Weekly Scheme for the Week of:

March 11th – 15th,2024

Teacher: Audrey Ariola

Class: Infant 1 A
.
Subjects: Language Arts, Belizean Studies, Spanish, PE
Weekly Notes\events
 Monday Public and Bank Holiday, Tuesday Devotion Std 5Williams

Subject: Language Arts

Date: March 11th, 2024 (Tuesday)
Class Level: Infant 1
Time: 75 minutes 10:15- 11:30
Topic: Letter and sound recognition
Sub Topic: Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)
Make Predictions when listening to a Story and use Sequencing words first, then, and last

Learning Outcome:
 LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound
and formation of letters /g/ (hard g), /f/, /l/, /u/, /k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
 LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
Content:
Letter and Sound Recognition, Letter Ll
Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)

Lowercase Letter Formations: Start at the headline. Pull down straight to the baseline.

Uppercase Letter Formation: Start at the headline. Pull down straight to the baseline. Slide right.

Language Structure
Sequential Order

Sequential order usually refers to steps in a process or event. This pattern works well when
using step-by-step directions.
What is sequential order?
 Sequential order is when you put details or events into a fixed set.
 For instance, we often hear details sequentially when we say, “first, second, third” or “beginning,
middle, end.”
 Turn and tell your partner the first thing you did this morning.. Now tell her or him what you did
next…….. You are already thinking and speaking sequentially!

Strands: Reading Fluency and Accuracy, Language Structure,

Curricular Linkages:

 Mathematics (Counting)
 Expressive Arts (Drawing)
 Science (Animals)
Materials: picture, story, concept chart,
References:
 Sound and Letter work and story, Language Tree book
 https://www.youtube.com/watch?v=jqxcv-k4gYA

Previous Knowledge: Students can identify pictures and words beginning with a set of
letter sound taught before and can also give the sound it makes.

Skills:
 Use a combination of drawing, dictating, and writing to narrate a single event
 Retell familiar stories, including key details with prompting and support,
 Use a combination of drawing, dictating, and writing to narrate a single event
 Interpret events and provide a reaction to what happened.

Attitude:
 Work positively and learn from others.
 Work as part of a team.
 Share ideas and listen to others.
 Support peers on their learning journey.

Objectives: With the use of story with pictures students will be able to:
 Identify the initial letter sound “l” at the beginning of picture name
 Draw two pictures will letter l, draw the lizard and write three sentences about it.
 To make predictions using information to stem sentences what will happen next
 Identify clues in the first part of a text to help them anticipate what will happen next.

Introduction
 Teacher will present students with pictures that begin with the letter ‘Ll’. Teacher will
hold up each picture card and say each word. Have students repeat after teacher and
Lamp, lemon, Laptop. Ask students -What sound do they hear at the beginning of each
word? The sound is /l/.
Development
Phonics:
 Teacher will hold up letter “l” flashcard so all students can see it.
 Listen to student chorus the letter 5 times, then some student will be called individually to
say the letter.
  Teacher will say the sound of the letter (e.g., "L is for 'lamp' ... /l/ -/l/ - /l/ lamp).
 Model to students how to make the ‘l’ sound as /l/. Talk about what your mouth is doing
as you say the sound:
 Have students look at what their pair mouth is doing as they say /l/-/l/-/l/.
 Now ask students to place their hand on their throat as they say /l/-/l/-/l/.
 Elicit if it is a quiet or noisy sound? (noisy)
 Present students with the story “Lola” and have students listen to the read-aloud
 Teacher re-read the story again so students can listen to all the words with letter /l/ sound
 Have students list the words with letter /L/ sound from the story
 Teacher will elicit the spelling of some words out of the book from students (leg, lot, let,
look)
 Teacher will as student to relate the story in their own words,
 Teacher will intervene by asking what happen first, next, then last in the story.
 Elicit from students the four letters in Lola name the term first, second, next, last
 Elicit from students’ things that Lola said she can do on her own using fist, next, last
 Elicit from students what Lola should do before she sits and eat lunch.
 Have students explain the steps how they wash their hands
 Help students to explain what they do first, second, third so on

Writing Composition:
 Have student’s draw 4 picture will letter l, and find its name from a list to write the name beside
the picture.
Subject: Language Arts
Date: March 12th, 2024 (Wednesday)
Class Level: Infant 1
Time: 75 minutes 10:15- 11:30
Topic: Letter and sound recognition
Sub Topic: Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)
Make Predictions when listening to a Story and use Sequencing words first, then, and last

Learning Outcome:
 LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound
and formation of letters /g/ (hard g), /f/, /l/, /u/, /k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
 LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
Content:
Letter and Sound Recognition, Letter Ll
Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)

Lowercase Letter Formations: Start at the headline. Pull down straight to the baseline.

Uppercase Letter Formation: Start at the headline. Pull down straight to the baseline. Slide right.

Language Structure
Sequential Order

Sequential order usually refers to steps in a process or event. This pattern works well when
using step-by-step directions.
What is sequential order?
 Sequential order is when you put details or events into a fixed set.
 For instance, we often hear details sequentially when we say, “first, second, third” or “beginning,
middle, end.”
 Turn and tell your partner the first thing you did this morning.. Now tell her or him what you did
next…….. You are already thinking and speaking sequentially!

Strands: Reading Fluency and Accuracy, Language Structure,

Curricular Linkages:

 Mathematics (Counting)
 Expressive Arts (Drawing)
 Science (Animals)
Materials: picture, story, concept chart,
References:
 Sound and Letter work and story, Language Tree book
 https://www.youtube.com/watch?v=jqxcv-k4gYA

Previous Knowledge: Students can identify pictures and words beginning with a set of
letter sound taught before and can also give the sound it makes.

Skills:
 Use a combination of drawing, dictating, and writing to narrate a single event
 Retell familiar stories, including key details with prompting and support,
 Use a combination of drawing, dictating, and writing to narrate a single event
 Interpret events and provide a reaction to what happened.

Attitude:
 Work positively and learn from others.
 Work as part of a team.
 Share ideas and listen to others.
 Support peers on their learning journey.

Objectives: With the use of story with pictures students will be able to:
 Identify the initial letter sound “l” at the beginning of picture name
 Draw two pictures will letter l, draw the lizard and write three sentences about it.
 To make predictions using information to stem sentences what will happen next
 Identify clues in the first part of a text to help them anticipate what will happen next.

Introduction
 Teacher will present students with letter flash car to do a presentation on letter’s name,
sound and two words beginning with the letter

Development
Phonics:
 Alphabet drill
 Students will hunt for sight words flash card place around the class
 Each student will say the word the found and spell it too
(Direct Explanation & Modeling) (I Do)
 Teacher will read story from “Lola” from Sound and Letter pg 16
 Students will follow along in their own book
 Have students look for words begging with /l/ sound from the story and list them in their
book (5mins)
 Teacher will walk around to see who write the most word to be rewarded
 Have student’s voluntary’s share the words they can read out of their list
 Teacher will give students another 5mins to list all the sight word and words they can
read out of the same story.
 Eash student will be asked to share a word and also the spelling of the word
 Have students browse through the pictures on page 4 and 5 in (Language Tree) book
 Students will sequence the picture in the book
 Teacher will read the sentences for students to see if they have sequenced the picture
correct
 Students will be given a sequencing active to work in group and present it to class

Writing Composition:
 Students will do activity on pg 43 Sounds and Letters
Name __________________________________ ______________________

______________________________________ ________________________

Observe events and sequence them as number 1,2, and 3 in box below every picture.
Subject: Language Arts
Date: March 14th, 2024 (Thursday)
Class Level: Infant 1
Time: 75 minutes 10:15- 11:30
Topic: Letter and sound recognition
Sub Topic: Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)
Make Predictions when listening to a Story and use Sequencing words first, then, and last

Learning Outcome:
 LA 1.23 Demonstrate, identify, and distinguish basic knowledge of one-to-one letter-sound
and formation of letters /g/ (hard g), /f/, /l/, /u/, /k/, /j/, /z/, /v/ & /w/, /x/, /y/, /q/
 LA 2.22 Predict and relate to real life scenarios in the next section of a story with a
repetitive or predictable pattern.
Content:
Letter and Sound Recognition, Letter Ll
Letter, Sound Recognition, and Letter Formation (‘l’ as /l/ in lamp)

Lowercase Letter Formations: Start at the headline. Pull down straight to the baseline.

Uppercase Letter Formation: Start at the headline. Pull down straight to the baseline. Slide right.

Language Structure
Sequential Order

Sequential order usually refers to steps in a process or event. This pattern works well when
using step-by-step directions.
What is sequential order?
 Sequential order is when you put details or events into a fixed set.
 For instance, we often hear details sequentially when we say, “first, second, third” or “beginning,
middle, end.”
 Turn and tell your partner the first thing you did this morning.. Now tell her or him what you did
next…….. You are already thinking and speaking sequentially!

Strands: Reading Fluency and Accuracy, Language Structure,

Curricular Linkages:

 Mathematics (Counting)
 Expressive Arts (Drawing)
 Science (Animals)
Materials: picture, story, concept chart,
References:
 Sound and Letter work and story, Language Tree book
 https://www.youtube.com/watch?v=jqxcv-k4gYA

Previous Knowledge: Students can identify pictures and words beginning with a set of
letter sound taught before and can also give the sound it makes.

Skills:
 Use a combination of drawing, dictating, and writing to narrate a single event
 Retell familiar stories, including key details with prompting and support,
 Use a combination of drawing, dictating, and writing to narrate a single event
 Interpret events and provide a reaction to what happened.

Attitude:
 Work positively and learn from others.
 Work as part of a team.
 Share ideas and listen to others.
 Support peers on their learning journey.

Objectives: With the use of story with pictures students will be able to:
 Identify the initial letter sound “l” at the beginning of picture name
 Draw two pictures will letter l, draw the lizard and write three sentences about it.
 To make predictions using information to stem sentences what will happen next
 Identify clues in the first part of a text to help them anticipate what will happen next.

Introduction
 Teacher will present students with letter flash car to do a presentation on letter’s name,
sound and two words beginning with the letter

Development
Phonics:
 Alphabet drill
 Students will hunt for sight words flash card place around the class
 Each student will say the word the found and spell it too
(Direct Explanation & Modeling) (I Do)
 Teacher will read the story from my BZ Reader to students
 Teacher re-read the story to students to listen for words beginning with letter /l/
 Have students list the words beginning with letter /Ll/ sound

 Students will be asked to look around in classroom for flash cards with short words

beginning with letter /l/l sound (leg, log, lit, lap, lab, look, like, lamp)

 Students will be asked to read and spell the words they found.

 Students will then pass the words to a friend so the friend can read and spell the word too.

 This will be done until everyone has a turn to read and spell a word

 Have students browse through the pictures on page 4 and 5 in (Language Tree) book
 Students will sequence the picture in the book
 Teacher will read the sentences for students and have them sequenced the picture correct
 Students will be place in group and pick a picture to sequence the story
 Teacher will read the story in sequence and student will stand and show the picture that
match the story to help sequence the story

Writing Composition:

 Teacher will write scramble target words on board for students to unscramble

Friday Assessment Day

Belizean Studies
Class: Infant 1
Date: March 13th,2024 (Wednesday)
Topic: Our Home - Belize’s District, Towns, and major Highways
Sub- Topic: Parts of a Map, location of Belize’s District, Towns and major highways, landmarks of
Belize.
Learning Outcomes:
 BS 3.2 illustrates and identifies the districts, Cities, towns and major highways of Belize on a
map.

Skills:
 Classification using given standards
 Locating/Matching and Sorting
 Collaborating with partner to present ideas openly
 Communicating ideas to an audience.
Attitude:
 Demonstrate openness and willingness to learn about different places of Belize
 Confidence and courage to confidently express information.
 Develop an awareness of the location of different places in Belize.
 Appreciate the differences in the physical environment of Belize.

Objectives: Using a map of Belize, children will be able to:

 Identify and label the cities/ towns of Belize.
 Identify and locate the town they live in.

Content: Map
Belize is divided into 2 cities. Belize City and Belmopan City. it also has (7) Towns.
1. Corozal Town
2. Orange Walk Town
3. San Ignacio and Santa Elena Town
4. Benque Viejo Del Carmen Town
5. San Pedro Town
6. Dangriga Town
7. Punta Gorda Town
Previous Knowledge: The children are aware of the cardinal points, the countries that bordered
our country, and can locate and name the 6 districts of Belize.
Introduction:
 Teacher and children will play the game, " I love you “to review the position of the
cardinal points.
 Children along with the teacher will recite the phrase to tell the names of the countries
that borders Belize.
 Using the map of Belize children will point out and name all the districts.
Development:
 Teacher will use the map of Belize and through probing will elicit from children the
name of the town they had visit when we go on the bus
 Teacher will elicit from children name of town they live and which District can we find
it.
 Teacher will elicit from the children the location of Dangriga Town on a map
 Children will list the names of other towns they know and say if they have visited the
towns.
 Teacher will list the names of the towns and have the children count how many there are.
 Volunteers will be asked to come up and label the names of the towns using flashcards.
 Teacher will elicit from children the name of the place where the bus stops for them to
buy snacks or to use the bathroom when going to Belize.
 Teacher will introduce Belmopan and Belize city as the two cities in our country.
 Teacher will point out to the children their location on the map.
 Volunteers will be asked to label the two cities using flashcards on the map.
 Teacher and children will read aloud the names of the towns and the cities.

Conclusion:
 Children will be given an empty map of Belize to Label the Towns and cities.
Subject: Belizean Studies
Class: Infant 1
Date: March 14th 2024 (Thursday)
,

Topic: Our Home- Belize’s Districts, Towns and Major Highways.

Sub- Topic: The compass - Parts of a map, location of Belize’s Districts, Towns and major
Highways.
Learning Outcomes:
 Recognizing basic symbols and colorings found on maps
 Making informed guesses about where neighboring countries are based on NSWE
knowledge. (Where is Melchor, where is the United States, where is Chetumal?).
Skills:
 Locating/Matching
 Collaborating with partner to present
 Communicating to an audience

Objectives: Through the use of an Atlas and a map, children will be able to:
 Locate and name the districts found in our country.
 Discuss the location of neighboring countries.
 Tell the use of a compass.
 Place labels of places on a map of Belize.

Content:
What are some places you know of in the North? South? West? East of our country?
Corozal and Orange Walk are to the north of the country. Stann Creek and Toledo are to the
South. Cayo and Belmopan are to the west. To the east is the Caribbean Sea.
Places like Chetumal, Mexico, USA, Roatan, Honduras, Melchor and Guatemala can be located.

What is a compass?
A navigational instrument for determining direction relative to the Earth’s magnetic poles.it
greatly improved the safety and efficiency of travel especially ocean travel. What are physical
maps and cultural maps? What are the main features on a map? How are we connected to the
place we live in? How are people connected to the physical features of a place? What are
highlights/interesting stories/facts about your
community? How do we talk about where we are from? Can we locate Belize on a map?

Precious Knowledge: Children are familiar with what are the cardinal points.

Introduction: Children will watch a short video, them discuss what is shown in the video.
Development:
 Teacher will present a map of Belize and elicit from them the names of the districts in our
country.
 Children will guess which districts are north, south, East and west then discuss.
 Children will guess the location of some of our neighboring countries
 Teacher will present a picture of a compass and elicit from children what it is and what it
is used for.
 Children will share if they have seen or used a compass before
 Teacher will explain what a compass is and how to use it to show different direction

Conclusion:
 Children will be given labels to find location of districts and on a map of Belize based on
the cardinal points.

Evaluation
Strength
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Weakness
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________

Recommendation
__________________________________________________________________
__________________________
Lesson Plan: Spanish
Date: March 12th, 2024 [Tuesday]
Time: 60 mins
Class: Infant 1
Topic: Formulating Responses to Questions About Family Members
Subtopic: Asking questions about Family Members
Learning Outcomes:
 SP 2.1 Ask and formulate responses to questions about family members such as
¿Cómo se llama hermana/hermano? ¿Cuántos hermanas/hermanos tienes?

Linkages: Language Arts (Reading, listening, Speaking) Expressive art – oral presentation

Objective: Students will be able to:

 work in pairs to support each other
 respond to questions about members of their families
 Say Spanish word for family members (hermano, hermana, .)

Content: Members of the family - Miembros de la familia

• husband- esposo • wife- esposa • parents- parents
• brother- hermano • sister- hermana • daughter- hija
• son- hijo

Materials: checklist video, pictures, manipulative

Previous Knowledge: Student look at a family picture with brother, sister, parents and list the
family members in Spanish.

Introduction:
Students will sing good morning song in Spanish then count in Spanish
Play the vocabulary video, “Members of the Family in Spanish” to introduce vocabulary.

Development
 Teacher will show a picture of family member ask
 Have students list the family member in the picture in English
 Teacher will present flashcards with pictures of family members (parent, brother, sister.)
on one side and the Spanish word on the other.
 Teacher and students will go over it one by one repeat this twice.
 Divide the class into pairs and have students take turns showing a flashcard and asking
their partner, "¿Quién es?" (Who is this?).
 The partner responds with "Es mi [family member]" (It's my [family member]).

Conclusion
 In Spanish students will practice saying the family members

Assignment Students create a visual representation of their family tree and label family
members in Spanish.
Assessment: Pair up students as Partner A and Partner B. Partner A will present the visual
representation of his/her family tree and partner B will ask questions. Partner A will respond.
Roles will then switch.

Grading Criteria:
Criteria Points
Family Tree 20
Labeling of Family Tree 20
Presentation of Family Tree 20
Asking questions effectively 10
Providing relevant responses to 20
questions
Actively participating in role-play 10

Evaluation
Strength
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Weakness
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________________________________

Recommendation
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________