LESSON PLAN 1
Teacher's Name: Miss Josanne Acosta
Class: Form 4
No. of Students: 12
Subject: History
Date: 25th October 2024
Duration of Lesson: 25 minutes
Topic: Amerindian Agricultural Practices
Integrative Unit: Social Studies- The Amerindians. EA-Word Recognition Skill Development
Concept Overview: Develop student’s word recognition and pronunciation skills of words
associated with Amerindian agricultural practices
Objectives:
At the end of the lesson students will be able to:
Cognitive Domain-
1. Pronounce a list of words associated with agriculture among the Amerindian people
2. State some of the meaning of these words based on their experiences and the dictionary
Psychomotor-
1. Write the meaning of one word from a list using an online dictionary
Affective Domain-
1. Value and appreciate the Amerindian agricultural practices
2. Hold a developed appreciation for the pronunciation of words
3. Value their assessment material for its functions and applications
Previous knowledge or skills: Students were taught major concepts and practices within the
agriculture subject and are aware of the Amerindian people. This lesson aims at putting these two
aspects into perspective.
Teaching/Learning Environment: The lesson will be presented in the context of a regular
classroom setting.
Materials and Resources: Whiteboard markers, whiteboard eraser, laptop, reading book,
reading lesson, access to the internet, interactive worksheet and online dictionary.
Set Induction: The teacher will greet the students and introduce the topic that is going to be
taught by first using a video clip to recap some key points of the Amerindian people that has
already been taught to them by their regular class teacher. Next, the lesson will be continued
using other resources and pedagogical procedures.
Teaching /Learning Procedures and Activities:
Teacher’s Strategies
Students’ Activities
Resources
Introduction of the lesson
with a video clip of a real
Students will quietly view
the video clip and
Video clip, laptop and internet
connection. (Video begins at
2:20)
Amerindians showing them internalize the Amerindian
how to make an Amerindian culture
dish that is mentioned in the
[Link]
reading passage.
Next, the students will be
held in a discussion that
pertains to the agricultural
practices that would then
lead them to the list of
The students will listen
attentively during the
Amerindian Agriculture Word
Bank- interactive worksheet
[Link] - Student
workbooks
discussion and raise their
hands to answer the oral
questions accordingly. Next,
the students will be allowed
time to use an interactive
words from the word bank.
worksheet in preparation for
the reading lesson
Each student will be asked
Students will find the
Dictionary/ Online dictionary
to choose one word from the meaning of one word from
word bank that stands out to the word bank using a
[Link]
them and then find its
meaning
dictionary
Next the teacher will have
the reading lesson be read
aloud and then have the
students repeat.
Students will read the lesson Laptop, copy of reading passage,
individually, provided that
there is enough time after
listening to the audio.
text-to-speech application
[Link] - Student
workbooks
Verification of Learning:
Questioning-
Based on the student’s responses, appropriate questions would be asked in order to
confirm that they made a connection between their prior knowledge of the Amerindians
and the agriculture practices. This would be measured based on how well they are able to
recognize and read the reading passage and the list of words from the word bank.
Observing-
Students’ hesitation, avoidance and incorrect answers to questions and within activities
will be monitored and corrected accordingly.
Adaptations for Learners:
The remedial students will benefit from the interactive worksheet as it is geared towards helping
such students. The students will also have the use of a ‘read-aloud’ application that is used as a
demonstration for the students’ to in turn imitate.
Energizers: The class activities in itself is a mechanism to keep children’s attention during this
lesson.
Assessment/Evaluation: Formative in-class discussion and responses placed on the interactive
worksheet will be assessed. Students will also have access to this worksheet at all times during
the term for practice and they can also use it for spelling in addition to the phonic and reading
elements.
Closure: The teacher will recap the lesson’s objectives and then confirm learning or recognition
of the words from the word bank by asking each student to pronounce one word from the list that
stood out to them.
Teacher Reflection/Evaluation:
During the lesson the students were all engaged in all of the activities. They got to see real
Amerindian ancestors performing tasks that the reading lesson spoke of and this initiated the
interest in the lesson. The ‘read-aloud’ application was very useful as it motivated the students to
read better and faster. Only one boy was not heard reading as he was more so listening to the read-
aloud application while all the other children’s voices were heard reading the passage. They firstly
read after listening to the read-aloud application and then along with the application. It was
interesting to look at them compete with the application as it served as a motivator for them to
perform the task competently. Their smiles and excited intonations and expressions conveyed that
they were excited to see real Amerindian peoples and to share in their practices. As such the
objectives were all achieved, and it is pleasing to report that it was a success. For the next lesson
the students will be engaged in a demonstrative competency-based learning experience on how to
plant the cassava crop.
LESSON PLAN 2
Teacher's Name: Miss Josanne Acosta
Class: Standard 1
No. of Students: 3 (2 boys & 1 girl)
Subject: Agriculture Science
Date: 11th November, 2022
Duration of Lesson: 35 minutes
Topic: Planting Cassava
Integrative Unit: Social Studies- World Environmental Day. Mathematics- Measurement.
Science-Types of plants/Parts of a plant/ Types of Soils.
Concept Overview: Develop student’s knowledge, understanding and planting skills
Objectives:
At the end of the lesson students will be able to:
Cognitive Domain-
1. Demonstrate the knowledge of planting cassava
2. Demonstrate the understanding of how to use nontechnical tools when planting cassava
Psychomotor-
1. Perform the tasks involved in planting cassava
Affective Domain-
1. Value the tasks involved in planting cassava
2. Hold a developed appreciation for the crop
3. Value and appreciate the Amerindian agricultural practice of planting cassava
Previous knowledge or skills: The Amerindian people and their agriculture practices were put
into perspective for the students in the last session.
Teaching/Learning Environment: The lesson will be presented firstly in the context of the
regular classroom setting and then the students will be transferred to the context of the school’s
garden.
Materials and Resources: Whiteboard markers, whiteboard eraser, laptop, Microsoft PowerPoint
software & Presentation slides, access to the internet, interactive worksheets, garden tools-hand
fork, watering can, gloves- soap, water, cassava sticks, ruler, analytic rubric and self-assessment
appraisal.
Set Induction: The teacher will greet the students and introduce the topic that is going to be
taught
with the use of a PowerPoint presentation.
Teaching /Learning Procedures and Activities:
Teacher’s Strategies
Students’ Activities
Resources
Introduction of the lesson
with a PowerPoint
presentation on cassava
planting.
Students will quietly view the PowerPoint Presentation,
Presentation and internalize Microsoft PowerPoint
the processes involved-task by application & laptop
task
Then, the students will be
guided through a simulation
of the tasks involved in
planting cassava.
The students will perform the
tasks step-by-step using an
interactive worksheet to
simulate the process
Laptop, Interactive
worksheet
independently based on the
presentation demonstrations
Next, the students will be led Students will go with the
to the school’s garden where teachers to the garden and
Watering can, hand fork,
cassava sticks, water, gloves,
they will plant 2 cassava
each child will select a garden soap
sticks each. There is no need bed. They will wet the soil if
to change their clothing since it is hard, if the rain falls that
they can stay on the pathway day it will be left as is. The
and reach the front end of the students will each be given 2
garden bed without having to cassava sticks that they will
go far along the garden bed.
stick into the dirt in an upward
position. Next, they will mold
it a bit using a garden tool or
with their hands to ensure its
stability in the soil. They will
then wash up, and with the
guidance of the teacher pack
back the tools into the tool
shed and head to class.
To close the lesson, the
Students will return to the
Analytic rubric, self-
appraisal check sheet.
teacher will take the students classroom and hold group
back to the classroom and
have a student recap the
discussion about the process
that they implemented. They
procedure while his/her peers will use a list of written
verbally evaluate his
guiding questions. For
example:
responses, while adding in
their opinions of what was
done good or should have
been done better.
1) I was responsibility
for:
2) I took the time to:
The rest of questions would be
answered as homework.
Verification of Learning:
Questioning-
Based on the student’s task performances, appropriate questions would be asked in order
to guide actions if warranted.
Observing-
Students’ hesitation, avoidance and incorrect answers to questions and within the task
performances will be monitored and corrected accordingly within an appropriate
timeframe.
Adaptations for Learners:
The demonstration activity will assist remedial students as it is geared towards helping students
at the frustration level to imitate the tasks via a simulation until it is mastered for performance
which will become very simple.
Energizers: The demonstrative tasks simulation and then the task performance by itself serves as
a mechanism to hold and maintain the students’ interests throughout the learning process.
Assessment/Evaluation: The authentic competency-based task will serve as a formative in-class
assessment as the students’ task performance will be evaluated using an analytic rubric as the
task is being conducted.
Closure: The teacher will end the session by encouraging the students to support each other by
following the class routines for watering their crops etc. and to complete the self-appraisals as a
homework assignment.
Teacher Reflection/Evaluation:
At the end of this less the students…
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LESSON PLAN 3
Teacher's Name: Miss Josanne Acosta
Class: Standard 1
No. of Students: 3 (2 boys & 1 girl)
Subject: Agriculture
Date: 18th October, 2022
Duration of Lesson: 30 minutes
Topic: Review Lesson on Planting Cassava
Integrative Unit: Social Studies- World Environmental Day. Mathematics- Measurement.
Science-Types of plants/Parts of a plant/ Types of soils
Concept Overview: Assessment of agricultural knowledge, understanding and skills application
Objectives:
At the end of the lesson students will be able to:
Cognitive Domain-
1. Communicate in writing their knowledge of planting cassava
2. Demonstrate an understanding of planting
Psychomotor-
1. Organize provided materials to make a replica of a cassava garden
Affective Domain-
1. Hold a developed appreciation for the tasks involved in planting the root crop
2. Value their summative assessment tasks for its differentiated functions
3. Characterized how much the Amerindian culture is still practiced today
Previous knowledge or skills: In the last session the students observed a demonstration of
planting cassava and did so in actuality at the school’s garden.
Teaching/Learning Environment: In the context of the regular classroom.
Materials and Resources: Whiteboard markers, whiteboard eraser, garden routine, 3 sets of
molding clay, wooden sticks, test scripts- pencils, sharpener and eraser, paper.
Set Induction: The teacher will greet the students and gently remind them that they have to hand
in their self-appraisals from the last session. After, collecting the 3 documents, the teacher will
place the laid out materials on the desk and ask the students to quietly simulate the tasks that are
involved in planting cassava as part of their final assessment.
Teaching /Learning Procedures and Activities:
Teacher’s Strategies
Students’ Activities
Resources
The teacher will greet the
students and collect the self-
appraisals. Next, she will
inform them of an active
The students will listen
Whiteboard markers,
attentively for the assessment Whiteboard, molding clay,
instructions and follow as
directed. The test will be
wooden sticks, paper, test-
scripts, laptop.
assessment that they will have completed within 60 minutes,
to perform using provided
materials as part of their
summative assessment. The
test script will be given and
the time to begin and end the
assessment will be written on
the whiteboard. To which the
teacher will state when to
begin.
of which 15 minutes will be
allotted for reading and for
revising their responses
before handing it in.
The teacher will inform the
The students will answer all
Laptop, whiteboard,
whiteboard markers.
students in the last 10 minutes of the written questions on
that they “have exactly ten the test-script to the best of
minutes left in which to fully their abilities within the
complete the test.” When the allotted timeframe. When the
time has elapsed then the
teacher will stop the students stop, and wait for the teacher
and collect the test-script. to collect the test-script and
time has elapsed they will
Pictures of their creations will further instruct them.
be taken or video recorded.
The measurement and
evaluation scores will be
added to the scores from the
performance-task assessment
in order to provide a final
mark that will be used as a
contributor to their final end-
of-term grade.
The students will be
The students will receive the Garden routine
compliments given and
encouraged to keep doing
their work well and to ensure ensure to note when their
to upkeep the garden routine respective day to perform the
for watering the cassava crop garden routine is allotted.
daily or with the guidance of
the teacher unless otherwise
stated. Then the students will
be reminded that they will get
to receive a certificate at the
school function should they
perform well.
Next, they will quietly leave
the classroom for lunch.
Next, the class will remind
the students that in time the
cassava will be theirs to
enjoy. To which the class will
then be dismissed.
Verification of Performing:
Observing-
Students’ hesitation, avoidance and incorrect answers to the written questions will be
monitored and corrected accordingly without disrupting the assessment procedure or
showing any bias or other assessment errors.
Adaptations for Learners:
The test script is structured using Bloom’s taxonomy of learning objectives which is aligned with
the lesson objectives and activities. It should not be difficult for the students to be able to do the
written test using the manipulatives and visualization techniques as throughout the weeks the
informative learnt was scaffold.
Energizers: The manipulatives will be given as a mechanism to keep children’s attention during
this test as they will have the opportunity to make a visual representation to answer the written
questions.
Assessment/Evaluation: The summative assessment will be conducted within 60 minutes and the
students will obtain their full marks during the course of the week after it has been measured. The
scores will be used by the class teacher as a contributing mark towards their final end-of-term
evaluation.
Closure: The students will be encouraged to do their best and to maintain the garden routine.
Teacher Reflection/Evaluation:
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