STD THrEE

September to December 2026 – Term 2

Schedule for Week 8

Mon 15	Tues 16	Wed 17	Thurs 18	Fri 19
Math Number sentences p61, act1, p.62	Math Number sentences p.63, act 1 p.64	Maths. Review p.65- Quiz	Math whole number p67, addition prob p68. HW. p.69 (1-5)	Math Addition p.69, Act1, Act 2, p.70
Media & Info Literacy Media contain constructed messages p.172 POLLA	Social Studies	Grammar Conjunction, p.87, 12.2 POLLA HW. ex 12.3	Science Features, p16	Agri–Science Nutreition of rabbits. (2/2) p.72
Grammar Conjunction, notes,p.92-3 (BG) p.86-ex12.1 (POLLA)	Vocabulary/ Spelling – Soft c and g, read and learn p..13 (poVSRS)	Creative Writing Descriptive words.List p.5 POLCW ex. on p4	Oral Communication 5w1h p64-65 RR\ Read questions first then passage	Creative Writing Literary devices, simile p.81 ex 8.9 choose 6 to write in a sentence. p.143-144 POLLA
Creative Writing & Penmanship personification in essays, how to use.	Creative Writing – PenmanshipWrite an introduction for story using personifciation, p49 POLCW	Vocabulary Spelling Soft c and g, read and learn p..14 (poVSRS	Literary Appreciation Figurative Language (1/6) p. 145 -personification (POLLA)	Vocabulary & Spelling. complete exercises
Reading consonant digraphs (e.g. gri-, wri- wr- and kn-_) worksheets	Literary Appreciation Figurative Language (1/6) p. 171 -personification (RR)	Science Features (1/6) p16	Grammar Conjunction ex 12.4, p.88 (POLLA) HW. 12.5	VAPA 3 -dimensional objectives has shapes
Literary Appreciation poetry, notes p.140 Personification, poem, p145 (POLLA)	Oral Communication 5W+1H worksheet	Spanish Compare and contrast selected celebrations in TT with a named Spanish-speaking country. (Venezuela)	VCCE: Fairness (1/4) worksheet	PE Gymnastic skills, forward roll

Exercises:

List of words derived from spanish.

1. **Adios** – Goodbye
2. **Algebra** – Derived from al-jabr, meaning reunion of broken parts
3. **Alligator** – From the Spanish term el lagarto, meaning the lizard
4. **Banana** – The word comes from the Spanish banana, though its ultimate origin may be from African languages.
5. **Café** – Coffee (also used for a coffee shop)
6. **Guitar** – From the Spanish word guitarra
7. **Hurricane** – From “huracán,” originally derived from the Taino word for evil spirit.
8. **Jalapeño** – A type of pepper
9. **Lasso** – From lazo, meaning tie or noose
10. **Macho** – Meaning masculine or manly
11. **Plaza** – An open public space, typically in a city
12. **Poncho** – A type of garment
13. **Siesta** – An afternoon nap
14. **Tornado** – Derived from tronada, meaning a thunderstorm
15. **Taco** – A traditional Mexican dish

These words illustrate how English has borrowed from Spanish, reflecting cultural influences and interactions. You can use this list as part of your lesson to help students recognize the connections between the two languages.

Literary Appreciation

Use the story below to discuss the following: introduction, rising action, climax, falling action and conclusion in literary texts.

MERCURY AND THE WOODMAN

A Woodman was felling a tree on the bank of a river, when his axe, glancing off the trunk, flew out of his hands and fell into the water. As he stood by the water’s edge lamenting his loss, Mercury appeared and asked him the reason for his grief; and on learning what had happened, out of pity for his distress he dived into the river and, bringing up a golden axe, asked him if that was the one he had lost. The Woodman replied that it was not, and Mercury then dived a second time, and, bringing up a silver axe, asked if that was his. “No, that is not mine either,” said the Woodman. Once more Mercury dived into the river, and brought up the missing axe. The Woodman was overjoyed at recovering his property, and thanked his benefactor warmly; and the latter was so pleased with his honesty that he made him a present of the other two axes. When the Woodman told the story to his companions, one of these was filled with envy of his good fortune and determined to try his luck for himself. So he went and began to fell a tree at the edge of the river, and presently contrived to let his axe drop into the water. Mercury appeared as before, and, on learning that his axe had fallen in, he dived and brought up a golden axe, as he had done on the previous occasion. Without waiting to be asked whether it was his or not the fellow cried, “That’s mine, that’s mine,” and stretched out his hand eagerly for the prize: but Mercury was so disgusted at his dishonesty that he not only declined to give him the golden axe, but also refused to recover for him the one he had let fall into the stream.

Honesty is the best policy.

Worksheet:
Week 3: Words that double final consonant before adding endings

Adding to make the past tense:
stop
travel
tap
admit
quarrel
compel
trap

Adding the gerund ‘ing
grab
sob
clap
tap
stop
plan
stun
drop
drag
trot
glad
cut

comparative and superlative adjectives:
fat
sad
hot

Visual representation of this story. Read and have the students draw what they hear. Have a show and tell for the students.

That night, while they lay sleeping, came down on them terrible men, who lived with the bears in the mountains, like giants in shape. Each of them had six arms, and they fought with young firs and pines.

MEDIA & INFO lITERACY

• Objective:To explore the importance of media and information literacy, understand the impact of misinformation on perception and individual belief, and analyze the purpose of media messages.
• Duration: Approximately 60-90 minutes
• Materials Needed: A selection of news articles, social media posts, and advertisements (both real and fake), Access to the internet (for fact-checking), Printed worksheets for group work, Whiteboard and markers, Sticky notes, Chart paper
• 1. Introduction (10-15 minutes)
• Begin with a brief discussion about what media literacy is and why it’s important. Ask students what types of media they engage with daily (e.g., social media, news, television).
• Discuss misinformation and its potential effects on people’s beliefs and perceptions. Ask questions such as: – How can a false piece of information change someone’s opinion? – Why is it important to verify information before believing or sharing it?
• 2. Group Work: Sorting Media Messages (20-25 minutes)
• – Divide students into small groups and provide each group with a mix of media messages (fictional news articles, clickbait headlines, legitimate news sources, and advertisements).
• – Give each group a worksheet with the following tasks:
• 1. **Identify** whether each message is likely true or false based on its content.
• 2. **Analyze** the purpose of the media message (e.g., to inform, persuade, entertain, sell).
• 3. **Discuss** how they can tell if a piece of information is trustworthy or not (look for sources, author credibility, etc.).

#### 3. **Fact-Checking Challenge (15-20 minutes)**
– After sorting the messages, have groups pick three media messages they found questionable.
– Instruct them to use online fact-checking resources (like Snopes, FactCheck.org) to investigate the veracity of these messages.
– Each group will report back on their findings, explaining what they discovered and how they came to that conclusion.

#### 4. **Class Discussion (15-20 minutes)**
– Gather the class together and ask each group to share one message they analyzed, their findings, and what led them to their conclusion.
– Lead a discussion on:
– How misinformation can spread and its potential consequences in real life.
– The role of critical thinking in analyzing media messages.
– Ways to improve media literacy in themselves and their peers.

#### 5. **Reflection and Wrap-Up (10 minutes)**
– Ask students to take a sticky note and write down one key takeaway from the activity about media literacy or misinformation.
– Collect the sticky notes and create a “Media Literacy Wall” in the classroom as a reminder of what they learned.

### Optional Extension:
– For homework, students can watch a news segment or read an article and write a short reflection on its purpose, potential biases, and how they would verify its accuracy.

Creative writing activity

Activity of Creative Writing: Draw up a character profile of a person and then create a list of interview questions for a character they are developing. They can then write the responses in the character’s voice. Questions could include their background, dreams, fears, and favorite memories.

Poem Project

Study Skills: List of words to read and place in alphabetical order: special, whistling, precious, fallen, louder, sweetest, delicious, heavier, hungrily

Making predictions:

General Science Group exercise:

Science HomeWork: Poster Guidelines

Create a poster that represents a specific terrestrial or aquatic habitat, including its characteristics and inhabitants. eg. a pond, river, savannah, tree top,, etc

1. Explain that each student will create a poster representing their assigned habitat. Posters should include:
2. Title of the habitat
3. Drawings or pictures of representative organisms
4. Key characteristics
5. Interesting facts

Journal writing

1. Wednesday: Journal writing: discuss how pre-writing helps organize thoughts and improves writing quality.
2. Friday: Use graphic organizer to practice brainstorming. Topic: Yesterday, my uncle and I rode our bicycle to the park.