Standard 6

Cycle 1 Week 8 Weekly Plans

October 24-28 , 2022

1
 Bible – Harvest Practice
Language Arts
Learning Outcomes:
LA 4.28 Select literary devices such as similes, metaphors and personification to enhance the description.
LA 3.29 Explain ideas using devices such as similes, metaphors, anecdotes and analogies.
LA 2.34 Discuss, with reference to their own lives, complex moral issues encountered during reading.
LA 2.35 Compare and contrast the openings, endings, pace, sequencing, plot structure and
characterization of different stories.
1.33 Apply phonics knowledge to sound out unknown words
Topics:
1. Literary devices comparison
2. Anecdotes and analogies
3. Moral Issues
Previous Knowledge:
1. Using vivid description
2. Making comparisons
3. Arranging events of a story in sequential order
4. Sounding out familiar words that follow familiar phonetic rules
Linkages: Use literary devices in speech and written form across all subject areas.
Belizean Studies: The use of stories and analogies in folklore
Skills: Developing human person and character. Recognize the Sacred Nature of the Human Person and
Character Development. Display emotional intelligence, Display empathy for others, demonstrate effective
communication skills Analyzing/Critical thinking skills Collaborating Applying digital literacy.
Attitudes: respect each other’s opinions, accept differences in a positive manner
Materials: internet, tablet/phone, textbook. Sentence strips. Projector.
Spiritual Emphasis: When we refer to the Godhead, the first letter of the names are always capitalized.

2
 Monday
Topic: Literary Devices Comparison (Similes and Metaphors.)
Content

Objective: After comparing similes and metaphors, students will be able to:
 Identify metaphors and similes.
 Compare similarities and differences between similes and metaphors.
 Complete the given worksheet differentiating between similes and metaphors.

3
Hook: share sentence strips and let students sort it according to its literary device name.
Development:
 Let children make comparisons with metaphors and similes.
 Share notes with examples for students to analyze.
 Let children get in groups and share with them two sentences: one example of a simile and another of
metaphor.
 Let students discuss and analyze the similarities and differences between similes and metaphors.
Conclusion: Provide students with a worksheet to differentiate between metaphors and similes.

Tuesday
Topic: Anecdotes
Content:

Objective: After discussing what is anecdotes, students will be able to:

 Identify anecdotes in short stories.

4
Hook: read short stories with students that include anecdotes.
Development:
 Place the words anecdotes on the board and ask students if they know or have heard the word before.
 Share notes on anecdotes discuss with students then together with them, find examples in stories on their
Language Tree textbooks.
Conclusion: let students form groups then let them read stories and find examples of anecdotes.

Wednesday
Topic: anecdotes

Content: see previous lessons

Objective: After reviewing anecdotes, students will be able to:

 Choose who said the given anecdote
 Write a short paragraph that includes anecdotes.

Hook: let children present their findings of anecdotes from previous lessons.

Development:
 Let children sit in a circular form and let them share instances when their parents shared anecdotes to
teach them a moral.
 Share anecdotes to students and let them decide who the character is based on the descriptions on the
anecdote.
 Discuss answers together.
Conclusion: let children in pairs write a short narrative paragraph which includes an anecdote.

5
 Thursday
Topic: Analogies
Content.

6
7
Objective:
 students will be able to share analogies they have heard.
 Complete a set of human analogies.
 Complete given worksheet with analogies.

Hook: share common analogies such as “Mary had a little lamb, its fleece white like snow.” “As light as
feather.” “As sweet as cookie” etc. to students in groups and let them read it orally to the class.

Development:
 Discuss with students instances when they have heard analogies.
 Ask students why they think writers use such phrases.
 Share notes on analogies and discuss it.
 Let children identify other analogies on stories then explain why the writer wants to emphasise in the
story.
 Let children in pairs make write one analogy they may know.
 Let children complete a set of animal analogies.

Conclusion: provide students with an analogy worksheet to complete individually them compare in pairs.

Friday
Topic: Making Predictions
Content: see previous lesson
Objective: After discussing analogies, students will be able to:
 Complete the second half of the given phrase.
 Choose pair words and write analogies with it.

Hook: let children complete analogies orally.

Development:
 Let children read short stories where analogies are included.
 Then let children explain how analogies are used in real life.
 Let student randomly choose two words from a container
 On a separate sheet of paper the students will define each word
 Once defined, the students are to reflect on the two words to find a connection between them
 Once a connection is found, the students will use the dictionary or think of two words to use an analogy
to the original words
 The students will write the analogy with the four words on a separate sheet of paper

Conclusion:
 Once completed, the students will choose two more words from the container and then return the
completed index cards
 The students will repeat the same procedure with two more randomly chosen words
 The teacher will decide on the number of analogies the students are required to develop or the time limit
in doing so.
8
  Once all analogies are developed, the teacher will collect the finished work.

Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________

9
 Belizean Studies
Learning Outcome: BS 1.25 Research and report information on the working and living conditions of the
enslaved in Belize.
Topic: Methods used by slaves to improve their work and living conditions.

Content

Slave Work
At first, slaves were first brought to Belize to work in logwood camps.  Logwood camps were small and temporary.  Some
whites would use only one or two slaves to cut logwood.  Larger camps might have around ten people, including Miskito
Indians that acted as guides. After 1770, most slaves were no-longer involved in cutting because it had become much
harder to make money from it.  Instead, slaves worked in extracting mahogany.  Mahogany camps were more permanent
and larger than logwood camps.  The whites and slaves would spend several months each year in the forests in gangs of
between ten and fifty people.  

Slaves died from disease, malnutrition, ill treatment, overwork, and accidents; sometimes they killed themselves.

In addition, there were large number of slaves who escaped from the settlement.

Some of the specific job slaves had in the mahogany camps were:
F o r e m a n  who was the slave in charge or organizing the work of the camp;
H u n t s m a n  who surveyed and searched the forests to find mahogany trees
A x e m a n  who cut trees using a heavy exe, usually by standing on a springy platform more then ten feet above ground
level.  This was highly skilled, hard and dangerous work.
T r i m m e r s  who cut felled trees into smaller, square trunks.
 
Other Jobs
A slave register from 1834 listed the numbers of slaves doing the following occupations:  Woodcutter (795);
Washerwoman (161); Waiting boy or girl (155); Domestic Servant (129); Chambermaid (117); Seamstress (53); Drudge
(30); Labourer (38); Carpenter (48); Sailor (13); Cattleman (10); Footman (9)

Family Life

There are several reasons why it might have been difficult for the enslaved Africans in Belize to maintain stable family
relationships.

 The male adult slaves spent most of the year living in isolated forest camps while female slaves mostly worked in the
house of the slave owners in Belize City.
 There were always far more adult male slaves than females for example in 1803, there were 1700 adult male slaves
compared to 675 adult females.
 The number of enslaved children in Belize was relatively small and always less than one for each adult female.
 Abortion was probably common because slave women did not wish to have their children born slaves.

Culture
10
At least initially, the slaves in Belize were born in Africa and brought elements of African culture with them. These
included religious practices such as Obeah. The whites passed a law in 1791 banning Obeah but it is unlikely that this had
much effect. Although a few written descriptions of the music and dance of the slaves exist, it is clear that these were
dominated by African practices.

Christianity

In the 1700’s, there seem to have been no real attempts to convert the slaves to Christianity. In the 1800’s, white Anglican
chaplains routinely baptized slaves. However, the chaplains almost never visited the mahogany camps, so their influence
was limited.

Skills: Value each person as a human and not as a thing. Respect each other’s space, beliefs, and practices.
Share knowledge with others. Cooperate with fellow classmates.
Suggested Activities:

Tuesday
Objectives: after reading and discussing about enslave people work, students will be able to orally present a
brief summary of each work.
Hook: share job titles that slaves had and let children read and share what they know about it.
Development:
 Divide the class in groups and let students read about the different work the slaves did.
 Different facts and work titles will be rotated for all groups to be able to read and jot down notes on the
slaves work.
Conclusion: provide time for students to orally report their findings.

Thursday

Objectives: After discussing slaves work, students will be able to:

 Participate in group discussion about slaves work.
 Plan an oral presentation on the enslaved work.
Hook: play the mimic game where children will mimic/ dramatize a salve work and let children guess the work
title.
Development:
 Let children watch a video showing a synopsis of the life the enslaved in North America which is very
much similar to the experience the enslaved in Belize had.
 Then have a whole class discussion

11
 Ask students self-reflective questions like what you would do if….? How do you think they felt
when…?
Conclusion: Let children plan an oral presentation on the work enslaved people had.

Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________

12
 Spanish
Learning Outcome: SP 1.27 Tell future plans using the present tense of ir + a +infinitive to, for example:
Después de graduarme, voy (present tense of ir) a seguir (infinitive) estudiando
Topic:
Content

Skills: Listen when others are sharing, use appropriate means of communication for a particular Situation, Use
of proper pronunciation of words to construct simple sentences in the future tense, Read in Spanish using proper
pronunciation

Suggested Activities:

Objectives: After discussing present tense of IR + Infinitive, students will be able to:
 Participate in Spanish dialogues.
 Create a poster of the IR + infinitive.
Hook: Play dialogues in Spanish for students to listen to how people communicate in Spanish.
Development:
 Let students practice using sentences of the future in the present tense of ir+ infinitive with a peer or in
groups.
 Invite students to watch a video about sentences of the future in the present tense of ir+ infinitive
 Elicit from them the sentences of the future in the present tense of ir+ infinitive
 Write sentences using sentences of the future in the present tense of ir+ infinitive
Conclusion: let students Create a poster of the present tense of ir+ infinitive your own using the chart below as
a guide then present it to the class

13
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

14