| Objectives | Students will be able to: (1) name at least two tourist attractions (Dunn’s River Falls, beach, Blue Mountains); (2) describe what they can do there; (3) draw a favourite place. |
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| Materials | Photos of Dunn’s River Falls, Doctor’s Cave Beach, Blue Mountains, drawing paper. |
| Key vocabulary | waterfall, beach, mountain, visit, fun |
| Engage (starter) | (10 min) Show a picture of Dunn’s River Falls. “People come from all over the world to climb this waterfall! Have you been?” |
| Develop (main) | (35 min) 1. Describe a few places: Falls (climb, get wet), beach (swim, build sandcastles), mountains (hike, see coffee plants). 2. Discuss which they have visited or would like to visit. 3. Draw a picture of yourself at a Jamaican attraction. 4. Write (copy) a sentence: “I want to visit ____.” 5. Share with a partner. |
| Plenary (close) | (10 min) “Postcard” gallery: children show their drawing and say where they want to go. |
| Assessment | Drawing includes a Jamaican attraction; sentence names it. |
| Teacher notes | Link to geography: where are these places? (coast, mountains). |
| Objectives | Students will be able to: (1) name traditional Jamaican foods (ackee & saltfish, jerk chicken, patty, festival, bammy); (2) say which foods they like; (3) draw a Jamaican meal. |
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| Materials | Pictures of dishes, plastic food items, paper plates, crayons. |
| Key vocabulary | ackee, saltfish, jerk, patty, festival, bammy |
| Engage (starter) | (10 min) Show a picture of a Jamaican breakfast (ackee & saltfish, fried dumplings). “Yum! What’s your favourite Jamaican food?” |
| Develop (main) | (35 min) 1. Introduce each food with a picture; children repeat names. 2. Discuss which are eaten for breakfast, lunch, or special occasions. 3. On a paper plate, draw a favourite Jamaican meal. 4. Label the foods (teacher helps spell). 5. Pair share: “I like to eat ____.” |
| Plenary (close) | (10 min) Class “Food Festival”: children walk around and see each other’s plates. Vote for the most delicious-looking one. |
| Assessment | Plate includes at least two Jamaican foods labelled. |
| Teacher notes | Encourage trying local foods; could have a tasting day. |
| Objectives | Students will be able to: (1) name reggae and mento as Jamaican music; (2) clap to a simple reggae rhythm; (3) move to the music. |
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| Materials | Music player, reggae song (e.g., Bob Marley “One Love” child-friendly), mento song. |
| Key vocabulary | reggae, mento, music, dance, rhythm |
| Engage (starter) | (10 min) Play a reggae beat. “Can you feel the rhythm? Bob Marley made this music famous all over the world. He was Jamaican!” |
| Develop (main) | (35 min) 1. Explain that reggae is a music from Jamaica, played with drums, bass, guitar. 2. Show a short video of a mento band; discuss the difference (mento is older, uses banjo, rumba box). 3. Practise clapping on the “offbeat” (the skank). 4. Learn a simple traditional dance step (e.g., a ska move). 5. Freeze dance: children dance to reggae, freeze when music stops. |
| Plenary (close) | (10 min) Class band: use homemade shakers (from previous term) to play along to a reggae song. |
| Assessment | Participation in rhythm activity; child can say “reggae” when asked what music was played. |
| Teacher notes | Connect to Grade 2 music lessons. |
| Objectives | Students will be able to: (1) explain what a hero is; (2) name Nanny of the Maroons as a heroine; (3) draw Nanny and say what she did. |
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| Materials | Picture of Nanny, simple story of Nanny, drawing paper, crayons. |
| Key vocabulary | hero, heroine, Nanny, Maroon, brave |
| Engage (starter) | (10 min) “What is a hero? Someone brave who helps others. Jamaica has special heroes. Today we meet Nanny.” |
| Develop (main) | (35 min) 1. Tell Nanny’s story simply: she led the Maroons, fought for freedom, was very smart and brave. 2. Show her picture. 3. Discuss how we can be brave like Nanny. 4. Draw a picture of Nanny and write (or trace) “Nanny – a brave hero.” 5. Share drawings and tell one thing they remember. |
| Plenary (close) | (10 min) Hero chant: “Nanny, Nanny, strong and free, a hero for you and me!” |
| Assessment | Drawing includes Nanny with a caption; child can say she was brave. |
| Teacher notes | More heroes in Week 3. |
| Objectives | Students will be able to: (1) recall national symbols, anthem, foods, and one hero; (2) complete a “Jamaica” mini-book; (3) share with a partner. |
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| Materials | Mini-book template (folded paper), colouring supplies, pictures from the week. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Flash cards: quickly show flag, bird, ackee, Nanny. Children shout names. |
| Develop (main) | (35 min) 1. Make a “My Jamaica” mini-book: page 1 – flag, page 2 – Doctor Bird, page 3 – ackee, page 4 – beach/mountain, page 5 – Nanny. 2. Write a simple sentence on each: “This is the flag.” etc. 3. Decorate. 4. Read to a partner. 5. Whole class review game: “I spy a symbol…” |
| Plenary (close) | (10 min) Take mini-books home to show families. |
| Assessment | Mini-book includes all pages with appropriate content. |
| Teacher notes | Celebrate the completion of Week 2. |