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Table of Contents
Presentation ................................................................................................................................................................................................................... 4
The Common European Framework of Reference (CEFR) ............................................................................................................................................. 5
Costa Rican general descriptors according to CEFR English proficiency bands ............................................................................................................. 6
The Action-Oriented Approach ...................................................................................................................................................................................... 8
Learner Exit Profiles for First Cycle .............................................................................................................................................................................. 10
Integral Development and Communicative Competence ........................................................................................................................................... 11
Scope and Sequence First Cycle ................................................................................................................................................................................... 13
The Teaching of Phonemic Awareness in the first Cycle: General Guidelines......................................................................................................... 14
Unit 1 Scope and Sequence ......................................................................................................................................................................................... 17
Unit 1 Learning is Fun .................................................................................................................................................................................................. 21
Unit 2 Scope and Sequence ......................................................................................................................................................................................... 61
Unit 2 Healthy Habits ................................................................................................................................................................................................... 65
Unit 3 Scope and Sequence ....................................................................................................................................................................................... 106
Unit 3 Home Sweet Home ......................................................................................................................................................................................... 110
Unit 4 Scope and Sequence ....................................................................................................................................................................................... 154
Unit 4 Loving and Caring Animals .............................................................................................................................................................................. 158
Unit 5 Scope and Sequence ....................................................................................................................................................................................... 189
Unit 5 Fabulous Flora and Fauna ............................................................................................................................................................................... 194
Unit 6 Scope and Sequence ....................................................................................................................................................................................... 234
Unit 6 A change of scenery ........................................................................................................................................................................................ 239

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Mini-project planner .................................................................................................................................................................................................. 285
ANNEXES .................................................................................................................................................................................................................... 287
ANNEXES .................................................................................................................................................................................................................... 287

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 Presentation

This Teacher´s Guide for Second Grade has been designed to provide English teachers, who are implementing the new English curriculum in second grade, with
pedagogical strategies and various resources to serve students ‘learning resulting in the development of the knowledge, skills and abilities set in the new English
syllabus for this level. The main goal of every action performed in the classroom by the teacher is that learners can achieve an expected level of performance in the
target language according to the CEFR as well as abilities and competences to learn to be and live in society. We believe that this resource can be useful to facilitate
the implementation process of the new curriculum. The teacher can freely adapt this lesson planning teacher´s guide so that it responds to the needs and context of
learners.

The guide consists of six units. Each unit lesson plan comes along with the learner´s exit profile for the level, the scenarios and themes for the cycle and the scope
and sequence of each unit within a timeline of six weeks. In week 6, students are expected to carry out a mini-project, which is a formative-evaluative- complex
task, to assess in an skills- integrative way the achievement of unit goals.
The special features of this Teacher’s Guide are:
A. Assessment Strategies and Evidences of Learning: Each goal has a specific assessment indicator for each linguistic competence which requires the elaboration
of assessment instruments.
B. Goals: Each lesson has specific and clear learning goals connected to a domain, scenario, theme and language function.
C. Pedagogical Mediation/ Didactic Sequence: subdivided in the following stages;
✓Pre-Teaching: (Warm-up, Activation of Prior Knowledge, Modeling, Clarifying)
✓Pre-task: Introductory activity for activation of students’ prior knowledge to carry out a specific task connected to a goal. It places emphasis on the linguistic,
cognitive resources needed by the leaner.
Task rehearsal: Class work where students practice the language in a meaningful way for successful task completion.
✓Task completion: A task that learners perform to demonstrate that the goal has been successfully achieved.
✓Task assessment: An activity for self and/or peer assessment and teacher feedback and/ or repair in relation to the achievement of a goal. Evaluation tools to
evaluate performance tasks, of what students know and can do.
D. Time: Each phase of the didactic sequence includes a suggestion for the time that may be needed.
E. Integrated Mini Project: The project is a creative opportunity for students to integrate knowledge, abilities and skills.
F. Reflective Teaching: Suggestions for you to assess your own progress in teaching the material.

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 The Common European Framework of Reference (CEFR)

Implications:
CEFR describes proficiency levels  Standard Terminology
based on accumulated evidence  Track student progress
gathered over time from learner  Descriptors – teaching, learning and assessment
activities, tasks, or projects.  Students monitor and take responsibility
 Transferability across settings
 Parent communication

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 Costa Rican general descriptors according to CEFR English proficiency bands

 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type.
 Can introduce him/herself and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has.
 Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
 Can show limited ability to use simple grammatical structures and conventions such as punctuation, and
capitalization.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms), socio-cognitive (e.g.,
associating strategies) and socio-affective (e.g., cooperating or coping strategies) resources to integrate
topical content from oral and written text to perform a goal-oriented product (mini-project) based on an
integrated sequence of activities within a domain, scenario and theme. Linguistic resources include
A1 grammatical forms and meanings; socio-cognitive resources include a range of meta-cognitive strategies
(planning) and cognitive strategies (revising); and socio-affective resources consist of strategies such as
cooperating and coping.
 Can use A1 level, grade level and age appropriate digital and telecommunication resources to research,
plan, and implement the mini-project.
 Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening
Basic User or other inputs to perform from one skill modality to another (e.g., listening to speak, read to write) to
achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance,
engagement, empathy, and focus).

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  Can understand sentences and frequently used expressions related to areas of most immediate relevance
(e.g., very basic personal and family information, shopping, local geography, employment).
 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
 Can describe in simple terms aspects of his/her background, immediate environment, and matters in areas
of immediate need.
 Can use some simple structures accurately but continues to systematically exhibit basic errors (such as
A2 verbs tenses, use of prepositions, articles).

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-cognitive (e.g.,
grouping strategies) and socio-affective (e.g., cooperating or questioning for clarification strategies)
resources to integrate topical content from oral and written text to perform a goal-oriented product
(mini-project) based on an integrated sequence of activities within a domain, scenario and theme. Linguistic
resources include grammatical forms and meanings; socio-cognitive resources include a range of meta-
cognitive strategies (monitoring) and cognitive strategies (resourcing); and socio-affective resources consist
of strategies such as cooperating and coping.
 Can use A2 level, grade level and age appropriate digital and telecommunication resources to research,
plan, and implement the mini-project.
Basic User A2  Can give, receive, and respond to feedback at critical stages of the creative process.
 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening
input or other inputs to perform from one skill modality to another (e.g., listening to speak, read to
write) to achieve the goal of the scenario.
 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance,
engagement, empathy, and focus).

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 The Action-Oriented Approach
Learner  An agent/performer with intercultural awareness skills.
 Autonomous, works cooperatively, interacts with others,
investigates and solves problems using the tools at his/her
disposal (general and specific competences).
 Develops metacognitive, reflective and critical thinking
strategies for successful completion of the task.

Teacher  Facilitator, coach, resource person, guide, advisor, and

observer.
 Helps the learner become autonomous and be successful
in the completion of the task.
 Provides effective feedback in the process of learning.
 Shows expert role, but shares this responsibility with the
learner.

Learning Resources  Oral or written authentic texts: business cards, bus

tickets, newspaper articles, book excerpts, wikis, bus
schedules, city maps, bulletin boards, voice messages, and
announcements.
 Appropriate to the learner´s needs and competence level.
 Intercultural perspective

Aims of communicative activities/tasks  Communicative activities become actions that the

learner/social agent performs in order to build up
general competences and communicative language
competences.
 The goal is successful action and accomplishment of tasks
in a particular scenario and domain aligned to the
learner’s life experience and personality.

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Learning Environment  Real-world contexts (personal, public, educational and
vocational domain) collaborative, stimulating, mediated
by ICTs.

Assessment  Assessment is based on what the social agent is able to

do in real-life situations or scenarios and the process
he/she requires to develop the competences. Authentic
assessment is favored.
 The acquisition and refinement of general and
communicative competences is a continuous process,
both at school and in the world beyond the school.

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Learner Exit Profiles for First Cycle

Types of knowledge Learn to know Learn to do Learn to be and live in

community
What the learner needs to know What the learner needs to do
Learner … How the learner needs to be
Orientations to Learner… Learner…
 extracts explicit information  recognizes gradually different  recognizes his/her own rights
from visual and simple texts. styles when working in groups and responsibilities and the
 uses oral and written codes for according to skills and ones of others gradually.
communicating simple and motivations.  values positively diversity in
familiar ideas.  practices assertive his/her family, school, society
A Global Citizenship with  identifies time and space data in communications skills. and context.
Local Belonging sequential order by using  Recognizes gradually own  judges positively daily actions
visuals. abilities for team work gradually. that contribute for wellbeing.
 Understands the purpose of  participates in peaceful conflict
given instructions. solving.
 recognizes meaningful
information gradually.
Education for  recognizes gradually different  initiates valuing the implication  initiates differentiating beliefs,
Sustainable social and environmental risks of efforts over the achievement attitudes, actions over
Development affecting life. of goals. sustainable development.

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 Integral Development and Communicative Competence
Level
A1.2 Grades 2-3
At this stage, the learner can...
have a level appropriate language (words, phrases, formulaic expressions) related to family and
Learn to know school life. Knows a small set of simple grammatical structures and heavily structured sentence
patterns related to social and school activities.
use level-appropriate linguistic and topical resources in order to listen, read, speak and write in
response to level and age-appropriate tasks, integrating language and topical knowledge, skills and
Learn to do
abilities (KSA) within domains, scenarios and themes. S/he may use linking words such as and/but
and because to connect groups of words.
use personal and social dispositions (e.g., coping, engagement, attitudes, cooperation, turn taking,
empathy, and other universal values) when interacting and producing in the target language and
taking time to search for words using oral and body language for transferable learning (enduring
Learn to be and live in
understanding).
community
use various resources in order to connect personally with the information, beyond the curriculum.
S/he holds basic contact using the simple polite forms for requests, expressing gratitude, or
apologizing.
Speaking
Listening Reading (spoken interaction & Writing
production)
CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS CEFR STANDARDS

 Can understand familiar  Has a very limited ability to  Can use simple learned  Can compose short
words and very basic comprehend text by reading expressions to get immediate messages copying
phrases related to social independently in English but needs met, answer questions learned expressions,
and educational contexts. can participate more over about personal details (name, labeling drawings, using
time during shared reading age, location, day of the week, inventive spelling, or
INTEGRATION OF activities. family members) or personal dictating key words to an
LANGUAGE SKILLS  Can recognize familiar words items. adult.
and understand short  Can interact in a simple way  Can fill in phrases and
 Can recognize sounds in illustrated texts about familiar provided the other person sentences using a list of
spoken words. (Listen to subjects using familiar words. talks slowly and clearly and is familiar words.
speak/ read) prepared to help.

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 Can identify details in an  Can recognize some high- INTEGRATION OF LANGUAGE INTEGRATION OF
oral text by completing a frequency words such as a, SKILLS LANGUAGE SKILLS
graphic organizer.(Listen the, and, of.
to write)  Can respond to questions  Can describe objects,
INTEGRATION OF LANGUAGE with a single word or short places and people using
SKILLS phrase to show simple spoken and
comprehension from oral or written language.(Speak
 Can identify main points in a written inputs. (Listen to to write, write to speak)
story by matching pictures speak, read to speak)  Can complete words and
with sentences. (Read to  Can participate in short sentences after aural
write.) interactions if the other stimuli. (Listen to write)
 Can identify high frequency person speaks slowly. (Listen
words in a text from spoken to speak)
familiar language.(Listen to
read)

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 Scope and Sequence First Cycle
Scope and Sequence First Cycle
Level Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Scenario: All About Me! Scenario: This is our Scenario: We Are All Scenario: Going to Scenario: My Scenario: Playtime
Themes: Classroom! Different! School, so Cool! Neighborhood. Themes:
 Saying hello! Saying Themes: Themes: Themes: Themes:  Fun Games and
First Grade

Good Bye!  Stand up! Sit down!  Meet my Family  This Is my School.  This Is my Activities
 Introducing Myself  Things in My  What my Family Looks  Helpers at my Neighborhood  I need a Rope to Play
 The Way I Look and Classroom Like School.  Where is the School?  My Favorite Game
Feel  My School Supplies  Different Things my  Going around  How can I Get to the and Activities
 Making New Friends  Where is my Pencil? Family Likes to Do School. Supermarket?  Show me How to
 I Like…  A Week at my School  Community Helpers Play
Scenario: Learning Is Scenario: Healthy Scenario: Home Sweet Scenario: Loving and Scenario: Fabulous Flora Scenario: A change of
Fun Habits Home Caring Animals and Fauna Scenery
Themes: Themes: Themes: Themes: Themes: Themes:
 Hi! How are you  I Love my Body!  A Visit from my  Barn or House?  A Nature Walk  Rain, Rain Go Away
Second Grade

today?  Healthy Habits make Cousins  Moo, Meow, and  Animals A to Z  Try This on
 My Learning me Feel Great!  A Home Tour Cock-a-Doodle-Do  Green Kingdom  May I Have a Bite?
Environment  Yummy and Good for  What We Do around  Living with Animals  Protecting Nature  Please Tell me
 What Do I do at my Tummy the House and Pets around me What´s Fun
School?  I Can Be Healthy and  Cleaning the House  Walk the Dog...and
 What I Like about Happy Other Ways to Care for
School? Animals
Scenario: Our Family “to Scenario: Families Scenario: May I Help Scenario: Getting Scenario: Fun Places Scenario: Welcome to
Do” List Celebrate Together! You? around Town! and Spaces Costa Rica
Themes: Themes: Themes: Themes: Themes: Themes:
 Family Chores  What is there to  Is This the Cashier  A Day in my  Let´s Go Outside  Costa Rica: a
 Things I Like to Do to or the Clerk?  Indoor fun on a Diverse Country
Third Grade

Celebrate? Community
Help my Family  My Family`s Special  Going to a Store!  Help! I Need a Pair rainy day  Where Can I Go?
 Can you help me? Dates  Where do I Get of Shoes.  Come on! Make-up  How will I Get
 Where is the Broom?  When is your some Fresh  Walk this Way your Mind. There?
Birthday? Vegetables?  Step by step  Are you ready to  Exploring Costa
 How Much does it Directions
 Sharing Family Have Fun? Rica: no Better
Cost? Place to Be
Celebrations!

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The Teaching of Phonemic Awareness in the first Cycle: General Guidelines
Basic pedagogical recommendations for the teaching of phonemic awareness in first grade.

• The main goal is to make the students hear, notice and distinguish initial sounds of the words when they are heard.

• Teacher shares goal with learner.

• Teacher follows the pedagogical sequence: pre-task, task rehearsal, task completion and task assessment.

• Teacher clarifies understanding by showing pictures/flashcards of words with the two sounds to see if they recognize the difference
between them.

• Teacher uses strategies such as phoneme isolation, phoneme identity and phoneme categorization.

• Children do not have to write the words or the letter of the sound at this point. Videos are an optional resource with exaggerated
gestures and pictures associated with the sounds heard.”

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Basic pedagogical recommendations for the teaching of phonemic awareness in second grade

• Introduce the alphabet. It is very helpful to have it pasted in the classroom if you have one.

• Teach the phonics alphabet using letters attached to pictures that represent the sound and the letter.

• ([Link]

• Students begin to make sound – letter associations.

• Focus on one or two letter names and sounds in each lesson, emphasizing tracing with upper case and lower case letters as students
listen to the sound.

• Provide examples of words that begin with that letter. Always use pictures that facilitate the acquisition of the new meanings.

• Provide opportunities for children completing initial letters of words and printing words.

• Create short sentences or stories with those words.

• Connect the goal of phonemic awareness with the reading and writing goals.

Note: The goals for phonemic awareness development have been adjusted in this guide so that instead of teaching all the sounds and letters of
the alphabet at once, children focus only in two sounds and letters per week. This adjustment is made to serve students ‘learning.

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16
 Unit 1 Scope and Sequence
Scenario : Learning is Fun
Enduring Understanding Learning is fun when we like the people, the places and what we are doing.
Essential Question What makes learning fun?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Hi! How are you 2. 2. My Learning 3. What do I do at 4. What I like about
today? Environment school? school?
Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes basic L.2. Recognizes simple R.1. Answers yes/no R.2. Recognizes Instruments for Process/Product
greetings, farewells, and classroom instructions questions about text some high frequency
common expressions of when expressed slowly heard. words and
politeness. and clearly. straightforward
phrases in simple
L.3. Recognizes simple [Link].3. Recognizes [Link].3. Recognizes each
texts.
questions which directly each sound of letters of sound of letters of the Week 6
concern them such as the alphabet that form a alphabet that form a word.
word. [Link].4. Identifies the Suggested Integrated Mini project
their name, where they
SI.3. understand and short vowel /Ɛ/ in
are from, likes and  Mini book
SI.2. Asks for respond in a predictable spoken words.
dislikes.
something when pattern to simple
pointing or gesturing. questions about familiar [Link]/transcribes
things if the other person simple high-frequency
[Link].3. Recognizes [Link] some speaks slowly and clearly. words.
each sound of letters of common objects and
the alphabet that form a people in familiar W.2. Organizes
word. environments. drawings or pictures
within a graphic
SI.1. Uses one or two organizer.
learned expressions of Goals:

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greeting, farewell, and L.2. understand simple Goals:
politeness. classroom instructions, Goals:
R.1. answer yes/no
such as «Please sit
questions about text heard R.2. recognize some
down », «take out your
that is supported by high frequency words
Goals: English notebook», or and straightforward
pictures.
«turn on the light, phrases in simple
L.1. understand basic please» when texts, if these words
greetings, farewells, and expressed slowly and have been previously
common expressions of clearly, possibly with [Link].3. imitate each
encountered and they
politeness (e.g., hi, see accompanying gestures sound of letters of the
are attached to a
you tomorrow, sorry). and pictures. alphabet that form a word,
picture (e.g., book,
with a concrete item or
L.3. understand simple [Link].3. imitate each school, soccer).
picture representing the
questions which directly sound of letters of the sound, with a special [Link].3. imitate each
concern them such as alphabet that form a focus sound and letter E. sound of letters of the
their name and where word, with a concrete alphabet that form a
they are from. item or picture SI.3. Responds in a
word, with a concrete
representing the sound, predictable pattern to item or picture
[Link].3. imitate each with a special focus on simple questions about
sound of letters of the representing the
sounds and letters C,D. familiar things if the other sound, with a special
alphabet that form a person speaks slowly and
word, with a concrete SI.2. ask for something clearly. focus on short vowel
item or picture when pointing or /Ɛ/.
representing the sound, gesturing to support the W.1. print/write simple
with a special focus on request. high-frequency words
sounds and letter A,B .
W.2. organize
SI.1. use one or two
SP.1. name some drawings or pictures
learned expressions of
common objects and within a graphic
greeting, farewell, and
people in familiar organizer (sequence
politeness.
environments. or Venn diagram).

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 Function Function Function Function
 Greeting people and  Using classroom  Asking and answering  Recognizing
responding to language. questions related to school personnel
greetings, favorite school and parts of the
introductions, leave activities. school.
takings.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

and, but and, but and, but and, but

– I feel happy and – This is my eraser – I love reading but I – My teacher is nice
excited. and pencil. don´t like math. but the principal
not.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Personal pronouns: Possessive adjectives: (S-V-C) sentences (S-V-C) sentences

─ I, you, it my, your ─ I love _____.(soccer, ─ I like to go to the

math, reading) playground at
(S-V-C) sentences ─ May I _________ school.
borrow your …? Yes/No questions with do:
─ I feel _____. (happy, ─ This is my eraser.
excited, and good) at ─ Do you like to do (S-V-C) sentences
school. (S-V-C) sentences with homework? Yes, I do with To Be
Information questions To Be ─ Do you like to study
with do English? Yes, I do ─ My notebook is
My notebook is _____ (big, small)
─ How do you feel at (red, blue…) ─ Mrs. Rojas is the
school? Information questions with _____. (janitor,
Information questions To Be principal, teacher,
with To Be cook)
─ When is Independence ─ My teacher is
─ What is this? This is Day? It´s in _____ (nice, good)
a/an ____. September.

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 ─ What are the teachers Negative sentences
doing? with don´t:
─ What do you like to do
at school? ─ I don´t like to run
at school.
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness
─ Letters of the – Letters of the – Letters of the alphabet - /e/…pen, pencil, red,
alphabet (a-b) alphabet (c-d) (e) rest

Vocabulary Vocabulary Vocabulary Vocabulary

1. Hi! How are you 2. My learning 3. What do I do at school? 4. What I like about
today? environment
school?
School activities:
Greetings: Nouns:
School personnel:
─ Study, draw, color
─ Hello, hi, good ─ School items: ─ play soccer/ hide and ─ teacher, principal,
morning, good eraser, sharpener, seek janitor, cook,
afternoon, good colored pencils, ─ race, jump rope assistant, security
evening, ruler, notebook,
guard, secretary
book
Months of the year
Adjectives:
Leave-takings: Colors:
─ nice, friendly, kind,
─ red, blue, yellow,
─ Good bye, bye, good polite
green, brown,
night, see you later orange, pink, purple
Parts of the school:

─ classroom,
Action Verbs:
cafeteria, library,
principal´s office,
─ erase, write, color,
soccer field
play, study,
sharpen, glue, rest
Size:
─ big, small

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 Numbers:
─ 1-10

Likes, dislikes
I like …
I don´t like …

Shape:
─ rectangular
Psycho-social Psycho-social Psycho-social Psycho-social

─ Respecting the school ─ Respecting the ─ Being responsible ─ Helping your

personnel and school personnel with school partner
classmates and classmates obligations

Sociocultural Sociocultural Sociocultural Sociocultural

Idioms/phrases Idioms/phrases Idioms/phrases Idioms/phrases

─ Greetings and leave- ─ Greetings and ─ Participating in ─ Participating in

takings in formal and leave-takings in holidays and holidays and
informal ways (Hello, formal and informal school activities. school activities
hi, how are you?, ways (Hello, hi, how
good bye, see you are you?, good bye, ─ It´s great! ─ It´s amazing!
later, see you) see you later, see
you)
─ It´s awesome!
─ It´s great!

Unit 1 Learning is Fun

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Term: I Level: Second Grade Unit:1 Week:1

Domain: Socio-interpersonal Scenario: Learning is Fun Theme: 1 Hi! How are you today?

Enduring Understanding: Learning is fun when we like the people, the places and what we are doing.

Essential Question: What makes learning fun?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Personal pronouns: Greeting people and responding to greetings, ─ Respecting the school personnel and
introductions, leave takings. classmates
─ I, you, it

(S-V-C) sentences Discourse Markers

Socio-cultural
─ I feel _____. (happy, excited, and good) at school. and, but idioms/ phrases
Information questions with do
I feel happy and excited. ─ Greetings and leave-takings in formal and
─ How do you feel at school?
─ What do you like to do at school?
informal ways (Hello, hi, how are you?, good
bye, see you later, see you)
Phonemic Awareness

Letters of the alphabet (a-b) It´s awesome!

Vocabulary

Hi! How are you today?

Greetings:

─ Hello, hi, good morning, good afternoon, good evening,

Leave-takings:

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─ Good bye, bye, good night, see you later

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can
(Teacher pastes/writes the scenario, goal and the essential question on the board)
L.1. Recognizes basic L.1. understand Pre-teaching
greetings, farewells, and basic greetings,
common expressions of farewells, and Warm-up
politeness. common Teacher plays the “Hello” Song for learners. Learners first listen to the song.
expressions of ([Link] Teacher can create a song for
greetings and leave takings and sing the song to the students.
politeness (e.g., hi,
see you tomorrow, Activation of Prior Knowledge
sorry). Teacher asks the learner what words they heard in the video or from the teacher´s song:
Example, hello, how are you? I`m great, I`m good, to activate their prior knowledge.
Teacher reviews the phrases given by the learners using pictures and body language.
Teacher reads the phrases aloud and the learners repeat.

Modeling
Teacher plays the song for a second time and the learners sing along with the teacher
using body language. Teacher introduces or reviews sentence frames related to
greetings and farewells using TPR, puppets or pictures.
Clarifying
Teacher clarifies meanings of sentence frames using body language and yes/no
questions. Teacher emphasizes the pronunciation.

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 Oral Comprehension ( listening)

Pre-task

Teacher introduces the goal of the lesson.

Teacher reviews the greetings and farewells using the phrases on the board using body
language (Hi, Good morning, Good evening, Good bye, Good afternoon, Bye, Good
night, see you later, how do you feel at school? I`m happy) TPR or pictures to make
meaning clear. Teacher teaches the above phrases and learners repeat the phrases.
Teacher also writes the following phrase on the board ``it`s awesome! `` Teacher makes
meaning clear.
Task-rehearsal
Teacher gives the learners pictures that have either a greeting or a farewell. The
learners will listen to the song and will show the picture that represents the meanings
in the song as they hear it.
The teachers following the procedure above changes the lyrics of the song in order to
practice other greetings and farewells, for example:
Good morning, how are you? I am great. I am wonderful.
Good afternoon, how are you? I am happy, I am good.
Good evening, how do you feel? I am tired, I am fine. Good bye- see you.
The students show the right pictures as they hear the lyrics of the song.

Task completion
Teacher divides the class in three groups with greetings and farewells in the morning,
afternoon and evening accompanied with pictures. As they listen to the song, they will
identify if it responds to the picture that have, then they sing it and act it out in the form
of a role-play.

Task assessment
─ Self and peer assessment. Whole class assesses their achievement of the goal.

24
 Goal: Approaching Met Excelled
─ Teacher provides feedback by chanting the short conversations as a whole
group.
─ Teacher works on repair if necessary.

Post- task to connect to spoken production

Teacher forms a circle with all the students. Teacher passes a stuffed animal or ball to
a learner and asks the learner ``Hello, how are you? `` and the learner responds, “fine,
thank you”. Teacher continues passing the stuffed animal and asking the question until
all learners respond. Then, Teacher asks the learners ``how do you feel at school? ` and
each learner responds, “I feel awesome”
40 minutes
Phonemic Awareness
[Link].3. Recognizes each
[Link].3. imitate each Pre-task
sound of letters of the
Teacher introduces the goal for the class. Teacher introduces the alphabet with a short
alphabet that form a word. sound of letters of alphabet song: [Link]
the alphabet that
Teacher complements the song with the letters printed on the board. Students repeat
form a word, with a
the song as they look at the letters. Then teacher shows the phonics alphabet for
concrete item or students to listen first and then repeat. Use the video:
picture representing [Link] Teacher highlights the letter A and
the sound, with a B. Teacher shows to the children the lower case and upper case letters A and B with
special focus on a word and a picture attached to it, for example:
sounds and letter
A,B .

a b

Bee

25
Teacher introduces the sound of A and B and the learners must repeat. Teacher also
introduces the name of letter A and B and the symbol that represents each letter.

Task-rehearsal
Teacher provides a worksheet with pictures and words representing the sound A.
Learners repeat the words that begin with letter A emphasizing the sound of letter A.
Then learners trace the upper case and lower case letter A as it is shown below.

Teacher provides a worksheet with pictures and words representing the sound B.
Learners repeat the words that begin with letter B emphasizing the sound of letter B.

Then learners trace the upper case and lower case letter B as it is shown below.

26
 Task completion
Students sing the alphabet song together. Then, they listen to the teacher say the
word “ant” and “bee”. Learners write the letter that completes the word attached to a
picture. When they finish, students chorally say aloud the sound and name of the
letter of the words completed.

______nt. ___________ ee.

Task assessment
Students listen to the words that begin with the sound A or B and they match the
picture with the word and the letter they hear. Example.

A apple
B ball

27
 Post task

Students listen to a short story that contains the words studied and read it on their
own.

Story:

The ants are awesome.

A brown bee bathes the bear.

Oral comprehension ( listen to speak)

Pre-task
– Teacher introduces goal for the lesson. Teacher tells learners that they will
hear a
– song about greetings and introductions. Learners listen to the What´s Your
Name
– Song [Link]
L.3. Recognizes simple – Teacher pauses video after Teacher asks, “what´s your name” and
questions which directly emphasizes this phrase and models it to the class. Teacher then continues
concern them such as playing the video.
their name, where they are – Teacher plays the video for a second time and the learner’s sing along to the
from, likes and dislikes. video.
L.3. understand – Teacher does the same with the song, where are you
simple questions from?[Link]
which directly
concern them such Task-rehearsal
as their name and
where they are from.

28
– Teacher forms a circle with all the students. Teacher passes a stuffed animal or
ball to a learner and asks the learner ``Hello, what´s your name? `` and the
learners respond:

– My name is..,. Teacher continues passing the stuffed animal and asking the
second question, where are you from? until all learners respond, I am from….

– Teacher divides the class into small groups of 3-4 learners. Teacher will play
the songs again and each group will dramatize the questions they hear with
their partners in the form of a real conversation.

Task completion

– Teacher tells the learners they will listen to an audio with two people talking
and learners must identify what question the speaker is asking by pointing to
the question on the board accompanied with pictures or gestures and saying
the question aloud.
– Then teacher writes the following three questions on the board: How are you?
Where are you from? and What is your name?
– Then, the teacher asks the three questions to the learners: How are you?
What´s your name? and where are you from? and they answer aloud using
their own personal information.

Task assessment

– As an exit ticket, the learners line up in front of the door to get ready to leave.
In order to leave the class, each learner must have a conversation with the
Teacher.
– Then Teacher, one by one, has a basic conversation with each student using
the questions covered in class. Teacher must include the following three

29
 questions, ``How are you? ``, ``Where are you from? ``, and ``What is your
name? ``, along with basic greetings and farewells.
– All learners must respond to the Teacher`s questions, greetings, and farewells
in order to leave the class.

Indicator Yes In progress No

SI.1. Uses one or two I can say
learned expressions of understand by
greeting, farewell, and responding to the
politeness. question, how are
you?
I can understand
by responding to
the question
SI.1. use one or two
what´s your name?
learned expressions
I can understand
of greeting, farewell, by responding to
and politeness. the question,
where are you
from?

Oral Production

Pre-task
– Teacher introduces the goal for the lesson.
– Give me a (face)! Teacher asks each learner to act out a certain kind of face.
– For example, ``give me a happy face to say Hi! `` and the learners must smile
big and say Hi! or ``give me a sad face to say good-bye, learners make a say
face and say “Good- bye to a partner`` Teacher continues this activity until the
learners can correctly act out some of the greetings showing feelings.
– Teacher reviews three greetings and two leave-takings using body language
and gestures. Learners guess the greeting or farewell teacher is performing.

30
 Task-rehearsal

– Using puppets or toys students role-play and practice the greetings and
farewells with their partners.

Task completion

– Teacher creates the situation of classroom party and gives masks to the
learners. They are going to greet their partners, say their name, where they
come from and then say good-bye.

Task assessment
– Students role-play short conversations in pairs by using mini flashcards with
greetings, leave-takings.
– The teacher provides feedback or repair. Whole group assesses their
performance.
– Self-assessment and group assessment grid
Indicator Yes In progress No
I can say two
greetings
I can respond to
two types of
greetings
I can say good-bye
I can respond to a
farewell

31
 Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: I Level: Second Grade Unit:1 Week:2

Domain: Socio-interpersonal Scenario: Learning is Fun Theme: 2 My learning Environment

Enduring Understanding: Learning is fun when we like the people, the places and what we are doing.

Essential Question: What makes learning fun?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Possessive Adjectives  Using classroom language. ─ Respecting the school personnel and
classmates
my, your Discourse Markers
Socio-cultural

32
─ May I _________ borrow your …? And, but idioms/ phrases
─ This is my eraser. ─ Greetings and leave-takings in formal and
- This is my eraser and pencil. informal ways (Hello, hi, how are you?, good
(S-V-C) sentences with To Be bye, see you later, see you)

My notebook is _____ (red, blue…) ─ It´s great!

─ May I _________ borrow your …?

─ This is my eraser.

(S-V-C) sentences with To Be

My notebook is _____ (red, blue…)

Phonemic Awareness

letters of the alphabet (c-d)

Vocabulary

My Learning Environment

Nouns:

─ School items: eraser, sharpener, colored

pencils, ruler, notebook, book

Colors:
─ red, blue, yellow, green, brown, orange, pink,
purple

33
Action Verbs:

─ erase, write, color, play, study, sharpen, glue,

rest

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can (Teacher pastes/writes the scenario, goal and the essential question on the board)

Pre-teaching

Warm-up
Teacher tells the learners they will listen to a song about classroom language. Teacher
L.2. Recognizes simple L.2. understand
plays the classroom language song for the first time and learners listen.
classroom instructions simple classroom [Link]
when expressed slowly instructions, such as
and clearly. «Please sit down »,
«take out your Activation of prior knowledge
English notebook»,  Teacher plays the song a second time and stops the song after each command
or «turn on the light, and models the command.
 After each command, the learners must repeat after the Teacher and model the
please» when
same action.
expressed slowly
and clearly, possibly Modeling
with accompanying  Teacher plays the song a third time and models the behavior of each
gestures and classroom command and the learners follow along with the Teacher.
pictures.
Clarifying

34
 Teacher plays the song one last time and the learners must model the action
stated in the video. Teacher clarifies any misunderstandings.

Pre-task
 Teacher introduces the goal of the lesson.
 Teacher introduces the following classroom commands by acting out the
command, ``please sit down, turn on the light, please, take out your pencil, take
out your notebook, stand up, turn off the light``.
 Teacher also includes the `and` discourse marker, for example, ``please sit down
and take out your notebook``.

Task-rehearsal

 Teacher gives commands to students and they must act out the action.

Task completion

 Students imaging that they are participating in a contest where they receive
commands that they have to follow, if they do not understand them or do not do
them well, they are out of the game.
 Students listen to several commands given by the teacher and follow them
using classroom objects and school supplies.

Task assessment

 Teacher separates the class into three groups.

 Teacher gives each group of students a group of pictures exhibiting different
classroom commands.
 Teacher says a classroom command and each group selects the classroom
command heard and raises it.
 The first team to raise the correct phrase earns a point. Teacher should use the
phrase `It`s great` to praise the students for a job well done.

35
 – Self-assessment and group assessment grid
Indicator Yes In progress No
I follow instructions
like sit down, stand
up
I can follow
instructions take
out your English
notebook
I can follow
instructions like
sharpen your pen.

Post task- listen to speak

 Teacher picks a learner to say the commands and the other classmates and
teacher must follow the commands.
SP.1. name some
common objects and
people in familiar Pre-task
environments.  Teacher introduces the goal of the lesson. Teacher activates prior knowledge by
SP.1. name some showing real classroom objects and let students name them.
common objects and  Teacher pastes on one side of the board the question “What´s this?” on the other
people in familiar side, “It´s a ______” along with pictures of classroom objects.
environments.  Teacher reads the sentences for the students, they listen and repeat. Then,
teacher tells the students they will watch a video based on the names of
classroom objects. ([Link]
 Teacher plays the classroom objects video for the first time and the learners
must listen. Teacher then shows the video for a second time and pauses after
each statement. Teacher repeats the statement, explains it, and then learners
repeat with the teacher.

36
 Task-rehearsal

 Students form a circle; they select one classroom object and pass it asking
their partner, what is this? And the partner is going to respond with the name of
the object, It´s a ….
 They can continue the chain adding as many classroom objects as they can.

Task completion

 Teacher organizes the class into three groups.

 Each group selects different classroom objects and put them on one desk or on
the floor.
 Each group will ask the members of one of the other groups, “what is this?”
The other group has to answer … It´s a …. . If they answer is incorrect, group
[Link].3. Recognizes each
number three has the opportunity to answer as well.
sound of letters of the
alphabet that form a word.  The group that gets more correct responses wins.

Task assessment

[Link].3. imitate each  Using realia, the Teacher asks the following question. `What is this?` The
sound of letters of learners respond with the correct answer.
the alphabet that – The teacher provides feedback or repair. Whole group assesses their
form a word, with a performance.
concrete item or
picture representing Goal: Approaching Good Excellent
the sound, with a
special focus on
sounds and letters Phonemic Awareness
C,D.

Pre-task

37
  Teacher introduces the goal for the class. Teacher reviews the alphabet with a
short alphabet song: [Link]
 Students .
 Teacher complements the song with the letters printed on the
board. Students repeat the song as they look at the letters. Then
teacher shows the phonics alphabet for students to listen to first
and then repeat. Use the video:
[Link] Teacher highlights the letter
C and D. Teachers shows then to the children lower case and upper case
letters C and D letter with a word and a picture attached to it, for example:
.

Task-rehearsal

 Teacher introduces the sound of C and D and the learners must repeat.
Teacher also introduces the name of letter C and D and the symbol that
represents each letter.

Task-rehearsal

 Teacher provides letter with a worksheet with pictures and words representing
the sound C.
 Learners repeat the words that begin with letter C emphasizing the sound of
letter C.
 Then learners trace the upper case and lower case letter C as it is shown in the
example below.

38
 Teacher provides letter with a worksheet with pictures and words representing
the sound D.
 Learners repeat the words that begin with letter D emphasizing the sound of
letter D. Then learners trace the upper case and lower case letter D as it is
shown in the example below.

Task completion
 Students sing the alphabet song together.
 Then, they listen to the teacher say the word “cat” and “dog” and write the letter
that completes the word attached to a picture.
 When they finish, students chorally say aloud the sound and name of the letter
of the words completed.

39
  Teacher can include more words as the example below based on students
‘performances.

______at. ___________og.

Task assessment

– Students listen to the words that begin with the sound C o D and they match
the picture with the word and the letter they hear. Example.

D dog

Post task

Students listen to a short story that contains the words studied and read it on their
own.

Story:
The cat on the car is cold.
The dog and the doll dance happily.

Pre-task

40
SI.2. ask for something  Teacher introduces the goal of the lesson.
when pointing or gesturing  Teacher plays the colors song as a warm-up.
to support the request.  [Link]
 Learners listen to the song for the first time. The Teacher stops after each color
and states the name of the color and the learners should repeat.
 Teacher asks learners about the color of some classroom objects, like what color
is the pen? To activate their background knowledge. Teacher waits for students
‘responses.
 Teacher introduces the sentence frame, May I borrow your pen? with the video,
SI.2. ask for [Link]
 Students listen and repeat the song in the form of a conversation, they first ask
something when
the request and then they answer chorally.
pointing or gesturing
to support the Task-rehearsal
request.
 Role-play. One student requests, “excuse me, May I borrow your pen?” The
partner responds: “Sure, here you are.” The other says: “thank you”, and the
partner responds, “you are welcome.”
 They continue practicing the same conversation pattern with other classroom
objects including colors, example: excuse me; may I borrow your red pen?

Task completion

 Game: Students are divided in five groups.

 Each group is given a paper with a drawing that they need to color using five
different colored pencils.
 The drawing indicates the colors that are requested.
 Each group is given only two colored pencils.
 In order to complete the task, they have to request the other groups to borrow
some of the colored pencils they have, using, excuse me, may I borrow a blue

41
 pencil? The other group answers, Sure, here you are… they continue until they
have what they need to color their drawings.

Task assessment
– Students role-play short conversations in pairs requesting a school item.
– The teacher provides feedback or repair. Whole group assesses their
performance.
Self-assessment grid
.
Indicator Yes In progress No
I can say four
colors in a
complete
sentence. For
example, the
pencil is red.
I can borrow a
school item
politely.
I can respond
politely.

Integrated Mini-Project Time

Phase: _______

42
 Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: I Level: Second Grade Unit:1 Week:3

Domain: Socio-interpersonal Scenario: Learning is Fun Theme: 3

Enduring Understanding: Learning is fun when we like the people, the places and what we are doing.

Essential Question: What makes learning fun?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

(S-V-C) sentences - Asking and answering questions related - Being responsible with the school
to school activities. obligations.
- I love ______ (soccer, math, reading)
Discourse Markers Socio-cultural
Yes/No Questions with do: idioms/ phrases
- And, but - Participating in holidays and school
- Do you like to do homework? Yes, I do - I love reading, but I don´t like math. activities
- Do you like to study English? Yes, I do. - It`s great!

43
 Information Questions with Verb to Be

- When is Independence Day? It is in

September.
- What are the Teachers doing?

Phonemic Awareness

letters of the alphabet (e)

Vocabulary

What do I do at school?

School activities:
- Study, draw, color, play hide and seek
- Race, jump rope

Months of the Year

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can (Teacher pastes/writes the scenario, goal and the essential question on the board)

Pre-teaching
Warm-up:
 Teacher gives each learner a sheet of paper that states ``I like`` and ``I don´t
like``. Learners draw the things they like at school on the left side of the paper
and the things they don´t like at school on the right side of the paper.

44
 Activation of prior knowledge:

 Using puppets. Teacher begins by having a basic conversation, such as ``Hello,

how are you? I am good. And you? I am great! How do you feel at school today?
I feel happy. ``
R.1. Answers yes/no
R.1. answer yes/no
questions about text Modeling:
questions about text
heard.  Using the puppets, the Teacher introduces the learners to the new topic of what
heard that is they like to do at school.
supported by  Teacher continues the previous conversation by adding the following phrases,
pictures. ``What do you like to do at school? I love ____. I like ____. ``
 Teacher introduces the following vocabulary words, science, math, reading,
soccer, study, draw, play hide and seek, race, and jump rope using flash cards.
 Learners watch the video about likes at school,
[Link]

Clarifying:
 The Teacher clarifies doubts or vocabulary related to the conversation with the
topics.

Pre-task
 Teacher introduces the goal of the lesson.
 Teacher reinforces the sentence frames, I like: with the following vocabulary
words, science, math, reading, soccer, study, draw, play hide and seek, race,
and jump rope using flash cards.

Task-rehearsal

 Divide the class into three groups.

 Each group receives a set of memory flashcards related with school activities.
All cards must be turned upside down.

45
  Then, one at a time, learners flip the card and then flip it back so it remains with
the picture faced down.
 Learners match the picture with the word based on their memory.
 Once the learner matches the word with the picture, the cards can stay with the
picture facing up. The learner says, I like or I don´t like … soccer… I like
English. The teacher asks learners, do you like English? They answer, Yes, I
do or No I don´t.
.

Task completion

 Teacher gives each learner a reading exercise to complete with their likes and
dislikes. The Teacher reads aloud the following and story and the learner
determines which picture goes where. In each empty space, the learner pastes
the corresponding picture in the box.
[Link].3. Recognizes each [Link].3. imitate each
sound of letters of the sound of letters of Story:
alphabet that form a word. the alphabet that
– I like to draw, but I don´t like to race. I love math. I like to study English. I like to
form a word, with a
play jump rope and race with my friends. Then, teacher asks, do you like to
concrete item or
draw? Learners answer based on the story.
picture representing
the sound, with a
special focus sound Task assessment
and letter E.
 Teacher reads the reading exercise aloud as the learners follow along with the
Teacher.
 Then, the Teacher asks the following questions out loud to the learners. ``Does
she like to play soccer? Does she like math? Does she like reading? Does she
like to go to school? Does she like to draw? Learners answer based on the
story.

46
 Phonemic Awareness

Pre-task

 Teacher shows the phonics alphabet for students to listen to first and then
repeat. Use the video: [Link]

 Teacher introduces the goal of the lesson.

 Teacher plays the letter E video for the first time.
 The second time the Teacher plays the video the Teacher pauses the video
after the sound and has the students repeat the sound.
 Teacher also introduces the name of letter E and the symbol that represents
each letter.
 Teacher highlights the letter E. Teachers shows then to the children lower case
and upper case letter E.

Task-rehearsal

 Teacher provides letter E with a worksheet with pictures and words

representing the sound E.
 Learners repeat the words that begin with letter E emphasizing the sound of
letter E. Then learners trace the upper case and lower case letter E as it is
shown in the example below.

47
.
Task completion

 Students listen to the teacher say the word “elephant” and write the letter that
completes the word attached to a picture.
 When they finish, students chorally say aloud the sound and name of the letter
of the words completed.
 Teacher can include more words as the example below based on students
‘performances.

____ lephant

Task assessment

48
  Students listen to three words that begin with the sound E and they match the
picture with the word and the letter they hear. Example.

Egg

Elephant

Post task

 Students listen to a short story that contains the words studied and read it on
their own.

Story:

The egg and the elephant are excellent friends.

Task assessment

 Teacher writes the following words on the board that contain the letter E.
 Teacher claps along three times to each word and creates a chant.
SI.3. Responds in a  Learners chime in and clap and repeat after the Teacher.
predictable pattern
SI.3. understand and to simple questions
respond in a predictable about familiar things Wet
pattern to simple if the other person Eat

49
questions about familiar speaks slowly and Teen
things if the other person clearly. Hen
speaks slowly and clearly. Pet
Den

Pre-task

 Teacher introduces the goal of the lesson.

 Teacher introduces the months of the year through a video,
[Link]
 Teacher plays the video for the first time and learners listen. The second time
the students must sing-a-long to the song.
 Teacher uses the month and month picture flashcards to teach the holidays
and celebrations throughout the year.

Task-rehearsal

 Teacher gives 12 students a piece of paper corresponding to a month of the

year and 12 other students a picture of a holiday that corresponds to the
month.
 Each month must find its pair picture.
 Then, the learners must stand in the correct order using the picture and month
of the year.
 If there are more than 24 students, the students can pair up. If there are less
than 24 students, a student can represent two months back to back or the
month that corresponds with the picture.

Task completion

– Teacher introduces the following sentence structure ``When is _______

celebration? `` It`s in ________. `` Teacher passes out months of the year and
pictures again. learners form pairs each having a month and a picture that

50
 corresponds to that month. One learner asks the question ``When is _____
celebration? `` and the other learner responds ``It is in _____.``

Task assessment

– T posts all of the pictures and months of the year on the board in a random
order. T asks an L to come to the board. The L must choose a month that
corresponds with the celebration. The T then asks ``When is ______
celebration. `` and the student responds ``It is in ________.``

Grid for self-assessment and group assessment

Indicator Yes In progress No

I can say the
months of the year
I can identify some
celebrations.
I can understand
and respond to
questions related
to celebrations.

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

51
 Enduring Understanding Reflection

Term: I Level: Second Grade Unit:1 Week:4

Domain: Socio-interpersonal Scenario: Learning is Fun Theme: 4

Enduring Understanding: Learning is fun when we like the people, the places and what we are doing.

Essential Question: What makes learning fun?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

(S-V-C) Sentences Recognizing school personnel and parts of the - Helping your partner
school.
-I like to go to the playground at school. Socio-cultural
Discourse Markers idioms/ phrases
(S-V-C) sentences with Verb to Be - Participating in holidays and school
And, but activities
- My notebook is (big, small). - It`s amazing!
- My Teacher is nice, but the principal is not.

52
- Mr. Rojas is the _____ (janitor, principal,
Teacher, cook).
- My Teacher is _____ (nice, good).

Negative sentences with don´t

- I don´t like to run at school.

Phonemic Awareness

- /e/…pen, pencil, red, rest

Vocabulary

What I like about school?

School personnel

- Teacher, principal, janitor, cook,

assistant, security guard, secretary

Adjectives

- Nice, friendly, kind, polite

Parts of the school

- Classroom, cafeteria, library, principal´s

office, soccer field

Size

- Big, small

Numbers

- 1-10

53
 likes and dislikes

I like…

I don´t like…

Shape

- Rectangular

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can (Teacher pastes/writes the scenario, goal and the essential question on the board)

Pre-teaching
Warm-up:
 Teacher tells the learners to create groups of different amounts of learners. For
example, Teacher says ``create groups of 3 learners`` and learners must
create groups of 3 learners each.
 Then, the Teacher can continue with a different amount of learners in the
group.
R.2. Recognizes some R.2. recognize some
high frequency words and high frequency words Activation of Prior Knowledge:
straightforward phrases in
and straightforward  Teacher tells the learners to pick as many mini M&Ms as they like from 1-10.
simple texts.
phrases in simple  After the learners have chosen their amount of M&Ms, the learners must make
a sentence using the structure ``I like ____. `` for each M&M, they have.
texts, if these words
have been previously Modeling:
encountered and
they are attached to

54
 a picture (e.g., book,  Teacher shows the 1-10 Video Song for the first time,
school, soccer). [Link] Teacher tells the learners
to sing-a-long.

Clarifying:
 Teacher clarifies the subjects by using realia school objects and asking `How
many ____ do you have``.

Pre-task
 Teacher introduces the goal of the lesson.
 Teacher creates a short conversation using puppets presenting the school
personnel. Each puppet is created by using a popsicle stick and the picture of
the school personnel.
 The following vocabulary must be used in the conversation: Teacher, principal,
janitor, cook, assistant, security guard, secretary, nice, friendly, kind, and polite.
 Below is an example of the puppet conversation.
 Hello, I am a Teacher. I am nice.
 Hello, I am principal. I am friendly.

Task-rehearsal

 Teacher gives the learners a reading exercise with pictures that describe the
school personnel.
 The learners must identify what school personnel are shown in the text.
 Teacher reads the story along with the learners.
[Link].4. Identifies Example:
[Link].3. imitate each the short vowel /Ɛ/ in
sound of letters of the spoken words. This is my school. This is the principal. She is nice. This is the secretary. She is tall.
alphabet that form a word, This is my teacher. She is beautiful. This is the janitor. She is strong. This is the cook.
with a concrete item or This is the library. This is the cafeteria. This is the restroom. This is the playground.
picture representing the This is the soccer field. I like my school
sound, with a special
focus on short vowel /Ɛ/.

55
 Task completion

 Learners read chorally short statements and key words related to the school
personnel and adjectives written on the board.

Task assessment

 Teacher asks the students by using pictures Who is this?

 Where does she work? Learner will answer according to the picture.

Grid for self-assessment and group assessment.

Yes In process No
I can identify three
people in my
school
I can identify three
places in my
school
I can understand
some
characteristics
about people.

Phonemic Awareness

Pre-task
 Teacher introduces the goal of the lesson.
 Teacher plays the video for the first time on the short vowel /e/ sound and
learners listen to the video, [Link]
 The second-time Teacher pauses video and the learners repeat the sound.

56
 Task-rehearsal

 Learners play a game of Bingo to practice the short /e/ vowel sound.
 The Teacher gives the words and the first learner to get three in a row wins.
The learner must then read aloud the three words, example, (ten, pen, egg,
pet)

Task completion

 Teacher distributes the cards randomly to the learners.

 Some learners may get more than one card.
 Select a learner to begin by reading their card aloud (example: I have egg.
Who has pet?) The student who has the card with the correct answer to the
previous learners ``Who has…`` question reads their card aloud. (Example: I
W.2. organize
have pet. Who has ten?) And so on.
drawings or pictures
 Learners must listen for their turn and try not to break the chain. When the
within a graphic
chain circles around to the first learner, the game is over.
W.2. Organizes drawings organizer (sequence
Task assessment
or pictures within a graphic or Venn diagram).
organizer.  Teacher writes the following poem on the board.

Beg for an egg

I beg for an egg
from my red hen.
She clucks! What luck!
This is the end
of begging for an egg
from my red hen.

 Teacher first reads the poem aloud and learners listen to the poem.
 Then, Teacher reads the poem and the learners repeat after the Teacher.
 Learners then practice the poem and recite the poem on their own.

57
 Pre-task
 Teacher introduces the goal of a lesson.
 On the board, Teacher pastes a large map of the school.
 Teacher gives the learners pictures of different areas in the school.
 Learners paste the picture of the areas in the school on the map.
 Teacher then pastes the name of each place in the school below the picture.
 Teacher reviews the name of each location in the school with the learners. The
following areas must be included: classroom, cafeteria, library, principal`s office,
and soccer field.
W.1. print/write simple
high-frequency words [Link]/transcribe Task-rehearsal
s simple high-
 The Teacher takes off all of the pictures from the map.
frequency words.
 The learners must paste the picture in the correct location of the map based on
their school.
 Then, they paste the corresponding name to each place on the map.

Task completion

 Teacher divides the class into pairs.

 In pairs, the learners must imagine and create their own imaginary school.
 The school must include the following places: classroom, cafeteria, library,
principal`s office, and soccer field.
 The learners must label each of the areas in their school and name the school.
 The learners must also include the school personnel in their drawing and label
them. They can also name each of the school personnel. They must include a
teacher, principal, janitor, cook, assistant, security guard, and secretary.
Task assessment

 Each pair must present their imaginary school.

 Learners should use complete sentences to describe their school. For
example, ``This is the classroom. This is the principal. She is nice.``

58
 Pre-task
 Teacher gives each learner a piece of paper with one word from the sentence.
 The learners must unscramble the sentence to correctly formulate the sentence.
 The learners who have a piece of paper should not talk.
 The learners who do not have a piece of paper must correctly arrange the
learners to form a sentence.
 Teacher uses the following sentences to create the separate pieces of paper that
will later form a complete sentence.
This is the classroom.
This is my Teacher.
My Teacher is friendly.
This is the school.
This is the principal`s office.

Task-rehearsal

 Two learners go up to the board.

 The Teacher says the name of the school object, personnel, or adjective.
 The learners must correctly print the name of a school object or place that the
Teacher said and write it. The first learner that correctly prints it wins.

Task completion
Teacher places pictures of the school areas and personnel on the floor. In groups, the
learners will walk around to each station and explain the picture with a phrase, such as
``This is the teacher. The teacher is nice. `` Teacher gives learners a worksheet with
pictures describing school people and places. They have to complete sentences with
one word missing. For example, This is the _________ (picture of school). Learners
have to print the word school.

Task assessment
Teacher gives the learners pictures of the school areas and personnel. The learners
must complete the sentences with the name of the person or place in the picture.
Yes In progress No

59
 I can
transcribe/print 3
high frequency
words to complete
a sentence.

Integrated Mini-Project Time

 Planning, creating a (e.g., a mini book) in small collaborative groups to describe favorite school activities and parts of the school.
Rehearsing and briefly describing in oral or/and written form the integrated mini-project to the class. Participating in individual
and peer assessment.

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

60
 Unit 2 Scope and Sequence
Scenario: Healthy Habits
Enduring Understanding Healthy people take care of themselves, eat well and exercise.
Essential Question How can people be healthy?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. I Love my Body! 2. Healthy Habits Make 3. Yummy and Good for 4. I can be healthy and
me Feel Great! my Tummy. happy.
Assessment: Assessment: Assessment: Assessment: Assessment

R.2. Participates in L.2. Recognizes simple L.1. Recognizes simple R.1. Recognizes some Instruments for
choral reading instructions to be information about healthy high frequency words and Process/Product
healthy when habits and food if the straightforward phrases in
[Link].3. Identifies each  checklists,
expressed slowly and person speaks slowly and simple texts.
sound of letters of the  rubrics
clearly. clearly.
alphabet that form a
word. [Link].3. Identifies each [Link].4. Identifies the
Week 6
sound of letters of the [Link].3. Identifies each short vowel /a/ in spoken
W.1. Represents an alphabet that form a sound of letters of the word. Suggested Integrated Mini
event or character from a alphabet that form a word. project
word.
picture story or one main SI.1. Responds in a
SP.1. Uses one or two predictable pattern to  Health Fair
idea. SP.1. Uses one or two
learned expressions learned expressions about simple questions about
about healthy habits. healthy habits. familiar things.

W.2. Organizes drawings W.3. Prints/writes simple

or pictures within a graphic high-frequency words.
organizer (sequence or
Venn diagram).

61
Goals: Goals: Goals:

L.2. understand simple W.2. Organizes drawings R.1. recognize some high
R.2. participate in choral instructions, such as or pictures within a graphic frequency words and
reading (clapping and “Wash your face”, organizer. straightforward phrases in
chanting) in response to “sleep well”, or “brush
simple texts, if these
your teeth” when
the rhyme and rhythm of words have been
expressed slowly and Goals
a predictable patterned clearly, with previously encountered
song or picture story that accompanying gestures L.1. understand simple and they are attached to a
is read aloud. and pictures. information about healthy picture.
habits (for example, "I
[Link].3. imitate each [Link].3. imitate each need to exercise".) if the [Link].3. imitate each
sound of letters of the sound of letters of the person speaks slowly and sound of letters of the
alphabet that form a alphabet that form a clearly, possibly with alphabet that form a word,
word, with a concrete word, with a concrete accompanying gestures. with a concrete item or
item or picture item or picture picture representing the
representing the sound, representing the sound, [Link].3. imitate each sound, with a special
with a special focus on with a special focus on sound of letters of the focus on short vowel / a /.
sounds and letters F sounds and letters H alphabet that form a word,
and G and I. with a concrete item or SI.1. understand and
picture representing the respond in a predictable
W.1. draw pictures of an sound, with a special pattern to simple
event or character from a SP.1. use one or two focus on sounds and letter questions about familiar
picture story or one main learned expressions J. things if the other person
idea. about healthy habits. speaks slowly and clearly.
SP.1. use one or two
learned expressions about W.3. print/write simple
healthy habits. high-frequency words

W.2. organize drawings or

pictures within a graphic
organizer (sequence or
Venn diagram).

62
 Function Function Function Function
 Identifying parts of  Describing habits  Identifying healthy  Asking and
the body and routines and unhealthy food responding to
questions about
healthy habits
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

– And, but – And, but – And, but – And, but

─ I play soccer and run. ─ I eat fruits and – You always wash your – I eat healthy food, but I
vegetables. hands, but you don´t never exercise
eat healthy.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Personal pronouns: Simple present tense Personal pronouns: Personal pronouns:

sentence:
─ I, you ─ I, you ─ I, you
─ To be healthy, I
Possessive adjectives: need to____ Simple present tense Information questions:
(exercise, wash my sentence:
─ my, your hands, eat healthy ─ What do you need/
food). ─ I don´t eat junk food. have to do to be
Imperative forms ─ I like bananas. healthy?
Conjunction "and": ─ How often do you
 Show me your… Conjunction "and": exercise? I sometimes
Touch your … ─ I play soccer and exercise.
run. ─ You and I eat healthy
Demonstrative Pronouns food.
- This/These Information questions:

─ What healthy food

do you eat?
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness
 Letters of the  Letters of the  Letters of the alphabet  Vowel /a/
alphabet (F,G) alphabet (H,I) (K) /a/ hand, bad, fat, have,
dance

63
 Vocabulary Vocabulary Vocabulary Vocabulary

1.I love my body [Link] habits make [Link] and good for my 4. I can be healthy and
me feel great tummy happy
Parts of the body:
Action Verbs: Healthy food: Healthy habits
─ hands, fingers, ears,
face, hair, teeth, legs, ─ wash your hands, ─ cereal, grains  Take a shower
head, arms eat fruits, take a  Wash my hands
shower, brush your Junk Food:
Numbers from 1-20 teeth, exercise, Toiletries:
drink water, sleep ─ pizza, hamburger, coke
well, eat vegetables ─ soap, toothbrush,
Fruits:
toothpaste
─ apple, orange,
Adjectives:
pineapple
─ healthy, happy clean,
Vegetables:
energetic
carrots, tomatoes,
Adverbs of frequency:

─ always, sometimes,
never
Psycho-social Psycho-social Psycho-social Psycho-social

─ Encouraging good ─ Encouraging good ─ Promoting healthy ─ Increasing physical

hygiene to help the hygiene to help the eating habits. activity to keep the
body. body. body healthy.
Sociocultural
Socio-cultural Sociocultural Idioms/phrases Sociocultural
idioms/ phrases Idioms/phrases Idioms/phrases
─ Asking about other
─ Participating in indoor ─ Participating in people´s likes and ─ Asking about other
and outdoor school indoor and outdoor dislikes. people´s likes and
activities. school activities. dislikes.

64
 ─ An apple a day keeps ─ Eat your vegetables,
the doctor away. take your vitamins

Unit 2 Healthy Habits

Term: I Level: Second Grade Unit:2 Week:1

Domain: Socio-interpersonal Scenario: Healthy Habits Theme: I love my body

Enduring Understanding: Healthy people take care of themselves, eat well and exercise.

Essential Question: How can people be healthy?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Personal pronouns:  Identifying parts of the body ─ Encouraging good hygiene to help the body.

─ I, you Socio-cultural
Discourse Markers idioms/ phrases
Possessive adjectives:
– And, but ─ Participating in indoor and outdoor school
─ my, your ─ I play soccer and run. activities.

Imperative forms

 Show me your…
Touch your …

65
Demonstrative Pronouns

This/These

Phonemic Awareness

Letters of the alphabet (F,G)

Vocabulary

1.I love my body

Parts of the body:

─ hands, fingers, ears, face, hair, teeth, legs,

head, arms

Numbers from 1-20

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.
Pre-teaching

Warm-up
- Listening and singing the song, “This is me”.
[Link]

Activation of prior knowledge

- Teacher introduces sentence frames and vocabulary about the body with the
video, “This is…These are…” Teacher uses real pictures or videos and TPR to

66
 motivate the students to touch and identify their parts of the body. ( See
annexes for videos)

Modeling
- Teacher uses real body pictures and/or her/his own body to identify and
pronounce the new sentence frames and words for the students. Students
repeat after the teacher.

Clarifying
- Teacher asks questions to students like… are these my eyes? Is this my nose?
R.2. Participates in choral R.2. participate in to verify students’ ‘understanding of new meanings. Teacher using TPR plays
reading choral reading a game with the students like Simon says… touch your ears or show me your
(clapping and ears.
chanting) in
response to the
rhyme and rhythm of
Pre-task
a predictable - Teacher shares the goal of the lesson with students. Teacher reviews
patterned song or sentences frames and vocabulary using a video, a chant or pictures.
picture story that is
read aloud.
Task-rehearsal

- Learners listen to the chant, This is… these are… identifying body parts and
repeat it chorally with the help of the teacher.
- This is my head. This is my hair. These are my eyes. These are my ears.

- Learners chorally supported with the video or pictures read a series of

sentences identifying parts of the body.
- Learners in groups or pairs listen to one of the sentences supported with
pictures and touch the part of the body that corresponds as they repeat the
sentence chorally. Learners take turns to take one of pictures that represent
one part of the body and read chorally the sentence. This is my hair.

67
 Task completion

- Learners are giving one picture with a sentence. When they hear their
sentences read by the teacher, they rise their picture and read chorally their
sentence.

Task assessment

- The teacher provides feedback to learners by asking them to listen to her

reading the text or sentences and asking some volunteers to read the text
chorally as well.
- Teacher uses this rubric for self- assessment or pair- assessment.

Self-assessment/ peer rubric for choral Reading

W.1. Represents an event W.1. draw pictures Name: _________________________________

or character from a picture of an event or
story or one main idea. character from a Exceeds Meets Approaches Not met yet
picture story or one Student always Student often Student sometimes Student rarely
main idea. participates in choral participates in choral participates in reading participates in choral
reading in groups or reading in groups or in groups or reading in groups or
individually. individually. individually. individually.
Student always reads Student often reads Student sometimes Student rarely reads
the text smoothly with the text smoothly with reads the text the text smoothly with
accurate accurate smoothly with accurate
pronunciation and pronunciation and accurate pronunciation and
punctuation. punctuation. pronunciation and punctuation.
punctuation.

Pre-task
- Teacher introduces the goal of the lesson, sentence frames, and vocabulary
needed for the main task using flashcards, own body, or a video.

Task-rehearsal

68
 - Students listen to the story “The Boy with No Head” using a video, two times
([Link] They touch their part of
the body as they listen to the story.

- Students listen to the story for a third time, they receive a drawing of Bred´s
body and draw the parts of the body that are missing. Students answer orally
the questions in the story.

Task completion

- Students listen to the story one more time and they make one drawing
representing one character or main idea from the story. Students with the help
of the teacher write a sentence to identify one part of the body of the
characters. Ex: This is Bret. This is Bret`s head. This is an elephant. This is its
mouth.
[Link].3. imitate each Task assessment
[Link].3. Identifies each sound of letters of
sound of letters of the the alphabet that
alphabet that form a form a word, with a - In small groups or a circle, students share their drawing and describe it orally.
word. concrete item or
picture representing
the sound, with a Self-assessment/ peer rubric for choral Reading
special focus on
sounds and letters F Name: _________________________________
and G
Exceeds Meets Approaches Not met yet
Student identifies two Student identifies one Student identifies one Student cannot
events, characters or event, character or part of the body in the identify one event,
main ideas from the main idea from the drawing. character or main idea
story represented in story represented in from the story
the drawing. the drawing.

69
 represented in the
drawing.

Phonemic Awareness

Pre-task
- Teacher introduces the goal of the lesson.
- Students listen to and sing the phonics song
([Link] Then, students listen to the
song about letter F ([Link] and
Letter G ([Link] supported with
gestures and pictures that represent the words heard. (See annexes for the
videos)

Task-rehearsal

- Learners listen to the sounds of the letters F and G and point to the letter and
the picture that represents the sound heard.
- Students match the letters with the correct pictures drawing a line. : Example:

Ff

fish

70
 Gg

Goat

- Students trace the letters and make the sound of the letter.

Example:

- Students listen to the beginning sound and circle the correct picture.

Example:

71
 Ff

Task completion

- Students listen to the beginning sound of the word and write the beginning
letter of the word attached to a picture.

Example

____ ISH

Task assessment

- Students listen to a short story that contains the words studied and read it on
their own.

Story:

The fish, the girl, and five goats are in the park.

Integrated Mini-Project Time

Phase: _______

72
 Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: I Level: Second Grade Unit:2 Week:2

Domain: Socio-interpersonal Scenario: Healthy Habits Theme: Healthy Habits make me feel great

Enduring Understanding: Healthy people take care of themselves, eat well and exercise.

Essential Question: How can people be healthy?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function

Psycho-social
Simple present tense sentence: Describing habits and routines
─ Encouraging good hygiene to help the body.
─ To be healthy, I need to____ (exercise, wash Discourse Markers
my hands, eat healthy food). Sociocultural
– And, but Idioms/phrases

73
Conjunction "and": I eat fruits and vegetables.
─ Participating in indoor and outdoor school
─ I play soccer and run. activities.

Information questions:

What healthy food do you eat?

Phonemic Awareness

Letters of the alphabet (H,I)

Vocabulary

[Link] Habits make me feel great

Action Verbs:

─ wash your hands, eat fruits, take a shower,

brush your teeth, exercise, drink water, sleep
well, eat vegetables

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.
Pre-teaching

74
 Warm-up
- Listening to and singing the morning routine song for children
- ([Link]
- Teacher introduces essential question and provokes students’ personal
reflection for construction of an enduring understanding.
How can people be healthy?

Activation of prior knowledge

- Teacher introduces sentence frames and vocabulary about healthy habits and
routines using real pictures or the video, “The Morning Routines Song”

Modeling
- Teacher uses gestures, real pictures and the video “The Morning Routines
Song” to identify and pronounce the new sentence frames and words for the
students. Students repeat after the teacher.

Clarifying
- Teacher makes an action of a daily routine and says I brush my teeth or wash
my hands, to clarify meanings and make sure students understand the new
sentence frames. The teacher says an action and students perform it.

L.2. Recognizes simple L.2. understand

simple instructions, Pre-task
instructions to be healthy
such as “Wash your - Teacher introduces the goal of the lesson, sentence frames, and vocabulary
when expressed slowly face”, “sleep well”, or needed for the main task, using pictures, own body, or a video.
and clearly. “brush your teeth”
when expressed
slowly and clearly, Task-rehearsal
with accompanying
gestures and - Students listen to the song, “Morning Routine Song”
pictures. ([Link] and perform the actions or
point to the pictures or flashcards representing the daily routine or action heard
with the help of the teacher.

75
 - Students using real objects like a toothbrush or a comb perform the actions
they hear.
- Students listen to “the Morning Routine Song” and identify the daily routines of
the character by sequencing them using numbers from 1 to 5.

Task completion

- Students listen to instructions from the teacher about daily routines and
perform the actions as they are heard.

Task assessment

- For feedback, the teacher places pictures of daily routines on the floor or gives
small pictures of daily routines to the children. Teachers pastes the picture of a
child on the board and says, I am going to give instructions to Tim/Laura about
his/her daily routines in the form of a story, show your picture as you hear the
instruction that corresponds to your picture. Students participate in self-
assessment using a rubric.

Goal: Approaching Good Excellent

Post task

- Students give instructions about daily routines to one another using gestures or
pictures.

SP.1. Uses one or two SP.1. use one or two

learned expressions about learned expressions
healthy habits. about healthy habits.
Pre-task

76
- Teacher introduces the goal of the lesson, sentence frames, and vocabulary
needed for the main task, using pictures, own body, or a video.
- Good Habits for children, [Link] or
[Link] Teachers asks students,
What do you need to be healthy, To be healthy, I need to ---

 Rise early
 Wash my hands
 Exercise
 Brush my teeth
 Eat vegetables and fruits.
 Teacher models pronunciation and students listen and repeat.

Task-rehearsal

- Students in pairs select the three healthy habits that they considered the most
necessary to be healthy using a set of pictures about healthy habits. Students
share their healthy habits with their partner.

- In a rotating circle students share the healthy habits they considered more
important with the class using a picture.

Task completion

- Students in pairs or small groups pretend that they are doing a school campaign
about healthy habits and make a banner to say to the rest of the school about
what to do to be healthy. This is an example, but depending on the context, it
can be a drawing. Children share orally in a rotating circle their banner saying
the healthy habit(s) they are promoting.

77
 Task assessment

Self-assessment/ peer rubric for choral Reading

Name: _________________________________

Exceeds Meets Approaches Not met yet

Student can use three Student can use one or Student can use one Student cannot say a
or more healthy habits two healthy habits in a healthy habit with complete expression
in a short exchange. short exchange. some difficulty in a about healthy habits in
short exchange. a short exchange.

Phonemic Awareness

Pre-task
- Teacher introduces the goal of the lesson.
- Students listen to and sing the phonics alphabet. After, students listen to the
songs of letter H
([Link] and Letter I
([Link] to focus deeply on

78
 those sounds and letters using as examples three words for each letter sound.
The song can be supported with gestures and pictures that represent the words
[Link].3. Identifies each heard. The teacher explains the difference between the sound of the letter and
sound of letters of the the name of the letter, which is usually different.
alphabet that form a word. [Link].3. imitate each
sound of letters of Task-rehearsal
the alphabet that
form a word, with a - Learners listen to the sounds of the letters H and I and point to the letter and
concrete item or the picture that represents the sound heard, for example:
picture representing
the sound, with a
special focus on H
sounds and letters H
and I.

Students match the letters with the correct pictures drawing a line. Example:

79
 - Students listen to the beginning sound of the word and circle the correct
picture.

- Students trace and write the letters to complete words. Example:

80
 Task completion

- Students listen to the sound of the lettert and write the beginning letter of the
word attached to a picture.

___ guana

___ orse

Task assessment

81
 - Listen and write the beginning letters of words that contain the target sounds
and letters.
- Students do self-assessment.

Self-assessment/ peer rubric for choral Reading

Name: _________________________________

Exceeds Meets Approaches

I can identify the I can identify the I can identify the
sound of letter H and I sound of letter H or I sounds but not write
and write the letter H and write only the the letter H and I in
and I in different letter H or I in different words in
words in initial different words in initial position
position initial position

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: I Level: Second Grade Unit:2 Week:3

Domain: Socio-interpersonal Scenario: Healthy Habits Theme: Yummy and good for my tummy

82
Enduring Understanding: Healthy people take care of themselves, eat well and exercise.

Essential Question: How can people be healthy?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function

Psycho-social
Personal pronouns: Identifying healthy and unhealthy food
─ Promoting healthy eating habits.
─ I, you Discourse Markers
Sociocultural
Simple present tense sentence: – And, but Idioms/phrases
You always wash your hands but you don´t eat
─ I don´t eat junk food. healthy. ─ Asking about other people´s likes and
─ I like bananas. dislikes.

An apple a day keeps the doctor away.

Conjunction "and":

You and I eat healthy food.

Phonemic Awareness

Letters of the alphabet (K)

Vocabulary

-Yummy and good for my tummy

Healthy food:

─ cereal, grains

Junk Food:

─ pizza, hamburger, coke

83
Fruits:

─ apple, orange, pineapple

Vegetables:

-carrots, tomatoes,

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.

Pre-teaching
Warm-up

- Listening to and singing the “I like food” for children.

- [Link]
- Teacher reviews essential question and provokes student`s personal reflection
for construction of an enduring understanding. Emphasize the expression
“Yummy!!!”
-

Activation of prior knowledge

- Teacher introduces sentence frames and vocabulary related to healthy and

unhealthy food using a video
([Link] Teachers puts a table in
the center of the classroom and places some junk food like candy, chips and
fries, and some healthy food like apples, bananas and cereal. Teachers asks
students, do you like? ….and shows the food. Then teacher asks, is candy
healthy or unhealthy? Teacher waits for students’ answers. Teacher shows the

84
 sentence frame I like bananas and apples… I don`t like candy. Emphasize
the expression: An apple a day keeps the doctor away.

L.1. Recognizes simple Modeling

L.1. understand - Teacher uses gestures, and real healthy and unhealthy food to identify the
information about healthy
simple information food he/she prefers. Teacher pronounces the new sentence frames and words
habits and food if the about healthy habits for the students. Students repeat after the teacher.
person speaks slowly and (for example, "I need
clearly. to exercise".) if the Clarifying
person speaks - Teacher asks students questions like: do you like apples? Yes I do, No I don`t.
slowly and clearly, Are apples healthy or unhealthy food? To clarify the forms and meanings for
possibly with children.
accompanying - They sing “I like food” again.
gestures.
Pre-task
- Teacher introduces the goal of the lesson, sentence frames, and vocabulary
needed for the main task, using pictures, real food, or a video. Learners listen
to the healthy and unhealthy food quiz

85
 ([Link] and identify the healthy
and unhealthy food with teacher´s support.

Task-rehearsal

- Students listen to the song “I am healthy”.

- ([Link]
SP.1. Uses one or two - Students in groups listen to the song and identify from a chart the type of healthy
learned expressions about SP.1. use one or two food the person likes to eat by circling the type of food.
learned expressions
healthy habits. about healthy habits. Task completion

- Learners individually listen to a short video about some healthy habits

([Link] They identify two types of
healthy foods recommended in the video and two healthy habits by selecting
options on a worksheet.

Task assessment

- For feedback, the teacher pastes pictures related to healthy and unhealthy food
on the board or projects the video so that students can check their answers.
Students assess their achievement of the goal.

Goal: Approaching Good Excellent

- Pre-task
- Teacher introduces the goal of the lesson, sentence frames, and vocabulary
needed for the main task, using pictures or real food shared with the students -
the food s/he likes and does not like.

- Task-rehearsal

86
 - Students bring different types of food to the classroom or draw or select from
pictures the food they like and don´t like.
- Students using real food items tell their partners the food they like and they
don`t like, for example… I like carrots, carrots are healthy, but I don´t like
candy, candy is unhealthy.

Task completion

- Students are going to participate in a contest about the healthiest and the
unhealthiest types of food in the school. They have to select one type of food
from a set of pictures, they have to say the name of the food, say if they like it
or not and if it is healthy or unhealthy. Example:
- I like apples, apples are healthy. I don´t like chips. Chips are unhealthy.
W.2. organize drawings or
pictures within a graphic
organizer (sequence or W.2. organize
Venn diagram). drawings or pictures Task assessment
within a graphic
organizer (sequence - Students self-asses their progress using the following rubric. Teacher provides
or Venn diagram). feedback on their performance.
Self-assessment/ peer rubric for choral Reading

Name: _________________________________

Exceeds Meets Approaches

Student can use three Student can use one or Student can use one
or more expressions to two expressions to expression to identify
identify healthy and identify healthy and healthy and unhealthy
unhealthy food in a unhealthy food in a food in a short
short exchange. short exchange. exchange with
difficulties.

87
 Pre-task
- Teacher introduces the goal of the lesson, sentence frames, and vocabulary
needed for the main task, using pictures, real food, and the video “healthy and
unhealthy food”

Task-rehearsal

- Students match the picture with the word that represents the type of food.
Example:

Healthy food

Unhealthy food

Task completion

88
 - Learners have to classify a set of pictures that mix healthy and unhealthy food
within a two-column graphic organizer.

Healthy food Unhealthy food

89
- Students trace the words of healthy and unhealthy food. Example:

Task assessment

90
 - Teacher creates the chart on the board of healthy and unhealthy food and
learners go and paste the picture or dictate the word for the teacher to write.
Teacher provides feedback.

Phonemic Awareness

Pre-task
- Teacher introduces the goal of the lesson.
- Students listen to and sing the phonics alphabet
[Link].3. Identifies each ([Link] . After, students listen to
sound of letters of the the songs of letter J ([Link] to
alphabet that form a word. [Link].3. imitate each focus deeply on this sound and letter using as examples three words for letter
sound of letters of sound. The song can be supported with gestures and pictures that represent
the alphabet that the words heard. The teacher explains the difference between the sound of the
form a word, with a letter and the name of the letter, which is usually different.
concrete item or
picture representing Task-rehearsal
the sound, with a
special focus on
sounds and letter J. - Learners listen to the sound of the letter J and point to the letter and the picture
that represents the sound heard, for example:

91
 - Students match the letter sound with the correct pictures drawing a line. :
Example:

Ii

Hh

Jh

- Students listen to the beginning sound of several words and circle the words of
pictures that correspond to the sound of letter J.

horse

92
- Students trace and write the letters to complete words. Example:

Task completion

- Students listen to the sound of the letter and write the beginning letter of the
word attached to a picture.

___ ar

__ et

93
 Task assessment

- Listen and write the beginning letters of words that contain the target sounds
and letters.
- Students do self-assessment.

Self-assessment/ peer rubric for choral Reading

Name: _________________________________

Exceeds Meets Approaches

I can identify the I can identify the I can identify the
sound of letter J and sound of letter J in sound J in words but
write the letter J in words, but only write cannot write the letter
different words in the letter J in two J in different words in
initial position words in initial initial position
position

Task assessment

- Students listen to a short story that contains the words studied and read it on
their own.

The jar of jelly is on the table. Mary eats bread with jelly.

94
 Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

95
Term: I Level: Second Grade Unit:2 Week:4

Domain: Socio-interpersonal Scenario: Healthy Habits Theme: I can be healthy and happy

Enduring Understanding: Healthy people take care of themselves, eat well and exercise.

Essential Question: How can people be healthy?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Personal pronouns: Asking and responding to questions about ─ Increasing physical activity to keep the body
healthy habits healthy.
─ I, you
Discourse Markers Sociocultural
Information questions: Idioms/phrases
– And, but
─ What do you need/ have to do to be healthy? -I eat healthy food but I never exercise ─ Asking about other people´s likes and
How often do you exercise? I sometimes dislikes.
exercise.
- Eat your vegetables, take your vitamins
Phonemic Awareness

 Vowel /a/
/a/ hand, bad, fat, have, dance

Vocabulary

4. I can be healthy and happy

Healthy habits

96
 Take a shower
 Wash my hands

Toiletries:

─ soap, toothbrush, toothpaste

Adjectives:

─ healthy, happy clean, energetic

Adverbs of frequency:

always, sometimes, never

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can
Pre-teaching
R.1. Recognizes some R.1. recognize some - Teacher greets students and pastes Essential Question and goals for the
high frequency words and high frequency day.
straightforward phrases in words and
simple texts. straightforward
Warm-up
phrases in simple - Looking at and singing the song “I am healthy, Yes I am.”
. texts, if these words [Link]
have been - Teacher reviews essential question and provokes student`s personal reflection
previously for construction of an enduring understanding.
encountered and - How can people be healthy?
they are attached to
Activation of prior knowledge
a picture.

97
 - Teacher reviews sentence frames and vocabulary about how to be healthy
asking children what are some good habits to be healthy? Students brainstorm
some ideas. Teacher shows some flashcards to help students remember some
healthy habits.

- Teacher brainstorms with children some good habits they have to be healthy
and happy asking the question: What do you do to be healthy and happy?
What do you eat? Waits for students to answer.

Modeling

- Teacher shows the video “ This is what I do when I get up in the morning” for
children to read the chant and identify high frequency words such as I brush,
my teeth I wash, my face ([Link]
Teacher extracts the flashcards from the video and prints them for the students
to read.

This is what I do when I get up in the morning

I wake up
I wash my face
This is what I do when I wake up in the morning

98
I brush my teeth
I comb my hair
This is what I do when I wake up in the morning
I eat breakfast
I go to school
This is what I do when I wake up in the morning

- Using the video or the flashcards the teacher read/chants the song with the
children. Teacher writes the chant on the board or on a wall poster.

Clarifying

- Teacher uses gestures for students to guess some healthy habits to clarify
meanings and make sure students understand the sentence frames and the
high frequency words ( I, my, this). The teacher says an action and students
perform it. I wake up; I brush my teeth to verify comprehension.

Pre-task

- Teacher introduces the goal of the lesson. Teacher reviews healthy habits using
the texts and they do choral reading of the text using gestures, flashcards and
videos. Teacher reinforces, the word, I followed by an action “wake up” or “brush”
and the word my followed by teeth, or hair.
High frequency words

I, my, the

the the morning

my my face
my teeth

I wake up
brush

99
 Task-rehearsal

- Teacher gives the learners the reading passage and they have to circle in the
text the high frequency words ( I, my, the)

I wake up
I wash my face
This is what I do when I wake up in the morning
I brush my teeth
I comb my hair
This is what I do when I wake up in the morning
I eat breakfast
W.3. print/write I go to school
simple high- This is what I do when I wake up in the morning
W.3. Prints/writes simple
high-frequency words frequency words
Task completion

- Learners trace the high frequency words in the text by completing the text with
those words as the text is read by the teacher supported with the flashcards or
the video.

wake up

wash face. This is what do when wake up in morning.

brush teeth.

comb hair. This is what do when wake up in morning

eat breakfast

100
 go to school

This is what do when wake up in morning.

- Learners complete some sentences with high frequency words attached to

pictures. ( I, my, the)

I wake up in _______ morning.

I brush ______ teeth.

_____ go to school.

Task assessment

- Teacher asks the students by using pictures “What do you do to be healthy and
happy?” Learners will answer according to the pictures on the poster.
- Grid for self-assessment and group assessment.

101
 Yes In process No
I can identify three
high frequency
words.
I can trace high
frequency words in a
text
I can print thee high
frequency words to
complete sentences.

Phonemic Awareness

Pre-task

- Teacher introduces the goal of the lesson. Teacher plays the video for the first
time on the short vowel /a/ sound and learners listen to the video,
([Link] The second time, teacher
[Link].3. imitate each pauses video and the learners repeat the sound.
[Link].4. Identifies the sound of letters of
the alphabet that - Task-rehearsal
short vowel /a/ in spoken
form a word, with a - Learners play a game of Bingo to practice the short /a / vowel sound with some
word. concrete item or of the words presented in the video. The teacher gives the words and the first
picture representing learner to get three in a row wins. The learner must then read aloud the three
the sound, with a words, example:
special focus on
short vowel / a /.

Cat bat

fan bag

102
hat

jam

Task completion

- Teacher distributes the cards randomly to the learners. Some learners may get
more than one card. Select a learner to begin by reading their card aloud
(example: I have a cat. Who has a hat?) The student who has the card with the
correct answer to the previous learners ``Who has…`` question reads their card
aloud. (Example: I have bat. Who has jam?) And so on. Learners must listen
for their turn and try not to break the chain. When the chain circles around to
the first learner, the game is over.

Task assessment

- Teacher writes the following poem on the board.

- I have a cat in a bag
- and a bat in a van
- I have a fan in my hand
- and jam with ham.
- Teacher first reads the poem aloud and learners listen to the poem. Then,
teacher reads the poem and the learners repeat after the teacher. Learners
then practice the poem and recite the poem on their own.

Pre-task

- Teacher introduces the goal of the lesson. Teacher introduces the sentence
frames for the question: How often do eat breakfast? How often do you
exercise? How often do you brush your teeth?

103
 - The teacher says I sometimes exercise. I always eat breakfast. I always eat
lunch. Teacher introduces the adverbs of frequency using pictures or numbers
like :
Always= 0 Sometimes: 5 Never: 10

Task-rehearsal

- Teacher gives students a set of pictures with healthy and unhealthy food and
healthy habits. Each student selects a card and asks a partner, how often do
you brush your teeth? or How often do you eat apples?
- The partner answers: always, sometimes or never.

SI.1. understand and

respond in a Task completion
predictable pattern
to simple questions - Teacher pastes many pictures on the walls of the classmates. Students are
about familiar things divided in teams. Each student has to take a card from the wall and ask one
SI.1. Responds in a
if the other person classmate from the other teams a question about their habits:
predictable pattern to speaks slowly and - How often do you go to school? How often do you eat bananas? Based on the
simple questions about clearly. pictures.
familiar things.
- The person from the other team answers using the frequency adverbs.
- The team who makes more questions is the winner.

Task assessment

- In a rotating circle, students ask one question to the partner using the sentence
frame: How often do you exercise? How often do you eat…?

Grid for self-assessment and group assessment

Indicator Yes In progress No

I can understand
and respond to two

104
 questions about
food and healthy
habits.
I can use
frequency adverbs
to describe my
habits,

Integrated Mini-Project Time

─ Phase:Planning State the goal of task, language and strategies involved.

─ Collaborative creating a (Health Fair) in the classroom/school. Learners prepare stands/stations to show to small groups or whole
class how they can have a healthy lifestyle.
─ Rehearsing and briefly describing the project to the class.
– Participating in individual and group assessment.

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

105
 Unit 3 Scope and Sequence
Scenario: Home Sweet Home
Enduring Understanding We can make our homes into special places where we care for people and things.
Essential Question How can we make our homes into special places?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. A Visit from my 3. A Home Tour 5. What We do around 6. Cleaning the House
Cousins the House
Assessment: Assessment: Assessment: Assessment: Assessment

L.2. Recognizes spoken R.1. Recognizes some R.2. Answers yes/no L.1. Recognizes simple Instruments for
words similar to the high frequency words questions about text information about a Process/Product
languages with which and straightforward heard. household item if the
 Checklist
they are familiar. phrases in simple texts. person speaks slowly and  Rubrics
[Link].4. Identifies the clearly.
[Link].4. Identifies the short vowel /I/in spoken
/m,n / in spoken word. word. SI.1. Responds in a Week 6
[Link].3. Imitates and predictable pattern to
identifies each sound of SP.1. Names some W.1. Represents an event Suggested Integrated Mini
simple questions about
letters of the alphabet common objects and or character from a picture project
familiar things.
that form a word. people in familiar story or one main idea.  stories,
environments. SP.2. Uses one or two  mini-books,
SP.1. Names some W.2. Prints/writes simple learned expressions to  pictionaries,
common objects and W.2. print/write simple high-frequency words. locate people and things.  family albums
people in familiar high-frequency words.
environments.
Goals:

R.1. recognize some

high frequency words

106
 and straightforward [Link].4. Identifies the
phrases in simple texts, short vowel /I/in spoken
Goals:
if these words have word.
L.2. recognize often been previously Goals
spoken words similar to encountered and they
the languages with which are attached to a R.2. answer yes/no
they are familiar (e.g., picture. (e.g., bed, questions about text heard Goals:
sofa, table, picture) bedroom). that is supported by
pictures L.1. understand simple
[Link].3. imitate each information about an object
sound of letters of the [Link].3. imitate each [Link].3. imitate each (e.g. the size and color of a
alphabet that form a sound of letters of the sound of letters of the
word, with a concrete stereo, who it belongs to,
alphabet that form a alphabet that form a word,
item or picture word, with a concrete and where it is) if the
with a concrete item or
representing the sound, item or picture picture representing the person speaks slowly and
particularly focusing on representing the sound, sound, particularly clearly, possibly with
sounds and letters K and particularly focusing on focusing on the short accompanying gestures.
L. sounds and letters M,N. vowel /I/
[Link] and
SP.1. name some SP.1. name some W.1. draw pictures of an respond in a predictable
common objects and common objects and event or character from a pattern to simple
people in familiar people in familiar picture story or one main questions about familiar
environments. environments. things if the other person
idea.
speaks slowly and clearly.

W.2. print/write simple W.2. print/write simple

SP.2. use one or two
high-frequency words. high-frequency words. learned expressions to
locate people and things

[Link].3. imitate each

sound of letters of the
alphabet that form a word,
with a concrete item or
picture representing the

107
 sound, particularly
focusing on the short
vowel /I/

Function Function Function Function

 Identifying extended  Recognizing parts of  Identifying family  Locating household
family members the house activities and chores items, parts of the
house and family
members.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

and, but and, but and, but and, but

– This is my sister but – My house has three – – There is a bed in the

this is not my mother. bedrooms and a bedroom but there is
yard. not a table in the
kitchen.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Sentences using Sentences using Sentences using Sentences using

There is, this is There is, this is There is, this is There is, this is

─ This is my _____ ─ This is the _____ Yes-No questions in ─ There is a bed in the
(brother, sister, (kitchen, living simple present bedroom
father, mother...) room...)
─ Does your sister ____ Yes-no questions with is
Personal pronouns: Simple present (play, read, study) in there
sentences: the ______? (bedroom,
─ he, she living room, kitchen) Is there a ____ (chair,
─ My house has three Yes, s /he does. bed, table) in the ____?
Possessive adjective: bedrooms and a (kitchen, bedroom, living
yard. Information questions in
─ your room)
simple present

108
 ─ Where does your father Information questions with
____? (read, rest, To Be
eat)In the _____.(living
room, kitchen) ─ Where is the TV? It´s in
the _____ (living room,
bedroom)
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

 Letters of the Letters of the alphabet /I/ inside, in, kitchen, /I/ inside, in, kitchen,
alphabet (k-l-) (- m-n) big, sit big, sit

Vocabulary Vocabulary Vocabulary Vocabulary

1. A visit from my 2. A home tour 3. What we do around the 4. Cleaning the house
cousins house
Furniture and
Family members: Parts of the house: Verbs: appliances:
─ father, mother, ─ sleep, cook, sit, eat,
─ Kitchen, bedroom,
brother, sister, take a shower, study, sofa, lamp, table, chair,
bathroom, living
grandfather, watch TV, rest, play bed, toilet, mirror, dresser,
room, dining room, bookcase, stove,
grandmother, uncle,
laundry, garage.
aunt, cousin Numbers: refrigerator, window,
television
─ 11-20
Psycho-social Psycho-social Psycho-social Psycho-social

─ Respecting family ─ Helping in the house ─ Enjoying time with ─ Helping in the house
members extended family
Sociocultural Sociocultural
Socio-cultural Idioms/phrases Sociocultural Idioms/phrases
idioms/ phrases Idioms/phrases
─ Participating in ─ Participating in family
─ Participating in family gatherings ─ Participating in family activities and
family gatherings and comparing activities and celebrations
and comparing similarities and celebrations
similarities and differences among ─ Please help me out!
─ Elbow room

109
 differences among individuals and
individuals and communities.
communities.
─ Help yourself! ─ Help out in the
kitchen!

Unit 3 Home Sweet Home

Term: II Level: Second Grade Unit:3 Week:1

Domain: Socio-interpersonal Scenario: Home Sweet Home Theme: A Visit from my Cousins

Enduring Understanding: We can make our homes into special places where we care for people and things.
Essential Question: How can we make our homes into special places?

Learn to Know Learn to Do Learn to Be and Live in Community

110
 Grammar & Sentence Frames Function Psycho-social
Sentences using  Identifying extended family members ─ Respecting family members
There is, this is
Discourse Markers Socio-cultural
─ This is my _____ (brother, sister, father, and, but idioms/ phrases
mother…) ─ Participating in family gatherings and
─ comparing similarities and differences
Phonemic Awareness among individuals and communities.
 Letters of the alphabet (K and L) ─ Help yourself!
Vocabulary
Family members:
─ father, mother, brother, sister, grandfather,
grandmother, uncle, aunt, cousin

Personal pronouns:
─ he, she

Assessment Strategies
& Evidences of learning
Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)

111
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the day.
Pre-teaching
Warm-up
Listening and singing the song, “[Link]
Activation of prior knowledge
- Using the video again, students listen to the song and identify the name of family
members they already know.
- They call out and identify on a piece of paper nuclear family members as they
are heard in the video.
- The teacher asks them to pay attention to names of new family members.
- Teacher explains that these are extended family members.

Modeling

- Teacher introduces his/her own nuclear and extended family members using
real pictures, sentence frames and vocabulary. “This is my uncle/ aunt. This is
my grandfather”.
– Teacher can use this video instead.
L.2. Recognizes – ([Link]
spoken words - Teacher introduces the sentence frames and the vocabulary in the form of
similar to the complete sentences of a short description of family members.
languages with - This is my family. This is my mother. He is my father. She is my grandmother…
which they are - Teacher models the pronunciation of the sentence frames and have students
familiar. repeat them multiple times.

Clarifying

- Teacher asks questions to students like… is this my grandmother or my

grandfather? to verify students’ understanding of new meanings.

Pre-task
- Teacher introduces the goal of the lesson and the essential questions.
- Using the same visuals (flashcards, pictures or the video, picture on one side
and name on the other) that you introduced in the pre-teaching activity, have

112
 your students name the different members of a family using sentence frames,
L.2. Recognizes spoken but only provide the visual representation that was introduced in the video.
words similar to the - This will allow students to strengthen their knowledge of the unit’s vocabulary
languages with which by having them make a mental connection with the pictures and the
they are familiar nuclear vocabulary words.
and extended family - Run through the vocabulary multiple times to confirm that your students have
members: mother, father a clear understanding of the meanings of visual aids and the sentences
grandfather, frames.
grandmother, uncle, aunt,
cousin) Task-rehearsal
- Family member BINGO: Using the same visuals from the video, pairs of
students put together a small BINGO, identifying the family members as they
are introduced in the video.

- In this activity, students will have to listen to the names of the specific family
members as they are called and place their chips on the BINGO board. Play
the game multiple times to reinforce their listening ability and retention of the
vocabulary and the sentence frames.

Task completion

- Have students put together a family tree or complete a photo album using
pictures of family members as students individually listen to the teacher
introducing family members or a video of someone introducing their family
members ([Link]

113
SP.1. name some
common objects
(family members)
and people in
familiar
environments.

Task assessment
- As an exit ticket activity have the flashcards ready with the picture side facing
the students and quiz them as they leave.
assessment/ peer rubric for choral Reading
Name: _________________________________
Exceeds Meets Approaches Not met yet
Student identifies 4 Student identifies 4 Student identifies Student identifies one
nuclear family nuclear family nuclear family of two family
members and all new members and four members. members.
extended family

114
members from an extended family
aural stimulus. members.

Pre-task

- Review family members to introduce the lesson’s objective (sentences using

the/this is and there is).
- Using individual pictures of your family present them using the sentence
structure (This is my brother, This is my mother…This is my father). Using
pictures with multiple individuals point out your family members using the
sentence structure (He is my father, She is my mother, He is my brother, and
She is my sister.)

- Using the family members vocabulary, explain the sentence structure and
discourse marker to your students using simple example sentences such as
(This is my father AND this is my mother).

Task-rehearsal

- Have your students either draw a family or have them bring a photo of their
family to help with the development of the activity.
- Have them use the example sentences to describe one family member to a
partner. For example:
- Student A: Hi! Show me your family.
- Student B: Sure! This is my mother AND this is my father.

- Once they have practiced the initial sentence structure, have them practice
the possessive form YOUR. A simple form of using the initial sentence
structure and the possessive is a simple question format.
- With a partner, have your students ask one another who the members of their
families are from the picture they either drew or brought with them.

115
 - This will again reinforce your students’ vocabulary and allow them to practice
in a real-life context.
“Is that your mother?”
“Yes that is my mother.”
“Is that your brother?”
“No that is my cousin.”

[Link].3. Imitate each

sound of letters of
the alphabet that Task Completion
form a word, with a
concrete item or - Students, using a photo album/ or drawings of family members, introduce
SP.1. name some picture representing some of their extended family members to a group of partners using the new
common objects and the sounds, vocabulary and sentence frames.
people in familiar particularly focusing
environments. on sounds and Task assessment
letters K and L.
- Students display their photo albums on the floor in a rotating circle, then using
a puppet or toy, each of them who has the puppet introduces two or three
family members, at least one has to be an extended family member.

Self-assessment/ peer rubric for choral Reading

Name: _________________________________
Exceeds Meets Approaches
Student uses five or Student uses four or Student uses one or
more sentence frames more sentence frames two sentence frames
to introduce nuclear to introduce nuclear to introduce nuclear
and extended family and extended family and extended family
members. members. members.

Phonemic Awareness

116
 Pre-task

- Teacher introduces the goal of the lesson.

- Students listen to and sing the phonics alphabet to activate their prior
knowledge. ([Link] After,
students listen to the songs of letter K
([Link] and Letter L
([Link] to focus deeply on
those sounds and letters using as examples three words for each letter sound.
- The song can be supported with gestures and pictures that represent the
words heard.
- The teacher explains the difference between the sound of the letter and the
name of the letter, which is usually different.
- Show students various examples of K and L word initial sounds and have
them stress the sound while repeating. Some examples are…
K (kick) k k k kick
K (kazoo) k k k kazoo
K (kayak) k k k kayak
K (key) k k k key
L (log) l l l log
L (lake) l l l lake
L (lunch) l l l lunch
L (lock) l l l lock

Task-rehearsal

- Learners listen to the sounds of the letters K and L and point to the letter and
the picture that represents the sound heard, for example:

117
 L

[Link].3. Imitates and - Students match the letters with the correct pictures drawing a line. Example:
identifies each sound of
letters of the alphabet
that form a word.
K

- Students listen to the beginning sound of the word and circle the correct picture.

118
- Students trace and write the letters to complete words. Example:

Task completion

- Students listen to the sound of the letter and write the beginning letter of the
word attached to a picture. For example:

It is a ___ angaroo.

119
 It is a ___ ion.

Task assessment
- Phonetics Relay Race: For the final part of this lesson, have your students get
into teams and have them form two lines.
- The objective of this activity is to have your students correctly identify the
sounds that were introduced at the beginning of the class.
- Stand in between the two lines and show them pictures from the material
demonstrated in class the students will then have to race to the board to write
the letter that starts the word.
- To further check comprehension, have the student who correctly wrote the initial
letter say sound and name of the object that was shown and then have the class
repeat it for further comprehension.
- This is an engaging activity because it gets students up and out of their seats.
Set a max score as an objective for your students to reach.
- Repeat as many times as time will permit.

120
 Integrated Mini-Project Time

Phase: _______

Reflective Teaching
What worked well What didn’t work well How to improve
Enduring Understanding Reflection

Term: II Level: Second Grade Unit:3 Week:2

Domain: Socio-interpersonal Scenario: Home Sweet Home Theme: A Home Tour

Enduring Understanding: We can make our homes into special places where we care for people and things.

Essential Question: How can we make our homes into special places?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences using  Recognizing parts of the house ─ Helping in the house

There is, this is

─ This is the _____ (kitchen, living room...) Discourse Markers Socio-cultural

idioms/ phrases
Simple present sentences: and, but
─ Participating in family gatherings and
─ My house has three bedrooms and a yard. My house has three bedrooms and a yard. comparing similarities and differences among
individuals and communities.

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 Help out in the kitchen!
Phonemic Awareness

Letters of the alphabet (- m-n)

Vocabulary

A home tour
Parts of the house:

─ Kitchen, bedroom, bathroom, living room,

dining room, laundry, garage.
Bed, night table, lamp, closet, dresser, sofa,
coffee table, carpet, armchair, shower, toilet,
toilet paper, sink, refrigerator, microwave oven,
stove, table, chair, car, motorcycle, bike, .

Assessment Strategies
Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.
Pre-teaching
Warm-up

- Looking to and singing the song “What is this room?”

- ([Link]

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 - Teacher reviews essential question and provokes student`s personal reflection
for construction of an enduring understanding.

Activation of prior knowledge

- Teacher reviews sentence frames and vocabulary about how to make our
home a special place.
- Students brainstorm some ideas.
- Teacher shows some flashcards related to one´s home and the places in the
house.

- Teacher brainstorms with children parts of the house and different types of
house. Some are big, others are small.

Modeling

 -Teacher introduces the goal for the lesson

 -Teacher with a poster describes her/his house and all its parts and furniture
using real pictures or flashcards. Another possibility is to use the following
video: [Link]
 Teacher creates a text like this and highlights the following high-frequency
words.

This is my house. This is the living room. I watch TV here. This is the dining room. It
has a table and four chairs. This is the kitchen. It has a stove, a sink and a
refrigerator. This is my bedroom and this is my bed. This is the bathroom. I take my
shower here. My house has a big and beautiful garden and a big yard where I play
with my friends.

Clarifying

- Teacher shows a picture of a part of the house to students and asks them:
which part of the house is this one? Is it the kitchen or the living room? In order
R.1. recognize some to clarify meanings and understandings. Teacher explains the importance of
high frequency words the high frequency words (I, my, this and and).
and straightforward

123
R.1. Recognizes some phrases in simple Pre-task
high frequency words and texts, if these words - Teacher reviews sentence frames using flashcards.
straightforward phrases in have been previously - Teacher hands out a worksheet with the parts of the house and the text in each
sentence so that students read the sentences “This is the living room.” “This is
simple texts. encountered and
the dining room “. They identify the different parts of the house.
they are attached to - Teacher reinforces, the word, I followed by an action “watch TV” or “eat” and the
a picture. (e.g., bed, word my followed by bedroom, or bathroom.
bedroom). - High frequency words

I, my, the, and

the the living room

my my bed
my sofa

I sleep
eat

Task-rehearsal

- Teacher gives the learners the reading passage and as the teacher reads the
passage and emphasizes the high frequency words ( I, my, the, and ) learners
circle those high frequency words,
- Example:

- This is my house. This is the living room. I watch TV here. This is the dining
room. It has a table and four chairs. This is the kitchen. It has a stove, a sink
and a refrigerator. This is my bedroom and this is my bed. This is the
bathroom. I take my shower here. My house has a big and beautiful garden
and a big yard where I play with my friends.

124
 - Teacher pastes different parts of the house around the classroom. Name one
of them and students should move to the part of the house the teacher
mentioned. This activity can be performed in pairs or individually.

Task completion
W.2. print/write
simple high- - Learners trace the high frequency words in the text by completing the text with
frequency words those words as the text read by the teacher supported with the flashcards or
W.2. print/write simple the video.
high-frequency words.

Example:

is house. is living room. watch TV here. is

dining room. It has a table four chairs. is kitchen. It has a

stove, a sink a refrigerator. is bedroom

is bed.

Task assessment

- Teacher asks the students by using pictures, which part of the house is this?
Learner will answer according to the pictures on the poster.

- Learners complete some sentences about parts of the house with high
frequency words attached to pictures. ( I, my, the, and)

125
_______ is my bedroom.

______ watch TV in the living room..

The table _______ the chairs are in the dinning room.

This is _______ kitchen.

Task assessment

- Teacher asks the students by using pictures: What do you do to be healthy and
happy? Learner will answer according to the pictures on the poster.
- Grid for self-assessment and group assessment.

Yes In process No
I can identify three
high frequency
words.
I can trace high
frequency words in
a text

126
 I can print thee
high frequency
words to complete
sentences.

Phonemic Awarenes

Pre-task Oral Production Speaking

SP.1. name some - Teacher shares the speaking goal with students
common objects and
people in familiar - Responding to simple questions: what is this? This is a bed
SP.1. Names some environments.
common objects and
people in familiar
environments.

127
 - By using a video teacher introduces vocabulary about furniture for the house.
- Teacher can also use flashcards to reinforce the furniture of parts of the house.
([Link]

Task-rehearsal

- By using flashcards teacher reinforces each piece of furniture of the house,

using the sentence frame, “this is the refrigerator”.
- Students listen to teacher´s pronunciation and repeat after her/him. (
WORKSHEET 1 )

Task completion

- Students will work in pairs.

- They will draw their house, will describe it to his/her classmate using colors and
sizes and then each pair group will describe their classmates` house to the
classroom.

Task assessment

- Teacher pastes flashcards about parts of the house on the board for students
to identify and say in which part of the house it should be.

Yes In process No
I name all five
parts of the house
using complete
sentence frames.

128
 I name two items
inside each room
of the house using
complete sentence
frames.

Pre-task
- Teacher shows students flashcards of words that initial sound is /m/ and /n/
- Teacher shows pictures and models the initial sound of three words beginning
with /m/ and 3 words beginning with /n/.
- Teacher exaggerates the sound and compels students to repeat it.
- Teacher can use this video to reinforce the sound.
[Link].3. imitate each
- [Link]
sound of letters of
- [Link]
the alphabet that
form a word, with a
- Teacher prints the pictures from the video for students to repeat and identify
concrete item or
the words and the initial sound of each word.
picture representing
[Link].4. Identifies the
the sound,
sound of the letter M Task-rehearsal
particularly focusing
on sounds and - Students repeat the letter sound and the words right after the teacher.
letters M,N. - Teacher shows pictures from each word mention in the video and compels
students to repeat it.

Task completion

- Students listen to teacher`s pronunciation of a set of 3 words and raise their

hands or stand up when they identify a word beginning with the letters /m, n /.

Task assessment

-Teacher pastes on the board pictures of letter M and N, then asks students to
pick up a picture from a box, identify it orally and paste it in the correct place
according to the initial sound.

129
 ─ Teacher observes students ‘performance to provide feedback or repair.
─ Self-assessment. Whole group assesses achievement of the goal.
Yes In process No
I identify the sound
and the letter M in
several words.
I identify the sound
and the letter N
in several words.

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: II Level: Second Grade Unit:3 Week:3

Domain: Socio-interpersonal Scenario: Home Sweet Home Theme: What We do around the House

Enduring Understanding: We can make our homes into special places where we care for people and things.

Essential Question: How can we make our homes into special places?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences using  Identifying family activities and chores ─ Enjoying time with extended family

130
There is, this is

Yes-No questions in simple present Discourse Markers

Socio-cultural
─ Does your sister ____ (play, read, study) in the And, but idioms/ phrases
______? (bedroom, living room, kitchen) Yes,
s /he does. ─ Participating in family activities and
celebrations
Information questions in simple present

Where does your father ____? (read, rest, eat)In

the _____.(living

Phonemic Awareness

/I/ inside

/I/ in

/I/ kitchen

/I/ big

/I/ sit

Vocabulary

5. What we do around the house

Verbs:
─ sleep, cook, sit, eat, take a shower, study,
watch TV, rest, play

Numbers:

11-20

131
Assessment Strategies
Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.

Pre-teaching
Warm-up
 Students listen to a sound and see the letter.
 They guess what name of a family member begin with that sound and letter, for
example: letter and sound F, for father, letter and sound M for mother, letter
and sound B, for brother, letter and sound G for grandfather.
 Teacher does the same for places of the house. He/ She can say one part of
my house is the B, B, B …. For students to say bedroom.
 Teacher emphasizes that students use the sentence frame. Mother… This is
my mother.

Activation of prior knowledge

 Teacher activates prior knowledge by asking students to identify the family

members mentioned in the video.
 [Link]
 Teacher asks personal questions to student like who has a grandmother? Who
has two brothers? Who has three sisters? And waits for students to raise their
hands.

Modeling
 Teacher introduces the goal for the lesson
 Teacher introduces vocabulary and sentence frames for identifying family
activities and home chores, Using pictures or flashcards, teacher identifies some
activities that his/her family perform at home like: sleep, cook, sit, eat, study,
take a shower, watch T.V, rest and play. Teacher can show this video:
 . [Link]

132
  Teacher also introduces the question: Where do you take a shower? Then
chorally all the students answer: in the bathroom. Where does your father
cook? They answer in the kitchen. Teacher then asks: Does your father cook in
the living? and emphasizes to say Yes or No for comprehension.

 Teacher models pronunciation and students listen and repeat.

Clarifying

 Teacher shows a picture of a family chore or activity and asks the student:
Where does your brother study? Where do you play soccer? Where does your
mother watch T.V.?
 Teacher checks comprehension and clarifies the new vocabulary and sentence
frames.
R.2. answer yes/no Written Comprehension (Reading)
questions about text Pre-task- Responding to questions
R.2. Answers yes/no heard that is
questions about text supported by  Teacher shares the reading goal with students.
heard. pictures  Teacher reads the following texts to learners supported by pictures.

Hello. I am Tony. This is my
family. These are family chores
and activities

My mother cooks in the kitchen

My brother eats a sandwich in

the dining room.

133
 My father washes the dishes.

My brother sleeps in the

bedroom.

…and takes a shower every day.

My sister studies in the living

room.

My grandfather watches T.V. in

his room.

I play soccer in the backyard.

 Students participate in choral reading as a group and individually after

modeling by the teacher who points to the pictures to make meaning clear.

Task rehearsal
 Using the pictures, students answer these two questions:
 Does your brother eat a sandwich? Yes, he does / No, he does not.
 Where does your brother take a shower? In the bathroom.
 Students have a set of pictures and the possible answers pasted on the walls
on pieces of paper.

134
  In pairs, students respond appropriately when the teacher shows a picture and
asks a question.
Task completion
 Students play a game divided in two teams. They receive all the pictures of
family chores and activities, and the possible answers in pieces of cardboard,
the pictures and the sentences can be either projected or printed. The teacher
asks the first student in each line to respond to the question as he/she asks, for
example, Does your grandfather watch T. V in the living room? Teams get a
point when the student answers the question correctly.
Task assessment
 Teacher notes the scores as part of the assessment of the task.
 Teacher asks, “Does your father take a shower?” to various students in the
room and assesses if students have an understanding of the phrases and if
they are able to respond to the questions.
 Students assess as a group their performance in achieving the goal.
Goal: Approaching Good Excellent

Yes In process No
I answer yes/no
questions from the
text read by the
teacher.

Pre-Task

Expression of ideas through pre-writing

─ Teacher shares the goal with the student.

─ Teachers sings the song of numbers with students
─ Teacher narrates a short story about family activities.
- Students listen to the story as they look at the pictures.

135
 A FAMILY DAY

Today is a sunny day.

My father watches T.V. in the living room.

My mother cooks in the kitchen a delicious soup.

My brother takes a shower in the bathroom.

W.1. draw pictures of
W.1. Represents an event an event or character My sister plays with a doll in the bedroom.
or character from a picture from a picture story
or one main idea. My grandfather reads a book in the garden.
story or one main idea.
My grandmother eats a ham and cheese sandwich and I study for the English
test.

We are a happy family.

Task-rehearsal

- Students listen to the story an twice and in small groups, they read the story
and make drawings or three main ideas from the story.

136
 Task completion
– Students listen to the story a third time and individually they draw two pictures
that represents one main idea from the story.

Task assessment

- Students look at the text heard written on a poster or on the wall, and they copy
the sentence that represents their picture.
- Pre-task
- Teacher sings the number song with the students as a warm-p.
- Teacher reads the text to the students and highlights the high-frequency words
of the text.

A FAMILY DAY

Today is a sunny day.

My father watches T.V. in the living room.

My mother cooks in the kitchen a delicious soup.

My brother takes a shower in the bathroom.

My sister plays with a doll in the bedroom.

My grandfather reads a book in the garden.

My grandmother eats a ham and cheese sandwich and I study for the English test.

We are a happy family.

137
 Teacher emphasizes the meaning and the form:

My mother/father/ sister/ cousin

I / We

The kitchen/ bedroom/ living room

W.2. print/write The bedroom and the kitchen are big.
simple high-
W.2. Prints/writes simple frequency words. Task rehearsal
high-frequency words.
Students in pairs complete one sentence with the correct high frequency word.

__________ brother takes a shower in ______ bathroom.

Students check in pairs their responses and teacher provides feedback.

Task completion

Students individually complete one sentence with the correct high frequency word.

______ mother cooks in ______ kitchen a delicious soup.

Task assessment

Yes In process No
I draw one main
idea from a text
that is read aloud.

138
 I print high
frequency words
from a text to
complete a
sentence.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to activate students´ background
knowledge.( [Link]
[Link].3. imitate each  Teacher shows pictures and models the initial sound of words with the /I/
sound of letters of sound: inside, in, kitchen. See the video
the alphabet that ([Link] exaggerates the
form a word, with a sound. Teacher can use this video to get additional ideas.
concrete item or - [Link]
[Link].4. Identifies the
picture representing
short vowel /I/in spoken the sound,
word. particularly focusing Task rehearsal
on the short vowel /I/ - Students repeat each letter sound and the three words right after the teacher.

- Learners play a game of Bingo to practice the short /I / vowel sound with some
of the words presented in the video. The teacher gives the words and the first
learner to get three in a row wins. The learner must then read aloud the three
words that have the /I/ short vowel sound, example: Lip, six, pin.

139
- Students practice the following chant with motions with their study buddy, as
shown below:

Task Completion

140
─ Teacher reads from a list of several words or repeats the chant and students
stand up as they listen to the sound / I/ in words.
Ink, in, six, milk, sit, igloo.
.

Task assessment
 Students see a set of cards, some of them representing words that have the
sound /I/, as they listen to the words they identify the ones that have the sound
/I/
For other words with the /I / sound see the following worksheet

Integrated Mini-Project Time

141
Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: II Level: Second Grade Unit:3 Week:4

Domain: Socio-interpersonal Scenario: Home Sweet Home Theme: 4

Enduring Understanding: We can make our homes into special places where we care for people and things.

Essential Question: How can we make our homes into special places?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences using Locating household items, parts of the house ─ Helping in the house
There is, this is and family members.

─ There is a bed in the bedroom Discourse Markers Socio-cultural

idioms/ phrases
Yes-no questions with is there and, but ─ Participating in family activities and
celebrations
Is there a ____ (chair, bed, table) in the ____? There is a bed in the bedroom but there is not a
(kitchen, bedroom, living room) table in the kitchen. Please help me out!

Information questions with To Be

142
Where is the TV? It´s in the _____ (living room,
bedroom)

Phonemic Awareness

/I/ inside, in, kitchen, big, sit

Vocabulary

5. Cleaning the house

Furniture and appliances:

sofa, lamp, table, chair, bed, toilet, mirror,

dresser, bookcase, stove, refrigerator, window,
television

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the 15 minutes
Assessment: day.
Goals:
Pre-teaching

Warm-Up

- For pre-teaching, review the parts of the house using the flash cards, a poster
like this.

143
 Activation of Prior Knowledge

- Have your students tell you what parts of the house and household items they
recognize in the picture.

144
 Modeling

- With the images and/or flashcards, teacher describes the objects of the
L.1. Recognizes simple L.1. understand bedroom and its location. Teacher uses vocabulary and sentence frames such:
information about a simple information there is a bed, a doll and a bicycle in the bedroom. The doll is on the chair.
household item if the about an object (e.g. Teacher presents examples for preposition in and on.
person speaks slowly and where it is) if the - Teacher uses video to introduce location of house items with the question:
clearly. person speaks slowly where is the…?([Link]
and clearly, possibly
with accompanying Clarifying
gestures.
- Teacher uses questions to clarify understanding of students of new vocabulary
and prepositions. For example, Is the doll on the chair or on the floor? Is the bed
in the bedroom or in the living room?

Pre-task

- Once you have reviewed, the parts of the house place the flash cards in
different parts of the room. Your students must run to the part of the classroom
that features the flash card with the part of the house that you called. Have
your students run through this activity a couple of times.

Task-rehearsal

145
- After reviewing the parts of the house the vocabulary, the two prepositions, in
and on, and the sentence frames for asking location (where is the bed? It is in
the bedroom).
- Using a drawing of the house, the students in pairs listen twice to the teacher,
asking for the location of an object and then responding where it is located. As
they listen, they draw or paste the object in the appropriate location. As they
finish they check their answers and get feedback from the teacher.

“Where is the refrigerator?”

“The refrigerator is in the kitchen”
“Where is the shower?”
“The shower is in the bathroom”

Task completion

- Students individually listen a third time to the teacher´s questions and answers
and they place the household items in the places they hear. Example:

“Where is the sofa?”

“The sofa is in the living room”

Where is my mother?

She is in the bathroom.

146
 Task assessment

- Each student receives a flashcard or a picture of a household item. Teachers

places a poster of the house with its parts. Learners will stand up and place the
household item in the part of the house they hear.

Pre-task

- Teacher shares the goal with the learner.

- To begin the lesson, have your students stand up and get into a place where
they can move around a bit. For review pull out a set of colored paper and
assign movements to the colors.

RED (go to the bedroom)

BLUE (go to the bathroom)

GREEN (go to the living room)

YELLOW (go to the dining room)

- You can assign whatever action you want whatever color you choose just make
sure to review multiple colors. This will get your students active for the next
activity. Teacher reviews the question form: where is …? And the prepositions

147
 in and on using real objects and pictures and drawings of household items and
pictures.

Task- rehearsal

- Students in pairs, using pictures of parts of the house, ask their partners, where
is the sofa? And the partner answers, “it is the living room.” Students change
partners to continue practicing with location of household items in different
parts of the house.

Task completion

- Students play a game in groups of three. They receive five pictures of parts of
the house that are used as stations in the game. To win or complete the game
each player has to pass through each of the stations and answer at least one
question from their partners. They can use questions like: where is my father?
The player has to answer: he is in the living room. Another question could be:
Where is the sofa? The player answers: The sofa is in the living room. The one
who finishes first is the winner.

Task assessment

- The students form two teams. Students play tic-tac-toe, using pictures with
parts of the house, they have to answer the questions posed by the teacher in
order to complete a square and try to win the game.

148
SI.1. Responds in a [Link] and - Label the four corners of the room as parts of the house using the different
predictable pattern to respond in a rooms of the house. Have your students answer questions about their houses
simple questions about predictable pattern and have them place the various items in the rooms in which they belong.
to simple questions
familiar things.
about familiar things Pre-task
if the other person
speaks slowly and - Teacher shares the goal of the lesson. This lesson is about describing and
clearly. distinguishing common household items. Teacher activates students’ prior
knowledge by identifying parts of a house and household items, using the
sentence frames: Teacher gives a tour of his/her house showing pictures and
using the sentence frames:

- This is my house. This is the living room. This is my bedroom. Then, teacher
introduces:

In my bedroom, there is a … bed and a chair… Teacher models pronunciation and

students practice and repeat

In my bedroom, there is a bed and a chair….

Task rehearsal

- Students draw or receive a picture of parts of the house and they practice
sentence frame in a rotating circle
- There is a bed and a chair in the bedroom.
- There is a sofa and a TV chair in the living room.

Task-completion

- Students in pairs draw their own house, its parts and some household items
and they give a mini-tour a partner: including parts of the house and two
household items in each part of the house using sentences frames studied.

149
SP.2. Uses one or two SP.2. use one or two
learned expressions to learned expressions
locate people and things. to locate people and
things Task assessment

- As an exit ticket ask your students about one of the things, they described in
their rooms while giving their tour.

Yes In process No
I can identify .parts
of the house and
locate household
items in the house.
.

Phonemic Awareness

Pre-task: Identification of sounds

 Teacher shares goals with the students.

 Teacher reviews past unit sounds to
activate students´ background knowledge.(

[Link]
 Teacher shows pictures and models the initial sound of words with the /I/
sound: pig, big, six.

150
  See the video

([Link] exaggerates the

sound. Teacher can use this video for children to identify the words with the /I/
[Link].4. Identifies the sound.
short vowel /I/in spoken  [Link]
word. [Link].3. imitate each
sound of letters of
the alphabet that There was a pig, and he was big. He´d like to dig and wore a wig. He did a jig and ate
form a word, with a a fig. He was a big, big, pig.
concrete item or
picture representing
the sound,
particularly focusing
on the short vowel /I/

- Make sure your students know not only the name of the letter but also the sound.
Teacher need to be aware of the different spellings of sound /I/.

/I/ with Different Spelling

(y) gym, syrup, symbol, system, rhythm

(ui) build, quick, quilt, guilty, guitar

151
(i) sin, lips, with, gift, differ

Task rehearsal
- Students listen to the chant and stand up when they listen to the words that
have the sound /I/.

Task completion

- Pop Corn Game: The following activity will call upon individual sounds to build
words. Students listen to the teacher say the sounds that form the word and
learners shout out the word emphasizing the short vowel /I/. For example,
learners hear: /p/ /I/ /g/ and they say: pig. /I,I, I/

Big, wig, six, hit, sit, ink, lip, little

It, inn, is, insect,

Task assessment

Robot Sound Out: The following video demonstrates the activity with a one on one
lesson.

[Link]

- One person is the robot; the robot listens to a word said by the other person.
The robot says the sounds in that word. For example, if the robot listens to the
word: lip, the robot will say the sounds in the word /l/ I/ /p/.

Yes In process No
I identify the sound
and the letter /I/ in
several words.

152
 Integrated Mini-Project Time

─ Phase Planning, creating collaborative (stories, mini-books, pictionaries, family albums) related to family and house, to share it within
small groups or whole class.
─ Rehearsing and briefly describing the stories or mini-books, Pictionaries, family albums to class orally and in written form.
 Participating in individual and peer assessment.
Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

153
 Unit 4 Scope and Sequence
Scenario: Loving and caring animals
Enduring Understanding Loving and taking care of animals is a part of growing up.

Essential Question Why is it important to take care of the animals?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Barn or house? 4. Moo, Meow, and 7. Living with Animals 8. Walk the Dog...and
Cock-a-Doodle-Do and Pets around me Other Ways to Care for
Animals
Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes colors, R.1. Recognizes some R.2. Identifies main L.2. Identifies simple Instruments for
names of animals, sizes high frequency words characters from a picture information from Process/Product
and numbers when and straightforward story. descriptions of farm and  Checklist
heard in a short, simple phrases in simple texts domestic animals if the  Rubrics
recording delivered at a [Link].3. Identifies each
person speaks slowly and
slow pace. sound of letters of the
clearly.
alphabet that form a word. Week 6
[Link].3. Identifies each [Link].3. Identifies each [Link].3. Identifies each
sound of letters of the Suggested Integrated Mini
sound of letters of the sound of letters of the project
alphabet that form a alphabet that form a alphabet that form a word.
SP.1. Name some
word. word.  storybooks
common characteristics of
SI.1. Responds in a  mini-books
SI.2. Asks simple SP.1. Names some animals or objects in
predictable pattern to
questions to get common characteristics familiar environments.
simple questions about
information about of animals or objects in familiar things.
animals’ names. familiar environments.

154
 W.2. Prints/writes W.1. Organizes drawings SI.3. Expresses a lack of
simple high-frequency or pictures within a graphic understanding.
words. organizer.
Goals:
Goals: Goals:
L.2. understand simple
L.1. identifies colors, R.1. recognize some Goals information about an
sizes, names of animals high frequency words animal (for example, the
and numbers previously and straightforward [Link] main size, color, and where it is)
learned when heard in a phrases in simple texts, characters by pointing, if the person speaks
short, simple recording if these words have naming or labeling from a slowly and clearly,
been previously possibly with
delivered at a slow pace. picture story that is read
encountered and they accompanying gestures.
aloud.
are attached to a
picture. [Link].3. imitate each
[Link].3. imitate each sound of letters of the
sound of letters of the [Link].3. imitate each alphabet that form a word,
alphabet that form a [Link].3. imitate each
sound of letters of the with a concrete item or
word, with a concrete sound of letters of the
alphabet that form a word, picture representing the
item or picture alphabet that form a
with a concrete item or sound, particularly
representing the sound, word, with a concrete
picture representing the focusing on short vowel /o/
particularly focusing on item or picture
sound, particularly in a spoken word if
sounds and letters O and representing the sound,
focusing on short vowel /o/ attached to a picture.
P of a spoken word if particularly focusing on
in a spoken word if
attached to a picture. sounds and letters Q
attached to a picture. SI.1. understand and
and R of a spoken word
SI.2. ask what something if attached to a picture. respond in a predictable
SP.1. name some
is using learned common words or objects pattern to simple questions
SP.1. name some about familiar things if the
expressions of language common words or in familiar environments
and by pointing to an objects in familiar other person speaks slowly
W.1. organize drawings or and clearly.
object. environments.
pictures within a graphic
W.2. print/write simple organizer (sequence or SI.3. express a lack of
understanding.
high-frequency words Venn diagram).

155
 Function Function Function Function
 Identifying farm  Identifying where  Describing likes and  Describing how to take
animals and pets animals live and dislikes related to care of animals.
their actions. animals and pets.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

– And, but – And, but – And, but – And, but

– Birds have feathers – Cows have fur, but
and horses have hair. roosters have feathers.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames
Information questions in Sentences in simple Sentences in simple Sentences in simple
simple present: present present present

 What is this?  Birds/Horses live  My favorite pet/ farm  Dogs/Ducks have ____
_____(on the farm, animal is the ____ (feathers, tail)
in a nest, in the (dog, cat, duck, horse).
barn) Yes-No questions in
simple present
Information questions
in simple present:  Do hens have
feathers? Yes.
 What noise do cows  Do cows have fur? Yes.
make? Cows moo.  Is this a lion?

Information questions in
simple present:

 What do ______
(animals, pets, dogs)
need? Animals need
______(shelter, water,
medicine, grooming)
Phonemic Awareness Phonemic Awareness Phonemic Awareness and Phonemic Awareness and
and Phonics and Phonics Phonics Phonics
Letters of the alphabet

156
 Letters of the Letters of the /o/ on, dog, horse, O, P, Q and R.
alphabet O and P alphabet Q and R long,

Vocabulary Vocabulary Vocabulary Vocabulary

1. Barn or house? 2. Moo, meow, and 3. Living with animals and 4. Walk the dog... and
cock-a-doodle-do pets around me other ways to care for
 Dogs bark animals
Plural of animals:  Cows moo
 Birds sing Farm animals: Animal care:
 cats, dogs, birds,  Cats meow  hen, duck, pig, horse,  food, shelter, water,
ducks, horses, cows  Roosters crow cow, goose, rooster medicine, exercise,
 Pigs oink Pets: training, grooming
 dog, cat, rabbit, bird,
turtle Verbs:
 a tail, fur, feathers,  Feed, water, take care,
clean, play, wash, live
Like and dislikes Adjectives:
─ animals, pets  Colors: brown, pink,
gray, white, yellow
Furry, feathery
Psycho-social Psycho-social Psycho-social Psycho-social

 Working  Being sensitive to  Expressing interest in  Expressing interest in

collaborative with the needs of others doing research about doing research about
partners and including pets. animals’ needs and animals’ needs and
community. habitats. habitats.
Sociocultural
Socio-cultural Idioms/phrases Sociocultural Sociocultural
idioms/ phrases Idioms/phrases Idioms/phrases
 Identifying the needs
 Identifying the needs of of animals  Taking care of animals  Making animals´
animals lives safe and
comfortable

157
  Early bird  A dog is man´s  A dog is man´s best
best friend friend  Getting your ducks
in a row

Unit 4 Loving and Caring Animals

Term: II Level: Second Grade Unit:4 Week:1

Domain: Socio-interpersonal Scenario: Loving and caring animals Theme: 1. Barn or house?

Enduring Understanding: Loving and taking care of animals is a part of growing up.
Essential Question: Why is it important to take care of the animals?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Information questions in simple present: Identifying farm animals and pets  Working collaborative with partners and
 What is this? community.
Discourse Markers
Phonemic Awareness And, but Socio-cultural
Letters of the alphabet O, P, Q and R. idioms/ phrases

Vocabulary  Identifying the needs of animals

5. Barn or house?
 Early bird
Plural of animals:
 cats, dogs, birds, ducks, horses, cow

158
 Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time
Evidences of learning

(Diagnostic, formative,
summative)
Assessment: Learner can - Teacher greets students and pastes Essential Question and goals for the
day.
Goals:
Pre-teaching
Warm up
1. Listening to a song, Farm Animals Song - Animals Sounds Song - Walk Around
the Farm - ELF Learning
[Link]

Activation of Prior Knowledge

-Teacher reviews colors, sizes and names of animals and numbers using
toys/puppets.

Modeling
– Teacher uses pictures to introduce sentence frames and vocabulary related to
pets and farm animals using real pictures, toys or a video. Teacher models
pronunciation of colors, sizes, names of animals and numbers and students
participate in choral repetition.

Clarifying
– Teacher clarifies vocabulary and expressions by asking questions.
L.1. Recognizes colors, L.1. identifies colors,
names of animals, sizes sizes, names of
and numbers when heard animals and Oral Comprehension (Listening)
in a short, simple numbers previously
recording delivered at a learned when heard Pre-task
slow pace. in a short, simple
Identification of colors, sizes, names of animals and numbers
recording delivered
– Teacher introduces the goal for the lesson.
at a slow pace.

159
 – Students repeat words and sentence frames related to colors, sizes, names of
animals and numbers after modeling by the teacher chorally and individually
using visual aids (power point) or puppets.

Task-rehearsal

– Learners show the pictures of colors, sizes, names of animals and numbers as
they are heard.
– Learners identify the colors, sizes, names of animals and numbers in pictures
shown by the teacher as they are heard.

Task completion
-Students identify colors, sizes, names of animals and numbers as they are
heard by pointing, drawing, circling, matching or using body language after a
slow and clear oral conversation.

Task assessment

-Students play the farm animals and pets Bingo game (Annex 1) and teacher
provides feedback and/or repair using a rubric (Approaching Good
Excellent)

Oral Production

SI.2. ask what Pre-Task: Asking and responding to questions about farm animals and pets
SI.2. Asks simple something is using
learned expressions - Teacher shares goal with learners.
questions to get - Teacher introduces or reviews the sentence frame: What is this? What are
information about animals’ of language and by these? with slow and clear pronunciation and using pictures or toys of farm
pointing to an object.
names. animals and pets.

Task rehearsal

160
- Teacher pastes names of colors, sizes, animals and numbers on the board as
a word bank and asks the question: What is this?
- Elbow partners practice: What is this? That is horse.
What are these? Those are horses.

Task completion

- Students are supposed to be taking a tour on a farm, in pairs, each partner

receives a picture of a farm, each picture has some animals missing that only
the other partner has, and they share their picture, and interview their partner
about the animals that they are missing asking the question: what is this? Or
what are these? Until they completely identify all the animals on the farm.

Task assessment
- Students play jeopardy game. The class is split into two teams and using
pictures of colors, sizes, animals and numbers, each team takes a turn asking
each other´s questions like: What is this? What are these? The one who asks
more questions and gets more correct responses is the winner.
-
- Whole group assesses achievement of the goal.
Goal: Approaching Good Excellent

Phonemic Awareness and Phonics

Pre-task: Identification of sounds

– Teacher introduces the goal for the lesson.

– Teacher introduces sounds and names of the letters O and P using songs:
(orange, old, pig and puppy) and the following videos.
– [Link]
– [Link]
– Teacher shows pictures that express meanings with the target sounds.

161
 – Teacher models the initial sound and name of the letters of two words
[Link].3. imitate each beginning with /o/ and two words beginning with /p/ and shows the pictures.
[Link].3. Identifies each sound of letters of – Teacher shows the sounds and the name of the letters using print words on the
sound of letters of the the alphabet that pictures. Remember to make the students hear, notice and distinguish the
alphabet that form a word. form a word, with a sounds and names of letters (capital and lower case) on the words when they
concrete item or are heard.
picture representing – Teacher clarifies understanding by showing pictures of words with the two
the sound, sounds and the letters, to see if they recognize the difference between them.
particularly focusing
on sounds and Task rehearsal
letters O and P of a – Learners hear, notice and repeat the sounds and the names of the letters /o/ and
spoken word if /p/ with words that contain the sound and the name of the letter.
attached to a picture.
Task completion
– Learners sing and chant words and phrases that contain the target sound and
the names of the letters using pictures and/or the video ¨Phonics Letter O
song¨ and ¨Phonics Letter P song¨.
– Students match each of the sounds and the name of the letter with correct
pictures while listening to the teacher saying the sound and the name of the word
three times.

Task assessment
– Learners identify the initial phoneme and the name of the letters /o/ /p/ of familiar
words by reacting with body language after aural stimuli. When students listen
to words with the sound or the letter /o/ they stand up and as they listen to a word
with the sound or the letter /p/ they sit down.
– Learners recognize the sound heard /o/ /p/ by playing ¨Hot potato game¨
(Annex 2).
– Whole group assesses their performance.

Goal: Approaching Good Excellent

Integrated Mini-Project Time

Phase: _______

162
 Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: II Level: Second Grade Unit:4 Week:2

Domain: Socio-interpersonal Scenario: Loving and caring animals Theme: 2. Moo, Meow, and Cock-a-Doodle-Do

Enduring Understanding: Loving and taking care of animals is a part of growing up.
Essential Question: Why is it important to take care of the animals?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences in simple present Identifying where animals live and their actions.  Being sensitive to the needs of others
including pets.
 Birds/Horses live ____(on the farm, in a nest, Discourse Markers
in the barn)
And, but Socio-cultural
Information questions in simple present: idioms/ phrases
 Identifying the needs of animals
 What noise do cows make? Cows moo.
 A dog is man´s best friend

Phonemic Awareness

163
 Letters of the alphabet Q and R

Vocabulary

6. Moo, meow, and cock-a-doodle-do

 Dogs bark Cows moo Birds sing Cats meow
 Roosters crow Pigs oink

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can  Teacher greets students and pastes Essential Question and goals for the day.
Pre-teaching
Warm up
Listening to a song, “The animals on the farm. ” (Super simple songs)
[Link]
Another song: I Have A Pet | Animal Song | Super Simple Songs
[Link]

R.1. Recognizes some R.1. recognize some Activation of Prior Knowledge

high frequency words and high frequency -Using the video, “The animals on the farm.” teacher asks students if they have been or
straightforward phrases in words and live on a farm and if they know some of the animals in the video. Teacher waits for
simple texts straightforward students´ answers and reactions.
phrases in simple
texts, if these words Modeling
have been  Teacher uses pictures with a chant to model pronunciation of farm animals and
previously their actions and students participate in choral repetition:
encountered and Bow-wow, says the dog;
they are attached to Mew-mew, says the cat;
a picture. Grunt-grunt, goes the hog;
And squeak, says the rat.
Tu-who, says the owl;
Caw-caw, goes the crow;

164
 Quack, quack, goes the duck;
And moo, says the cow.

Clarifying
 Teacher clarifies vocabulary and expressions by asking questions.

Written Comprehension ( Reading)

Warm up

- Teacher shares a video with learners about where animals´ live called Animal
Habitats | Animal Homes | Animals video for kids
[Link]

Pre-Task: Identification of high frequency words related with animals´ actions.

- Teacher shares the reading goal with learners and presents animals´ actions
using pictures Kids Vocabulary - Animal Sounds - cow moo - Learn English
for kids - English educational video
[Link]
 Students read aloud about animals their actions after the teacher, which is
supported by a picture, or drawing.
 Dogs bark
 Cows moo
 Birds sing
 Cats meow
 Roosters crow
Task rehearsal
 Teacher brings a bag with strips of paper with information about animals´
actions.
 Students read aloud their strip of paper and then imitate the action that the
animal does.

 Game: I am the teacher and you are the student.

165
 The teacher begins by modeling -- selecting a strip of paper, selecting a
student, then reading the instruction. That student then carries out the activity.
If the student does the instruction correctly, s/he becomes the teacher and
selects another student, selects an instruction, and says it aloud. If the student
does not know the answer, the “teacher” must move to another student.

Task completion
 Students participate in choral reading of classroom instructions following the
printed signs pasted on the board or shown by the teacher and using body
language to show understanding of meanings.

Task assessment
 Teacher observes students participation and responses to assess their
achievement of the goal.
 Teachers reads the signs chorally with the students again using body language
and pictures to reinforce the meanings.
 Whole class assesses their achievement of the goal.
Goal: Approaching Good Excellent
 Teacher works on repair if necessary.

Oral Production

Pre-task
SP.1. Names some  Teacher reviews the names and sounds of farm animals using pictures or toys.
common characteristics of SP.1. name some  Teacher shows a video about farm animals’ habitats: Learn all about farm animals
common words or [Link] emphasizes the
animals or objects in
objects (animals´ names of farm animals and their habitats using the sentence frame: This is a….
familiar environments. traits) in familiar (horse). Horses lives in a barn. Teacher models pronunciation and gives as many
environments. examples as needed.

Pre-Task: Names some common characteristics of farm animals and pets

sounds.

166
 Teacher shares goal with learners.
 Students repeat with slow and clear pronunciation a key word right after it is
modeled: Dogs bark, Cows moo, Birds sing, Cats meow, Roosters crow, Pigs
oink. The dog lives in a doghouse. The cow lives in a barn. The rooster lives in
a coop.

Task rehearsal
 Teacher shows pictures of animals and their habitat, then, asks questions
related to animals ‘habitats and sounds using puppets: What noise do cows
make? Cows moo. Where does a cow live? A cow lives in a barn.
 Students select an animal that they like from the farm and in pairs, they name
the animal, the sound it makes and where it lives: Example: This is a cow. The
cow moos, the cow lives in a barn.

Task completion
 Students use their favorite farm animal and in a rotating circle, they name
some characteristics like name, sound, color, size or the place where it lives
using a few sentences.

Task assessment
 Teacher gives to each student a puppet of a farm animal or a pet. Students
walk around the classroom saying along with the teacher: walking, walking
everybody walking. Walking, walking, everybody stops. When they stop, they
have to start talking with the classmate that is closest. Each one describes
shortly their favorite farm animal.

 Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Phonemic Awareness and Phonics

Pre-task: Identification of sounds

 Teacher shares the goal with the learners.

167
[Link].3. Identifies each [Link].3. imitate each  Teacher activates learners background knowledge by reviewing past week
sound of letters of the sound of letters of sounds.
alphabet that form a word. the alphabet that Warm-up
form a word, with a  Teacher shows a video for letter /q/
concrete item or  [Link]
picture representing and letter /r/ [Link] Here, you can
the sound, choose and edit the video to make it shorter.
particularly focusing  Teacher introduces and models suggested sounds of /q/, /r/ with a concrete item
on sounds and or picture representing the word that contains the phoneme in the initial position.
letters Q and R of a /q/ -- question, quack, quiet.
spoken word if /r/ -- red, run, rainbow.
attached to a picture. .-Teacher shows to the children the lower case and upper case letters Q and R with a
word and a picture attached to it, for example:

Qq

Queen Rr rabbit

 Students repeat sounds and words as teacher shows the pictures.

 Teacher asks questions for clarification.

Task rehearsal
 Repeating each letter sound and name right after the teacher.
 Identifying the pictures that contain sound /q/ and the letter q in several words.
 Identifying the pictures that contain sound /r/ and the letter r in several words.
-Learners trace the upper case and lower case letter Q and R as it is shown below.

168
 Task completion
 Matching sounds with letter sound or letter names using pictures.
Question ? /q/

quack /q/

quiet /q/

red /r/

run /r/
rainbow /r/

Task assessment
 Students have little pictures on their desks, and they pick up and show the
picture as they listen to words with sound /q/ or letter and the words with sound
/r/ or letter r.
 Teacher checks students’ pronunciation when chanting.
o Quack quack quack, the ducks go quack quack quack.
o Red red red, the apple is red red red.

169
  Whole group assesses achievement of the goal: (Approaching, Good
Excellent)
Written Production

 Pre-task: where animals´ live and their actions.

 Teacher shares the goal with students.

 What do you like? song Learn English for Kids Song by Little Fox
[Link]
W.2. print/write  Teacher reviews the names, sounds and habitats of animals. Teacher pastes
simple high- pictures of farm animals and pets on the board. Teacher writes short sentences
W.2. Prints/writes simple that describe one of the animals. Teacher highlights with a different color, the
frequency words
high-frequency words. name of the animal, the sound it makes and the habitat. Teacher explains to
the learners that the words in color are high frequency words.

Task rehearsal

 Learners are given the picture of a farm with several farm animals. They
complete sentences with the name of the animal.
 Example:

Task completion

- Learners complete a short text with high frequency words related to farm
animals.

170
 This is the farm. On the farm, there is a __________ . There is a

_________, and a _____________ .

Task assessment

 Teacher checks for understanding and need for repair.

 Learners clap hands if they like their progress and put their thumb up if they
think they need to practice more.

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

171
Term: II Level: Second Grade Unit:4 Week:3

Domain: Socio-interpersonal Scenario: Loving and caring animals 3. Theme: 3. Living with Animals and Pets
around me
Enduring Understanding: Loving and taking care of animals is a part of growing up.
Essential Question: Why is it important to take care of the animals?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences in simple present Describing likes and dislikes related to animals  Expressing interest in doing research about
and pets. animal´s needs and habitats.
 My favorite pet/ farm animal is the ____ (dog,
cat, duck, horse). Discourse Markers
Socio-cultural
– And, but idioms/ phrases
Birds have feathers and horses have hair  Taking care of animals

Phonemic Awareness A dog is man´s best friend

/o/ on, dog, horse, long

Vocabulary

7. Living with animals and pets around me

Farm animals:
 hen, duck, pig, horse, cow, goose, rooster
Pets:
 dog, cat, rabbit, bird, turtle
 a tail, fur, feathers,

172
Like and dislikes

─ animals, pets

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can  Teacher greets students and pastes Essential Question and goals for the day.
R.2. Identifies main [Link] main Pre-teaching
characters from a picture characters by
story. pointing, naming or Warm up
-Listening to a song, The Animal Sounds Song - Animal Songs for Children - Kids
labeling from a
Songs by The Learning Station
picture story that is [Link]
read aloud.

Activation of Prior Knowledge

-Using pictures and toys teacher reviews names, colors, actions and the habitats of
farm animals and pets.

Modeling
-Teacher introduces likes and dislikes related to animals and pets using a song: I
have a pet, [Link] Teacher writes
and models the sentence frames using pictures to illustrate the new meanings.
Teacher emphasizes sentences like: Horses and cows live in a barn.

 Teacher uses pictures to model pronunciation of likes and dislikes related to

animals and pets and students participate in choral repetition.

Clarifying
 Teacher clarifies vocabulary and expressions by asking questions.

173
 Written Comprehension (Reading)

Pre-task: Identifying main characters

 Teacher shares the reading goal with students.

 Teacher reviews likes and dislikes related to animals using the pictures from
the video: I Spy On The Farm-Storytime for Kids
 [Link]
 Students repeat chorally and individually the story about farm animals and pet
and their sounds after modeling by the teacher who points to positions in
pictures to make meaning clear.

Task rehearsal
 Teacher reads or plays the story again for students. Students play the game, I
spy with my little eye, to check their understanding of the story and for identifying,
the animals mentioned. Teacher or students say, I spy with my little eye
something beginning with… “R” and makes the sound… cock-a-doodle-doo. The
learner guesses the name.
.

Task completion

-Using the pictures on the story, the teacher reads the story a third time to
students. Students get pictures of farm animals; they have to circle the animals
that are heard in the story in the order in which they are mentioned. They shout
out their name as they hear the beginning letter of the name.

Task assessment

 Students in pairs check their sequence of pictures and then teacher provides
feedback to all the learners.
 Teacher asks the learners: “What´s your favorite farm animal?

174
  Students assess as a group their performance in achieving the goal.
(Approaching Good Excellent)
SP.1. Names some
common characteristics of SP.1. name some
animals or objects in common words or
familiar environments. objects in familiar Oral Production
environments
Pre-Task: Names some likes and dislikes related to animals and pets.

 Teacher shares goal with learners.

 Students review key vocabulary and sentence frames right after it is modeled:
Dogs bark, Cows moo, Birds sing, Cats meow, Roosters crow, Pigs oink.
With slow and clear pronunciation.
-Teacher shows a video about animal sounds: The Animal Sounds Song - Animal
Songs for Children - Kids Songs by The Learning Station
[Link]

 Teacher presents using puppets or pictures her/his favorite farm animal. Then,
asks students, what is your favorite farm animal? Teacher listens to students
‘responses. Teacher emphasizes the sentence frame...”My favorite animal/ pet
is …”
Task rehearsal
Students draw their favorite farm animal and practice with a partner the sentence
frame: My favorite farm animal is the….
Task completion
 Students in pairs select from a set of pictures their three favorite farm animals.
They say the names of the animals, the color, size, sound and habitat. Then,
they share the information with another pair.

Task assessment
 Teacher gives to each student a puppet of a farm animal or a pet. Students
walk around the classroom saying along with the teacher: walking, walking
everybody walking. Walking, walking, everybody stops. When they stop, they
have to start talking with the classmate that is closest. Each one asks the
question according to the animal they and their classmates have: What noise
do cows make? The other student answers: Cows moo.

175
  Whole group assesses achievement of the goal.

Goal: Approaching Good Excellent

Phonemic Awareness and Phonics

[Link].3. Identifies each
sound of letters of the [Link].3. imitate each Warm-up
alphabet that form a word. sound of letters of ─ Teacher shows a video for letter /o/ song video
the alphabet that [Link]
form a word, with a
concrete item or
picture representing Pre-task: Identification of sounds
the sound,
particularly focusing  Teacher shares the goal with the learners.
on short vowel /o/ in  Teacher activates students background knowledge by reviewing past week
a spoken word if sounds.
attached to a picture.  Teacher models suggested sounds /o/, and name of the letter with a concrete
item or picture representing the word that contains the phoneme.
 /o/ -- on, dog, horse, long.
 Students repeat sounds, the name of the letter and words as teacher shows
the pictures.
Teacher shows to the children the lower case and upper case letters O with a word
and a picture attached to it, for example:

Oo

 Teacher asks questions for clarification.

176
 Task rehearsal
 Repeating each letter sound and name right after the teacher.
 Identifying the pictures that contain sound /o/ and the letter o in the word.
 Learners trace the upper case and lower case letter O as it is shown below

Task completion
 Matching sounds with letter sound or letter names using pictures. Example:

on /o/

dog

horse
long

Task assessment
 Students have little pictures on their desks, and they pick up and show the
picture as they listen to words with sound /q/ or letter and the words with sound
/o/ or letter o.
 Teacher checks students’ pronunciation when chanting.

 Whole group assesses achievement of the goal: (Approaching, Good

Excellent)

177
 W.1. organize Written Production
drawings or pictures
W.1. Organizes within a graphic
drawings or pictures organizer (sequence Warm up
within a graphic Roll a sentence dice using the vocabulary from previous lesson’s vocabulary
or Venn diagram).
organizer

Pre-task
─ Teacher introduces the goal of a lesson.
─ Teacher pastes on the board a big picture with places where the farm animals
and pets live.
─ Teacher gives the learners pictures of different farm animals and pets. Learners
paste the picture of animals next to the corresponding place.
─ Teacher then pastes the name of each animal below the picture.
─ Teacher reviews the name of animals with the learners. Use the following Farm
animals: hen, duck, pig, horse, cow, goose, rooster Pets: dog, cat, rabbit, bird,
turtle a tail, fur, feathers

Task-rehearsal

─ Teacher takes off all of the pictures of animals.

178
 ─ Learners must paste the picture in the correct location according the instruction
and then paste the corresponding name to each animal.

Task completion

─ Teacher divides the class into pairs. In pairs, the learners must imagine and
create their own farm with animals. Learners must place the animals is their
habitat and label each animal with the name.
─ Learners say a short sentence with animals “My favorite pet/farm animal is
_________”.

Task assessment

─ Each pair must present their own farm.

─ Learners should use complete sentences to describe their farm.
For example, “This is our farm. The dog is happy. The dog is black and white.
Dogs have fur. Birds have feathers”.
Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: II Level: Second Grade Unit:4 Week:4

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 Theme: 4. Walk the Dog...and Other Ways to
Domain: Socio-interpersonal Scenario: Loving and caring animals
Care for Animals

Enduring Understanding: Loving and taking care of animals is a part of growing up.
Essential Question: Why is it important to take care of the animals?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences in simple present Describing how to take care of animals.  Expressing interest in doing research about
animal´s needs and habitats.
 Dogs/Ducks have ____ Discourse Markers
(feathers, tail) Sociocultural
– And, but Idioms/phrases
Yes-No questions in simple present Cows have fur, but roosters have feathers.
 Making animals´ lives safe and
 Do hens have feathers? Yes. comfortable
 Do cows have fur? Yes.  Getting your ducks in a row
 Is this a lion?

Phonemic Awareness

Review: /o/ on, dog, horse, long,

Vocabulary

4. Walk the dog... and other ways to care for

animals

Animal care:
 food, shelter, water, medicine, exercise,
training, grooming

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 Verbs:
 Feed, water, take care, clean, play, wash, live

Adjectives:
 Colors: brown, pink, gray, white, yellow
Furry, feathery

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can Pre-teaching
Warm up 40 minutes
L.2. Identifies simple L.2. understand -The Needs of an Animal (song for kids about 4 things animals need to survive)
information from simple information [Link]
descriptions of farm and about an animal (for
domestic animals if the example, the size, Activation of Prior Knowledge
person speaks slowly and color, and where it - Teacher reviews vocabulary and sentence frames related with names, colors,
is) if the person actions and habitats of farm animals and pets using pictures and toys.
clearly.
speaks slowly and
clearly, possibly with Modeling
accompanying
gestures. -Teacher introduces animal care using a “Pet Care Basics” video
[Link] and asks the learners what words
they heard in the video. Teacher reviews the phrases given by the learners using
pictures and body language. Teacher reads the phrases aloud and the learners
repeat. Ex: food, water, shelter, identification, potty needs, health care, exercise,
respect and kindness.

 Teacher uses pictures to model pronunciation of animal care and students participate
in choral repetition.

Clarifying
 Teacher clarifies vocabulary and expressions by asking yes/no questions. Teacher
emphasizes the pronunciation. 40 minutes

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 Oral Comprehension (Listening)

Pre-task
– Teacher introduces the goal for the lesson.
– The teacher reviews sentence frames with the following vocabulary words:
– Pets need food. Pets need water. Pets need exercise. Pets need air. Pets need
a shelter. (Using videos and pictures.)

Task-rehearsal

- Students listen to the video: The Needs of an Animal (song for kids about 4
things animals need to survive) Teachers asks the learners, what do pets
need to be happy? They have to circle two pictures related with taking good
care of pets based on the message of the song. Example:

Task completion

- Students listen to the song again and they circle from a set of pictures,
four things animals need to survive.

Task assessment

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 - Students in pairs check their responses. Students receive feedback
from the teacher.
- Teacher says one recommendation for taking care of animals, for
example: Pets need water. When the students listen to the statement,
they raise or point to the picture that represents that advice.
-
– Self-assessment fan idea

progress
In

Yes No

Oral Production

Warm up
SI.1. understand and – Yes, I Can! | Animal Song For Children | Super Simple Songs
SI.1. Responds in a – [Link]
respond in a
predictable pattern to predictable pattern to Pre-task
simple questions -Teacher introduces the goal for the lesson. Teacher introduces sentence
about familiar things frames and vocabulary for describing pets and farm animals.

183
simple questions about if the other person - Do hens have feathers? Yes.
familiar things. speaks slowly and - Do cows have fur? Yes.
clearly. - Is this a lion?

– Teacher asks the learner Yes/No questions in simple present. Do cows have
feathers? and learners look at the photos paste on board. While the teacher
says, “No, Cows have fur. Teacher continues this activity until the learners can
respond correctly.

Task-rehearsal

– Using animal masks, learners role-play and practice Yes/No, questions with
their partners (see role-play masks patterns materials). Learners ask questions
like: Are you a lion? Are you a cat¨? Yes, I am or No, I am not.

Task completion

– Teacher can see this video with learners to play the game “Mystery bag”
[Link] Teacher inserts in the bag
pictures of animals. Teacher calls one volunteer to come and take out a
picture. The classmates have to guess which animal it is by asking questions
like: Is it a lion? Is it a horse? Is it a dog? Is it yellow?

Task assessment
– Learner play the Mystery bag game in pairs by using mini flashcards with pictures
of animals and sentence frames on board about Yes/No questions. Example: Do
cows have fur? Yes. Do hens have feathers? Yes
– The teacher provides feedback or repair. Whole group assesses their
performance.
– Self-assessment and group assessment grid

Indicators Yes In progress No

I can say 2 animals that have fur.
I can say 2 animals that have feathers

184
 I can say which animals have fur or
feathers
I can understand yes/no questions
I can respond yes/no questions

Warm up
-Listen to the song [Link]

Pre-task
– Teacher shares the goal with learners.
SI.3. express a lack – Teacher repeats idioms and phrases for learners as input. Teacher says one
of understanding. idiom or phrase and waits for the learner´s reaction.
– Teacher explains that when this happens, learners can say “I don´t understand”

SI.3. Expresses a lack of – ?

Teacher shows a picture or draws on the wall the symbol / / and then
understanding. repeat… I don´t understand….
– Learners repeat after the teacher… I don´t understand…
– Teacher says two idioms or phrases learners know for them to perform, then,
teacher says a new one… wait… and say with the learners … I don´t
?
understand and shows the symbol / /.

Task-rehearsal
– Learners practice in pairs the idioms and phrases. One of learners says an
idioms and phrases, and the other learner says … I don´t understand … and
they take turns.

Task completion

185
 – Teacher distributes a ? to all students. When they do not understand an
idioms and phrases said by the teacher, they hold up the sign and say, “I do
not understand.” They perform given idioms and phrases in pairs and
responding… I don´t understand.

Task assessment

 Whole class assesses their achievement of the goal.

Goal: Approaching Good Excellent

Phonemic Awareness

Warm up
– Teacher shows a video about animal spelling names: Farm Animals - Pre
School - Learn English Words (Spelling) Video For Kids and Toddlers
[Link]

[Link].3. imitate each Pre-task

sound of letters of - Teacher introduces the goal for the class.
the alphabet that Teacher reviews the alphabet with a Phonics alphabet song: Phonics Song |
form a word, with a
concrete item or - Song | Phonics for Kids | Jack Hartmann
[Link]
picture representing
the sound,
- Teacher complements the song with the letters printed on the board. Learners
particularly focusing
on short vowel /o/ in repeat the song as they look at the letters.
a spoken word if
attached to a picture.
Task-rehearsal

186
[Link].3. Identifies each -Students identify the vowel sound /o/ in different position in words attached to
sound of letters of the pictures as they are heard.
alphabet that form a word.

Task completion
- Learners listen to the teacher say the word “on”, “dog”, “horse”, “long” and
complete the letter that is missing in the word attached to a picture.

Task assessment
- Learners say aloud the name and sound of the letter of the words completed.
Teacher can have learners match the picture with the word and the letter they
hear. Example.

horse
Integrated Mini-Project Time

Phase: _______
 Planning, creating collaboratively as a whole class or in small groups (storybooks or mini-books) showing types of animals and how
to take care of animals and pets. Displaying it to small groups or whole class.
Rehearsing and briefly describing the mini-project orally to whole class. Participating in individual and peer assessment

187
 Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

188
 Unit 5 Scope and Sequence
Scenario: Fabulous Flora and Fauna
Enduring Understanding Humans, animals, and plants are living things that need each other.
Essential Question How does nature help us?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. A Nature 2. Animals A to Z 3. Green Kingdom 4. Protecting Mother
Walk Nature
Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes spoken L.2. Recognizes R.1. Recognizes some R.1. Recognizes some Instruments for
words similar to the specific information high frequency words and high frequency words and Process/Product
languages with which about wild animals and straightforward phrases in straightforward phrases in
✓ Checklist
they are familiar. their habitats if the simple text. simple text. ✓ Rubrics
person speaks slowly
[Link].3. Imitates each and clearly. [Link].4. Identifies the SP.2. Uses one or two Week 6
sound of letters of the short vowel /ə/ in spoken learned expressions of
alphabet that form a [Link].3. Imitates each word. animals and plants. Suggested Integrated Mini
word. sound of letters of the project
alphabet that form a SI.1. Responds in a [Link].4. Identifies the
predictable pattern to ✓ Stories
SP.1. Names some short vowel /ə/ in spoken
word.
simple questions about ✓ Mini-Book
common words or word. ✓ Classroom Safari
. SI.1. Responds in a familiar things
objects in familiar
environments. predictable pattern to W.2. Writes key words to
simple questions about complete a story given by
W.1. Organizes drawings
familiar things the teacher.
or pictures within a graphic
organizer.

189
 R.2. Sequences
pictures to show
understanding of text
heard or read.

Goals:
Goals:
L.1. recognize spoken
L.2. understand simple Goals:
words similar to the Goals: R.1. recognize some high
information about an
languages with which R.1. recognize some high
object (for example, the frequency words and
they are familiar (e.g.,
size and color of a leaf, frequency words and straightforward phrases in
plant, air, orchid, animal,
what plant it belong to) straightforward phrases in simple texts, if these words
rock, nature, park )
if the person speaks simple texts, if these words
slowly and clearly, have been previously
[Link].3. imitate each have been previously encountered and they are
possibly with
sound of letters of the encountered and they are attached to a picture. (e.g.,
accompanying
alphabet that form a attached to a picture. (e.g.,
gestures. big tree, red leaf)
word, with a concrete big tree, red leaf)
item or picture
R.2. sequence pictures
representing the sound,
particularly focusing on to show understanding
[Link].3. imitate each [Link].3. imitate each
sounds and letters S and of text heard or read that
sound of letters of the sound of letters of the
T in a spoken word if is supported by pictures alphabet that form a word, alphabet that form a word,
attached to a picture. in a heavily patterned with a concrete item or with a concrete item or
book to include a clear picture representing the picture representing the
SP.1. name some sound, particularly
beginning, middle, and sound, particularly
common words or objects focusing on short vowel /ə focusing on short vowel /ə
end.
in familiar environments. / in a spoken word if / in a spoken word if
SI.1. understand and attached to a picture. attached to a picture.
respond in a
predictable pattern to SI.1. understand and
simple questions about respond in a predictable SP.2. use one or two
familiar things if the pattern to simple learned expressions of
other person speaks questions about familiar animals and plants.
slowly and clearly. things if the other person
speaks slowly and clearly.

190
 W.2. dictate words for the
teacher to write.
W.1. organize drawings or
pictures within a graphic
[Link].3. imitate each organizer (sequence or
sound of letters of the
Venn diagram).
alphabet that form a
word, with a concrete
item or picture
representing the sound,
particularly focusing on
sounds and letters U
and V in a spoken word
if attached to a picture.

Function Function Function Function

● Identifying ● Recognizing ● Asking and giving ● Describing in simple
common living different types of information about form ways to protect
things and non- animals in the different kinds of plants Mother Nature.
living things different habitats in
which they live.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

– And, but ─ And, but ─ And, but – And, but

─ The frogs live in the ─ Birds are beautiful ─ The trees have many
water but monkeys in but snakes are not. leaves and flowers.
the forest.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Sentences using To Be: Information questions in Sentences using To Be: Imperatives:

simple present:
− Rocks are non-living − A butterfly is _____ − Point to the leaf.
things. − Where do ____ (beautiful, small, green) − Don´t walk on the
(birds, squirrels, grass.

191
 monkeys) live? Information questions in − Plant a tree.
_____(Birds, simple present:
Sentences using simple Squirrels, Monkeys)
present tense: live in _____ (the − What do
garden, nests, _____(squirrels,
− Plants need____(air, parks, the forest) butterflies, birds) eat?
soil, sun, water) _____ Squirrels,
Butterflies, Birds) eat
_____ (nuts, nectar
from flowers, fruit,
insects), plants, seeds)
− What do plants/forest
animals need?
Plants need ____
(water, sun, soil, rain,
air), Forest animals
need _____(food,
water, sun, air)
Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness

Letters of the alphabet Letters of the alphabet u...nut u...under

u...sunny u...sun
S,T U,V u...mud u...bug

Vocabulary Vocabulary Vocabulary Vocabulary

1. A nature walk 2. Animals A to Z 3. Green kingdom 4. Protecting Mother

Nature
Natural Resources: Forest Animals: Flora:
─ Don´t throw garbage in
− squirrel, butterfly, − tree, leaves, flower, the rivers.
− River, pond (small ant, snake, fish, seed, bush, grass ─ Don´t cut trees.
Lake), mountain, frog, alligator, birds, ─ Don´t burn trash.
beach parrot, monkey

192
Non-living things: Adjectives:
− Water, air, Insects: − Beautiful
rocks/stones, soil, − butterfly, spider,
bee, ant, fly Sizes:
Habitats:
− In (dry, cold, wet) − small, long
weather, in the forest,
in the soil, on a tree, Colors:
on land, in water
black, grey, green
Psycho-social Psycho-social Psycho-social Psycho-social

− Being concerned − Being sensitive − Taking care of flora and -Being active in protecting
about protection of towards living fauna Mother nature.
the environment things

Socio-cultural Sociocultural Sociocultural

idioms/ phrases Idioms/phrases Idioms/phrases Sociocultural
Idioms/phrases
− Showing interest in − Promoting − Participating in
the environment. environmental environmental -Mother Nature
protection celebrations: Earth Day
− Think green!
− Fresh as a daisy – Green thumb

193
 Unit 5 Fabulous Flora and Fauna

Term: III Level: Second Grade Unit:5 Week:1

Domain: Socio-interpersonal Scenario: Fabulous Flora and Fauna Theme: 1 The nature walk

Enduring Understanding: Humans, animals, and plants are living things that need each other.

Essential Question: How does nature help us?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences using To Be: Identifying common living things and non-living Socio-cultural
things − Being concerned about protection of the
− Rocks are non-living things. environment
.

Sentences using simple present tense: Discourse Markers idioms/ phrases

− Plants need____(air, soil, sun, water) – And, but Think green!

Frogs live in the water, but monkeys live in the

Phonemic Awareness forest.

Letters of the alphabet

S, T

Vocabulary

Nature Resources

194
River, pond (small Lake), mountain, beach

Non-living things:

Water, air, rocks/stones, soil,

Habitats:

In (dry, cold, wet) weather, in the forest, in the

soil, on a tree, on land, in water

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… - Teacher greets students and pastes Essential Question and goals for the
day.

Pre-teaching
Warm-up

Students listen to the song “([Link]

Living things (song´s script)

Living things grow, , living things have cells, living things need air, living things need nutrients,
living things need water, living things reproduce, now I say some living things, you show me
how they go: a cheetah is a living thing, show me how it goes, runs, runs fast, a cheetah is a
living thing, a flower is a living thing, show me how it goes, grows, grows, a flower is a living
thing, an eagle is a living thing, show me how it goes, flies, flies so high, an eagle is a living
thing.

195
Living things grow, living things have cells, living things need air, living things need nutrients,
living things need water, living things reproduce, now I say some living things, you show me
how they go

A turtle is a living thing, show me how it goes, paddles, paddles back, a turtle is a living thing,
a frog is a living thing, show me how it goes, hops, hops up, a frog is a living thing, a snake is
a living thing, show me how it goes, slithers, slithers smooth, a snake is a living thing.

Living things grow, living things have cells, living things need air, living things need nutrients,
living things need water, and living things reproduce.

Activation of prior knowledge

 Teacher shares the essential question and asks students how many of them
have seen a forest.
 Teacher waits for students’ responses.
 Then, teacher asks students what animals they saw in the video. They can
answer in native language; teacher says their words and sentences in
English.

Modeling

196
  Using the video, “Living things” and

([Link] teacher introduces the new

vocabulary and sentence frames. Teacher can use the resource: Fabulous Flora
and Fauna created and posted in Educatico.

 Students listen to the song twice and try to sing the song with the teacher.
 Then, teacher asks students what are some living things mentioned in the
song. Teacher waits for students’ responses.
 Then, using pictures and cardboard, teacher introduces the sentence frames:

The cheetah is a living thing.

The turtle is a living thing.

The flower is a living thing.

The frog is a living thing.

The flower needs water, air and nutrients. The flower is a living thing.

 Students listen and repeat the sentence frames with the teacher.
 Then, teacher asks, what are the non-living things? Is the table living or non-
living? It is non-living. Show me in the classroom some non-living things.
 The chair is a non-living thing.
 The backpack is a non-living thing. Students listen and repeat.

L.1. recognize Clarifying

spoken words
similar to the  Teacher asks questions to students like… Is this plant a living or non-living
L.1. Recognizes spoken languages with thing? Is this book a living or non-living thing?
words similar to the which they are
languages with which familiar (e.g., plant,
air, orchid, animal, Pre-task
they are familiar.

197
rock, park, sun,  Teacher shares the goal with students and plays the song and the video
lake, mountain again and reinforces this stanza of the song:
Living things grow, living things have cells, living things need air, living things need nutrients,
living things need water, living things reproduce, now I say some living things, you show me
how they go. Then, teacher asks, what are some living things and waits for students’
responses.

Task-rehearsal

 Students in pairs listen to the song: “Living Things” and identify three living
things mentioned in the song by circling the animals heard from a set of
pictures:

Turtle

Teacher can use the resource: Fabulous Flora and Fauna created and posted
in Educatico.

Task completion

 Students individually listen to the song again without the images, and identify
all the animals heard from a set of pictures by circling them.

198
 Task assessment

- Students listen to the song for the last time and in pairs check their answers.
Finally, students get feedback from the teacher.

- Students assess their achievement of the goal.

-
Goal: Approaching Good Excellent

199
 Pre-Task

-Students chant with the teacher as a form of warm-up

- [Link]

SP.1. Names some -Teacher introduces the goal of the lesson.

common words or
objects ( flora and fauna) SP.1. name some - Students listen to this video for 3 minutes:
common words or [Link]
in familiar environments.
objects (flora and - They review the characteristics of living things: they need: food, water, and air.
They eat, breathe, move, reproduce, and feel.
fauna) in familiar
- They live in water, in the forest, on land, or in trees. Teacher uses pictures and
environments. realia to make meanings clear. Students listen and repeat the sentence frames:
- A plant is a living thing. The plant grows. A rock is a non-living thing. A rock
cannot grow.
- Teacher brainstorms other examples with students.
- Teacher introduces the words “and” and “but” to the students by giving
example of animals and plants that live in different habitats. For example,
“Frogs live in the water, but monkeys live in the forest.”
-
Task-rehearsal

- Teacher pastes some pictures of living and nonliving things on the walls and
students play the game of identifying them and saying a characteristic.
- For example, the turtle is a living thing. The turtle lives in the water. The chair
is a non-living thing. The group who gets more correct answers is the
winner.
Task completion

- Teacher divides the classroom into six groups. Each group is given a set of
pictures and a sheet of paper with the drawing of a forest.

200
 - Each group has to identify each picture as a living or non-living thing and
place each of the pictures in the forest according to the habitat in which they
live.
- When the groups finish, they tell what they have to other groups, saying aloud
and showing the pictures: “Plants live in the forest, but frogs live in the water.
They can also say, “A snake is a living thing, but a rock in a non-living thing.”
-
Task assessment

- Students play what`s in the bag. They will sit in a circle on the floor and they
will pass as soft ball or toy while the teacher claps without seeing the
students.
- When the teacher stops clapping, the student that has the ball is going to take
out a picture about the habitats and give two examples about things that live
there using the word “and”.
- The student should say, “Trees and plants live in the forest”.

Exceeds Meets Approaches

Student can use three Student can use one or Student can use one
or more expressions to two expressions to expression to identify
identify living and non- identify living and non- living and non-living
living things using living things using things using pictures of
pictures of a forest or pictures of a forest or a forest or [Link] a
park. park. short exchange with
difficulties.

Phonemic Awareness

Pre-task
- Teacher introduces the goal of the lesson.
- Students listen to and sing the phonics song
([Link]

201
 - Students listen to and sing the songs for letters T and S supported with
gestures and pictures that represent the words heard.
- [Link]
- [Link]

Task-rehearsal

- Learners listen to the sounds of the letters T and S and point to the letter and
[Link].3. imitate the pictures that represent the sound heard.
each sound of
- Students match the letters with the correct pictures drawing a line. : Example:
letters of the
[Link].3. Imitates each alphabet that form
sound of letters of the a word, with a
Tt
alphabet that form a concrete item or
word. picture
representing the
sound, particularly
focusing on sounds Tiger
and letters S and T Ss
in a spoken word if
attached to a Snake
picture.

- Students trace the letters and make the sound of the letter.

Example:

202
 - Students listen to the beginning sound and circle the correct picture.

Example:

Ss

Task completion

- Students listen to the beginning sound of the word and write the letter that at
the beginning of the word attached to a picture.

203
 Example

____ rain

Task assessment

- Students listen to a short story that contains the words studied and read it on
their own.

Story:

The tiger and the snake take the sun and the train to the terminal.
Self-assessment/ peer rubric for choral Reading

Name: _________________________________

Exceeds Meets Approaches

I can identify the I can identify the I can identify the
sound of letter T and sound of letter T and S sound T in words but
letter S and write the in words, but only cannot write the letter
letter S and T in write the letter S in T in different words in
different words in two words in initial initial position
initial position position

Integrated Mini-Project Time

The students will choose one of their favorite animals /insects/plants and make it of recycled objects such as cardboard, paper, or cartons.
They will present their animal in front of the class. They should present, for example, the color of the animal, where the animal lives, the size of the
animal, any other details they want to share about the animal. Also, have the students talk about how they used the recycle resources they collected

204
 to make the animal. Have the student share how they helped the environment by using recycled objects to make their animal. Did they feel good
helping the environment?

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: III Level: Second Grade Unit:5 Week:2

Domain: Socio-interpersonal Scenario: Fabulous Flora and Fauna Theme: 2 Animals A to Z

Enduring Understanding: Humans, animals, and plants are living things that need each other.

Essential Question: How does nature help us?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Information questions in simple present: Recognizing different types of animals in the Psycho-social
different habitats in which they live.
− Where do ____ (birds, squirrels, monkeys) − Being sensitive towards living things
live? _____(Birds, Squirrels, Monkeys) live Discourse Markers
in _____ (the garden, nests, parks, the Sociocultural
forest) ─ And, but Idioms/phrases

Birds are beautiful but snakes are not. − Promoting environmental protection

Fresh as a daisy

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 Phonemic Awareness

Letters of the alphabet

U,V

Vocabulary

Forest Animals:

− squirrel, butterfly, ant, snake, fish, frog,

alligator, birds, parrot, monkey

Insects:
− butterfly, spider, bee, ant, fly, ladybug,
beetle, caterpillar

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day. 5 min

Pre-teaching
Warm-up
- Students sing a song about the forest animals
- [Link]

Activation of prior knowledge

- Using the song, teacher asks students which of those animals they know or
have seen. Teacher gives time for students to answer. Teacher reviews
essential question: How does nature help us? For example, how do plants help

206
 us? How do trees help us? How does rain help us? Teacher lets students think
and answer.

Modeling
- Teacher presents the forest animals with flashcards. The teacher introduces
the sentences frames and vocabulary.
- Teacher will explain the correct name of each animal and the place they live.
Have the students repeat the names of the forest animals and the place
where they live.
- Teacher can show this video. After that, she/he can ask: Where does the bird
live? The bird lives in a nest.
[Link]

L.2. understand Clarifying

simple information - Teacher asks questions about animals’ names and their habitats or
about an object (for homes using pictures to make meanings clear and confirm
example, the size understandings.
L.2. Recognizes specific
and color of a leaf,
information about wild what plant it Pre-task
animals and their belongs to) if the - Teacher shares the goal of the lesson and reviews again the names of
habitats if the person person speaks the animals and the habitats that learners will encounter in the text.
speaks slowly and slowly and clearly, Teacher uses the same video.
clearly. possibly with - [Link] or another that is
accompanying similar OR a text created by the teacher.
gestures.

Task-rehearsal

- Students in pairs listen to the

video[Link] about animals and
their habitats or the teacher reads aloud the text to the students. Students in
pairs match the animal with their habitat.

Example:

207
The text can be read by the teacher.

Types of animals by their habitat.

Every animal in the animal kingdom has its own habitat that is unique to itself. So, let`s see
the type of animal by their habitat. The lion lives in a cave. The fish lives in the water. The
bee lives in a beehive. The horse lives in a stable. The hen lives in a coop. The cow lives in a
barn. The dog lives in a kennel. The ant lives in an anthill. The owl lives in a tree. The pig lives
in a pigsty. The spider lives in a web.

208
 Task completion

- Students individually listen to the description one more time and match all
the animals in the text with their habitats.

Task assessment

- The teacher gives each student a picture of a forest animal. The teacher will
stick pictures of habitats on different places of the classroom.
- As the teacher says, for example, a lion lives in a cave. The students who have
the picture of a lion will run to the place where the picture of a cave is.
-

Oral Production
Pre-task
- Teacher shares the goal with students.
- Students watch a video about insects [Link]
- Students listen and repeat the vocabulary and sentence frames.

- Teacher reviews/ introduces the word “where” by holding up the environment

flashcards.
SI.1. understand
and respond in a - Teacher shows different pictures about animals and insects and asks them if
SI.1. Responds in a they know where the animals live.
predictable pattern
predictable pattern to to simple questions - Where does the butterfly live?
simple questions about about familiar - Where do the ladybugs live?
familiar things - Where do the spiders live?
things if the other
- Where do the beetles live?
person speaks
- Where do the caterpillars live?
slowly and clearly.
- Where do fish live?
- Where do monkeys live?
Task-rehearsal
- Students play a game ´fishing time’. The teacher will put different insects on
the floor with tape attached to them.

209
 - Students will then use a “fishing pole” (or string) to catch as many insects or
animals as they can.
- After they catch the animals, the teacher will ask them where all of the
animals the student caught live.
- The students must answer the “where question” about every animal or insect
they collected while playing the fishing game.

Task completion
- Each student will receive the picture of an animal or an insect; the teacher
will form them into an inner and outer circle and will move on into the circle
asking their partners where the animal or the insect live and vice versa, until
they have interviewed as many partners as possible.

Task assessment
 As the students leave the classroom, teacher holds up a picture of an insect
or animal that they have practiced.
 Ask the student where the animal lives, what size the animal is, or what color
the animal is.
 The teacher tells the kids to sit on the floor in a circle.
 Turn on some music and have them pass the potato (a bean bag or soft ball)
around the circle as fast as they can. When the music stops, the player holding
the potato leaves the circle.
 He or she is must ask a “where or what” question about one of the animals
studied.
 Keep going until only one player is left and wins the game.

Pre-task
- Teacher shares the goal with students.
- Review the “where” and “what” questions. Review the vocabulary and sentence
frames of the week. Model and repeat with learners.

- Read the story about the butterfly that is provided in the materials section for
R.2. sequence this week.
pictures to show

210
R.2. Sequences pictures understanding of
to show understanding of text heard or read
text heard or read. that is supported by The Story of the Caterpillar
pictures in a heavily
patterned book to
There once was a Caterpillar named Sofia. She was small and brown. She
include a clear lived on a very tiny, green leaf in the forest. She started eating the leaf and became
beginning, middle, very big
and end.
She was tired so she started to make a cocoon. Inside the cocoon she started
to grow and grow. Pretty soon, she could not fit in the cocoon. She fought and
fought to escape the cocoon.

One day she broke free of the cocoon, but she wasn’t a caterpillar anymore.
She was a big, orange butterfly! She now could fly around in the sky. She loved being
a butterfly.

Task-rehearsal
-Teacher reads the story to the students a second time showing the pictures.
Then, using the pictures in the big book, the teacher asks the students:
- What color is the butterfly?
- What size is the butterfly?
- Where does the butterfly live?
- What are the transformation stages of a butterfly?
- The teacher pastes the pictures of the story on the board in disorder, as she
reads the story the learners rearrange the pictures in the correct sequence.
Task completion

- Have the students draw 3 different pictures about the butterfly’s different
stages of life. After the pictures are finished, have the students order the
pictures and write a sentence about the color, size, or habitat of the butterfly.
- For example: Picture 1 is a picture of the butterfly as a caterpillar. The student
writes: “The caterpillar is small”

211
 - Picture 2 is the picture of the butterfly in the cocoon. The student writes: “The
butterfly is in the cocoon.”
- Picture 3 is the picture of the butterfly outside the cocoon. The student writes:
“The butterfly is orange.”
Task assessment

- Students show their drawing to their partners to get feedback. Then, the
pictures are exhibited in a poster session.

Phonemic Awareness

[Link].3. imitate Pre-task

each sound of - Teacher introduces the goal of the lesson.
letters of the - Students listen to and sing the phonics song
alphabet that form ([Link]
a word, with a
concrete item or
[Link].3. Imitates each
picture - Students listen to and sing the songs about U and V letters supported with
sound of letters of the representing the gestures and pictures that represent the words heard.
alphabet that form a sound, particularly  [Link]
word. focusing on sounds  [Link]
and letters U and V
in a spoken word if Task-rehearsal
attached to a
picture. - Learners listen to the sounds of the letters U and V and point to the letter and
the pictures that represent the sounds heard.
- Students match the letters with the correct pictures drawing a line. : Example:

Uu

Umbrella

Vv

212
Van

- Students trace the letters and make the sound of the letter.

Example:

- Students listen to the beginning sound and circle the correct picture.

Example:

213
 Uu

Task completion

- Students listen to the beginning sound of the word and write the letter that
begins the word attached to a picture.

Example

____ mbrella

Task assessment

- Students listen to a short story that contains the words studied and read it on
their own.

Story: The vet has a van; it goes up, up, up the hill.

Self-assessment/ peer rubric for choral Reading

214
 Name: _________________________________

Exceeds Meets Approaches

I can identify the I can identify the I can identify only the
sound of letter U and sound of letter U and sound U or V in words
letter V and write the V in words, but only but cannot write the
letter U and V in write the letter U and letter U or V in
different words in V in two words in different words in
initial position initial position initial position

Integrated Mini-Project Time

The students will choose one of their favorite animals /insects/plants and make it of recycled objects such as cardboard, paper, or cartons.
They will present their animal in front of the class. They should present, for example, the color of the animal, where the animal lives, the size of the
animal, any other details they want to share about the animal. Also, have the students talk about how they used the recycle resources they collected
to make the animal. Have the student share how they helped the environment by using recycled objects to make their animal. Did they feel good
helping the environment?

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: III Level: Second Grade Unit:5 Week:3

Domain: Socio-interpersonal Scenario: Fabulous Flora and Fauna Theme: 3 Green Kingdom

215
Enduring Understanding: Humans, animals, and plants are living things that need each other.

Essential Question: How does nature help us?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentences using To Be: ● Asking and giving information about − Taking care of flora and fauna
different kinds of plants
− A butterfly is _____ (beautiful, small, green) Socio-cultural, idioms, and phrases

− Participating in environmental celebrations:

Information questions in simple present: Discourse Markers
Earth Day
− What do _____(squirrels, butterflies, birds) - And, but
eat? _____ Squirrels, Butterflies, Birds) eat - Green thumb
_____ (nuts, nectar from flowers, fruit, - The trees have many leaves and
insects), plants, seeds) flowers.
− What do plants/forest animals need?
− Plants need ____ (water, sun, soil, rain, air),
Forest animals need _____(food, water, sun,
air)

Phonemic Awareness

Practice Words:

u...nut

u...sunny

u...mud

Vocabulary

216
Flora:

− tree, leaves, flower, seed, bush, grass

Adjectives:
− Beautiful

Sizes:

− small, long

Colors:
black, grey, green

Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time

Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for
the day.

Pre-teaching
Warm-up
- Students listen to and sing a song about the forest animals
- [Link]

Activation of prior knowledge

- Using the song, teacher reviews sentence frames and vocabulary

already studied, teacher asks students which wild animals they know
or have seen.
- Teacher allows time for students to answer. Teacher reviews
essential question: How does nature help us? For example, how do
wild animals help us? Teacher let students think and answer.

217
 Modeling
- Teacher presents animals and how they look like with flashcards
R.1. Recognizes some and pictures. Teacher can also use this video:
high frequency words [Link]
and straightforward R.1. recognize some - The teacher introduces the sentences frames and vocabulary
phrases in simple text. high frequency words including descriptive adjectives and names of flora and fauna. .
and straightforward Teacher will explain the correct name of each animal or plant and
phrases in simple how they look.
texts, if these words - Have the students repeat the names of the forest animals, plants
have been previously and how they are.(tree, leaves, flower, turtle, monkey, bird, seed,
bush, grass, beautiful, small, long, black, grey, green).
encountered and
they are attached to a - Clarifying
picture. (e.g., big - Teacher asks questions about animals’ names and how they look
tree, red leaf) using pictures to make meanings clear and confirm understandings.

Pre-task
- Teacher shares the goal of the lesson and reviews sentence frames
and vocabulary, for example:
- The turtle is green, the money is black.
- Teacher models pronunciation and students practice the vocabulary
and sentence frames using a toy that is passed to each of the
students.

Task-rehearsal

- Play the fly swatter game with the 15 vocabulary words.

- The game functions as follows:
- 1. Tape the pictures of all the vocabulary words on the whiteboard.
- 2. Divide the class into two separate teams and have each team form their
own single file line facing the board.

218
 - 3. To start the game, say one of the vocabulary words, for example “seed”.
4. Then, one student from each team should race to the board and slap the
picture of the correct vocab word as fast as possible.
- 5. The student who slaps the picture first wins a point for their team.
- 6. The 2 students then go to the back of their team’s line and you repeat
the process with the next two students.

Task completion

- Write out the following reading passage on the board.

- Mike plants a black seed in the soil. Soon, the seed grows into a small

tree. The tree has many green leaves. Next to the tree there is a beautiful

flower. The flower is growing in the long grass. By the grass there is a

grey bush.

- Paste the pictures of the vocab words at the bottom of the reading passage.

- Read the entire reading passage while pointing to the words in boldface so

the students recognize the high frequency words in the reading passage.

- Ask the students to match the pictures at the bottom with each of the

descriptive phrases. Ask them to read it aloud.

Task assessment
W.1. Organizes drawings W.1. organize
or pictures within a drawings or pictures - Remove the adjectives from the text and ask students to complete it with the
graphic organizer. within a graphic correct adjective.
- By the end of this lesson, the students should be able to recognize the
vocabulary words in basic reading passages assisted by pictures.

219
organizer (sequence
or Venn diagram). Pre task

- Share the goal of the lesson.

- Teacher reviews the sentence frames and vocabulary related with flora and
fauna descriptive words and nouns using pictures. Students describe the
pictures shown by the teacher using descriptive language.

Task-rehearsal

- Divide the classroom into 2 halves.

- One half will be the “descriptive words” side and the other half will be the
“fauna and flora nouns” side (The tree, The bird/ The monkey) (is tall, is red,
is black).
- Hand out the 12 different vocab pictures to 12 different students. One by
one have the students with descriptive phrases find a match with the flora
and fauna and the students with the vocab picture.
- For example, if a student has the picture of the phrase “is green”, they
should walk to someone that has the phrase, The tree or the parrot and
then together they will read their phrases and form a sentence like: The
parrot is green or the tree is green. Then, they will look to the person that
has the picture that represents the sentence. They will paste the sentence
on the wall or place it on the floor along with the picture.

Task completion

- Give students a worksheet with a graphic organizer.

- The graphic organizer will have three columns. In one column, they will find
noun phrases like: The forest / The monkey / The plant … In the other
column, they will find descriptive phrases and in the third column: pictures.
At the bottom of the graphic organizer, they will find the descriptive words
needed to complete the first column and the pictures for the third column.
Learners have to complete columns two and three with those elements
given at the bottom forming complete sentences.

220
 - Then, they will read the sentences that describe each of the pictures.

Task assessment

- As each student leaves the classroom, show them a picture of a noun

phrase or descriptive phrase.
- The student must name the phrase and whether it is a descriptive phrase or
a fauna/flora noun phrase.

SI.1. Responds in a
predictable pattern to SI.1. understand and
simple questions about respond in a Pre-task
familiar things predictable pattern to - Review simple present tense (week 1) with students. Have the students pair
simple questions up and have each student say one basic sentence with a simple present verb.
about familiar things For example, “Plants need water.”
if the other person
speaks slowly and - Introduce the phrase, “What do… eat/need?” with animals and provide
clearly. possible responses using pictures.

- What do monkeys eat? They eat fruits.

- What do squirrels eat? They eat seeds.

- What do birds eat? They eat insects.

Ask questions to students to clarify and confirm understanding.

Task rehearsal

. - Have the students circle up in 1 big circle. Pass a toy so that the student
with the toy can throw it to a partner and ask him/her: what do birds eat? for
example.
- The partner answers and throws the toy to someone else and asks another
question.

221
 - Have the students return to their seats. Write on the board two different
sentences. “What do plants need?” and “What do birds eat?” and clarify
meaning and form if necessary.

Task completion

- The students will participate in a jeopardy game. Each student prepares a

question and an answer.
- The teacher collects all the questions.
- Then, the class is divided into two teams.
- Each team member has to take out a question and has to answer it.
- If the student does not know the answer, the team can provide assistance.
The team with more correct answers is the winner.

- Task- assessment
- Unscramble the question activity. Have the sentence “What do plants
need?” cut out into individual words.
- Have the students break into groups and pass out a cut up, scrambled
sentence to each group.
- The students must unscramble the question and place the words in the
correct order to form the question “What do plants need? What do squirrels
eat?” They will ask the question to another group and vice versa.

Phonemic Awareness

[Link].4. Identifies the Pre-task

short vowel /ə/ in spoken - Teacher introduces the goal of the lesson.
word. - Students listen to and sing the phonics song
[Link].3. imitate each ([Link]
sound of letters of - Students listen to and sing the song of vowel /ə/ supported with gestures
the alphabet that and pictures that represent the words heard.
form a word, with a - Video: [Link]
concrete item or

222
picture representing - Introduce the three new words (nut, sunny, mud) with corresponding
the sound, pictures to the students. Point to the pictures while saying the word. Tell the
particularly focusing students to listen for the short U sound in the words.
on short vowel /ə / in
Task- rehearsal
a spoken word if
attached to a picture. - Break down the sounds of the word activity.
- Have all the students get down low to the floor on their knees.
- As a class, slowly start saying the beginning of the word “mud”, the m- sound
repeatedly. You should be repeatedly hearing the “m” sound.
- Then have the students slowly start saying the mu-sound while standing up.
Now you should be repeatedly hearing “mu” “mu” “mu” as the students are
standing up.
- Finally have the students jump and scream the word “mud”. Repeat this
activity with the words “nut” and “sunny”.
Task-completion
- Paste the pictures on the board. One by one have the students come up to
the board and pronounce the word. Listen to make sure they are
pronouncing the short U sound correctly.

Task- Assessment

- Students will discriminate vowel short vowel /ə/ from a set of words
attached to pictures. For example:

223
 By the end of this lesson, the students should be able to imitate and
recognize the short U sound.

Integrated Mini-Project Time

The students will choose one of their favorite animals /insects/plants and make it of recycled objects such as cardboard, paper, or cartons. They
will present their animal in front of the class. They should present, for example, the color of the animal, where the animal lives, the size of the animal, any
other details they want to share about the animal. Also, have the students talk about how they used the recycle resources they collected to make the
animal. Have the student share how they helped the environment by using recycled objects to make their animal. Did they feel good helping the
environment?

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

224
Term: III Level: Second Grade Unit:5 Week:4

Domain: Socio-interpersonal Scenario: Fabulous Flora and Fauna Theme: 4 Protecting Mother Nature

Enduring Understanding: Humans, animals, and plants are living things that need each other.

Essential Question: How does nature help us?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Imperatives: ● Describing in simple form ways to -Being active in protecting Mother nature.
− Point to the leaf.
protect Mother Nature.
− Don´t walk on the grass.
− Plant a tree. Sociocultural
Discourse Markers Idioms/phrases

– And, but -Mother Nature

Phonemic Awareness

Practice Words:
u...under
u...sun
u...bug
Vocabulary

Protecting Mother Nature

225
 ─ Don´t throw garbage in the rivers.

─ Don´t cut trees

─ Don´t burn trash

─ Don´t walk on the grass.

─ Plant a tree.
─ Point to the leaf.
─ Water the Grass
─ Pick up trash
Assessment Strategies & Goals Pedagogical Mediation/ Didactic Sequence Time
Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can - Teacher greets students and pastes Essential Question and goals for the
day.
R.1. recognize
R.1. Recognizes some some high Pre-teaching
high frequency words frequency words Warm-up
and straightforward and straightforward - Watch this video that talks about the environment and Mother Nature.
phrases in simple text. phrases in simple - [Link]
texts, if these words
have been Activation of prior knowledge
Using the video, teacher reviews sentence frames and vocabulary already
previously
studied. Teacher reviews essential question: How does nature help us?
encountered and Teacher lets students think and answer based on what they observed in the
they are attached to video.
a picture. (e.g., big
tree, red leaf)
Modeling
- The teacher introduces the new sentences frames and vocabulary using flash
cards and the video: What is the environment?

226
 - Teacher can also read the text supported with pictures. (The environment,
water, trees, nature, birds, people are part of nature.
- Ways to take care of nature). Say the new vocab phrases and have the
students listen and repeat the phrases.

- This is the script of the video:

- [Link]

What is the environment?

The environment consits of air, water and land. It consists of everything we see around like
trees , plants, flowers animals, birds and also people. People like mother, neighbors, friends
are all a part of the environment. Animals like pet dogs and cats are also a part of the
enviroment. The fishes in the ponds are also found in the enviroment, trees with birds,
butterflies on red roses, green grass below and the blue sky above, all make the envorioment.
The environment satisfies all our needs. It provides the air that we breathe, the water that
we drink, the food that we eat and the clothes that cover our body. We live in this place, and
we are a part of this environment. This environment belongs to all of us. Lets help keep the
environment clean. Never throw chocolate wrappers or any garbage on the ground, always
throw waste and garbage in a dustbin. Water plants everyday because they give us food.
Don´t spit on the roads or in the parks, spit in trashcans. Now we know that our
enviromemnt is very important and we are part of this enviromment.

Clarifying
- Teacher asks questions to students to verify understanding of new meanings
and forms.

Pre-task
- Teacher shares the goal of the lesson. Students listen to the video and the text
again. Teacher explains what high frequency words are in the text and

227
 highlights high frequency vocabulary and phrases on the text. Teachers says
the new vocab phrases and has the students listen and repeat the phrases.

Task-rehearsal

- Play the fly swatter game with the vocabulary words and high frequency
phrases.
- The game functions as follows: 1. Tape the pictures of all the vocabulary
words on the whiteboard.
- 2. Divide the class into two separate teams and have each team form their
own single file line facing the board.
- 3. To start the game, say one of the vocabulary words, for example “the
fishes”.
- 4. Then, one student from each team should race to the board and slap the
picture of the correct vocab word as fast as possible.
- 5. The student who slaps the picture first wins a point for their team.
- 6. The 2 students then go to the back of their team’s line and you repeat the
process with the next two students.

Task completion

- Teacher pastes the pictures of the vocab words and sentence frames at the

bottom of the reading passage.

- Teacher reads the text again and highlights high frequency words that
learners have encountered in the unit.

- Teacher asks the students to match the pictures at the bottom of the text with
the phrases and words in boldface.
Task assessment

Students match pictures with descriptive sentences or short phrases of

animals and plants

228
 Pre-task
- Draw a graphic organizer with 2 sections on the whiteboard. Review the
W.2. Writes key words to W.2. dictate words sentences frames and vocabulary related with flora and fauna protection.
complete a story given for the teacher to Give the following situation to the students.
by the teacher. write
- “Mike wants to save Mother Earth” story.
- Explain to the students that Mike is a young boy who wants to help save
Mother Earth, but he does not know what to do. Mike needs the students´
help.
Task Rehearsal
- First have the students tell you what Mike should do to help save Mother
Earth (Plant a tree, point to the leaf, water the grass, and pick up trash). As
the students list these imperatives out, write them in the graphic organizer.
- Next have the students tell you what Mike shouldn’t do to help save Mother
Earth (Don’t throw trash in the river, don’t cut trees, don’t burn trash, and
don’t walk on the grass.). As the students list these imperatives out, write
them in the graphic organizer.
Task completion
- Then, teacher give the students in a worksheet the graphic organizer, but first
the teacher removes high frequency words like (throw, cut, burn, walk) from
the text and asks students to complete them. If they do not know the word,
they can ask the teacher to give them the word.
SP.2. Uses one or two -
learned expressions of
animals and plants. SP.2. use one or Pre-task
two learned - Tape the 4 negative vocab pictures on the board. (Don’t throw trash in the river,
expressions of don’t cut trees, don’t burn trash, and don’t walk on the grass.) and 4 positive
animals and plants. - (Plant a tree, point to the leaf, water the grass, and pick up trash)
- Point to a vocab picture and have the students say the vocab phrase that goes
along with the vocab picture.
- Ensure the students understand the word “don’t”.

229
 Task-rehearsal

- Have all the students stand up. With the student, create 4 different body
motions to represent the 4 positive and 4 negative vocab phrases.
- For example, with the vocab phrase “don’t cut the trees” the body motion
could be swinging an ax at a tree.
- For example, with the vocab phrase “pick up trash” the body motion could be
bending over and picking up trash off the ground.
- Practice the 8 new body motions with the students.
Task completion

- Play Simon says (Simon Dice) with the students.

- When you say, “Simon says don’t cut down trees” all the students should do
the body motion you created for “don’t cut down trees”.
- If you only say, “don’t cut down trees” without saying “Simon Says” first, the
students should not act out the body motion.
- If they do act out the body motion, they are eliminated.
- Continue the game with the different positive vocab phrases until only one
student is remaining.

Task assessment

- The student who wins Simon Says then becomes the instructor. Have them
lead the game of Simon Says with his or her fellow students.

Phonemic Awareness

Pre-task
[Link].4. Identifies the
short vowel /ə/ in spoken - Teacher shares the goal with the learner.
word. [Link].3. imitate - Write the letter U on the board and have the students practice the short U
each sound of
sound through listening and repetition.
letters of the
- Video: [Link]

230
alphabet that form
a word, with a - Introduce the three new words (under, up, bus, bug) with corresponding
concrete item or pictures to the students. Point to the pictures while saying the word. Tell the
picture
students to listen for the short U sound in the words.
representing the
sound, particularly
focusing on short
vowel /ə / in a Task-rehearsal
spoken word if
attached to a
picture. - Break down the sounds of the word activity.
- Have all the students get down low to the floor on their knees.
- As a class, slowly start saying the beginning of the word “bug”, the b- sound
repeatedly. You should be repeatedly hearing the “b” sound.
- Now you should be repeatedly hearing “bu” “bu” “bu” as the students are standing
up. Finally have the students jump and scream the word “bug”. Repeat this
activity with the words “sun” and “under”.

Task- Completion

- Paste the pictures on the board. One by one, have the students come up to
the board and pronounce the word.
- Listen to make sure they are pronouncing the short U sound correctly.

Task- Assessment

- Students will discriminate vowel short vowel /ə/ from a set of words attached
to pictures. For example:

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 By the end of this lesson, the students should be able to imitate and
recognize the short U sound.

Integrated Mini-Project Time

The students will choose one of their favorite animals /insects/plants and make it of recycled objects such as cardboard, paper, or cartons. They
will present their animal in front of the class. They should present, for example, the color of the animal, where the animal lives, the size of the animal, any
other details they want to share about the animal. Also, have the students talk about how they used the recycle resources they collected to make the
animal. Have the student share how they helped the environment by using recycled objects to make their animal. Did they feel good helping the
environment?

─ Another option: Planning, creating collaboratively stories, mini-books or a classroom safari to present animals in different habitats
(e.g., flashcards, plastic animal toys) to small groups or whole class.
─ Rehearsing and briefly describing the stories or mini-books, classroom safari to whole class.
Participating in individual and peer- assessment.

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Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

233
 Unit 6 Scope and Sequence
Scenario: A change of Scenery
Enduring
The beaches, mountains, cities and towns of Costa Rica give us lots of different things to do.
Understanding
Essential Question What is special about visiting different places in Costa Rica?

Assessment and Goals

Week 1 Week 2 Week 3 Week 4 Week 5

Theme Theme Theme Theme

1. Rain, Rain, Go Away 5. Try this on 9. May I Have a Bite? 10. Please Tell me What´s
Fun
Assessment: Assessment: Assessment: Assessment: Assessment

L.1. Recognizes specific L.2. Recognizes simple [Link].4. Identifies short L.1. Recognizes specific Instruments for
information related to information about vowels in spoken words. information related to Process/Product
weather conditions, clothing if the person weather conditions,
activities and numbers speaks slowly and SI.2. Responds in a activities and numbers  Checklist
previously learned when clearly. predictable pattern to previously learned when  Rubrics
heard in a short, simple simple questions about heard in a short, simple  Self-assessment grid
recording delivered at a familiar things if the other recording delivered at a
slow pace. [Link].3. Imitates each person speaks slowly and slow pace.
sound of letters of the clearly. Week 6
R.1. Makes predictions alphabet that form a [Link].4. Identifies short
based on cover, title and word. W.2. Prints/writes simple vowels in spoken words. Suggested Integrated Mini
illustrations with high-frequency words. project
instructional support. R.2. Answers yes/no SI.1. Asks for specific
questions about text information about weather  Picture-book
[Link].3. Imitates each heard. conditions, favorite food,  Talking mind-map
sound of letters of the favorite activities and  Tourist info poster
alphabet that form a [Link] some clothing using learned  Table game
word. common objects in expressions of language.  Hidden picture poster
familiar environments.

234
W.1. Represents an
event or character from a
picture story or one main
idea.

Goals: The learner Goals: The learner Goals: The learner Goals: The learner can…
can… can… can…

L.2. understand simple [Link].4. identify the short L.1. understand words,
L.1. understand words, information about an vowels /a/, /Ɛ/, / ɪ / in names, and numbers
names, and numbers object (for example, the
previously learned when spoken word if attached to previously learned when
size and color of a a picture. heard in a short, simple
heard in a short, simple jacket, when to wear it,
recording delivered at a recording delivered at a
and where it is) if the SI.2. understand and slow pace.
slow pace. person speaks slowly respond in a predictable
R.1. Make predictions and clearly, possibly pattern to simple [Link].4. identify the short
with accompanying questions about familiar vowels /ɔ, /ʌ/ in spoken
based on cover, title, and
gestures. things if the other person word if attached to a
illustrations with
instructional support. speaks slowly and clearly. picture.
[Link].3. imitate and
[Link].3. imitate and identify each sound of SI.1. ask what is
identify each sound of letters of the alphabet W.2. print/write simple something using learned
letters of the alphabet that form a word, with a high-frequency words expressions of language
that form a word, with a concrete item or picture by pointing to an object.
concrete item or picture representing the sound,
representing the sound, focusing on sound and
focusing on sound and letters Y and Z.
letters W and X.
R.2. answer yes/no
W.1. draw pictures of an questions about text
event or character from a

235
picture story or one main heard that is supported
idea. by pictures.

SP.1. name some

common objects in
familiar environments.

Function Function Function Function

 Identifying typical  Identifying kinds of  Identifying types of  Asking and giving
weather conditions in clothing to wear in food information about
Costa Rica different weather things to do and see in
conditions different places.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

– And, but  And, but – And, but – And, but

 There is foggy weather  I wear sandals but – The beach is beautiful

in the mountains and not shorts at the but the weather is hot.
near the volcano. beach.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames

Sentence using subject + Simple present Simple present Simple present

"to be" + adjective:
 I wear  I eat _____(ice cream,  I like to_____ (swim,
 At the beach the _____(sandals, fish, rice) fly a kite, collect
weather is shorts) seashells) at the
_____(cloudy, sunny) Question and answers beach.
using "can"

236
Questions in simple Questions in simple  What can you eat Question and answers
present: present: _____ (at the using "can"
beach, in the
 What´s the  What do you wear mountains)?  What can you do
weather like ____ __________ (in the _____ (at the beach, in
(at the beach, in city, at the beach)? the mountains, in the
the mountains, at city)? I can _____(visit
the volcano)? the zoo, swim, camp)

Questions in simple
present:

– What´s your favorite

activity _____ (at the
beach, in the
mountains)? To…
Phonemic Awareness Phonemic Phonemic Awareness Phonemic Awareness
Awareness
-Sound /w/ as in water, /ɪ/ (in, kitchen, big, sit) /ʌ/ (sun, bug, nut, mud)
wolf, watermelon -Sound /y/ as in yell, /Ɛ/ (pen, pencil, red, rest) /Ɔ/ (dog, horse, long, on)
-Sound /ks/ as in taxi, ox, yolk, yard /ӕ/ (hand, bad, have)
six -Sound /z/ as in zoo,
-Letters of the alphabet zipper, zero
W, X -Letters of the alphabet
Y, Z

Vocabulary Vocabulary Vocabulary Vocabulary

1. Rain, rain, go away 2. Try this on 3. May I have a bite? 4. Please tell me what´s
fun
Weather conditions: Clothing: Food:

237
- Rainy, sunny, cloudy, t-shirt, shorts, sandals, iced drink, fish, rice and Activities to do at:
windy, foggy, cold, umbrella, sunglasses, beans, rice with milk, fruit
hot hat, boots, swimsuit, salad, scrambled eggs beach, mountains, city
sweater, raincoat, other Places:
Places socks swim, fly a kite, fish,
Typical food:
collect seashells, hike,
- Beach, mountains,
Ordinal numbers: vigoron, casados, gallo camp, go: mountain
city, town, volcano pinto, meat tamale biking, horseback riding,
First, second, third
bird-watching, tour visit,
museum, market, malls,
zoo, volcano, rainforest,
amusement park
Psycho-social Psycho-social Psycho-social Psycho-social

 Respecting other  Respecting  Showing interest in the  Relaxing is good

people´s interests other people´s lifestyles of others. for the mind and
interests body
Socio-cultural Sociocultural
idioms/ phrases Sociocultural Idioms/phrases Sociocultural
Idioms/phrases Idioms/phrases
 Showing interest in  Expressing admiration
people´s activities  Showing  Sharing
and celebrations interest in experiences and
people´s concerns
 Take it easy activities and
celebrations  Party is over

 Surf´s up!

238
 Unit 6 A change of scenery
Term: III Level: Second Grade Unit:6 Week:1

Domain: Socio-interpersonal Scenario: A change of Scenery Theme: 1 Rain, Rain, Go Away

Enduring Understanding: The beaches, mountains, cities and towns of Costa Rica give us lots of different things to do.

Essential Question: What is special about visiting different places in Costa Rica?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Sentence using subject + "to be" + adjective: Identifying typical weather conditions in Costa  Respecting other people´s interests
Rica
 At the beach the weather is _____(cloudy,
sunny) Discourse Markers Socio-cultural
idioms/ phrases
Questions in simple present: – And, but

 What´s the weather like ____ (at the – There is foggy weather in the mountains and  Showing interest in people´s activities and
beach, in the mountains, at the volcano)? near the volcano. celebrations

 Take it easy
 Phonemic Awareness
 Sound /w/ as in water, wolf, watermelon
 Sound /ks/ as in taxi, ox, six *
 Letters of the alphabet W, X

(*) Note: Take into consideration that the letter X

has three different pronunciations /z/, /gz/, /ks/.
letter IPA* examples
x gz examine reexit
( gz mIn) (r I gzIt)

239
 ks taxi fix
(t ksI) (fIks)

z xenophobe
(z n f b)

Vocabulary

1. Rain, rain, go away

Weather conditions:

 Rainy, sunny, cloudy, windy, foggy, cold,

hot

Places:

- Beach, mountain, volcano, city, town.

Assessment Strategies
& Evidences of learning Goals Pedagogical Mediation/ Didactic Sequence Time

(Diagnostic, formative,
summative)
Assessment: Goals: (Teacher pastes/writes the scenario, goal and the essential question on the board)
The learner… The learner can…
Pre-teaching
Warm up
 T models the “rain cheer”: quietly start patting hands on legs. Gradually get
louder (like rain). Clap loudly once (thunder). Slow hand slap on lap until quiet
again.
 Ss practice the cheer several times.
 T says that they are going to use this cheer to praise students when they show
respect for one another.

Activation of prior knowledge

 T introduces the essential question and enduring understanding

240
  T plays the video “Rain, rain, go away”
[Link]
 Ss comment about what they see.
 T mentions that part of the language they are going to learn is in this video. T
plays the jazz chant “What´s the weather like today?”
[Link] (V-A)
 Ss sing and mime the song along with the teacher (V-A-K)
 T posts pictures of weather conditions of different parts of Costa Rica. “What
do you see?”
 Ss make inferences about what they see.
 T rephrases in English the vocabulary and expressions Ss say in L1.

Modelling .
 T posts pictures of weather icons on the board along with pictures of different
provinces and places of Costa Rica; S/he labels the pictures with the names of
the provinces, and says the key expressions accentuating the target
vocabulary and relating the pictures with the icons, “The weather is windy in
the mountains of Heredia”…”The weather is sunny at the beach in
Puntarenas.” etc. (V-A)
 Ss repeat the expressions.
 T posts a large Costa Rican map on the board. What´s this?
 Ss make inferences.
 T has Ss read the names of the seven provinces and places while pointing to
them. (V-A)
 T chooses an icon (e.g. sunny) and places it over Heredia while saying,
“What´s the weather like in Heredia? “The weather is sunny in Heredia.” T
continues using other icons in different provinces and places. Ss repeat the
sentences.
 T uses two icons this time, “The weather is sunny and hot in Puntarenas.” T
places two icons over Puntarenas. Then, s/he continues using two icons over
other provinces. Ss repeat the sentences.

Clarifying

 T plays with icons and pictures to clarify students understanding by making

questions from simple to more complex. For example,

241
 o T: Is it rainy at the beach? Ss: Yes/no.
o T: Is it rainy or sunny in Limon? Ss: answer
o T: What´s the weather like at the volcano in Cartago? Ss: answer
o T continues asking questions about other pictures posted on the board.
 T works on pronunciation of the target language, especially on challenging
sounds.

----------------------------------------------------------------------------------------------------------------

Listening

Pre-task
L.1. Recognizes specific L.1. understand
information related words, names, and  T introduces the goal of the day saying; “today we have a listening class in
weather conditions, numbers previously which you are going to listen to an audio.” T mentions that first, they are going
activities and numbers learned when heard to review some words and expressions they are going to need to carry out the
previously learned when in a short, simple next tasks.
heard in a short, simple recording delivered  T reviews vocabulary: mountains, volcano, beach, city, town using flashcards,
recording delivered at a at a slow pace. arranging and playing with them in different ways.
slow pace.  T uses weather icons in different ways to review vocabulary and expressions
related to weather.
 T clarifies vocabulary by asking questions, from simple to more complex.

Task-rehearsal

 T states that in the following tasks, Ss will work with their elbow partners
sharing information while listening.
 T mentions that they are going to listen to an audio, and they have to be .
L.1.1. Identifies the main prepared to accomplish three tasks, one at the time.
idea of an audio while o Task 1: Listening for gist. T posts two pictures on the board: one
listening to a passage picture is of a person giving a weather report; the other picture is of a
about weather conditions. family standing under an umbrella. T clarifies the pictures. T tells Ss
that while listening, they have to identify the topic of the audio which is
related to only one of the two pictures. T plays the audio for the first
time. Pairs talk among themselves to decide what the topic of the

242
L.1.2. Recognizes the conversation is about: picture #1 or picture #2? T checks their answers
weather conditions in the on the board. (V-A)
order in which they appear o Task 2: Listening for outline. T hands out a worksheet. T instructs
while listening to a short that while listening to the audio, they have to identify the order in which
recording. the weather conditions get mentioned, paying close attention to those
particular conditions illustrated in the pictures. T plays the audio for the
second time. Pairs talk among themselves and write a number under
the pictures indicating the order. T checks their answers on the board.
(V-A)
L.1.3. Distinguishes Task completion
specific details about
weather conditions while o Task 3: Listening for details. T hands out the last worksheet. T
listening to a short instructs that while listening to the audio, they have to find specific
recording. information about the weather and places in Costa Rica. Pairs need to
cut out the weather icons and have them ready to paste before
listening. T plays the audio for the third time. Pairs talk among
themselves and paste the weather icons on a Costa Rican map
according to what they hear. (V-A-T)

Task assessment
 Peer assessment: Ss walk around observing the maps of other peers in the
classroom. (VAK)
 Whole class assessment: T Checks the answers on the board. T re-plays the
audio if necessary, and checks the answers again.

Post task

 T gives supporting language, for example: “My favorite weather is________,

and you?” And models the next task.
 Ss mingle around the room telling and asking each other about their favorite
weather. 5 min.

243
 *Learning styles: Visual/Auditory/Kinesthetic/Tactile

----------------------------------------------------------------------------------------------------------------

Reading

R.1. Makes predictions R.1. Make Pre-task

based on cover, title and predictions based on
illustrations with cover, title and  T introduces the goal of the day saying; “today we have a reading class in
instructional support. illustrations with which we are going to look at a book and talk about a story.”
instructional support.  T shows some books. T asks Ss to talk with their elbow partner about what
they see. (V-A)
 T supports and/or clarifies language inferences in L1. (A)
 T says that in order to accomplish the reading tasks, they need to identify three
basic things: the cover of the book, the title of the story, and the
illustrations or pictures. T touches the cover and points to the pictures and
title of the book, while saying the new vocabulary. (V-A)
 Ss repeat the vocabulary after the teacher. (V-A)
 T clarifies vocabulary by asking questions:
o T: Is this the cover? Ss: Yes/no.
o T: Is this the title? Ss: Yes/no.
o T: Is this a picture or the cover? Ss answer.
o T: What is this? Ss answer. 5 min.

Task rehearsal
R.1.1. Identifies cover,
title, and pictures of a  T distributes different books to elbow partners.
book.  Ss explore the book by touching the cover, looking at the pictures and pointing
to the title.(V-A-T)
 T gives instructions, touch the cover, point to the title, and point to a
picture.(VAT)
 Ss continue working with the books and elbow partners.
 T distributes a graphic organizer for the Ss to fill in individually.
 T uses his/her own book and graphic organizer to model each of the following
tasks one by one. (V-A-T)

244
  Ss follow the teacher´s instructions, one at the time:
o Task 1: Look at the cover. Talk to your partner about the message you
get by looking at the cover. Draw a simple drawing image (sketch) in
the first column. (VAT)
o Task 2: Now, look quickly at the pictures. Talk to your partner about
the message you get by looking at the pictures. Draw an image about
the message in the second column. (VAT)
R.1.2. Predicts the o Task 3: Now, look at the title. Talk to your partner about the message
meaning of the story by you get from the title. Draw an image in the third column. (VAT)
looking at the elements of
the book. Task completion

R.1.3. Shows interest in  T uses his/her own graphic organizer to model task completion. (VAT)
other´s works and  Ss observe their graphic organizers and based on their three pictures, they
opinions. predict what the story is about. (VA)
 Pairs walk around and share their predictions with other peers. (VAK)

Task assessment

 Ss self-assess their task individually using the self-assessment located on the

bottom of the prediction chart (V)
 T walks around listening to the students´ predictions for assessment using a
checklist or another type of instrument.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

---------------------------------------------------------------------------------------------------------------

Phonemic Awareness

Pre-teaching

Warm up:

 Ss sing the alphabet song while making the letters with their
hands/fingers/body.(V-A-K)

245
 Activation of previous knowledge:

 T announces a particular sound (previously studied).

 Ss talk to their elbow partner for a minute to come up with words that contain
that particular sound.
 T calls volunteers to stand up and share the words. (VAK)

[Link].3. Imitates each [Link].3. imitate and Pre-task

sound of letters of the identify each sound
alphabet that form a word. of letters of the  T introduces the goal of the day saying; “today we are going to learn two new
alphabet that form a sounds and the letters of the alphabet that represent them.”
word, with a concrete  T adds, “The first sound we are going to learn today is /w/.” T makes the sound
item or picture for Ss to listen and repeat. (A)
representing the  T says, the next sound is /ks/. T makes the sound several times for Ss to listen
sound, focusing on and repeat. T writes both sounds on the board and explains that sounds are
sound and letters W written in slashes. (VA)
and X.  T mentions that they are going to learn new words that contain the new
sounds. T presents new words related to both sounds using flashcards and
posts them on the board, under their corresponding sound symbol. (VA)
 Ss repeat the sound and the word: “/w,w,w,/ watermelon, etc. (VA)

Clarifying

 T clarifies vocabulary by asking questions while pointing to the sounds and

images.
o T: Is this the sound /w/? Ss: Yes/No
o T: Is it an ox or water? Ss answer.
o T: What is this? Ss answer. Etc.

Task rehearsal

[Link].3.1 Recognizes the Recognition of sounds

sounds /w/ and /ks/
encountered in a spoken

246
word while following  T instructs Ss to touch their heads if they hear the sound /ks/ and to touch their
instructions. bellies if they hear the sound /w/. This exercise is repeated as needed while T
pronounces the sounds. (VAK)
 T mentions two words. One of them containing the target sound, and an odd
one. Ss identify the good one. (VA)
 T has the Ss do the following exercise along with him/her. On one hand T
says, /w/ and in the the other he/she says “atermelon”. Then, clap both hands
together to say “watermelon.” S/he can say the beginning sound and the rest
of the word, and the Ss say the complete word. (VAK)

[Link].3.2 Produces the Articulation of sounds

sounds /w/ and /ks/
encountered in a word  Once Ss have recognized the sounds, T works with articulation. The following
while observing a video. videos are very useful: video “Letter W sound-phonics by Turtle Diary”
[Link]
“Letter X sound -Phonics by Turtle Diary”
[Link]
 T pauses the video so Ss have the chance to reproduce the sounds while
watching. (VAK)
Association sound-print

 T writes the vocabulary words under each picture, but without the letters W
and X:
o ____atermelon. Ta___i
o ____olf. O____
o ____ater. Si____

 First, T reads the words, articulating each and every sound clearly, pointing to
the blank space and saying the target sound very loud, so Ss can identify the
position of the phoneme in the word. T doesn´t write anything in the blank
space this time.
 Ss read the words the same way T did: just the sound the first time. (VA)
 Second, T says: “Now, let’s change the sound /w/ for a letter of the alphabet.”
“What letter of the alphabet do you think represent the sound /w/? Ss respond.
 T asks Ss to write the letter with their finger on the palm of their hand; upper
and lower case.(VAT)

247
  T reads the word without the target letter. Then, s/he writes the letter W. “This
is the letter W, and it sounds /w/.”
 T does this procedure with all of the words-both sounds allowing Ss’
participation by making questions and reading along (VA).
 T mentions the letter, and Ss say the sound, and vice versa.

[Link].3.3 Associates the Task completion

sounds /w/ and /ks/ with
their corresponding  Teacher erases the board and collects all the pictures. T makes sure Ss
alphabet letters while understand the instructions of the next task.
completing words.  In a worksheet, Ss look at pictures, say the words, write the missing letters
representing the target sounds, and at the end, read the complete words.
(Individually). (VAT)

Task assessment

 Ss check each other´s worksheets (Peer assessment).

 T collects information through a rubric or another instrument of his/her
preference while Ss develop the sequence.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

------------------------------------------------------------------------------------------------------------------

W.1. Represents an event Writing

or character from a picture W.1. draw pictures of
story or one main idea. an event or character Pre-task
from a picture story or
one main idea.  Teacher shares the goal of the day by telling Ss that they are going to have a
writing class, in which they are going to draw their own ideas about the ending
of a story.
 To activate schema, T hands out a worksheet in which Ss observe incomplete
sequences of pictures and choose an ending picture. T allows Ss to comment
about the sequences.

248
  T reviews the words such as, mountain, town and cold, and introduces new
ones necessary to carry out the task: house, room, and box. T includes print.
 T has the Ss read and repeat the new vocabulary by playing with the
flashcards in different ways.
 Clarification: T clarifies the meaning an challenging pronunciation of words by
asking questions such as,
o Is it a town? Ss answer.
o Is it a mountain or a house? Ss answer.
o How do you say? /taʊn/ or /taʊm/
W.1.1. Identify the outline o How do you say? /rʊm/ or /rʊn/
of the story while o Etc.
speculating the end.
Task-rehearsal

 T presents the story using a Power Point presentation. T asks Ss to read the
title of the story and predict the topic. T continues reading the story from
his/her text, pronouncing words and sentences slowly; letting Ss observe the
picture well. Before changing the slide, allow Ss comment with their elbow
partner about what they just saw and heard.
W.1.2. Illustrates personal
 Ss pair up with elbow partner to speculate what was in the cold, cold, box.
thoughts while giving a
personalized ending to the
story. Task completion

 Ss complete the story by drawing a picture of their idea of what was in the
cold, cold, box.
 Based on the whole story, Ss decide on the title.

Task assessment

 T uses an instrument of her choice to assess Ss while drawing. T shows

admiration using body language to motivate Ss.
 Pairs compare endings and show admiration for peers work.

Post-tasks ideas

249
  (Speaking) Ss share the last portion of the story with the class, while showing
admiration for their peers work.
 (Phonemic awareness-phonics) Give Ss a reading text of the story for them to
circle target sounds-letters.
 (Reading) Give Ss a reading text of the story for them to read and underline
key vocabulary.
 (Spelling) Ss unscramble key vocabulary supported by pictures.

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

250
Term: III Level: Second Grade Unit:6 Week:2

Domain: Socio-interpersonal Scenario: A change of Scenery Theme: 2: Try this on

Enduring Understanding: The beaches, mountains, cities and towns of Costa Rica give us lots of different things to do.

Essential Question: What is special about visiting different places in Costa Rica?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Simple present - Identifying kinds of clothing to wear in - Respecting other people´s interests
different weather conditions
- I wear ______(sandals, shorts). Socio-cultural
Discourse Markers idioms/ phrases
Questions in simple present
- And, but - Showing interest in people´s activities and
- What do you wear (in the city, at the beach)? celebrations

Phonemic Awareness - I wear sandals, but not wear shorts at the

- Surf´s up
beach.
- Sound /y/ as in yolk, yard, yell

- Sound /z/ as in zoo, zipper, zero

- Letters of the alphabet Y, Z

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 Vocabulary

2. Try this on
- t-shirt, shorts, sandals, umbrella, sunglasses,
hat, boots, swimsuit, sweater, raincoat, socks

- Ordinal numbers:
First, second, third
Assessment Strategies
Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can… (Teacher pastes/writes the scenario, goal and the essential question on the board)

Pre-teaching
Warm up

 Ss stand and make a circle

 T explains that they are going to imagine it is a very hot day (or any other
conditions chosen by the teacher), and they are going to get dressed to go to
the beach in Puntarenas (T makes gestures).
 T does different movements while chanting and Ss repeat the language and the
movements in a “pretend drill/chant.”
o T: “I put on my shorts, yeah yeah” / Ss repeat the language and the
movements.
o T: I put on my shorts, sandals, yeah, yeah” / Ss repeat.
o T: I put on my shorts, sandals, shirt, yeah, yeah” /Ss repeat
 T continues with the chant, adding an extra item every time, but at some point,
T adds an odd one “sweater” and observes the Ss reaction.
 Then T starts doing the opposite (taking off the imaginary clothes):
o T: I take off my sandals, Yeah, Yeah. / Ss repeat.
o T: I take off my sandals, my shorts, yeah yeah, etc. etc.
 T continues with the chant, adding an extra item every time, but at some point,
T adds an odd one “pajamas” and observes the Ss´ reaction. (VAKT)

252
Activation of previous knowledge
 T re-visits the enduring understanding and the essential question
 T reviews weather vocabulary and colors
 T asks Ss to step in the circle if they have in their closets, the pieces of clothing
s/he mentions. T models the clothing by touching his/her clothing at the same
time s/he speaks.
o “Step in if you have red shoes in your closet. Now you can step out.”
o “Step in if you have blue pants in your closet. Now you can step out.”
Etc.

Modeling
 T brings different types of clothing to the classroom.
 T pastes icons of the weather on the board.
 T models the vocabulary and sentence frames by matching the clothes to the
weather, for example,
o “This is a yellow T-shirt.” “I wear a T-shirt when it is hot.”
o “This is a raincoat.” “I wear a raincoat when it is rainy.” .
o “This is a sweater.” “I wear a sweater when it is cold, etc.
o Ss repeat sentence frames.
 T posts all of the pictures of clothes on the board, and names them. Ss repeat.
 T numbers the pictures and asks, “Which number is “T-shirt”? Ss say the
corresponding number and vice versa.

Clarifying
 T asks questions to clarify meaning, for example,
o I wear __________at the beach, and you? Ss: Yes/no
o What do you wear when the weather is _____? A _______ or a
_______? (T holds both items in his/her hand).
o What do you wear when you go to Irazu Volcano? A______ or a
______? (T holds both items in his/her hand)
o What’s this? (T holds an item in his/her hand)
o What color is the________?
 T clarifies challenging pronunciation points in the target vocabulary.

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 ----------------------------------------------------------------------------------------------------------
Listening

Pre-task
L.2. Recognizes simple L.2. understand simple  T brings a coat, puts in on and says, “I´m going to Limon...” (T can use any
information about clothing information about an other outfit an place)
and outdoor activities if the object (for example, the  Ss give opinions on whether they agree or disagree with the outfit.
person speaks slowly and size and color of a  T shares the goal of the day by telling Ss they are going to have a listening
clearly. jacket, when to wear it, class in which they are going to learn about clothing.
and where it is) if the  T reviews target vocabulary and structures accompanied by realia/flashcards
person speaks slowly and gestures. T makes sentences such as:
and clearly, possibly o I wear sunglasses and hat at the beach.
with accompanying o I wear boots when the weather is rainy.
gestures. o I wear a sweater, but I don´t wear shorts when the weather is cold.
 Ss repeat the expressions chorally and make substitutions.
 T plays different games with flashcards/realia to review the vocabulary and
structures so the Ss are ready for the listening task.
 T clarifies meanings by making questions, from simple to more complex.

Task-rehearsal

 T states that in the following tasks, Ss will work with their elbow partners
sharing information while listening. T mentions that they are going to listen to
a passage, and they have to be prepared to accomplish three tasks, one at the
time.
L.2.1 Identifies the general
idea while listening to a o Task 1: Listening for gist. T posts two pictures on the board: one
spoken text about clothing. picture is of a person buying clothes in a store and the other picture
is of a girl looking into her closet. T numbers and clarifies the
pictures. T tells Ss that while they are listening, they have to identify
the topic of the passage which is related to only one of the two
pictures. T reads the passage for the first time accompanied by
gestures. Ss talk among themselves to decide on the topic of the

254
 passage: picture #1 or picture #2? T checks their answers on the
L.2.2 Recognizes different
types of clothing in the board. (V-A)
order in which they appear o Task 2: Listening for outline. T hands out a worksheet with three
while listening to a spoken pictures. T tells the Ss that while listening, they have to number the
text. pictures in the order in which they appear in the text. T reads the
passage for the second time accompanied by gestures. Ss talk
among themselves to decide on the order of the pictures. T checks
their answers on the board. (V-A)

L.2.3 Distinguishes Task completion

specific characteristics of
clothing while listening to a o Task 3: Listening for details. T hands out a worksheet. T instructs
spoken text. pairs that they need to have colored pencils ready for the next task,
since they have to color the items while listening. T reads the text for
the third time. Individually, Ss color the items according to what they
hear. (VA)

Task assessment

 Peer assessment: Respectfully, pairs compare and discuss their answers with
other peers before checking the answers as a whole on the board.
 Whole class assessment: T Checks the answers on the board. T reads the
passage again if necessary for clarification.

Post task

 (Spoken interaction) T gives the support language on the board, for example: “I
wear______ in my house, and you?” And models the next task.
 Ss mingle around the room telling and asking each other about the clothes they
wear when they are in the house. (VAK)

----------------------------------------------------------------------------------------------------------

255
 Phonemic Awareness

Pre-teaching

Warm up:

T instructs Ss to make a huge wave, like in the ocean. Ss briefly stand, yell “surf´s
up”, and raise their arms, from one side of the classroom to the other. T tell Ss that
when the surf´s up, it´s a good time for surfing.

Activation of previous knowledge:

 T reviews previous knowledge by writing different letters of the alphabet on the

board at least three times each; letters corresponding to sounds already
studied. T provides markers of different colors, so Ss have the chance to
participate.
 T says, “Take the blue marker to circle the letter that sounds /s/.” Ss quickly
stand up and circle the letter the represents the sound. Each time s/he
mentions a different sound, he/she says a different color as well. Ss run and
pick up the marker in order to circle the sound. (VAK)

“T: “Take the blue marker and circle the letter that sounds /s/.”

256
[Link].3. Imitates each [Link].3. imitate and
sound of letters of the identify each sound of
alphabet that form a word. letters of the alphabet
that form a word, with a
concrete item or picture
representing the sound,
focusing on sound and
letters Y and Z. Pre-task

 T introduces the goal of the day saying; “today we are going to learn two new
sounds, /y/ and /z/ and the letters of the alphabet that represent them.”
 T adds, “The first sound we are going to learn today is /y/.” T makes the sound
for Ss to listen and repeat. (A)
 T says, the next sound is /z/. T makes the sound several times for Ss to listen
and repeat. T writes both sounds on the board and reminds Ss that sounds get
written between slashes. (VA)
 T mentions that they are going to learn new words that contain the new sounds.
T presents new words using flashcards and pastes them on the board, making
two groups, each one under their corresponding sound symbol. (VA)
 Ss repeat the sound and the word: “/y,y,y/ yolk.” Etc. T continues doing this with
all of the words. (VA)

Clarifying

 T clarifies vocabulary by asking questions while pointing to the images.

257
[Link].3.1 Recognizes the o T: Is this a yolk? Ss: Yes/No
sounds /y/ and /z/ o T: Is this a yard or a zipper? Ss answer.
encountered in a spoken o T: What is this? Ss answer.
word.
Task rehearsal

Recognition of sounds

 T instructs Ss to touch their nose if they hear the sound /y/ and to touch their
ear if they hear the sound /z/. This exercise gets repeated as needed while T
pronounces the sounds. (V-A-K)
 T mentions two words. One of them containing the target sound, and an odd
one. Ss identify the good one. (VA)
 T has the Ss do the following exercise along with him/her. On one hand T says,
/z/ and in the other he/she says “oo”. Then, clap both hands together to say
[Link].3.2 Produces the “zoo.” S/he can say the beginning sound and the rest of the word, and the Ss
sounds /y/ and /z/ say the complete word. (VAK) T does this exercise with all of the words and
encountered in a word. both sounds.

Articulation of sounds

 Once Ss have recognized the sound, T works with articulation. The following
videos are very helpful.
o “Letter Y sound-phonics by Turtle Diary”
[Link]
o “Letter Z sound -Phonics by Turtle Diary”
[Link]
 T pauses the video so Ss have the chance to reproduce the sounds while
watching. (V-A-T)
Association sound-print

 T writes the vocabulary words under each picture, but without the letters Y and
Z:
o ____olk ___oo
o ____ard ____ipper
o ____yell ____ero

258
  First, T reads the words, articulating each and every sound clearly, pointing to
the blank space and saying the target sound very loudly, so Ss can identify the
position of the phoneme in the word. T doesn´t write anything in the blank
space this time.
 Ss read the words the same way T did: just the sound the first time. (VA)
 Second, T says: “Now, let’s change the sound /y/ for a letter of the alphabet.”
“Which letter of the alphabet do you think represent the sound /y/? Ss respond.
 T asks Ss to write the letter with their finger on the palm of their hand; upper
and lower case.(VAT)
 T reads the word without the target letter. Then, s/he writes the letter Y. “This is
[Link].3.3 Associates the the letter Y, and it sounds /y/.”
 T does this procedure with all of the words and both sounds allowing Ss
initial sounds /y/ and /z/
participation by making questions and reading along (VA).
with their corresponding
 T mentions the letters, and Ss say the sounds, and vice versa.
alphabet letters.

Task completion

 Teacher erases the board and collects the pictures.

 In a worksheet, Ss look at pictures, say the words, write the missing letters
representing the target sounds, and then, read the completed word
(individually). (VAT)

Task assessment

 Ss check each other´s worksheets (Peer assessment).

 T collects information through a rubric or another instrument of his/her
R.2. Answers yes/no preference while Ss develop the tasks.
R.2. answer yes/no
questions about text questions about text *Learning styles: Visual/Auditory/Kinesthetic/Tactile
heard. heard that is supported
by pictures. -------------------------------------------------------------------------------------------------------------

259
 Reading

Pre-task

 T says, “Surf´s up!” “Today we have a reading class in which we are going to
read a book and you are going to answer some questions about the story.”
(Note: Tt may use a book of their choice and carry on the procedure according
to the chosen book.) In this case, the chosen book is called “Maisy´s wonderful
weather book,” by Lucy Cousins.
 T reviews previous vocabulary related to weather and clothing: weather, sunny,
rainy, windy, hot, cold, beach, hat, [Link] providing visuals and print.
 T introduces key vocabulary necessary for the reading using TPR and pictures
(or realia): snowy, mittens, scarf, fly a kite, stormy, rainbow.
 Ss repeat and mime the vocabulary after the teacher and then, by their own
(VAK).
 T writes the new vocabulary on the board.
 Ss read along and match words to pictures.(VA)
 T clarifies vocabulary by asking questions:
o T: are these mittens? Ss: Yes/no.
R.2.1. Guesses the theme o T: Is it stormy or windy weather? Ss answer.
of the story while o T: T: What is this? Ss answer.
observing the cover and
Task rehearsal
answering yes/no
questions orally.  T tells Ss that they are going to work with their elbow partner while reading the
book.
 T plays the video, “Maisy´s wonderful weather book” by Lucy Cousins
[Link] but pauses the video at
R.2.2. Differentiates the
the beginning, so Ss have the chance to guess, by looking to the cover only,
sequence of the story before reading.
heard while observing o Task 1: Reading for gist. Look at the cover: title and pictures, what
pictures and answering do you think this book is about? Turn to your partner and comment.
yes/no questions orally. T asks yes/no questions like: Is the story about a rat? Is the story
about school? Is the story about the weather? Ss answer yes/no.
Etc. (VA)

260
R.2.3. Associates specific o Task 2: Reading for outline. T tells Students that they are going to
details with the weather continue listening to the story and answer some questions about the
while listening and sequence of events. T posts 3 pictures on the board; T describes
the pictures. Students have to find out which action happens first,
observing pictures and
second, third. T plays the rest of the video and allows thinking time
answering yes/no for Ss to come up with the answer. T asks questions while pointing
questions in written form. to the pictures,”Is this picture first (second, third)?” Ss answer
yes/no. (VA)

Task completion

o Task 3: Reading for details. T hands out a worksheet. T reads the

statements, Ss read along. T tells Ss that they are going to listen to
the story again. T instructs that while listening to the reading, they
have to write yes if they agree with it, or no if they disagree with
it.(VAT)

Task assessment

 Ss check their worksheets in pairs.

 T co-assesses Ss understanding through an instrument of his/her choice.

Post task

[Link] some  (Speaking) T provides supporting language and Ss role-play their favorite
SP.1. name some
common objects in familiar common objects in scene of the story.
environments. familiar environments.
*Learning styles: Visual/Auditory/Kinesthetic/Tactile

------------------------------------------------------------------------------------------------------------

Speaking

Pre-task

261
 T shows a Power Point presentation (part I) and asks Ss opinion about what
they see. (VA)
 T introduces the goal of the day saying, “Today we are going to learn how to
express what you wear when you visit different places, with different weather.”
 T reviews vocabulary about clothing by giving pairs a set of cards. T calls out
an item; Ss hold and show the card up in the air. Then, they do the same by
themselves. (VAKT)
 T returns to the Power Point Presentation (part II) and introduces sentence
structures and questions, modeling and using gestures. (VA)

 Ss repeat after the T in a substitution drill. (VA)

o T: I wear sandals at the beach. T: shorts?
o Ss: I wear shorts at the beach. T: swimsuit?
o SS: I wear a swimsuit at the beach. T: sweater?
o T: observes Ss reaction to the word sweater.

o T continues: I wear boots at the mountains. T: sweater?

o Ss: I wear a sweater at the mountains. T: in the city?
o Ss: I wear a sweater in the city. T: at the volcano?
o Ss: I wear a sweater at the volcano…etc.

 T clarifies meaning of sentence structures and vocabulary by asking

questions, from the simplest to more complex, for example:
o What do you wear at the beach? Sunglasses? Ss: Yes/no
o What do you wear when it´s rainy? Raincoat? Ss: yes/no
o What do you wear when it´s hot? Boots or shorts? Ss respond.
o What do you wear when it´s cold? Ss respond.

Task-rehearsal

 Using the same cards, elbow partners sort the clothes into categories in a
graphic organizer, considering possible types of weather in those places. T can
make other categories if desired. Responses could vary according to the Ss’
personal choice. (VAT)

262
 beach mountains/ volcano city / town
(sunny / hot) (cold / foggy) (Rainy / windy / cloudy)

SP.1.1. Identifies different

types of clothing while
observing pictures.

SP.1.2. Links clothing to

familiar environments  T models the task. In pairs, Ss take turns practicing sentence frames using the
while observing pictures. information in the graphic organizer, “I wear shorts and sunglasses at the
beach.” T monitors and supports. (VA)

Task completion

 T says, “Surf´s up! It is time for talking! T instructs the Ss to get into a fluency
line. T makes two straight lines of Ss facing each other. Line A stands still.
Line B rotates when T calls, “New partner!”
 Ss in line A hold one or two pictures of pieces of clothing of their choice. Ss in
line B proceed to produce the target structure according to their partner´s
picture, (e.g. shorts, sunglasses) “I wear shorts and sunglasses at the beach.”
Line B moves down one person to the right. The S on the end of the line moves
to the other end (beginning) until all of the Ss have participated; then, they
reverse the roles: line B stands still and line A rotates. (VAKT)

Line B

Line A

263
 *Fluency line rotation: One line moves, other line stands still.

Task assessment

 Whole group assessment by showing thumbs up/down/to the side.(VAK)

 T monitors and takes notes during the fluency line activity using an
instrument of his/her choice.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: III Level: Second Grade Unit:6 Week:3

Domain: Socio-interpersonal Scenario: A change of Scenery Theme: May I have a bite?

Enduring Understanding: The beaches, mountains, cities and towns of Costa Rica give us lots of different things to do.

Essential Question: What is special about visiting different places in Costa Rica?

264
 Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames Function Psycho-social

Simple present - Identifying types of food - Showing interest in the lifestyles of others.
 I eat _____(ice cream, fish, rice) Discourse Markers Socio-cultural
idioms/ phrases
Question and answers using "can" - And, but
- Expressing admiration
- What can you eat _____ (at the beach, in the
mountains)?

Phonemic Awareness

/ɪ/ (in, kitchen, big, sit)

/Ɛ/ (pen, pencil, red, rest)
/ӕ/ (hand, bad, have)

Target Vowels
i see /si/
ɪ sit /sɪt/
ɛ ten /tɛn/
æ cat /kæt/
ɑ hot /hɑt/
ɔ saw /sɔ/
ʊ put /pʊt/
u too /tu/
ʌ cup /kʌp/
ə about /əˈbaʊt/

Vocabulary

3. May I have a bite?

265
Food:

- iced drink, fish, rice and beans, rice pudding,

fruit salad, scrambled eggs

Typical food:

- vigoron, casados, gallo pinto, meat tamale

Assessment Strategies
Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can…
Phonemic Awareness

Pre-teaching
Warm up:

T reads sentences. Ss clap each word and count them, telling and showing the answer
with their fingers.
T articulates different words: Ss count the syllables, telling and showing the answer
with their fingers.
T says different words; Ss identify the onset (clap at the initial consonant sound of a
syllable, e.g. for ¨yolk¨, Ss clap at /y/ )
T says different words; Ss identify the rime (clap at the part of a syllable that contains
the vowel and all that follows it, e.g., for ¨ship¨, Ss clap at /ɪp/ ).
T says a letter; Ss say the corresponding sound.

Activation of previous knowledge:

 T reviews previous knowledge by articulating sounds; Ss say the corresponding

letters that represent them. Then, T says letters and Ss say the sound.

266
 Pre-task
[Link].4. Identifies short [Link].4. identify the
vowels in spoken words. short vowels/ӕ/, /Ɛ /,  T introduces the goal of the day saying; “today we are going to learn three new 10 min.
/ɪ/ in spoken word if sounds, they are called vowels, /ӕ/ , / Ɛ/, / ɪ/. T adds, “The first sound we are
attached to a picture. going to learn today is/ӕ/.” T makes the sound for Ss to listen and repeat. T asks if
they know words with those sounds and writes them on the board under the sound
symbol. (A)
 T says, the next sound is / Ɛ/. T makes the sound several times for Ss to listen and
repeat. T asks if they know words with those sounds and writes them on the board
under the sound symbol. (A)
 T introduces the last sound /ɪ/. T makes the sound several times for Ss to listen
and repeat. T asks if they know words with those sounds and writes them on the
board under the sound symbol. (A)
 T writes the sounds on the board and reminds Ss that sounds are not letters;
therefore, they get written between slashes. (VA)
 T mentions that they are going to learn new words that contain the new sounds. T
presents new words using flashcards and posts them on the board, under their
corresponding sound symbol. (VA)
 Ss repeat the sound and the word: “/ɪ ɪ,ɪ/ big.” Etc. T continues doing this with all
of the words. (VA)

Clarifying

 T clarifies challenging sounds influenced by L1, by having Ss choose the correct

one.
o T: tell me which word is correct. /hand/ or /hӕd/ ? Ss: answer.
o T: tell me which word is correct. / hæv /or /hav/? Ss: answer.
o T: tell me which word is correct. /bad/ or /bӕd/ ? Ss: answer.

Task rehearsal

Recognition of sounds 5 min.

[Link].4.1 Identifies short
vowel sounds in spoken

267
words while following  T instructs Ss to stand up when they hear the sound /ӕ/; to sit down when they
instructions and clapping. hear the sound / Ɛ/; and to raise their hands when they hear the sound /ɪ/. This
exercise gets repeated as needed while T pronounces the sounds. (V-A-K)
 T reads the sentences, Ss clap when they hear words with the target sounds. .
(AT)
o I have two hands.
o The chicken is in the kitchen.
o The pig is big.
o The pen is red.
o The pet is wet.
o The kid is six.
o Dad is mad.
o The man is fat.
o I bet the bed is wet.
o The big bib is for him.

 T mentions two words. One of them containing a target sound, and an odd one. Ss
identify the good one. T does this procedure with all of the target sounds. (AT)

Articulation of sounds 8 min.

[Link].4.2 Articulates short
vowel sounds encountered  Once Ss have recognized the sound, T works with articulation. The following
in a word while watching a videos are very helpful.
o “Letter A sound-phonics by Turtle Diary”
video.
[Link]

o “Letter E sound -Phonics by Turtle Diary”

[Link]

o Letter I sound -Phonics by Turtle Diary”

[Link]

 T pauses the video so Ss have the chance to reproduce the sounds while
10 min.
watching. (V-A-T)
Association sound-print

268
  T writes the vocabulary words under each picture, but without the vowel letters:
o b___g p ___n
o r___d b___d
o k___tch___n h____ve
o s_____t p_____ncil
o h_____nd ______n

 First, T reads the words, articulating each and every sound clearly, pointing to the
blank space and saying the target sound very loudly, so Ss can identify the
position of the phoneme in the word. T doesn´t write anything in the blank space
this time.
 Ss read the words the same way T did: just the sound the first time. (VA)
 Second, T says: “Now, let’s change the sounds for a letter of the alphabet.” “Which
letter of the alphabet stands for the sound / ɪ/?” Ss respond. (VA)
 T asks Ss to write the letter with their finger in the air; upper and lower case.(VAT)
 T reads the word without the target letter. Then, s/he writes the letter i. “This is the
letter i, and it sounds / ɪ/.” (VA)
 T does this procedure with all of the words allowing Ss participation by making
questions while completing and reading along after the words get completed. (VA)
 T mentions the letters, and Ss say the sounds, and vice versa. (VA)

[Link].3.3 Associates the Task completion

vowel sounds with their 5 min.
 Teacher erases the board and collects the pictures.
corresponding alphabet
 Individually, Ss sort small picture cards and words according to the different
letters while completing
sounds. (VT)
words.
 In a worksheet, Ss look at pictures, say the words, write the missing letters
representing the target sounds, and then, read the completed word (individually).
(VAT)
2 min.
Task assessment

 Ss check each other´s worksheets (Peer assessment).

269
  T collects information through a rubric or another instrument of his/her preference.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

10 min.
-----------------------------------------------------------------------------------------------------------------

SI.2. Responds in a SI.2. understand and Speaking

predictable pattern to respond in a
simple questions about predictable pattern Pre-task
familiar things if the other to simple questions
person speaks slowly and about familiar things  T introduces the goal of the day saying;¨Today we are going to have a speaking
clearly. if the other person class in which we are going to talk about food.
speaks slowly and  T post pictures of families doing picnic in different places. What do you see?
clearly.  Ss infer about what they see. Do you like picnics? Ss talk about personal
experiences.
 T introduces the vocabulary and sentence frames through a Power Point
presentation (Part I). Using the same presentation, part II:
 Ss repeat target language in different ways, e.g. through an expansion drill:
o T asks, ¨What can you eat at the beach? T points to the sentence stem: ¨I
eat…at the beach¨ on the board. T points to the picture of ice cream and
models: ¨ice cream, I eat ice cream at the beach.¨
o Ss: I eat ice cream at the beach. T: fish
o Ss: I eat ice cream and fish at the beach. T: fruit salad
o Ss: I eat ice cream, fish, and fruit at the beach.

 T substitutes ¨beach¨ for volcano, etc. and continues drilling with the sentence
frames and vocabulary, three items at the time, and so on. (VA)

 Clarification: T clarifies pronunciation of challenging words, such as ¨scrambled¨

and ¨iced¨, since many times Ss struggle pronouncing the ending sound /d/ in
many words. T also clarifies meaning of words, by numbering the pictures posted 10 min.
on the board. T asks, ¨Which number is ice cream?¨ Ss answer. Then, T says the
number and Ss say the vocabulary words. (VA)

Task-rehearsal

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SI.2. 1 Identifies different  T distributes small picture cards for the Ss. In pairs, Ss play a card game in which
types of food while they ask one another, e.g. Student A: What can you eat at the beach (volcano, city,
planning a picnic. mountain)? Student B picks a card(s) and tells the answer. They continue taking
turns until all of the cards get used. (VAT)
 Still working in pairs, Ss choose a place of their liking (mountain, beach, town, city,
volcano, or other place they like) and plan a picnic. Ss choose the food items from
the picture cards and put them into a picnic paper basket, look for direction on
[Link] . Then, they come up 15 min.
with the sentence to list the food they like to eat to the class. (VAT)

Task completion
SI.2. 1 Asks and answers
questions related to food  T clears out the board. T distributes material (board game and dices) and models
and places during the the next activity for the Ss. 5 min.
never-ending game.  Ss play the never ending board game in trios or pairs. This game could be adapted
to your area/context. (VAT)

Task assessment

 Self-assessment. Ss rate the number of vocabulary words they learned in a small

self-assessment instrument.
 T monitors Ss while playing the never-ending game and uses an instrument of her
choice. (VAT)

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

-----------------------------------------------------------------------------------------------------------------
Writing
W.2. print/write
simple high- Pre-task
W.2. Prints/writes simple frequency words
high-frequency words.  T shares the goal of the day by saying while gesturing, ¨Today we are going to
have a writing class. We are going to learn to write some words we use every
day.

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  T shows a Power Point presentation as a picture book with large images and
sentences to elicit vocabulary and expressions. T asks Ss to look at the title. Let´s
look at the pictures too… ¨What is this book about?¨ Ss brainstorm words and
phrases. T writes them on the board and does choral reading of the language
given by the Ss. (VA)
 T reviews vocabulary and introduces new words using flashcards: building, city,
kitchen, fridge, in.(VA)
 T clarifies pronunciation and meaning of the words if necessary.

Task-rehearsal

 T has the Ss read along chorally the whole story slowly.(VA)

 T hands out a copy of the story to each S. so they can follow with their fingers
pointing to each word while reading. T explains that while reading chorally, Ss
circle the words in red, individually.(VT)
 Ss read the words chorally when finished. (VA)
 Ss: 1- look and say the words; 2-look and write the words; and 3-cover and write
W.2.1. Unscramble high the words three times each, individually.(VT)
frequency words next to a  Ss unscramble the words in a given exercise, in pairs. (VT)
picture.
Task completion
W.2.1. Produce high
 Ss complete sentences using target words individually.(VT)
frequency words attached
to pictures. Task assessment

 Peer assessment: Ss exchange worksheets with his/her partner.

 T assesses Ss through a dictation. (VT)

Integrated Mini-Project Time

Phase: _______

Reflective Teaching

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 What worked well What didn’t work well How to improve

Enduring Understanding Reflection

Term: III Level: Second Grade Unit:6 Week:4

Domain: Socio-interpersonal Scenario: A change of Scenery Theme: Please tell me what´s fun.

Enduring Understanding: The beaches, mountains, cities and towns of Costa Rica give us lots of different things to do.

Essential Question: What is special about visiting different places in Costa Rica?

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frames - Asking and giving information about things Psycho-social
to do and see in different places
Simple present - Relaxing is good for the mind and body.

 I like to_____ (swim, fly a kite, collect

seashells) at the beach. - Discourse markers Socio-cultural
idioms/ phrases
And, but
Question and answers using "can" - Sharing experiences and concerns
- Party is over
 What can you do _____ (at the beach, in the
mountains, in the city)? I can _____(visit the
zoo, swim, camp)

Questions in simple present:

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- What´s your favorite activity _____ (at the
beach, in the mountains)? To…

Phonemic Awareness

/ʌ/ (as in sun, bug, nut, mud)

/ɔ/ (as in dog, horse, long, on)*

*Challenging Sound: Note that letter ¨O¨ can

be pronounced as / ɔ/ and /a/. Some words
even have both versions, like dog, on, foggy,
etc)

Target Vowels
i see /si/
ɪ sit /sɪt/
ɛ ten /tɛn/
æ cat /kæt/
ɑ hot /hɑt/
ɔ saw /sɔ/
ʊ put /pʊt/
u too /tu/
ʌ cup /kʌp/
ə about /əˈbaʊt/

Vocabulary

4. Please tell me what´s fun

Activities to do at:

beach, mountains, city other Places:

swim, fly a kite, fish, collect seashells, hike,

camp, go: mountain biking, horseback riding,

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bird-watching, tour visit, museum, market, malls,
zoo, volcano, rainforest, amusement park

Assessment Strategies
Goals Pedagogical Mediation/ Didactic Sequence Time
& Evidences of learning

(Diagnostic, formative,
summative)
Learner… Learner can… (Teacher pastes/writes the scenario, goal and the essential question on the board)

Pre-teaching

Warm up
 T shows two images: one is of a busy city and the other is of a quiet environment,
such a beach or mountain. T asks students which of the two environments is more
relaxing for them. T explains that relaxing is very good for the mind and body.
 T plays soothing music with sounds of nature, “Relaxing Music Therapy,” By Jay
Karl´s Scenic videos (2011) [Link]
 T asks student to close their eyes and relax while listening.

Activation of prior knowledge

 T introduces the essential question and enduring understanding

 T reviews vocabulary such as, beach, mountains, town, and cities.
 T plays the video “Costa Rica family vacation” by Quentin Wolfe on
[Link]
 Ss comment about what they see.
 T rephrases in English the vocabulary and expressions Ss say in L1.
 T mentions that part of the language they are going to learn was in this video.

Modelling

 T introduces new fun actions through a jazz chant (add a rhythm to words) and
pictures (activity icons). (V-A)

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 o T:What´s your favorite activity?
o S:What´s your favorite activity?
o T: I like to swim; swim, swim swim.
o S: I like to swim; swim, swim swim.

o T:What´s your favorite activity?

o S:What´s your favorite activity?
o T: I like to fly a kite; kite, kite, kite.
o S: I like to fly a kite; kite, kite, kite.

o T:What´s your favorite activity?

o S:What´s your favorite activity?
o T: I like to hike; hike, hike, hike.
o S: I like to hike; hike, hike, hike. etc. (fish, collect seashells, camp, go
mountain biking, horseback riding, bird watching)

 T introduces new fun places to visit in Costa Rica using flashcards in an expansion
drill adding pictures each time new vocabulary gets introduce. Ss repeat after the
teacher, for example:
o T: What can you do in the city? To go the museum.
o Ss: To go the museum.
o T: What can you do in the city? To go to the malls.
o S: To visit the museum, to go to the malls.
o T: What can you do in the city? To go the market.
o S: To go to the museum, to go to the mall, to go to the market.
o T: What can you do in the city? To go to the amusement park.
o S: To go to the museum, to go to the mall, to go to the market, to go to the
amusement park.
o T: What can you do in the city? To go to the market.
o S: To go to the museum, to go to the mall, to go to the market, to go to the
amusement park, go to the market. Etc.(go to the zoo,
 T posts a large Costa Rican map on the board. What´s this?
 Ss make inferences.
 T has Ss read the names of the seven provinces and some places while pointing to
them. (V-A)

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  T chooses an activity icon (e.g. swim) while saying, “What can you do at the beach in
Limón? - I can swim. ¨ T places the icon over Limón. T continues using other icons in .
different provinces and places. Ss repeat the sentences.
 T uses two icons this time, “What can you do in the mountains of Heredia? I can go
mountain hiking and bird-watching.¨ “What can you do in the city of San José? I can
visit the museum and go to the amusement park, ¨ and so on. Ss repeat the
sentences.

Clarifying

 T clarifies meaning of new vocabulary by having Ss go to the board pasting different

icons on request.
o T: ¨I can go to the mall in Cartago.¨ S pastes the icon on Cartago, and so on;
So Ss get familiar with the activities and places.
 T clarifies pronunciation of challenging sounds in target vocabulary, for example,
o Many people do not pronounce some ending sounds that do not occur in L1.
Words with the nasals /m, n/ ending sound: museum, swim, mountain.
o Many people do not pronounce some ending sounds that do not occur in L1.
Words with stop ending sounds /p, k, g, t/ collect, biking, rainforest, camp, .
riding, market.
o This is a common mistake among L2 learners. Do you say /wɒtʃ.ɪŋ/ or
/ˈwɒʃ.ɪŋ/ ? Ss answer.
o Etc.
----------------------------------------------------------------------------------------------------------------

Listening

L.1. Recognizes specific L.1. understand Pre-task

information related words, names, and
weather conditions, numbers previously  T introduces the goal of the day saying; “today we have a listening class in which
activities and numbers learned when heard you are going to listen to an audio.” T mentions that first, they are going to learn
some words and expressions they are going to need to carry out the next tasks.
previously learned when in a short, simple
 T introduces new vocabulary about activities in groups of +-7, given that the list of
heard in a short, simple recording delivered vocabulary. T uses a power point presentation and combines with TPR.
at a slow pace.  T uses the activity icons in different ways to practice the vocabulary in the context of
the target sentence frames.

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recording delivered at a  T clarifies vocabulary by asking questions, from simple to more complex, while
slow pace. pointing to the icons.
o Is it fly a kite, yes or no? Ss answer yes/no
o Is it the museum or the mall? Ss answer.
o Is it the rainforest or the amusement park? Ss answer.
o What is it? What is this?

Task-rehearsal

 T states that in the following tasks, Ss will work with their elbow partners sharing
information while listening.
 T mentions that they are going to listen to an audio, and they have to be prepared to
accomplish three tasks, one at the time.
L.1.1. Identifies the main o Task 1: Listening for gist. T posts two pictures on the board and describes
idea of an audio while them. T tells Ss that while listening, they have to identify the topic of the
listening to a passage audio which is related to only one of the two pictures. T plays the audio for .
about activities to do at the first time. Pairs talk among themselves to decide what the topic of the
different places. conversation is about: picture #1 or picture #2? T checks their answers on
the board. (V-A)

L.1.2. Recognizes o Task 2: Listening for outline. T hands out a worksheet. T instructs that
different activities in the while listening to the audio, they have to identify the order in which the
order in which they appear activities get mentioned paying close attention to those particular items
while listening to a short illustrated in the pictures. T plays the audio for the second time. Pairs talk
recording. among themselves and write a number under the pictures indicating the
order. T checks their answers on the board. (V-A)

Task completion
L.1.3. Distinguishes
specific details about o Task 3: Listening for details. T hands out the last worksheet. T instructs
activities and places while that while listening to the audio, they have to find specific information about
listening to a short people the activities and places. Pairs need to circle the events that are true.
recording. T plays the audio for the third time. Pairs talk among themselves and do the
matching exercise according to what they hear. (V-A)

Task assessment

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  Peer assessment: Pairs compare and check answers. (VA)
 Whole class assessment: T Checks the answers on the board. T re-plays the
audio if necessary, and checks the answers again.

Post task

 (Spoken interaction) T gives support language on the board, for example: I like
to____________, and you?
 Ss mingle around the room asking and answering each other two or more activities
they like. (VAK)

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

----------------------------------------------------------------------------------------------------------------
Phonemic awareness

Pre-teaching
Warm up:

T reads sentences. Ss clap each word and count them, telling and showing the answer
with their fingers. (VAKT)
T enounces different words: Ss count the syllables, telling and showing the answer with
their fingers. (VAKT)
T says different words; Ss identify the onset (clap at the initial consonant sound of a
syllable, e.g. for ¨horse¨, Ss clap at /h/ ) (VAK)
T says different words; Ss identify the rime (clap at the part of a syllable that contains
the vowel and all that follows it, e.g., for ¨zipper¨, Ss clap at /ɪp.ɚ/ ). (VAK)
T says a letter; Ss say the corresponding sound. (VA)

Activation of previous knowledge:

 T reviews previous knowledge by enunciating sounds; Ss say the corresponding

letters that represent them. Then, T says letters and Ss say the sound. (VA)

Pre-task

279
[Link].4. Identifies short [Link].4. identify the  T introduces the goal of the day saying; “Today we are going to study more sounds,
vowels in spoken words. short vowels /ʌ/, /ɔ/ they are called short vowels, /ʌ/, /ɔ/. T adds, “The first sound we are going to study
in spoken words if today is/ ɔ /.” T makes the sound for Ss to listen and repeat. T asks if they know
attached to a picture. words with those sounds and writes them on the board under the sound symbol. (A)
 T says, the next sound is / ʌ /. T makes the sound several times for Ss to listen and
repeat. T asks if they know words with those sounds and writes them on the board
under the sound symbol. (A)
 T writes the sounds on the board and reminds Ss that sounds are not letters;
therefore, they get written into slashes. (VA)
 T mentions that they are going to learn new words that contain the new sounds. T
presents new words using flashcards and posts them on the board, under their
corresponding sound symbol. (VA)
 Ss repeat the sound and the word: “/ɔ, ɔ, ɔ / /long/.” Etc. T continues doing this with
all of the words. (VA)

Clarifying

 T clarifies these two challenging sounds. Students might transfer the L1 sounds into
pronunciation. Have Ss choose the correct one.

o T: tell me which word is correct. /sun/ or /s ʌ n/ ? Ss: answer.

o T: tell me which word is correct. /ˈlɔŋ /or /laŋ/? Ss: answer.
o T: tell me which word is correct. /bad/ or /bӕd/ ? Ss: answer.

Task rehearsal

Recognition of sounds

 T instructs Ss to stand up when they hear the sound / ɔ /; to sit down when they hear
the sound / ʌ /. This exercise gets repeated as needed while T pronounces the
sounds. (V-A-K)
 T reads the sentences very slowly; Ss clap when they hear words with the target
sounds. (AT)
o The volcano is foggy.
o The cup has nuts.

280
 o The bug is hungry
o My lucky number is 5.
o My uncle is in the tub.
o The man is sorry.
o I wear shorts.
o The dog is orange.
o The umbrella is ugly.
o Bubbles are fun.

 T mentions two words. One of them containing a target sound, and an odd one. Ss
identify the good one. T does this procedure with all of the target sounds. (AT)

Articulation of sounds

 Once Ss have recognized the sound, T works with articulation. The following videos
are very helpful.
o “Letter O sound-phonics by Turtle Diary”
[Link]

 T pauses the video so Ss have the chance to reproduce the sounds while watching.
(V-A-T)
Association sound-print

 T writes the vocabulary words under each picture, but without the vowel letters:
o s___n b___g
o h___rse d___g
o n___t l____ng
o ____n m____d

 First, T reads the words, articulating each and every sound clearly, pointing to the
blank space and saying the target sound very loud, so Ss can identify the position of
the phoneme in the word. T doesn´t write anything in the blank space this time.
 Ss read the words the same way T did: just the sound the first time. (VA)
 Second, T says: “Now, let’s change the sounds for a letter of the alphabet.” “Which
letter of the alphabet stands for the sound / ɔ /? Ss respond. (VA)

281
  T asks Ss to write the letter with their finger on the palm of their hand; upper and
lower case.(VAT)
 T reads the word without the target letter. Then, s/he writes the letter O. “This is the
letter O, and it sounds like / ɔ /.” (VA)
 T does this procedure with the other words allowing Ss participation by making
questions while completing and reading along after the words get completed. (VA)
 T mentions the letters, and Ss say the sounds, and vice versa. (VA)

Task completion

 Teacher erases the board and collects the pictures.

 Individually, Ss sort small picture cards and words according to the different sounds.
(VT)
 On a worksheet, Ss look at pictures, say the words, write the missing letters
representing the target sounds, and then, read the completed word (individually).
(VAT)
Task assessment

 Ss check each other´s worksheets (Peer assessment).

 T collects information through a rubric or another instrument of his/her preference.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

------------------------------------------------------------------------------------------------------------------

Speaking

Pre-task

SI.1. Asks for specific SI.1. ask what is  T shares the goal of the day by saying, ¨today we have a speaking class¨ in which
information about weather something using we are going to learn about each other´s preferences.
conditions, favorite food, learned expressions  T reviews previous vocabulary about weather, clothes and food through a community
favorite activities and builder, using the expression ¨I like…, and you?¨ Ss mingle to the rhythm of a
popular tune; when music stops, Ss pair up with the closest partner and tell the

282
clothing using learned of language by sentences. The other S answers. Music continues and when it stops, Ss pair up and
expressions of language. pointing to an object. talk again.
 T reviews vocabulary and structures about activities using TPR along with the
SI.1. Asks and answers activities and places icons.(VAK)
questions about weather,  Clarification: T uses different question strategies to clarify meaning, form, and use
clothes and places while when necessary.
mingling around the
Task-rehearsal
classroom.
 Ss play a memory game with small picture cards in groups of three Ss, saying words
and pointing to pictures.
 Ss stand in a circle facing each other. T supplies an object they can toss. T starts to
model the activity by saying, ¨My name is_______ and my favorite activity
is__________. T tosses the object to someone else. This person says the target
sentences and tosses the object again. After a while, T changes the topic favorite
weather, favorite clothes and favorite food. All of the Ss must participate and give
their opinion.
 As a group, Ss rate the activities based on their own experience, by showing thumbs
up, to the side, or down.

Task completion

SI.1. 2. Asks and answers  T models the next two activities and clarifies instructions.
questions about activities  Ss rate from 1 through 5 the activities and places they like in a special instrument.
(individually)
and places while taking a
 Ss mingle around the classroom asking each other ¨What is your favorite activity?”
survey.
based on the rating list. Ss take notes on a survey sheet.

Task assessment

 T uses an instrument of his/her choice to assess Ss while taking the survey.

*Learning styles: Visual/Auditory/Kinesthetic/Tactile

Post-tasks ideas

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  (Spoken production) Ss create a poster of their favorite activities and present it to the
class.
 (Writing) In small groups, Ss create a graphic organizer using the information
collected in the survey and paste it on the wall.
 (Phonemic awareness) Ss sort vocabulary cards according to sounds they detect.
 (Writing) Ss put together a picture story using the small picture cards.

Integrated Mini-Project Time

 Phase: Planning and creating a mini-book collaboratively about favorite seasons, weather reports in different provinces of Costa
Rica, clothing and activities for a classroom display and report to small groups or whole class.
 Rehearsing and briefly describing a mini-book about favorite seasons, clothing and activities.

Participating in individual and peer- assessment.

Reflective Teaching

What worked well What didn’t work well How to improve

Enduring Understanding Reflection

284
 Mini-project planner
Unit: _________
Enduring understanding: _______________________________
Essential question: ____________________________________
AOA Task: What is the purpose? What will be accomplished? _____________________________________
Authentic situation: When would I do this in real life? ___________________________________________
Products: ___________________
Task description Chronogram
Here, learners decide the type of mini-project they want to create. The teacher can show some examples;
learners can search on Internet if they have access.
Planning  Describe the mini-project options (if you provide them)
 Write links or ideas to guide students’ search on the Internet (if you have Internet access)
Here, learners collaboratively use prior knowledge and linguistic skills to select the language required and with
the teacher´s guidance develop the mini-project.
Creating  Describe the collaborative frames/structures in which students will select the language and create the
mini-project (criteria for forming groups, roles of the students, seating arrangement, administration of
materials and other resources, classroom management, etc.)
Here, learners revise the mini-project, rehearse their presentation and provide feedback to one another.
Rehearsing  Describe the collaborative frames/structures in which students will rehearse their presentations and
provide feedback to their peers
Here, learners, depending on the purpose of the mini-project, present it individually, in pairs or in groups to the
audience. They can ask and answer questions. They can participate in self-assessment, peer- assessment, and
Performing receive teacher`s feedback and repair.
 Describe the way students will do their presentation: individually, in pairs, or groups.
 Describe the self/peer and teacher’s assessment strategies and instruments.
*Reflect on the task you just designed: Is it an authentic communicative action? Is it useful for everyday life?
The mini-project checklist can guide you through the process and assure you success in all of the phases of the mini-
project.

285
 Project Based Learning (PBL) - Mini-project checklist for the teacher

Does your mini-project meet these criteria?   ?

Integration of the communicative language competences of the unit:
The project integrates the Learning to know (linguistic competence), Learning to do (pragmatic
competence) and Learning to be and live in community (socio-linguistic competence), within the
domain, scenario, themes, the enduring understanding and essential question of the unit.

Authenticity
The project has a real world context, uses real world processes, tools and quality standards,
makes a real impact, and/or is connected to student´s own concerns , interests, and identities. The
product has a real use and purpose in real life situations.

Student voice and choice

The project allows students to make some choices about the products they create, how they work,
and how they use their time guided by the teacher and depending on the age and PBL experience

21st century skills

The project provides plenty of opportunities for learners to build skills valuable for today´s world,
such as critical thinking/problem solving, collaboration, communication and creativity (4Cs)

Revision and reflection

The project includes processes for students to give and receive feedback on their work and to
reflect on what and how they are learning (self, peer, teacher´s feedback)

Public product
The project requires students to demonstrate what they learn by creating a product that is
presented or offered to people in the classroom and beyond.

Planning
The project gets completed collaboratively at school rather than at home, considering the four
phases: planning, creating, rehearsing, and performing.

286
 Formative assessment
The project offers plenty of opportunities for learners to demonstrate what they can do
(performance- based). Therefore, the indicators used for gathering information are coherent with
the “can do” descriptors and the instructional practices.

Sources: MEP English Program (2016); [Link] ; [Link]

ANNEXES

ANNEXES

UNIT 1

Hello
Hi
Good morning
Good afternoon
Good evening
Good bye
Bye

287
Good night
See you later

288
Identifying the phonemic sounds of A and B

289
290
Week 3 Worksheet for the warm-up

291
Worksheet- task rehearsal for reading

Task completion for reading

Reading: Task assessment

292
I go to Cleto Gonzalez Flores Elementary School in Heredia. It`s great! I love to go to school. I like science and math, but I don´t like reading. I
love to play soccer with my friends and jump rope. I like to draw dogs and cats. I don`t like to do my homework.

I go to Cleto Gonzalez Flores Elementary School in Heredia. It`s great! I love to go to school. I like science and math, but I don´t like reading. I
love to play soccer with my friends and jump rope. I like to draw dogs and cats. I don`t like to do my homework.

Letter E worksheet

293
Months of the year and celebrations

294
Week 4

School Personnel

Task rehearsal for reading

295
Bingo Cards

Game cards

296
School personnel pictures

Unit 4

- Question Ball Game: Two teams are formed one in front of the other. The two teams compete for points. Points are
obtained as the student with a ball, throws it to a student from the other team while asking a question about an animal sound:
What noise do cows make? The student that catches the ball has to answer: the cows moo. And so on. The teams receive
points for correct questions and for correct answers.

297
- Question Ball. Have the students sit in a circle. Throw/Roll a ball to one student and ask a
question. The next step has 2 variations:
Variation 1: S1 throws the ball back to the T and the T throws to another S asking a different
question.
Variation 2: S1 throws the ball to a different S and asks that S the same question.

Unit 5

298
Letter T and Letter S

Snake

299
300
301
I IT

302
303
 The Story of the Caterpillar

There once was a Caterpillar named Sofia. She was small and brown. She lived on a very tiny, green leaf in the forest. She
started eating the leaf and became very big

She was tired so she started to make a cocoon. Inside the cocoon she started to grow and grow. Pretty soon, she could not fit
in the cocoon. She fought and fought to escape the cocoon.

One day she broke free of the cocoon, but she wasn’t a caterpillar anymore. She was a big, orange butterfly! She now could
fly around in the sky. She loved being a butterfly.

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 AUTORIDADES

Sonia Marta Mora Escalante

Ministra de Educación Pública

Alicia E. Vargas Porras

Viceministra Académica

Rosa Carranza Rojas

Director Dirección de Desarrollo Curricular

Anabelle Venegas Fernández

Jefa, Departamento de Primero y Segundo Ciclos

305
 Comisión Redactora
Ana Campos Centeno, Asesora Nacional de Inglés, Departamento de Primero y Segundo Ciclo, Coordinación
Yaudy Ramírez Vázquez, Asesora Nacional de Inglés, Departamento de Primero y Segundo Ciclos

Colaboradores
Andres Mendoza Gutierrez, Asesor Regional de Inglés, Dirección Regional de Heredia
Grettel Chaves Hernandez, Docente de inglés
Acacia Campos Vargas, Docente de inglés
Grettel Duran Coccio, Docente de inglés
Magaly Hernandez Valenciano, Docente de inglés
Marcela Nuñez Molina, Docente de inglés
Karen Zarate Arias, Docente de inglés
Alberto Balam Navarro, Voluntario del Cuerpo de Paz
Natalie Borrego, Voluntaria del Cuerpo de Paz
Ryan Wilkens, Voluntario del Cuerpo de Paz
Chelsy Albertson, English Editor

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