Beruflich Dokumente
Kultur Dokumente
Knowing
OUR SELVE S
Grade Project::
ALALBOUT
bimester 1 ME
Teacher’s Guide
Universal Understanding: As we grow to
recognize our uniqueness, we learn to accept and
care for others.
Essential Question: What makes you unique?
Unit 1: My School
Value: Honesty
PRODUCTION TEAM
RIGHTS
D. R. © 2012 This is a collective work developed by Sistemas Educativos de Member of the Cámara Nacional de la Industria Editorial Mexicana.
Enseñanza S. A. de C. V., Av. Río Mixcoac 274, Colonia Acacias. C. P. 03240, México, Reg. Núm. 3616
D. F., for Sistema UNO of Grupo Editorial Santillana for all countries in Iberoamérica
Impreso en México / Printed in Mexico
(Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela,
Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican All rights reserved. No part of this book may be reproduced, stored in a
Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese. retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior permission
ISBN: 978-607-723-139-4 in writing of the publishers.
First Edition: June 2012
REVISTA
PAGE 6
PAGE 7
PAGE 4
three
Andrés Fonseca
1st grade
Argentina
Alessan
dr
Lavagn o
ino
6 th grad
e
2 Guatem
ala
four
Kristin
a
Maldon
ado
1 st grade
3
Argenti
na
five
tightrope walker
Do heights scare you? Can you climb a ladder? Can you go to the top Áoor of a
building? Tightrope walking is an art in the air! Tightrope walkers walk across a
rope high above the ground. Philippe Petit is a famous French tightrope walker.
He walked between the Twin Towers of the World Trade Center in New York
in 1974. The length between the buildings was 61 meters. He was 417 meters
above the ground. He walked on the wire and then he sat down on it!
rescue worker
Im
Imagine working in a very small space.
4 Im elp
Imagine going underground to help
som
somebody.
Lo
Los Topos de Tlatelolco is a rescue e
gro
group. They are from Mexico. If a
dis ue
disaster hits, it is their job to rescue
pe
people! Sometimes, they have to climb
un
under buildings. They helped rescue cue
pe
people from the 1985 earthquake ke in
Me
Mexico City. They travelled to New ew
Yo
York when the Twin Towers fell.
six
5
draw pictures illustrating your profession here.
seven
Dennis Havlena makes his own Do you like eating toast? Jens
instruments! Dennis’s hobby is Veerbeck is from Germany. His
to make instruments out of all hobby is to collect toasters. He
sorts of things. He has his own has 600 toasters. Some of these
site where he shows you how toasters are very expensive!
to make instruments. It is cheap Jens oldest toaster is from 1920.
JOKE and easy! He has made his own He made an online museum for
What is the drums, guitars and bagpipes. his toasters.
difference
between a Àsh
and a piano?
You can·t tuna
Àsh!
What is
Julian Beever is a chalk my hobby?
artist. His hobby is to
6 draw on the street. He is
well known throughout
Europe. He often draws Draw a picture illustrating
3D images that people your hobby.
can interact with. His
pictures look real. Beever
had a book published
called Pavement Chalk
Artist. This book shows
photographs of his work
from all over the world.
eight
1. Place the eyeglasses in the middle of the paper plate. Draw an outline
around the eye areas.
2. Draw a design around the outline of the eye area that you marked. It is up to
you how big you want your mask to be and what you want it to look like.
3. First, cut out the holes for your eyes. Then, cut around the design, following
your design.
4. Now it is time to decorate your mask! You can color it in, glue on feathers, and 7
add sequins. Make it your special creation.
5. Use the hole-puncher to punch one hole on either side of the
mask. Tie the elastic band through one hole and measure it to
¿t around your head. Cut the elastic and tie the band through
the other hole.
6. Your mask is ready! Put on your mask and show
everybody your creation.
nine
wejryel stertoa
inmer skma
mmakerfil quakethear
ten
Best wishes,
The BE Team
no.com
teachers@sistemau
2 11:00 AM
IN TRO 11
INTRO
NTRO
TR 1
Unit 1
My School
T19 Week 1
Be a Reader T19
Be a Speaker T45
Project T54
12 INTRO
Be Literate
Week 2
T59
T59
Be a Speaker T77
Project T86
T89 Week 3
Week 4
T107
Be a Writer T107
Be an Artist T117
Be a Speaker T121
Project T130
INTRO 13
Sistema UNO has two programs BE (the English program) and SE (the Spanish program) with three key elements:
professional development, external and internal assessments, and digital environment. These programs are connected
through the transdisciplinary themes. These themes were developed analyzing UNESCO’s Five Pillars of Education: learning
to know, learning to do, learning to be, learning to live together, and learning to transform oneself and society. Sistema
UNO selected the common elements in each pillar and created five transdiciplinary themes.
In addition, students will explore and reinforce a value in each theme. Each theme has a definition of the key concepts
students will learn as they progress through school.
Transdisciplinary Themes
Bimester 1 Bimester 2 Bimester 3 Bimester 4
Bimester 5
KNOWING KNOWING OUR LETTING OTHERS KNOWING OUR
KNOWING OTHERS
OURSELVES PLACE AND TIME KNOW WORLD
14 INTRO
Bimester 1
Transdisciplinary Theme
Knowing Ourselves
Universal Understanding
As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question
What makes you unique?
Unit 1: My School
As for the specific content in Unit 1, we will read about school activities, locations and workers.
Project: All about Me
Value:
Honesty is being truthful and straightforward, being sincere and genuine. Honesty is an important value in a friend.
For this reason, children need to understand the importance of telling the truth, of being open and trustworthy.
INTRO 15
individual moment
group discussion and designing the project Evaluating
group presentation and class consensus
action
summary Analyzing
16 INTRO
INTRO 17
Classroom Environment
1. The universal understandings, essential questions, and
values for each bimester are posted in the classroom.
2. Clear rules est ablished by the students are posted and
observed. Students respect the rules.
3. The physical classroom environment promotes
learning. All decorations are related to a learning
outcome.
4. Teacher displays student work.
5. Seating configurations promote cooperation and
teamwork.
6. The language being studied is the only language
spoken in class.
Instruction
7. The teacher relates what the students are learning to
the universal understanding and value of the bimester.
8. The teacher uses inquiry-based instruction and
cooperative learning strategies.
9. The lessons have build up, core teaching and wrap-up
phases.
10. The teacher consistently praises students that reach
the established expectations.
11. The teacher adapts instruction to meet the needs of all
students.
12. The teacher allows students to discover principles and
13. Students speak more than the teacher does.
rules through practical examples.
14. The teacher emphasizes high-level vocabulary use.
15. The information students are learning is related to their
daily lives and surroundings.
16. Students explore multiple intelligences through
activities.
17. The teacher uses digital media, diagrams, pictures,
drawings, and body language to communicate
meaning.
18. Students can express what they have learned in spoken
and written forms, and can apply new knowledge
through different activities.
19. The teacher presents the students with frequent
opportunities to review the material with questions,
role-plays, graphic organizers, think-pair-share
exercises, debates and summaries.
20. The teacher motivates and challenges students
by asking questions that require high level, critical
thinking.
Assessment
21. At the beginning of the class, students tell the teacher
what they learned in the previous class. At the end of
the class, students tell the teacher what they learned
that day.
22. The teacher constantly assesses students’
understanding through formative assessments.
23. Students link new learning to previously taught
subjects.
18 INTRO
Can understand and use familiar everyday expressions and very basic phrases aimed at the
A1 satisfaction of basic needs. Can introduce him/herself and others and can ask and answer questions
Beginner 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 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).
A2
Can communicate in simple and routine tasks requiring a simple and direct exchange of information
Elementary 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 understand the main points of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where
B1
the language is spoken. Can produce simple connected text on topics that are familiar or of personal
Pre-Intermediate interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency and
B2
spontaneity that makes regular interaction with native speakers quite possible without strain for
Upper Intermediate either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on
a topical issue giving the advantages and disadvantages of various options.
KET B1 PET
A2
A1
BE BE BE BE BE BE BE BE BE
1st 2nd 3rd 4th 5th 6th 7th 8th 9th
INTRO 19
A sentence
is a group of
complete ide words that exp
a. There are resses a
different typ
Connecting Some senten es of senten
ces give inf ces.
These senten orm ation.
A Listen ces end wit
and point to h a period (.).
what Jaime My name is
Track 9 and David Maggie.
like and do
not like. Some senten
ces ask for inf
These senten ormation.
ces end wit
What is you h a question
r name? mark (?).
Some senten
ces express
end with an feelings. Th
exclamation ese sentences
That is beau point (!).
tiful!
Watch out!
All sentences
start with a
capital letter
A Read
.
the sentences
and decide
1. How old what types
are you of sentences
they are.
2. School
is fun
Key Words
bikes 3. Mario
likes to help
dolls the teacher
inline skates
puzzles
B Copy and co
race cars mplete the
sentences wit
roller skates 84 h the corre
Knowing Our ct punctua
selves tion.
scooter
skateboard BE2 PRIM
BIM1 ST PLIEG
O 6.indd 84
BE2 u2 PRIM
BIM1 ST PLIEG
O 5.indd 58
11/06/12 19:00
Practicing
y is
fun! A hobb
t you do for are many
names. activity tha work. There
with their an int erest or an oo l or le like
characters A hobb y is
outside of sch
rt. Some pe op
A Match the that you do to play a spo grow
Ebony something people like ople like to
Mario ere nt ho bbies. Some go cam pin g. Some pe bb ies.
diff like to ny ho
me people ange and fun
to paint. So k at some str
’s take a loo
gardens. Let
Li-Lei
Jens
eating toast?
Do you like . His
na makes his
own from Germany
Matt Dennis Havle is Veerbeck is sters. He
Naseem ho bb y col lec t toa
! Dennis’s bby is to these
instruments all ho
rs. Som e of
ments out of has 600 toaste expensive!
to make instru own very
s. He has his toasters are m 1920.
sorts of thing you ho w ste r is fro
shows oldest toa
site where he ap Jens online museu
m for
ments. It is che He made an
to make instru made his own
and easy! He
has
s his toasters.
s and bagp ipe .
JOKE drums, guitar
What is the
difference
Àsh
between a
and a piano?
correct answ
ers.
You can·t tun
a What is
en, circle the Àsh! my hobby?
estions. Th
B Read the qu is a chalk
Julian Beever
story? d. Naseem bby is to
1. Who is
telling the artist. His ho
c. Li-Lei stre et. He is
b. Ebony draw on the trating
ture illus
6
rio? throughout
a. Mario r use for Ma well known Draw a pic
es the autho en draws y.
er word do d. you Europe. He oft yo ur hobb
2. What oth c. I t people
b. he 3D images tha
with. His
a. she can interact
k real. Beever
s art? d. Matt pictures loo
3. Who like c. Li-Lei published
b. Mario
had a book
ent Chalk
a. Ebony rec ess ? called Pavem
like to do at d. play ist. Thi s bo ok shows
the students c. learn
Art
of his work
4. What do photogra ph s
b. draw r the world.
a. read from all ove 5/30/12 11:00
AM
selves
32 Knowing Our 13/06/12 19:49
(2).indd 6
REVISTA 1-2
a Speaker audio.
Photo
hoto Cards
Generic support material for your class that can be used:
z to explain or review vocabulary.
z to play games.
a new activity.
The backs of the Photo Cards contain extra phonics and
fluency practice activities.
Online Bank
In the Teacher’s Guide, you will find notes when there is
extra instructional material that corresponds to the page
which can be found on the digital platform.
Research Online
The Magazine
The Teacher’s Guide also contains
BE Informed is a self-standing component of BE. The magazine
references to links, posted on the digital
consists of age-appropriate articles, including up-to-date
platform, to interactive games and
information, which students will find both interesting and
articles related to lesson material.
motivating. The texts are of different lengths, and the design is
like that of popular children’s magazines. In addition, QR codes are included for
It is intended for fun reading, so there are no related greater interaction with the technology
g gy
activities. It can be read aloud and discussed in class, or component of BE.
students may read it at home (possibly over several days).
#1
Feel free to explain unknown vocabulary. Remember, the
magazine is an opportunity for reading and not necessarily
a time for teaching.
We have included a permanent section, Let’s Imagine, in
collaboration with Sistema UNO students. The content is
related to the Transdisciplinary Theme of the bimester.
Unscramble the
letters for each pictu
words in the word re. Then find the
search!
wejryel
stertoa
8
PAGE 6
inmer
skma
mmakerfil PAGE 4
quakethear PAGE 7
AM
5/30/12 10:58
5/30/12 11:00 AM
(2).indd 1
REVISTA 1-2
INTRO 21
Reading
BE a Reade
r 1
WEEK
This section provides a step-by-step approach to
developing reading skills and vocabulary. If you follow the
directions from each section of the Teacher’s Guide, you
will cover the goals of the course. This section:
z introduces the text with activities that develop oral
text.
z involves students in pre-reading activities, such as
Reading
levels: beginning, intermediate and advanced.
z contains suggestions to introduce and practice two
g
Connectin
Track 8
they speak. Unit 1 · My
students as
BE2 PRIM School
31
d point to the
BIM1 ST PLIEG
O 2.indd 31
A Listen an
in second grade.
Hi! My name is
Naseem.
I am BE Literate 03/06/12 15:58
and fluency.
z exposes students to models of standard and academic
cher. Her
That is my tea
English.
rss oldd.. rk.
I am seven yea name is Mrs. Cla
Co
ou??
How old are you ! nnecting
Shee is my teacher, too
A Listen
z exposes students to grammar, language mechanics,
rs old, too! and sing. Tra
I am seven yea ck 9
I Need a Ru
ler
and writing exercises in a variety of activities.
Today I need
z provides reading-only, listening-only and dual-
a ruler,
A ruler, a ru
ler.
Today I need
To measure
a ruler, processing opportunities to encourage the
a plant.
e
My frientod agiv
yo urs elf cla
es
ssmate.
me a ruler,
development of comprehension skills.
to introd uc
he dialogue
z includes key vocabulary lists.
B Use the A ruler, a ru
ler.
es
lves
M y fri end gives me
selv
urse
60 Knowing Our a ruler. 11/06/12 19:03
I measure a
plant. z focuses students’ attention on a particular mechanical
BE2 PRIM
BIM1 ST PLIEG
O 4.indd 60
B Sing the so
ng again us
ing these ob
skill directly presented in the text.
jects.
z gives students the opportunity to apply the vocabulary
64 Knowing Our
selves
BE2 PRIM
BIM1 ST PLIEG
O 4.indd 64
22 INTRO
O
11/06/12 19:03
School Is Fun!
g.
drawing and paintin
Some students like games.
pro blems and
Some students like g.
running and jumpin
Some students like B Read and follow the inst
spelling their names. ructions.
And others like
1. Get together as
ool is fun! a group.
School is fun! Sch Geometric Shapes Vide
2.o2Take turns read
ts are here to learn, to learn. ing your answers.
Studen
ool is fun! 3. Create a plan and
School is fun! Sch a project on what you
are going to do in
to learn! order to show
Students are here others what you like and
that you appreciate
the good things of oth
Piet Mondrian was a Dut er people, come to an
ch painter. agreement.
He used rectangles in his
90 painKnow
tings.
ies in the box. A rectangle is a geomet ing Ourselves
ain. Use the activit ric shape. Other
B Sing the song ag g geometric shapes are squa
ging reading and writin res, circles, and
dancing and sin new things triangles. Mondrian used BE2 u2 PRIM BIM1 ST
P
PLIEGO 6.indd 90
• white paper
1. Draw straight lines
to form a • red, yellow, and
rectangle. Use the blac
k marker blue paint
and the ruler to draw
your • black marker
rectangle.
• ruler
s
118 Knowing Ourselve 2. Use the primary colo
rs to
14/06/12 10:34
paint in different rect
angles.
BE2 PRIM BIM1
BL PLIEGO 8.indd
118
3. Remember to sign
your painting !
Unit 1 · My School
119
14/06/12 11:26
INTRO 23
homework.
z Informal oral evaluation as students are working.
5/28/12 11:29 AM
z Discussion between the teacher and students about
Sec2:3
BE 2 thematic 1 cover.indd
work produced.
BE 2 thematic 2 cover.indd
Sec2:3
5/28/12 11:23 AM
Digital Book
A Read the story. Phonics
B After reading the story What do you like best Building Words
at school?, complete the sentences with the What can you build up from the word art?
correct word:
1. Add a consonant at the beginning: p, c, d, t or two consonants:
BE 2 thematic 1 cover.indd Sec2:3 5/28/12 11:29 AM
numbers.
b b
a) add and subtract b) multiply and divide c) count c part, c
2. I like to read about many subjects . d d
e e
a) magazines b) books c) notes
f f
3. I like art . g g
4. I like animals, especially cute puppies. 2. Now, change the final consonant to k.
BE2 PRIM BIM1 BL PLIEGO 6.indd 90 13/06/12 19:56 BE2 PRIM BIM1 BL PLIEGO 6.indd 91 13/06/12 19:57
24 INTRO
1. Build-up
The build-up itself is a two-phase section. It begins with
a warm-up so the transition from the first-language
environment to the English setting is gradual. This
can be done through any light-hearted activity, such
as welcoming the students and asking about their
weekend or a recent school activity, playing an engaging
game, playing a segment of Discovery Education that
students enjoyed before, or singing a song they know.
Warm-ups normally last 5 to 15 minutes. Once students
are comfortable and relaxed in their English-language
surrounding, the build-up section prepares them for the
learning of the day. During this stage, students should
activate their previous knowledge about the topic, as well
as linguistic knowledge (especially vocabulary) that they
will need for the tasks that follow. You can find the build-
up stage in the book in sections like “Introduce the Theme,”
“Theme-Related Vocabulary,” and “Frontload Vocabulary.”
In the story sections, the “Predicting” task is an example
of a build-up activity. In other words, if you follow the
instructions in the Teacher’s Guide, you will cover the
build-up stage sufficiently. The build-up stage can consist
of one or more activities and its duration is flexible.
INTRO 25
26 INTRO
INTRO 27
Teacher’s Guide
Home Direct Dictionary
Connection Instructions Tips
Literary
Assessments Pacing
Elements
Intelligences
Naturalist Intrapersonal
Resources
Photo
Video Cutouts
Cards
Online
CD E-books
Bank
Competencies
Developing Emotional Intellectual
Literacy Development Abilities
Learning
Metacognition
Strategies
28 INTRO
S M T W T F S
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
INTRO 29
Week 1
Week 2
Week 3
Week 4
30 INTRO
WEEK
UNIT
1
BE2
BE2 PRIM U1 BL
BIM1 BLTCH PLIEGO1.indd
PLIEGO 2.indd 1919 13/06/12 20:04
12/06/12 08:44
2nd Grade Lesson Planner
Unit 1 - Week 1
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q
math
music
name
paint
plant
playground
read
recess
school bus
watercolors
T45-T53 ask
book
crayons
grades
BE a Speaker
instruments
math
paint
plant
play
read
recess
school bus
sing
travel
watercolors
Reading
Match oral words to printed words.
Recognize and use knowledge of spelling patterns.
Decode multisyllable words.
Writing
Recognize and use the correct word order in sentences.
Identify and correctly use various parts of speech.
Connect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
Use the vocabulary in context.
Verbal / Linguistic T47, T49
Bodiy / Kinesthetic T48,
T50, T51
Materials
chart paper
BE Honest
20 Knowing Ourselves
Reading
The Pledge of Allegiance
We recite every day.
We hold our hands to our hea
rts
To show we mean what we
say.
Teacher calls one student
To hold the flag up high,
As the class makes a promis
e
That begins with the word
“I.”
school subjects
school locations
school activities
school preferences
Knowing Ourselves
Unit 1 · My School 21
Theme-Related Vocabulary
Assess student language levels related Enquire about students’ personal
to the theme by pointing to pictures preferences by asking open-ended
in the book and asking students to questions: What is your favorite school
identify different people and objects in subject? What do you like to do
the picture. at recess?
Point to classroom objects on pages 20
and 21, or around the classroom, and
have students identify these objects by
asking What is this?
Point to the teacher on the page and
have students identify her by asking
Who is she?
Point to the whole classroom and have
students identify it as a school location
by asking What place is this?
Point to individual students and ask
them their names: What is your name?
watercolors
school bus
plant
1. What will this story be about?
2. What does the title of the story tell
you?
3. What clues do the Key Words
instruments provide to what might happen in
the story?
4. What fun things will the students do
at school?
22 Knowing Ourselves
Reading
Multiple Intelligences
Visual / Spatial
School Art
Distribute drawing paper. Ask
students to think about their favorite
school subject. Have them draw
an illustration that represents their
favorite class. Encourage them
to label their picture with words,
phrases, or a simple sentence
explaining why.
NOT FOR RESALE
by Tatiana Sildus
Illustrated by Alejandra Lunik
Unit 1 · My School 23
Reading Comprehension
Skills and Strategies
Drawing Conclusions
Explain to students that they
draw conclusions when they take
information about a character or
event and they make a statement,
or conclusion, about that character
or event based on that information.
Help students look through the
paragraphs and draw conclusions
about the characters and/or events.
Explain that sometimes you need to
pay close attention to the details so
that you can figure some things out.
For example, point to the paintings
behind Mario on this page, and ask:
Who do you think painted these? How
do you know?
NOT FOR RESALE
Unit 1 · My School 25
26 Knowing Ourselves
• (Point to the smiling • What are the girls doing? • Why is it important to
girl.) Who is this? • Where do students go to read every day?
• What is Li-Lei reading? find interesting books? • What is your favorite
• Do the students look for • What is your favorite book? Why?
interesting books at the book?
library or on the school
bus?
Drawing Conclusions
Remind students that they draw
conclusions when they take
information about a character or
event in a story and they make a
statement, or conclusion, about
that character or event based on
that information. Help students look
through the paragraphs they are
reading and draw conclusions about
the characters and/or events.
NOT FOR RESALE
Unit 1 · My School 27
28 Knowing Ourselves
• (Point to the fish.) • How often do the • How do Naseem and his
What are these? students water their friends help their teacher
• (Point to the turtle.) plant? at school?
What is this? • Where do the fish live? • What do you and your
• (Point to the plant.) • How old is the turtle? classmates do to help
What is this? in your classroom?
• Are the students
watering the plant or
the turtle?
Drawing Conclusions
Help students look through the
paragraphs they are reading and draw
conclusions about the characters. For
example, you may ask: Do you think
Naseem and his classmates are helpful
to their teacher? How do you know
that they are helpful to their teacher?
Encourage such responses as: They
water the plant, feed the fish, and take
care of the turtle.
NOT FOR RESALE
Unit 1 · My School 29
30 Knowing Ourselves
• Is this music class or art • What are the students • What is your favorite
class? doing? musical instrument?
• (Point to the triangle.) • What is Naseem playing? How do you play it?
Is this a triangle or • What do the students • Do you think music class
a piano? learn in music class? is fun? Why?
• (Point to the drum.)
What musical
instrument is this?
Drawing Conclusions
Help students look through the
paragraphs they are reading and draw
conclusions about the characters. For
example, you may ask: How do you
know that Naseem and his classmates
like music? Encourage such responses
as: They listen to music, learn songs,
play instruments, and have fun in
music class.
NOT FOR RESALE
Unit 1 · My School 31
Key Vocabulary
A Match the characters with their names.
field trip recess
grade school Mario Ebony
play sing
read travel
Li-Lei
a. she b. he c. I d. you
32 Knowing Ourselves
Practicing
A Match the characters with their The practice activities on this page are
names. designed to review and reinforce the
concepts learned in the BE a Reader
B Read the questions. Then, circle section. They can be completed in the
the correct answers. classroom or students can complete
them at home.
Read the directions aloud and have
students read along with you. Explain Always make sure students have
and model the directions. understood the concept (or concepts)
Then, have students complete the being practiced before completing
page as independent class work or the activities. If the activities are done
homework. during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Reading
Reading Comprehension
Choose the correct answers. Skills and Strategies
1. What place does Naseem describe in the story?
Unit 1 · My School 33
They like to help their teacher. They water their plant. They
feed their fish in the aquarium and take care of their turtle.
NOT FOR RESALE
34 Knowing Ourselves
Reading
A Read the rhyme. Using color pencils underline the words that
start with p.
Unit 1 · My School 35
Key Vocabulary
A Use the pictures to talk about what Naseem does at school.
add read
books school
learn songs
paint subtract
play watercolors
36 Knowing Ourselves
Retelling
A Use the pictures to talk about
what Naseem does at school.
Tell students that to retell means to say
the story in their own words. Read the
directions aloud. Point to each picture
and ask a student to describe what each
character is doing.
Unit 1 · My School 37
Key Vocabulary
crayon school bus A Tell a classmate what you like about school.
instruments watercolors B Draw a picture of one thing you like to do at school.
plant
38 Knowing Ourselves
Reflecting
A Tell a classmate what you like B Draw a picture of one thing you
about school. like to do at school.
Discuss the activity with students. Ask Have students draw a classroom activity
students what are some of the things they enjoy. Once they have finished,
that make them like school. Write their encourage them to share their pictures
responses on the board. with a classmate.
Unit 1 · My School 39
Practicing
Match the sentences with the The practice activities on this page are
pictures. designed to review and reinforce the
concepts learned in the BE a Reader
Read the directions aloud and have
section. They can be completed in the
students read along with you. Explain
classroom or students can complete
and model the directions.
them at home.
Then, have students complete the
page as independent class work or Always make sure students have
homework. understood the concept (or concepts)
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
40 Knowing Ourselves
Practicing
A Complete the sentences with The practice activities on this page are
words from the box. designed to review and reinforce the
concepts learned in the BE a Reader
B Draw a picture of yourself doing section. They can be completed in the
something you like and another classroom or students can complete
doing something you do not like. them at home.
Read the directions aloud and have Always make sure students have
students read along with you. Explain understood the concept (or concepts)
and model the directions. being practiced before completing
Then, have students complete the the activities. If the activities are done
page as independent class work or during class time, have students work
homework. individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Reading
Make a booklet about the story.
1 4
By
NOT FOR RESALE
2 3
Unit 1 · My School 41
Home Connection
Make a booklet about the story.
Students use this page to make a
booklet about the story. Have students
assemble the booklet by folding along
the gray lines. Help them retell the story
using one sentence on each booklet
page. Explain to students that they will
draw and color the story scenes in the
booklet at home. Then, they will use
the booklet to share the story with their
family members.
WEEK
UNIT
1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 3.indd 45
PLIEGO2.indd 45 12/06/12
13/06/12 08:46
20:06
Word List
ask play
book read
crayons recess
grades school bus
instruments sing
math travel
paint watercolors
plant
46 Knowing Ourselves
Spelling Activities
These activities review vocabulary too! Later on, you might have students
words that students have studied volunteer to be the leader. Alternatively,
previously. You can do them during the you can march and say the words like a
Warm-up, Build-up or Wrap-up stage of drill sergeant.
the class. Follow the same procedure for all
the words.
Cheerleader Chants
Ask students to give you some words.
On one day you can ask students for
their favorite words, another day for
difficult words, words that they can
spell, and so on. Write the words in
random order and position on the
board.
Then, point to a word and spell it aloud
as if you were a cheerleader. Have
students repeat the spelling and your
intonation. You can even move your
arms and jump like a cheerleader and
students can copy the movements,
Speaking
A Listen. Track 4
Key Vocabulary
ask play
Listen and point. Track 4
book read
15 1 8 14 6 crayons recess
grade school bus
instruments sing
math travel
paint watercolors
plant
Be Creative
Have students stand up in a circle.
paint plant play
Ask for a volunteer to come to the
math read
center of the circle. Say one of the
9 5 11 13 10 words from the Key Vocabulary.
NOT FOR RESALE
A Listen. B Listen and underline the word. C Listen and match the sentences
Track 6 Track 7 to the pictures.
Track 7
Make sure students have their books Explain that they will hear the
closed. Have them close their eyes. Play sentences again, but in a different Have students look at the pictures
Track 6. order. Tell students they have to around the sentences. Explain that
underline the word in the sentence. they are going to listen to the track
Listen and point. Play Track 7. again, and match to the picture
Track 6 that corresponds with the sentence.
Monitor and check.
Have students open their books
to page 48. Have them look at the
sentences. Play Track 6. Students will
hear a sentence with the word in
context, and then the word itself. Have
students point to the sentences as they
hear them.
Speaking
A Listen and write. Track 4
Key Vocabulary
ask play
book read
crayons recess
grade school bus
instruments sing
math travel
paint watercolors
plant
Be Creative
Write the letters of the alphabet
on separate paper squares to make
letter cutouts. Form them into a
stack with the letters facing down.
NOT FOR RESALE
read
Materials
Unit 1 · My School 49 paper squares
beans to play Bingo
Multiple Intelligences
A Unscramble the letters and write the words.
Bodily / Kinesthetic
Be Creative A P L Y
K A S O B O K
Have students make a grid with nine P L A Y
spaces. A S K B O O K
Ask students to write nine words
from the Key Vocabulary in the grid.
T M A H
Tell them that all the six words have N S I G
A R E D
to be different. M A T H
S I N G R E A D
Call out the words, one by one, in no
particular order. Each time students
hear a word that is in their grids,
T A N L P A G R D E S I P A N T
they put a bean on top of it. When a
student has beans on all nine of the G R A D E S P A I N T
words in their grid, he / she calls out P L A N T
bingo! L T E V R A C R E E S S A C R O Y N S
T R A V E L R E C E S S C R A Y O N S
NOT FOR RESALE
S I N T M E R U N T S
H S C O O L S B U
S C H O O L B U S
I N S T R U M E N T S
r
A Unscramble the letters and write B Color the four-letter words in
the words. blue.
Have students open their books to page Explain that they have to color all the
50. Ask them to look at the pictures and four-letter words in blue. Monitor and
the scrambled words. check. Ask individual students to read
Explain that they should use the out the answers.
pictures to help them unscramble the
words. Tell them to write their answers Color the words with more than
in the boxes. Do the first word as an five letters in purple.
example (ask). Monitor and check.
Tell them to color all the words that
have five letters or more purple.
Write the missing word.
Monitor and check. Ask individual
Ask students to discover which word, students to read out the answers.
from the list on page 50, is missing.
Have them look at page 50 if they need
to. Have students write the word on the
line: watercolors.
Speaking
A Listen and write. Track 5
Key Vocabulary
ask math recess
1. book 9. recess book plant school bus
2. math 10. watercolors crayons paint sing
plant
grade play travel
3. 11. sing
instruments read watercolors
4. read 12. play
5. school bus 13. travel
6. instruments 14. grades Multiple Intelligences
7. paint 15. ask Bodily / Kinesthetic
8. crayons
Be Creative
B Tell a partner your favorite word. Draw your partner’s word. Write the Key Vocabulary words
scattered across the board. Place
two chairs in front of the board with
a fly swatter on each. Divide the
class into two teams. Have a student
from each team sit on a chair with
Answers will vary.
their backs to the board. Say a word
NOT FOR RESALE
Materials
Unit 1 · My School 51 two fly swatters
1 2 3
4 5 6
7 8 9
10 11 12
NOT FOR RESALE
13 14 15
r
Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
The BE Fluent activity on this page is are represented by pictures.)
designed for students to demonstrate
their pronunciation abilities to their They must pause the recording after
parents/guardians. The activity is to the second pronunciation of the word.
be completed at home.
The child must pronounce the word
It is essential that you explain the as it’s pronounced on the recording.
process clearly and carefully to
students, so they can explain it to The parent/guardian grades the
their parents/guardians. Demonstrate pronunciation (by checking one of
the process to students if necessary. the three faces under the
The process is as follows: corresponding pictures) according to
how similar it was.
54 Knowing Ourselves
Unit 1 · My School 55
WEEK
UNIT
1
BE2 PRIMBE2 U1 BL
BIM1 BL TCH PLIEGO3.indd
PLIEGO 4.indd 59 59 13/06/12 08:47
12/06/12 20:07
2nd Grade Lesson Planner
Unit 1 - Week 2
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q
give report
have ruler
letter scissors
librarian talk
library teacher
list work
measure write
Listening Video 1
Listen to obtain information. Multiple Intelligences
Follow directions.
Verbal / Linguistic T61
Speaking Bodily / kinesthetic T65
Para-phrase information. Visual / Spatial T67
Retell story. Naturalist T69
Speak clearly and at an appropriate pace.
Identify and correctly use singular possessives.
Make one-self understood when speaking by using English grammatical forms and sounds.
Reading
Recognize and use knowledge of spelling patterns.
Restate facts and details in the text.
Follow two-step written directions.
Writing
Create readable documents with legible handwriting.
Identify and correctly use singular possessives.
Recognize and use the correct word order punctuation and capitalization when writing.
Capitalize all proper nouns and words at the beginning of sentences.
Connect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
Use the vocabulary in context.
Verbal / Linguistic T79 , T80
Logical / Mathematical
T81, T82
Bodily / Kinesthetic T83
Key Vocabulary
A Listen and point to the students as they speak. Track 8
grade my
he name Hi! My name is Naseem.
her she What is your name? I am in second grade.
his years old
I I am in second grade, too!
My name is Lupita.
Frontload Vocabulary
Write the word I on the board. Point B Use the dialogue to introduce Then have them use the dialogue as a
to yourself and say: I am the teacher. yourself to a classmate. model to introduce themselves, using
Write the word my on the board. Show their own information.
Divide the class into pairs and have
students something that belongs to
them speak the parts of Naseem and Walk around as students are talking and
you—for example, a book—and say:
Lupita. monitor the activity.
This is my book. Repeat the procedure
using the words he, she, his, and her, as
Targeting Proficiency Levels
you point to a boy and a girl in the class.
She is a girl. This is her crayon.
Beginning Intermediate Advanced
Connecting
A Listen and point to the students Have students chorally In pairs, have students Have pairs adapt and
as they speak. read the dialogue with take turns reading each memorize the dialogue.
Track 8 you. Then, pair them part in the dialogue. Then, have them share
with more advanced Then, have students more information about
Ask students to identify the main students and have introduce themselves to themselves (favorite
character from the story. Tell students them use the a classmate. Finally, have school subject, country
that they will hear Naseem and a friend dialogue to introduce students introduce you of origin, etc.).
talking about their name, grade, and themselves. Assist to a classmate.
age. Play the audio and have students students as necessary.
point to the characters as they speak.
Language
Introductions
Distribute a piece of cardboard (1 per
1. My name is Lupita. student), scissors, popsicle sticks (1
per student), and glue. Have students
2. I am in second grade. draw two people, cut them out, and
label each drawing with a name.
Help students glue each cutout to a
3. His name is Naseem. popsicle stick. Divide the class into
small groups and ask them to use
4. He is seven years old. their popsicle-stick people to practice
making introductions.
Unit 1 · My School 61
Key Vocabulary
A Ask your classmates questions. Find someone who …
brother letter
1. is eight years old.
classmate report
eight seven Answers will vary.
fifth sister 2. is seven years old.
Materials
blank paper 4. has a brother or sister in fifth grade.
62 Knowing Ourselves
Scaffold Language
Ask volunteers to describe themselves by B Write two or three sentences they collected. Go around checking
saying their name, age, and whether they about your classmates. and helping students when they have
have a brother or a sister. As students problems. Encourage volunteers to read
Read the directions with the class. Once
share their descriptions, write any related their sentences aloud.
the students have had time to talk to
vocabulary words on the board. Elicit
their classmates, ask them to write two
from students the meaning of each word
or three sentences using the information
and, when discussing age, write the
corresponding number on the board.
Targeting Proficiency Levels
Applying
A Ask your classmates questions. Beginning Intermediate Advanced
Give students time to walk around the Discuss the questions Have students work Ask students to think of
room and complete the activity.Model with the group. Make in pairs. One asks the two or three additional
the questions beforehand if necessary: a chart with students’ questions and the other questions to ask
Are you eight years old? Are you seven responses. Encourage records the answers. classmates and write
years old? Does your name start with students to choose a Then, have students use the answers in more
(p)? Does you have a brother or a sister name from the lists on the information to write detailed sentences.
in fifth grade? Encourage volunteers to the board to complete simple sentences about
read their sentences aloud. a sentence. their classmates.
A Match the words in the top row with the corresponding Multiple Intelligences
words in the bottom row. Logical / Mathematical
Language
I he she Favorite Subject Chart
Display the results from the “Favorite
School Subject” survey or do a quick
survey and tally students’ responses.
his hers my Invite students to make a bar graph
with the class’ fi ndings on a chart
B Answer the questions with complete sentences. paper. Have students title their graphs
“Our favorite School Subject.” Remind
Example: What grade is Naseem in? He is in second grade. students to use labels.
1. What grade are you in?
Unit 1 · My School 63
Key Vocabulary
A Listen and sing. Track 9
a
biome give pleaded
an
breeze measure
polluting
I Need a Ruler
crayons
cease needprecious
Today I need a ruler,
cut
endangered pencil
sullying
draw
fleas ruler A ruler, a ruler.
erase scissors Today I need a ruler,
eraser write To measure a plant.
64 Knowing Ourselves
Multiple Intelligences
Complete the sentences. Bodily / Kinesthetic
a an
Relay Race
Language
Take students outside the classroom
1. I need a ruler.
and divide the class into four lines.
Have each line run a relay race holding
2. I need a crayon. a small, non-pointed school supplies,
such as erasers, crayons, paper, and
3. I need an eraser. glue sticks. Each student in a line
should hold a different school supply.
4. He gives me a pair of scissors. After a student completes a run, he or
she asks the next student what item
5. He gives me a pencil. he or she is holding. When the student
responds correctly, he or she can
6. She needs a book. begin to run. Continue this procedure
until all groups complete the relay.
7. She gives me a pen.
Unit 1 · My School 65
Key Vocabulary
A Write a list of supplies you need for school.
bind
biome pleaded
breeze
booklet polluting
cease
list precious Answers will vary.
endangered
supplies sullying
fleas
66 Knowing Ourselves
Scaffold Language
Display School Photo Cards that B Draw and color pictures of the C Write a sentence describing each
show school supplies. Have students objects on your list. school object.
choose a card and say the name of the
Ask students to make and color their Encourage students to write a sentence
supply. Have students use the school
own drawings of the school supplies to label each of their pictures. For more
supply on their Photo Card to answer
they need for school. advanced students, invite them to write
the question What do you need? Then,
more descriptive sentences such as:
ask students why they need that school
I need a pencil to write. I use it to write
supply. If necessary, prompt students
Targeting Proficiency Levels good stories.
with a sample answer: I need a pencil to
write stories at school.
Beginning Intermediate Advanced
A Complete the sentences with words from the box. Multiple Intelligences
a an Visual / Spatial
Language
School Supply Game
1. I write my name with a pencil. Distribute index cards (6 per student).
Have students draw a school supply
2. I paint with a paintbrush. on each card. Pair students and have
them play Memory. Have students
put all their cards face down and
3. I correct mistakes with an eraser.
take turns flipping over two cards at
a time. Each time a student flips the
4. I have a fish in a bowl. cards, he or she needs to name the
school supply. If the supplies match,
5. I eat an apple for lunch every day.
they get to keep that pair of cards.
The student with the most cards wins.
2. I write my dog’s name with a ruler.
3. She draws a picture with a crayon.
4. She plays music with an instrument.
5. I measure things with a ruler.
Unit 1 · My School 67
Practicing
A Complete the sentences with The practice activities on this page
words from the box. aredesigned to review and reinforce
the concepts learned in the BE Literate
B Check yes if it is possible or no if section. They can be completed in the
it is not possible to do what each classroom or students can complete
sentence describes. them at home.
Read the directions aloud and have
Always make sure students have
students read along with you. Explain
understood the concept (or concepts)
and model the directions.
being practiced before completing
Then, have students complete the the activities. If the activities are done
page as independent class work or during class time, have students work
homework. individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Key Vocabulary
A Listen and point to the correct person. Track 10, Video 1
am/is nurse
cafeteria nurse’s office
food server principal
have/has principal’s office
librarian talk/talks
library work/works
Materials
School Photo Cards
photos of school workers
chart paper
tape
marker
drawing paper (1 sheet paper
per student
ribbon
NOT FOR RESALE
Preparation
Take photos of school workers doing their
jobs (librarian putting books away, etc.).
Write “Our School Workers” on chart paper.
Language
School Workers Poem
2. The nurse works in the nurse’s office. ( work / works ) Write the following poem on the
board or on chart paper. Teach the
3. I am a librarian. I talk about books. ( talk / talks ) poem to the class. Distribute drawing
paper. Then, have students copy the
4. She is a food server. ( am / is ) poem and illustrate it.
A big red book is in the library.
5. The principal has many papers on her desk. ( have / has ) I want to know what it’s about.
So the librarian, very quietly, helps me
check the new book out.
Multiple Intelligences
Naturalist
NOT FOR RESALE
Unit 1 · My School 69
Key Vocabulary
A Visit the nurse’s office, the principal’s
cafeteria nurse’s office
food server principal office, the cafeteria, and the library with
librarian principal’s office your teacher. Find out the names of the
library school workers school workers in each of these places.
nurse teacher
B Write a paragraph about one
of the school workers.
Materials
chart paper
marker
index cards
tape
drawing paper
Preparation
Write the job names of the school workers
at your school on index cards. (1 per
student, can be repeated. Should match
NOT FOR RESALE
70 Knowing Ourselves
Scaffold Language
Display the Our School Workers Chart. students ask each worker questions Write their responses on a chart as soon
Distribute the index cards. Have students about his or her job. Also ask them as you return to the classroom.
read their cards and come up, one at a makes them unique.
Model a brief paragraph about one of
time, to match their index card with the
B Write a paragraph about one of the school workers, thinking aloud as
word on the chart. Tape their card on
the school workers. you make decisions about how to write.
top of the word on the chart. As you do
Have students write their paragraphs
this, remind students of the names of the Targeting Proficiency Levels
on a separate sheet of paper.
workers, their positions, where they work,
and what their duties are.
Beginning Intermediate Advanced
Applying
Discuss the duties of Discuss the duties of Have students write a
A Visit the nurse’s office, the each school worker each school worker with paragraph about one
principal’s office, the cafeteria, with the group. Have the group. Then, have of the school workers.
and the library with your teacher. students write the students write two or Ask students to read
name of one school three sentences about their paragraphs to the
Read the directions with the class. Tell
worker on top of their one of the school group.
students that they will be visiting some
paper. Ask them to workers. Have students
school workers. Walk around the school
make a list of that share their sentences
and have school workers introduce
worker’s duties. with the group.
themselves to the class. Then have
Language
cafeteria
nurse’s
library
office
Unit 1 · My School 71
Practicing
A Match the school locations with The practice activities on this page are
the pictures. designed to review and reinforce the
concepts learned in the BE Literate
B Complete the sentences with section. They can be completed in the
words from the box. classroom or students can complete
Read the directions aloud and have them at home.
students read along with you. Explain
Always make sure students have
and model the directions.
understood the concept (or concepts)
Then, have students complete the being practiced before completing
page as independent class work or the activities. If the activities are done
homework. during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
1. a ruler
2. a pencil
3. an eraser
4. a pet
NOT FOR RESALE
5. an instrument
6. a song BE Honest
How can you be honest at school
and with your friends?
7. an aquarium
72 Knowing Ourselves
Home Connection
Write a or an before each word.
Read the text aloud and have
students listen to you. Then go over the
example. Invite students to write a or an
on the lines provided.
Guessing Game
Language
NOT FOR RESALE
Unit 1 · My School 75
Home Connection
Have students cut out and assemble
their cube to use as a die. Ask students
to form pairs. Have one student roll
the die on the desk or table while the
other one asks What is this?, as he or
she points to the face-up picture of a
school supply. If the student responds
correctly, he or she rolls the die again. If
not, the next student takes a turn.
WEEK
UNIT
1
BE2 PRIM
BE2 BIM1
U1 BLBL PLIEGO
TCH 5.indd 77
PLIEGO4.indd 77 12/06/12
13/06/12 08:48
20:08
Word List
brother library
cafeteria nurse
cut pencil
draw principal
eight ruler
erase scissors
name teacher
letter
A Form two teams in your group. Name your team. One of your
partners goes to the front of the class and uses his body to represent
a word from the vocabulary, you have to guess what word it is, and
make a correct sentence.
B The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
NOT FOR RESALE
78 Knowing Ourselves
Impromptu spelling
Give each student a piece of paper with
a two-by-five grid on it, like this:
Spelling Bonus Chart
Key Vocabulary
A Listen. Track 11
brother library
Listen and point. Track 11 cafeteria nurse
Speaking
10 5 15 11 14 cut pencil
draw principal
eight ruler
erase scissors
name teacher
letter
Key Vocabulary
A Listen. Track 13
brother library
cafeteria nurse Listen and point. Track 13
cut pencil
draw principal
eight ruler
erase scissors principal letters brother name eight
name teacher I write with my pencil.
letter May I borrow your ruler?
I love my brother.
Erase the board.
library Cut the cake, please. teacher
Multiple Intelligences
My pet’s name is Sombra.
Verbal / Linguistic
I can borrow books from the library.
Be Creative Cut the paper with scissors.
Mr. Adams is our teacher.
Divide the class into small groups. erase nurse
Let’s drink a soda in the cafeteria.
Give each group a set of letters.
How many letters are there in the alphabet?
Have students use the letters to
Miss Jones is the principal in our school.
write the word. Then have them
NOT FOR RESALE
glue the word in their notebooks. Draw an ant and color it brown.
Ask them to share their words with cut My sister is eight years old.
draw
the rest of the class. My mom’s a nurse.
A Listen. B Listen and underline the word. C Match the sentences to the
pictures.
Track 13 Track 14
Have students look at the pictures.
Make sure students have their books Explain that they will hear the
Ask them to match the pictures to the
closed. Have them close their eyes. Play sentences again, but in a different order.
corresponding sentences.
Track 13. Tell students they have to underline the
Monitor and check.
word in the sentence. Play Track 14.
Listen and point.
Track 13
Have students open their books to
page 80. Ask students to look at the
sentences. Play Track 13 again. Students
will hear a sentence with the word in
context, and then the word itself. Have
students point to the sentences as they
hear them.
Speaking
3. cut 8. library 13. ruler words in alphabetical order. The first
4. draw 9. name 14. scissors team to finish wins.
5. eight 10. nurse 15. teacher
B Write…
1. the words that start with a p.
pencil principal
2. the words that end with an e.
letters scissors
4. your favorite word.
Unit 1 · My School 81
Key Vocabulary
A Find the words from page 79 in the word search.
brother library
cafeteria nurse P R I N C I P A L J
cut pencil I L O E I G H T V E
draw principal D R A W A B C D E F
eight ruler C A F E T E R I A R
erase scissors N A M E A E R A S E
name teacher I R U L E R M A N S
letter L E L E T T E R S U
N U R S E N U C U T
C T O L I B R A R Y
D R S C I S S O R S
P E N C I L P O I Y
Multiple Intelligences
M T T E A C H E R R
Logical / Mathematical
What’s the missing word? name
Be Creative
B Listen and draw. Track 15
Form the words from the key
vocabulary with the letter cutouts, and
clip the letters of each word together.
Divide the class into five teams and
NOT FOR RESALE
tape
BE2 PRIM BIM1 BL PLIEGO 6.indd 82 12/06/12 08:50
A Find the words from page 79 in B Listen and draw. C Match the titles to the pictures.
the word search.
Track 15 Have students match the
Have students open their books to corresponding title to each picture.
Play Track 15. Pause after each
page 82. Ask them to look at the words Have some volunteers read the answers
sentence, giving students time to draw.
on page 79 and find them in the word out loud.
Encourage students to use a variety of
search. Monitor and check.
colors. Check the answers by having
individual students draw on the board.
What’s the missing word?
Tell students that one word was missing
from the crossword puzzle. Encourage
them to discover which word it is
(brother). Have them look back to page
79 if needed. Have them write the word
on the line. Ask a volunteer to come to
the board and write the missing word.
Key Vocabulary
A Find the mystery words.
Code: brother library
11 12 13 cafeteria nurse
3 4 5 6 7 8 9 10
1 2 cut pencil
F G H I J K L M draw principal
A B C D E
eight ruler
19 20 21 22 23 24 25 26 erase scissors
14 15 16 17 18
S T U V W X Y Z name teacher
N O P Q R
Speaking
letter
Multiple Intelligences
p r i n c i p a l Bodily / Kinesthetic
16 18 9 14 3 9 16 1 12 Be Creative
t e a c h e r n u r s e Ask different volunteers to come to
the front and give commands: Jump!
20 5 1 3 8 5 18 14 21 18 19 5
Raise your hand! Stand on one leg!
As they say the commands, they do
r u l e r c u t
NOT FOR RESALE
Unit 1 · My School 83
1 2 3
4 5 6
7 8 9
ARTHUR
10 11 12
NOT FOR RESALE
8
13 14 15
Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be
The child must pronounce the word
completed at home.
as it’s pronounced on the recording.
It is essential that you explain the
The parent/guardian grades the
process clearly and carefully to
pronunciation (by checking one of
students, so they can explain it to their
the three faces under the
parents/guardians. Demonstrate the
corresponding pictures) according to
process to students if necessary. The
how similar it was.
process is as follows:
The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.
T85
1. How can we show others that you respect what they are feeling?
2. How can you create a safe space to show your feelings in the
classroom?
3. Create a plan and a project on how you can create a safe space
to show your feelings in the classroom, come to an agreement.
86 Knowing Ourselves
Unit 1 · My School 87
WEEK
UNIT
1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 6.indd 89
PLIEGO5.indd 89 12/06/12
13/06/12 08:50
20:08
2nd Grade Lesson Planner
Unit 1 - Week 3
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q
T93-T103 circle
family
flowers
fruit
fun
BE a Speaker
home
laugh
leaves
painter
rectangle
root
school
stem
sunlight
triangle
Connect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
Use the vocabulary in context.
Logical / Mathematical T95,
T97, T99
Visual / Spatial T96
Verbal / Linguistic T98
3. I like art c .
90 Knowing Ourselves
Building Words
Language
b b
c part, c
d d
e e
f f
g g
n bc a bc a bc a bc a bca bc a bc a bc a bc n
a bc a bc a bc a bc a bca bc a bc a bc a bc a
b b
NOT FOR RESALE
c park, c
d d
e e
f f
g g
n bc a bc a bc a bc a bca bc a bc a bc a bc n
Unit 1 · My School 91
Phonics
Building Words
What can you build up from the
word art?
Read the instructions together with
students and have them come up with
words that incluye the word art. Adding
consonants at the beginning, such as p,
c, d, t or two consonants: sm, st, sp.
Then ask them to change the final
consonant to k.
WEEK
UNIT
1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 6.indd 93
PLIEGO5.indd 93 12/06/12
13/06/12 08:51
20:09
Word List
circle painter
family rectangle
flowers root
fruit school
fun stem
home sunlight
laugh triangle
leaves
Form two teams in your group. Name your team. One of your
partners makes a statement about a word from the vocabulary
for you to guess, for example, I live in a tent, I wear feathers as a
hat, and I like to dance like this... What am I? and uses his body to
represent it, you have to guess what word it is, and make a correct
sentence.
The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
NOT FOR RESALE
94 Knowing Ourselves
A Listen. Track 16
Key Vocabulary
circle painter
Listen and point. Track 16
family rectangle
3 13 2 6 9 flowers roots
fruit school
fun stem
home sunlight
laugh triangle
Speaking
leaves
circle family flowers fruit fun
12 8 14 11 10
Multiple Intelligences
Logical / Mathematical
Be Creative
Ask students to stand up. Count from
home laugh leaves painter rectangle 1 to 50 with students. One… Toss
1 15 7
the ball to a student. Have him / her
5 4
say two and toss the ball to another
NOT FOR RESALE
96 Knowing Ourselves
Speaking
home leaves
triangle
Multiple Intelligences
sunlight Logical / Mathematical
Be Creative
painter
Divide the class into three teams and
give each five sets of cutout letters
flower to form five words from the key
vocabulary. Each team should spread
NOT FOR RESALE
family
Materials
B Get together with a partner. Share your words. sets of cutout letters to form
Unit 1 · My School 97 words from the key vocabulary
Multiple Intelligences A Cut out the words on page 101. Listen and fill in the blanks
Verbal / Linguistic with the correct words.
Be Creative
My cat makes me laugh . She’s very funny.
Divide the class into three teams,
and hand each team one or two old A plant needs water and sunlight .
magazines. Tell the students you are
going to dictate words, and that they My family and I are going on vacation to the beach.
should form the words. The team that
first shows you the correctly spelled It’s fun . A triangle , a circle , and a rectangle
word gets a point. When they finish,
students can glue the words onto are geometric shapes.
their notebook pages.
I always help my mom at home .
roots
NOT FOR RESALE
many leaves .
Key Vocabulary
A Work with a partner. Look at the pictures and complete the puzzle.
7 circle home roots
Across P family
flowers
laugh
leaves
school
stem
1 a
1 F a m i l y fruit painter sunlight
2
10 fun rectangle triangle
n
t T
Speaking
8 9 e r
3
3 2 L a u g H F r u i t 11 Multiple Intelligences
e o a S Logical / Mathematical
12 a 13 m n t
4
C v R e c t a n g l e Be Creative
4
i e o l m
Give each student a number card.
5 e
r S c h o o l Have students come to the front of
c t the class and tell each other their
6
7
5 F l o w e r s numbers. As they compare numbers,
e Down they should be gradually arranging
8 9 themselves into a line, organized
10 in numerical order. Divide the line
NOT FOR RESALE
6
into teams of four or five students:
numbers 1 to 5 are one team and so
11
on. Mix the number cards and give
12
them out to each student again, ask
13
students to line up in order. The first
team to line up in order is the winner.
Materials
Unit 1 · My School 99 cards with numbers 1 to…
(depending on the number of
BE2 PRIM BIM1 BL PLIEGO 7.indd 99 12/06/12 08:51
students in your class)
1 2 3
4 5 6
7 8 9
10 11 12
NOT FOR RESALE
13 14 15
Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be
The child must pronounce the word
completed at home.
as it’s pronounced on the recording.
It is essential that you explain the
The parent/guardian grades the
process clearly and carefully to
pronunciation (by checking one of
students, so they can explain it to their
the three faces under the
parents/guardians. Demonstrate the
corresponding pictures) according to
process to students if necessary. The
how similar it was.
process is as follows:
The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.
Speaking
NOT FOR RESALE
Writing
BE a Writer
WEEK
UNIT
1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 7.indd 107
PLIEGO6.indd 107 12/06/12
13/06/12 08:52
20:09
2nd Grade Lesson Planner
Unit 1 - Week 4
Value: Honesty
Theme: Knowing Ourselves
Universal Understanding: As we grow to recognize our uniqueness, we learn to accept and care for others.
Essential Question: What makes yyou unique?
q
interests
mind map
home
information
last name
mark
period
personal
point
profile
question
ants belt
apple hen
cat pen
dance ten
fan tent
Reading
State the purpose in reading.
Restate facts and details in the text to clarify and organize ideas.
Distinguish initial sounds in words.
Writing
Capitalize words at the beginning of sentences.
Recognize and use the correct word order in sentences.
Capitalize all proper nouns and words at the beginning of sentences.
Logical / Mathematical
T119
Connect and relate words with different sounds and spelling in different tasks. Multiple Intelligences
Use the vocabulary in context.
Verbal / Linguistic T123,
T125, T126, T127
Bodily / Kinesthetic T124
Key Vocabulary
information
personal
profile
Her name.
chart paper
marker Her grade at school and her age.
index cards
tape 108 Knowing Ourselves
drawing paper
BE2 PRIM BIM1 BL PLIEGO 7.indd 108 12/06/12 08:52
Key Vocabulary
age interests
Personal profiles give information about a person. You can write
family last name
a profile about yourself or about another person. Remember to
first name mind map
include this information about the person: home school
• first and last name • home information
• school • family
• age • interests
Age School
Writing
Name
NOT FOR RESALE
Home Interests
Multiple Intelligences
Verbal / Linguistic
Guessing Game
Play a guessing game in groups. Let
students know that the answers are
words related to the information in
a personal profile. Use these clues:
1) Place where you live. (home) 2)
How old you are. (age) 3) What you
like to do. (interests) 4) You have two:
NOT FOR RESALE
Materials
biographies of famous people
Writing
NOT FOR RESALE
Practicing
Write a personal profile about The practice activities on this page are
a friend. designed to review and reinforce the
Read the directions aloud and have concepts learned in the BE a Writer
students read along with you. Explain section. They can be completed in the
and model the directions. classroom or students can complete
them at home. Remind the students to
Then, have students complete the
write about their friends’ uniqueness.
page as independent class work or
homework. Always make sure students have
understood the concept (or concepts)
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Key Vocabulary
capital letter A sentence is a group of words that expresses a
exclamation point complete idea. There are different types of sentences.
period Some sentences give information.
question mark These sentences end with a period (.).
sentence My name is Maggie.
Some sentences ask for information.
These sentences end with a question mark (?).
Multiple Intelligences What is your name?
Verbal / Linguistic Some sentences express feelings. These sentences
end with an exclamation point (!).
Learning about Nature That is beautiful!
Take students for a walk around Watch out!
the school campus. Have students All sentences start with a capital letter.
observe the plants and animals
around school. Ask each student A Read the sentences and decide what types of sentences they are.
to write three sentences based on 1. How old are you
what they see: a sentence giving
information about a plant or animal; a
This sentence asks for information. How old are you?
NOT FOR RESALE
! . ?
Writing
6. We have two dogs in my house .
NOT FOR RESALE
Practicing
A Complete each sentence with the The practice activities on this page are
correct punctuation. designed to review and reinforce the
concepts learned in the BE a Writer
Read the directions aloud and have
section. They can be completed in the
students read along with you. Explain
classroom or students can complete
and model the directions.
them at home.
Then, have students complete the
Always make sure students have
page as independent class work or
understood the concept (or concepts)
homework.
being practiced before completing
the activities. If the activities are done
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Checklist Practicing
The checklist identifies the B Write sentences about your The practice activities on this page are
characteristics of good writing, which favorite pet or toy. Use a period, designed to review and reinforce the
are: an exclamation point, and a concepts learned in the BE a Writer
question mark. section. They can be completed in the
ideas
classroom or students can complete
organization Read the directions aloud and have
them at home.
voice students read along with you. Explain
word choice and model the directions. Always make sure students have
sentence fluency understood the concept (or concepts)
Then, have students complete the
conventions. being practiced before completing
page as independent class work or
the activities. If the activities are done
homework.
during class time, have students work
individually or in pairs, and if they
are done at home, be sure to check
answers in the next class. Ask individual
students or the group as a whole to
provide the answers, and write them on
the board if possible.
Arts
WEEK
UNIT
1
BE2 PRIMBE2
BIM1
U1 BL TCH
PLIEGO 8.indd 117117
PLIEGO7.indd 12/06/12
13/06/12 11:49
20:11
Sing Along
Key Vocabulary
A Listen and sing. Track 20
dancing painting
School Is Fun!
drawing playing
fun problems
games reading
jumping singing Some students like drawing and painting.
laughing spelling Some students like problems and games.
learn writing Some students like running and jumping.
And others like spelling their names.
Key Vocabulary
circle rectangle
geometric shapes solid line
Piet Mondrian was a Dutch painter.
painter square
He used rectangles in his paintings. primary colors triangle
A rectangle is a geometric shape. Other
geometric shapes are squares, circles, and
triangles. Mondrian used solid black lines in
his paintings. He also used primary colors. Multiple Intelligences
The primary colors are red, blue, and yellow. Logical / Mathematical
Arts
Steps • white paper to make a shape picture graph.
• red, yellow, and Distribute chart paper and markers.
1. Draw straight lines to form a
blue paint
Ask students to count the number of
rectangle. Use the black marker
squares and rectangles painted on
and the ruler to draw your • black marker
their Mondrian artwork. Model how
rectangle. • ruler
to make a picture graph using these
2. Use the primary colors to shapes. Have students make their
NOT FOR RESALE
Materials
sample of a Piet Mondrian painting
white paper
red, yellow, and blue paint
B Share your Mondrian painting with the class. black marker
ruler
Unit 1 · My School 119 colored chalk or markers
UNIT
1
BE2 PRIM
BE2BIM1
U1 BLBL PLIEGO
TCH 8.indd 121
PLIEGO7.indd 121 12/06/12
13/06/12 08:53
20:11
Word List
alligator hand
am bed
ambulance belt
ants hen
apple pen
cat ten
dance tent
fan
A Form two teams in your group. Name your team. One of your
partners goes to the front of the class and uses his body to represent
a word from the vocabulary, you have to guess what word it is, and
make a correct sentence.
B The other team takes a turn to guess, and so on. The group that
guesses more words is the winner!
NOT FOR RESALE
Spelling up to 100
On a large sheet of poster or craft
paper, create a class bar graph. On the
vertical axis, mark off the spaces by tens
from 0 to 100. On the horizontal axis,
write all the students’ names.
Dictate six words, following this model:
1. book, b-o-o-k, book, b-o-o-k.
Choose words that students are very
familiar with. When you finish the
dictation, have students correct one
another’s work. They should give two
points for each correctly spelled word.
The maximum score is 10; students can
make one “free” mistake.
If a student gets a 10, fill in one square
on his or her bar on the chart. When
a student reaches 100 (i.e., after ten
10s), give him or her a “diploma,” a free
homework pass, or another reward.
Key Vocabulary
A Listen. Track 21
(Short a sound) (Short e sound)
Listen and point. Track 21 Short a sound alligator cat bed pen
5 14 9 am dance belt ten
ambulance fan hen tent
ants hand
alligator am ambulance apple
10 2 3
Multiple Intelligences
Verbal / Linguistic
ants apple cat
Speaking
11 6 7 Be Creative
Divide the class into two teams. Give
each team the same set of cutout
dance fan hand letters. Have a volunteer from each
Short e sound team come to you. Whisper a word to
8 12 13 them. The volunteers should run to
their teams, and the teams should form
the word as fast as possible. When the
NOT FOR RESALE
A Listen.
B Listen and number. Listen, point and repeat.
Track 21
Track 22 Track 22
Make sure students have their books
Tell students they will hear the list of Play Track 22 again. Pause the CD after
closed. Play Track 21. Students will hear
words again, but in a different order. each word and have individual students
the words. Play the track one more
Have students write the number in the point to and repeat the words. To vary
time.
box next to the picture in the order they the activity, have students repeat the
Listen and point. hear it. For example, the first word they word in a variety of ways, for example,
Track 21 hear is tent. The number in the box they whispering the word, shouting, making
write next to tent, therefore, is 1. Play an animal noise after repeating it, etc.
Have students open their books to page Track 22.
123. Play Track 21 again. Have students Monitor and check. Check the answers
point to the words as they hear by having students say their answers
them. Encourage them to notice the aloud.
difference between the short sounds a
and e.
Key Vocabulary
A Listen. Track 23
(Short a sound) (Short e sound)
alligator bed Listen and point. Track 23
am belt Alligators live in the jungle.
ambulance hen I am in second grade.
ants pen The ambulance is white and blue.
apple ten Ants are insects.
cat tent
Apples are good for you.
dance
The cat is black.
fan
hand Let’s dance.
Turn on the fan.
My hand is small.
I sleep in my bed.
Multiple Intelligences My dad wears a belt.
Bodily / Kinesthetic A hen lays eggs.
I need a blue pen.
Be Creative My sister’s ten years old.
Ask students to stand up. Explain The tent is red.
that you are going to say something
NOT FOR RESALE
A Listen. B Listen, spell and underline. C Draw a picture for the sentence
Track 23 Track 24 with no photo.
Explain that there is a picture missing
Have students close their eyes and Explain that they will hear the for one of the sentences. Have students
listen to the recording. Play Track 23. sentences, and the word again, but in a find the sentence and draw the missing
different order. Tell students they have picture.
Listen and point. to underline the word in the sentence.
Play Track 24.
Have students open their books to
page 124. Ask students to look at the
Match the underlined words to
sentences. Play Track 23 again. Students
the pictures.
will hear a sentence with the words in
context. Have students point to the Have students look at the pictures and
sentences as they hear them. match their underlined words to them.
Be Creative
Play Hangman with the words.
Materials
magazines, scissors, glue
Speaking
Answers may vary.
NOT FOR RESALE
Key Vocabulary
A Listen and circle in red the words with the short a sound.
(Short a sound) (Short e sound) Track 25
alligator bed
am belt 1. bed am ambulance
ambulance hen 2. alligator belt ants
ants pen
3. hen apple pen
apple ten
cat tent 4. cat ten dance
dance 5. tent hand fan
fan
B Draw four words with the short e sound.
hand
Be Creative
Divide the class into four teams. Have
each team sit in a different area of the
NOT FOR RESALE
A Listen and circle in red the words B Draw four words with the short e
with the short a sound. sound.
Track 25 Model the short e sound. Have students
draw four pictures to represent words
Have students open their books to
that have the short e sound. Monitor
page126. Play Track 25 and have
and check. Have students display their
students circle the words. Check
pictures.
answers by having students repeat the
short a words in a robot-like voice.
Write the words under the
drawings.
Divide the class into pairs. Have
students exchange books and write the
words under their partner’s pictures.
Monitor and check.
Speaking
with the most words wins.
an t
f an
be d
a l l i ga t o r
NOT FOR RESALE
Apple.
B Get into a line and play Telephone.
• The first student chooses a word.
• He / She whispers the word to the
next student.
• The last student in the line says
the word.
Unit 1 · My School 127
1 2 3
4 5 6
7 8 9
10 11 12
NOT FOR RESALE
10
13 14 15
Listen and say. Ask a family Have the parent/guardian play the
member to grade your track. Each word is pronounced twice.
pronunciation. (On the Student Book pages, the words
are represented by pictures.)
The BE Fluent activity on this page is
designed for students to demonstrate They must pause the recording after
their pronunciation abilities to their the second pronunciation of the word.
parents/guardians. The activity is to be The child must pronounce the word
completed at home. as it’s pronounced on the recording.
It is essential that you explain the The parent/guardian grades the
process clearly and carefully to pronunciation (by checking one of
students, so they can explain it to their the three faces under the
parents/guardians. Demonstrate the corresponding pictures) according to
process to students if necessary. The how similar it was.
process is as follows: The parent/guardian then signs the
relevant page to confirm the activity
has been completed. In-class practice
will further consolidate correct usage of
the words.