Music Mento Reggae
Vintage Dancehall
Rock steady Hiphop
Gospel Gospel
Dress Bell foot pants Spangy
Ballerina Hipsters
Three sister
Listen to and dance to music of yesteryear and today e.g Then- rock steady, gospel, vintage
Now- dancehall, gospel
Compare prices of items then and now
ITEMS LONG AGO TODAY DIFFERENCE
-Name some important people in the history of Jamaica and say what they did. -Place words in alphabetical order
-Calculate the age of each national hero Write synonyms and antonyms of words.
Procedures/activities
Teacher will explain to pupils that there are many people who have contributed to making Jamaica what it is today but there are a small number of people who have made exceptional contributions and they are given the honour of being called national heroes and heroine. Explain that heroes are the males and heroine is the female.
Identify these people on pictures. Pupil will name these people eg Paul Bogle etc. Briefly describe the contribution each made.
Locate the birthplace of each national hero and heroine on the map of Jamaica. Place words in alphabetical order. Eg.
Tainos________ Music__________ Heroine________ Dance_________ People_________ Hero__________
Calculate the age of each national hero and heroine. Eg. Pupil will use subtraction to arrive at answer.
Write synonyms and antonyms of each word. Eg.
WORDS SYNONYMS ANTONYMS
brave Bold shy
Rich wealthy Poor
Literacy 1-2-3
Language Arts Window Grade 3
Unit Title: Aspects of the Jamaican Culture Focus Question: What is Culture?
Story: Tommy the Mocho Maroon Hero Duration: 60 mins x 5 dys
Attainment Targets: Give and receive information.
Apply study skills and be able to search for information.
Use recognizable handwriting and appropriate spelling and vocabulary to write for a variety of purposes.
Read for meaning, information, fluency and enjoyment.
Skills: Reading story, identifying, drawing, comparing, listening to
story, writing sentences, listening to story, retelling story, syllabicating words.
Materials: students’ Reader, hand outs, blank leaves, word cards, Language Arts workbook, pencils, crayons, markers tablet computers.
Vocabulary:Tommy, Mocho, Accompong, hero, stories, fight, mountain, soldiers, Grandmother, country, escaped, followed, wanted, asked
Content
Pronouns are words that take the place of common and proper nouns in a sentence.
1. Identify new words using syllabication 2. Sequence sentence to retell story 3. Place right words in alphabetical order
4. Rewrite sentences using the meanings of words that are underlined.
Procedure/Activities Whole Class (25 minutes)
Lessons will be introducedwith pupils and teacher doing picture discussion.
Pupils will read the title of the story then say what they know about maroons e.g; “Nanny of the maroons”.
Pupils will identify and use syllabication to decode the new words related to the story. eg;
Governed gov-erned
Escaped es-caped
Plantation plan-ta-tion
Maroons ma-roons
Accompong Ac-com-pong
The given sight words will be defined. E.g. plantation- a large farm
Whole group reading of the story will be done. Where pupils meet up on any of the given sight words they will raise their hands.
They will then discuss their favorite part of the story and say why it’s their favorite part. Group Work 25min
Group 1 Will sequence sentence to retell story
Group 2 Will insert correct words to completegiven sentencese.g maroons, Accompong, fighting
Group 3 Will place words related to key concept in alphabetical order e.g; Fought
Tommy__________Mountains
Maroons _________ Clarendon Accompong
Group 4 Will rewrite sentences using the meanings of words underlined eg; escaped, governed, plantation.
The large farm had sugar cane and bananas. The plantation had sugar cane and bananas.
Whole Group (10 mins)
Groups will present their work for marking. Praises/corrections will be made where necessary
1. Identify regular past tense verbs
2. Add ‘ed’ to form the past tense of a given verb. 3. Rewrite sentences using past tense verbs. 4. Place ‘ed’ words into three groups. Procedures/Activities
Whole Group 20 mins
Teacher and pupils will revise regular past tense verbs.
Pupils will bear in mind that that these words end with ‘ed’ and that ‘ed’ gives three distinct sounds eg; a ‘t’, ed and d sound. (Pupils will say sounds)
Pupils will do entire group reading to find regular verbs in the story eg; the maroons worked for themselves. Pupils will tell the ‘ed’ sound heard at the end of each ‘ed’ word.
Group Work (20 mins)
Group 1 will write the past tense of given words eg; Present Tense Past Tense
gain gained
show join escape
Group 2 Will place regular past tense verb into groups according to sound eg; lived, wanted, jumped.
` ‘T’ Sound ‘Ed’ Sound ‘D’ Sound
Jumped Wanted Lived
Group 3 Will rewrite sentence using the past tense verbs of the verbs underlined. Eg; The slave masters follow the slaves into the mountains.
Ans: The slave masters followed the slaves into the mountains.
Group 4 Will write the present tense verbs of the given past tense verbs. Eg; Present Tense Verbs Past Tense verbs
Whole Group (20 mins)
Recap past tense verbs giving the three distinct sounds. The marking of pupils work will be done.
Pupils should be able to:
1. identify, decode and define the word pronoun 2. use pronouns correctly in sentences
3. use correct pronouns to replace given nouns.
Procedure/Activities Whole Group 25 Mins)
Lesson will be introduced with pupils reading given sentence from sentence strips. On the
sentence strips pupilswill identify the nouns that are underlined. E.g. Tom likes Tom’s dog.
Pupils will say the number of times the noun was repeated and say what they can do to prevent
this. E.g wetake the proper noun Tom out and replace it with the pronoun .
Teacher will help pupils to understand that instead of using the noun ‘Tom’ two times, another
word can be used in the place.
Pupils will try to supply a word in the place of the second noun ‘Tom’. Teacher will introduce the word Pronouns to pupils.
Pupils will identify and decode the word pronoun using syllabication. The definition of pronouns will be given.
Semantic mapping will be used to show some important pronouns. we her him he
she Pronouns his
they
Pupils will use the following youtube linkhttps://youtu.be/ZADSyQZlvCc on their tablets to understand the concept pronouns.
Pupils will hunt in class for hidden pronouns on cards. When pupils find the card they will try to
pronounce the word seen on the card then use the word in a sentence. e.g. Roy lost his new bike.
Group work (20 mins)
Group 1 will underline the pronouns in given sentences. The Arawaks had their bows and arrows.
Group 2 will match a pronoun to a noun. e.g. Nouns Pronouns
Children she
John it Mary they
fanhe
Group 3 will circle the correct pronoun for given pictures. E.g
Theyall have their guns..
Group 4 will rewrite given sentences using the correct pronoun. The Maroons have the Maroons Abeng.
The Maroons have their abeng.
Whole Group (15 mins)
The concept on pronouns will be reinforced. Pupils work will be marked and corrections/praises given where necessary.
Pupils should be able to:
1. Use the herring bone technique to answer comprehension questions. 2. Fill out different story maps.
Procedure/Activities Whole Group (20 mins)
Pupils will do whole group and individual reading of story. Teacher will question pupils orally about what was read.
Pupils should be able to read specific section of the story to answer questions asked. Group Work (25 mins)
Group 1 will read and answer questions given 1. Where does Tommy’s grandmother live?
2. Which word in the passage means the same as get away?
Group 2 will use the herring bone techniques to answer given questions eg. Who where why What how which
1. Who is the main character?
2. What could you do differently if you were the character? Group 3 will use information from story to fill out a story map
Group 4 will use information to fill out the story map below Eg.
Whole Group (15 mins)
Group presentations and making of work will be done. Evaluation:
Settings Main Character
Tommy
Title:
