2nd Ascend B1

2nd Grade
Daily Boosters S&S

Book 1
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Daily Plan Lesson 1 Daily Plan Lesson 2
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Steam Think Tank
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Amco Planning Calculator by Lesson
Lesson 1 Day 1 Day 2 Day 3 Day 4

Daily Routine 35 10 10 10
PHSV 20 20 20 0
Listening C 0 0 20
Oral Exp 0 0 25
Reading 0 0 0
Writing 0 0 0 0
Music & Move 0 0 0 0
Language 0 25 25 0
Global Citizenship 15 40 40
Steam 30 55
Think Tank 15 20 5 20
Cool Down 5 5 5 5
Total minutes 120 120 120 120
Remaining time 0 0 0 0
Additional activities
Boosters 20 20 20 20
Remaining time -20 -20 -20 -20

PHSV 20 20 20 0
Listening Comp 0 0 20
Oral Expression 0 0 25
Reading 0 0 0
Writing 0 0 0 0
Language 25 25 25 0
Global Citizenship 0 40
Steam 30 55 55
Cool Down 5 5 5 5

PHSV 20 20 20 0
Reading 0 0 0
Writing 0 0 0 0
Language 25 25 25 0
Global Citizenship 55 40
Steam 30 55
Cool Down 5 5 5 5

PHSV 20 20 20 0
Reading 0 0 0
Writing 0 0 0 0
Language 25 25 25 0
Global Citizenship 55
Steam 30 55 55
Think Tank 30 5 5 5
Cool Down 5 5 5 5

Wrap Up Day 33 Day 34 Day 35 Day 36
PHSV
Listening Comp
Reading
Writing
Music & Move 10 10 10
Language 25
Unit Assessments 20 20 20 20
Global Citizenship 40
Steam 30 30 40
Think Tank 30 20
Cool Down 5 5 5 5
Target Time 120 MIN
Dashboard
Day 5 Day 6 Day 7 Day 8 Total minutes
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20 20 20 20 160
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10 10 10 10 80
0 0 0 0 60
0 0 0 0 20
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45 30 20 0 95
0 0 0 20 20
0 0 0 25 25
0 15 25 115
40 40 120
60 60 260
20 20 100
5 5 5 5 40
120 120 120 120 960
0 0 0 0
20 20 20 20 160
-20 -20 -20 -20

10 10 10 10 80
0 0 0 0 60
0 0 0 0 20
0 0 0 0 25
45 30 20 0 95
0 0 0 20 20
0 0 0 25 25
0 15 25 0 115
40 40 175
55 55 195
5 20 5 20 110
5 5 5 5 40
120 120 120 120 960
0 0 0 0
20 20 20 20 160
-20 -20 -20 -20

10 10 10 10 80
0 0 0 0 60
0 0 0 0 20
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45 30 20 0 95
0 0 0 20 20
0 0 0 25 25
0 15 25 0 115
40 30 125
60 60 260
20 30 95
5 5 5 5 40
120 120 120 120 960
0 0 0 0
20 20 20 20 160
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Total minutes
40
0
0
45
0
0
30
25
80
40
100
50
20
390
Lesson: n/a Day 1 Day 2 Day 3 Day 4
First Days of School Welcome Back! Diagnostic Test Thinking Skills Team Building
In-Person Learning or Day 9 Day 10
Aluzo Class Boosters Global Goals Digital
Module Part 2 Citizenship
Catch-Up Boosters: Student's Independent Practice

Daily Routine Book delivery
PHSV
Listening C
Oral Exp
Reading
Writing
Music & Movement
Language
Global Citizenship
Steam
Think Tank
Cool Down
Grammar -
Aluzo Boosters Grammar Grammar Grammar Review*
Catch-Up Boosters: Student's Independent Practice

Daily Routine
PHSV
Listening C
Oral Exp
Reading
Writing
Music & Movement
Language
Global Citizenship
Steam
Think Tank
Cool Down
Aluzo Boosters Vocabulary Vocabulary Reading Reading

Daily Routine
PHSV
Listening C
Oral Exp
Reading
Writing
Music & Movement
Language
Global Citizenship
Steam
Think Tank
Cool Down
Aluzo Boosters Listening Listening Listening Listening

Daily Routine
PHSV
Listening C
Oral Exp
Reading
Writing
Music & Movement
Language
Global Citizenship
Steam
Think Tank
Cool Down
Aluzo Boosters Speaking Writing Writing Writing
Wrap Up Day 33 Day 34 Day 35 Day 36

Daily Routine
PHSV
Listening C
Oral Exp Oral Test Oral Test Oral Test
Reading
Writing
Music & Movement M&M Practice M&M Practice M&M Practice M&M Practice
Language 94
Reading &
Unit Assessment Spelling Language Writing Listening
Unit
Global Citizenship Assessment
Unit
Steam 154 155 Assessment
Unit
Think Tank Assessment
Cool Down
Dashboard
Day 5 Day 6 Day 7 Day 8
Cooperative
Learning & Multiple Growth Global Goals
Makerspace Intelligences Mindset Part 1
udent's Independent Practice
/Ph
M&M practice
Diag. Test 2nd

Round Vocabulary Vocabulary Vocabulary
Formative
Assessment

/
Reading Reading Reading Listening

Formative
Assessment
Speaking Speaking Speaking Speaking

Formative
Assessment
M&M practice
172, 173
Writing Writing M&M practice M&M practice
Formative
Assessment
Lesson 1 (Days 1 - 8) 2nd B1
Day Date 120 min 150 min Subject Students will be able to
activate the switching process,

practice oral expression,
10 10 Daily Routine develop emotional intelligence
get excited about the new

25 55 Book delivery book, explore possibilities
ONE
distinguish different sound

Phonology: Word patterns in words, reproduce
List, Working With words with correct
20 20 Sounds pronunciation
15 15 Global Citizenship click here
30 30 STEAM click here
15 15 Think Tank click here
recall class rules in order to

5 5 Cool Down follow them correctly
Total minutes 120 150
practice oral expression and
grammar structures in different
10 10 Daily Routine contexts
write words correctly,

Spelling: Writing memorize spelling patterns
Our Words, You
20 20 Can Do It!
TWO
apply knowledge of
grammatical patterns and rules
in context (writing, speaking,
etc.) organizing words in
25 25 Language alphabetical order
apply new concepts in own oral

0 30 EXTENSION productions
0 0 STEAM
apply alphabetical order in
5 5 Cool Down common situations
activate the switching process

and practice oral expression by
recognizing skills and talents
and developing emotional
10 10 Daily Routine intelligence
relate vocabulary words to

their definitions, use words
correctly in context, showing
Vocabulary: Using correct application of the
10 10 Our Words words’ meanings
relate vocabulary words to
their definitions, use words
correctly in context, showing
Vocabulary: Using correct application of the
reproduce words with correct

5 5 Homeschooling pronunciation
THREE
5 5 Spelling: Dictation assess SS' spelling skills
apply knowledge of
etc.) capitalizing the days of the
25 25 Language week
0 30 EXTENSION engage in a simple dialogue

0 0 Global Citizenship
5 5 Cool Down reflect upon today's work


10 10 Daily Routine and practice oral expression
Listening identify the main ideas and

20 20 Comprehension details of a recorded text
FOUR
apply knowledge of vocabulary

and language to a speaking
activity (debate, role-play,
25 25 Oral Expression partnered conversation, etc.)
FOUR
0 30 EXTENSION express likes and dislikes

0 0 STEAM


and practice oral expression
10 10 Daily Routine talking about favorite activities
comprehend and identify the

FIVE
main ideas and details of a text,

to make assumptions based on
45 45 Reading previous knowledge
apply critical thinking skills

0 30 EXTENSION when analyzing a story
5 5 Cool Down recall elements of today's class


10 10 Daily Routine introducing themselves
Reading: Check comprehend and identify the

Your main ideas and details of a text,
Understanding, to further understanding by
30 30 Going Deeper reflecting on the facts read
SIX
apply knowledge of
etc.) using previously learned
15 15 Language topics
SIX
apply knowledge of
0 30 EXTENSION tell more about themselves
0 0 STEAM
wrap up today's information
20 20 Think Tank recalling
click hereconcepts learned in a
fun way promoting brain
5 5 Cool Down connections

talking about things that scare
10 10 Daily Routine us
generate, evaluate or analyze

Reading: Visible ideas brainstorming new
25 30 Thinking solutions
SEVEN
apply knowledge of
20 15 Language etc.) using nouns
discuss information more
0 30 EXTENSION deeply
use vocabulary words in
5 5 Cool Down context

10 10 Daily Routine identifying emotions

Writing: Write and language to practice
25 25 About It! writing
EIGHT
Music & enrich vocabulary and enhance

20 20 Movement memory skills
EIGHT
communicate using body

0 30 EXTENSION language
55 Global Citizenship click here
0 STEAM
5 Think Tank click here
identify one thing SS liked the
most in class and one thing
5 Cool Down they found challenging
Total minutes 120
Pages MI Type
Emotional
VL, IE, IA Intelligence
K, VL, VS
VL Pre-Activity
3, 4 VL Activity
VL, IE Post-Activity
IA
Language
VL, IE, IA Function
VL Pre-Activity
VL,VS
K, IE, Activity
5, 6 IA Post-Activity
VL, VS Pre-Activity
VS Activity
VL, K, IE,
66 IA Post-Activity
VL, K, IE,
IA
VL, K, IE,
IA
VL, K, IE, Emotional

IA Intelligence
VL Pre-Activity
7
VS Activity
7 VL, IE Post-Activity
8 VL
9 VL, VS
M, VL, IA Pre-Activity
VS, VL Activity
67, 68 IA Post-Activity
VL, IA
VL, IA
VL, IE, IA Growth Mindset
VL Pre-Activity
VL Activity
32 VL, IA Post-Activity
VL Pre-Activity
VS Activity
VL, IA
VL, IA
VL, IE, IA Current Event
VS, VL, IA Pre-Activity
VL, VS, N Activity
34, 35 VL, IA, IE Post-Activity
VL, IE, IA
VL, IA
Language
VL, IE, IA Function
VL Pre-Activity
VL Activity
36, 37 VL, IE, IA Post-Activity

Pre-Activity
Activity
n/a (catch up) VL, IE, IA

n/a (catch up) VL, IE, IA Post-Activity
VL, IE, IA
VL, IE, IA
Emotional
VL, IA Pre-Activity
VS Activity
38 K Post-Activity
VL Pre-Activity
VL Activity
69, 70 Post-Activity
VL, IE, IA
VL, IE, IA
Pre-Activity
Activity
39 VS Post-Activity
VL, M, IA
K, IE, IA
VL, IE, IA
Strategies and Activities DLC Assessment
On a weekly basis, T using a name selector chooses a helper (TH) to
assist with the DR and some other class activities. Today, the first day, T
invites SS to sit around in the Circle of Friends and talk about
themselves. They give their names and share one thing they like the
most and how they feel coming back to school to Second Grade.
Altogether, they complete DR and get ready to find their books!
T organizes a significant way for SS to get their books. Ex: take SS out on
a Treasure Hunt to discover where the books are hidden. This also helps
SS identify school grounds and different areas. Leave small notes with
instructions SS should follow to finally discover their Treasure/Book!
Once back in class, invite SS to check book's content and get ready to
unravel it.
• Tongue Twister routine: Play Sparks' Tongue Twister. (TT) The first
time SS only listen to it. Play it again and pause every sentence so SS can
repeat it. Play it a third time without sound so SS can practice
pronouncing it. Remind SS that they must first pronounce it correctly
before they can work on their speed. Give SS a minute to practice the
tongue twister. Then have a TT competition.
Follow the auditory discrimination routine:
• Play audio (track 1) and have SS listen to it, quietly.
• Play audio again, and have SS locate words in the list.
• Play audio and have SS arrange words by number.
• Ask SS to identify the missing word.
• Play audio and have SS repeat words, loud and clear.
• Play the second audio (track 2). SS listen and circle the spelling
word in the sentence.
SS complete book page after listening to track 1 once again. Classify
words based on the sounds. Work with a partner following directions
accordingly. FInish by responding the Self-Assessment questions
reflecting on how they feel better: working together as a team, with a
partner, or by themselves.
Use the name selector to choose a S. SS mention the thing they enjoyed
most about today's class and give one class rule they have to go by in
order to make the learning atmosphere positive and productive for all.
Welcome SS to class. T explains the importance of the daily routine and
that every other day a different S will be the TH conducting 2 minutes of
the DR with T's assistance. T assigns the TH for the day.
Follow the Writing Our Words routine in book page: TH routine
•(suggestions):
SS do vocal warm up exercises like in the previous class. (You can
Today
play theis....
Spark's(TH videosaysagain
and or
writes onathe
select board)helper to guide the
teacher's
How
class).is the weather today? (TH asks the classmates)
The
• weather
Then play is ...... (class responds)
the lesson's track, SS listen and pronounce each word.
Today we are going
Play the track once more. to learn
SSabout ...... the
will write (T tells
words THinbeforehand and hear
the order they TH
tells the
them on class)
the first column.
How
• do
SS you
turnfeel
theirtoday?
books (TH asksdown.
upside the classmates)
Today
• I feel ..... (classmates
SS write the words again. respond)
TH makes special announcements: T should vary the way to write the
Today isfor
words, ____________
ex: change order, birthday, school's colors,
use different open house, etc. by number
abc order,
THsyllables,
of invites classmates
write withtothe sing
leftthe happy
hand, writebirthday song. write
it in cursive,
TH reads the GM quote on the designated days.
backwards.
T asks the SS for suggestions, too.
Individually, SS complete p. 6 finding the words that fit the correct

shape. Correct as a class switching books with partners.
Organize two teams to play the Teamwork (TW) activity suggested in
the
Havebook.
a surprise bag with some items. TH will pass it on around the
classroom inviting SS to dig in and grab one or two objects following
TH's instructions. Have SS name the items and line them up according
to ABC order. Verify answers with the help of the TH (If TH has not yet
been assigned, T conducts the activity).
Read information in book page and review ABC by singing the ABC song
as quickly as possible. Answer page according to directions.
T asks SS to line up in alphabetical order according to the first letter or
their last name.
T prompts SS to talk about themselves by making simple questions
about their families and home. T gives SS index cards with simple
questions such as, How many family members are there in your family?
Do you have a pet? What is your mother's name?, etc. SS pick a card
and read the question. Assist if SS show difficulty decoding written
information. Wrap up activity by recalling some of the information given
by SS and adding your own personal information. This way, everybody
gets to know a little bit about each other.
T counts to three, SS line up in alphabetical order according to their first

names and give a word that starts with their first letter (ex: Alex- apple,
etc.).
Check today's day/date and weather conditions. Have a set of cards

with adjectives describing talents and skills (strong, tall, funny, musical,
friendly, committed, fast, etc.), people can have as well as a set of
pictures of relevant and famous athletes/singers/actors. Invite SS to pair
up these with the cards and, using a complete sentence tell peers about
their characters' talents and skills. SS choose one card to tell about their
own talents and skills (ex: strong, tall, fast, pretty, awesome, great).
Display page. Play the lesson's track and have SS listen one more time.
Ask 4 SS to repeat a word from the list.
SS individually solve the crossword using the clues given. The first ten SS
to finish come to the board to answer the quiz for class revision.
Play the game recommended in Game Zone section following the

instructions.
Display the lesson words. Use name sticks to pick SS. S says the word T
points out on the board. Check SS' pronunciation. Check HS page (done
@home).
T dictates the lesson words. Then, SS switch books to check them. Invite
one or two SS to give a sentence with the word, spell it or give a related
word. FA
SIng The Days of the Week song. Invite one S to share something they
do on each day of the week. Write the days of the week on the board.
Read information in book pages. Answer pages according to directions.

SS vote for the most popular day of the week. TH writes the days of the
week on the board. SS take turns placing a token under their favorite
day. TH tallies the results.
Make teams of three SS. Have them ask each other, "What is your
favorite day of the week? Why?" Set the time to seven minutes and
allow them to engage in a simple conversation. T writes sample
prompts on the board to facilitate the conversation ex: "My favorite day
of the week is_______." "I like it ______ because _______." When
time's up, SS sit in a circle and share something they found out about
their classmates.
SS take turns sharing what they wrote on the Writing Skills section on p.
68.
Greet SS. Identify day and date and check weather conditions.
T assigns the TH for the day. TH reads the Growth Mindset in
Phonology section: "I can't do it yet... with effort I can!." T conducts a
class discussion about the quote's meaning. Encourage SS to always give
their best effort.
Play the lesson's track. SS listen to the conversation. Ask SS to explain
what the dialogue is about. Play the track once again, and listen.
T plays track once again. SS listen carefully to catch details. SS answer
questions about the conversation.
Exchange books, check, and correct.
Listen to the conversation carefully. Clear any doubts on the part of the
SS, if needed.
SS follow directions on page. SS work on the Partner Work section and
do accordingly.
SS take turns with their partner reading the answers they wrote on the
Partner Work section.
T has some pictures of different activities children like or don't like to
do. SS tell what their personal likes and dislikes are using prompts. T
gives an example like: I like to ride a bicycle with my friends. I don't like
to go on the roller-coaster. Taking turns, SS pick one activity they like
and one they don't like and tell peers about their preferences.
Give SS one minute to think about one action they can do to become
better students. Then, walk around the classroom choosing SS at
random to share their answer. T keeps in mind that, when doing oral
activities, calling the rest to listen is always a way to show respect and
learn from peers.
T performs daily routine. T invites SS to look through the window and

check for today's weather. Identify and name it. Do roll call asking SS to
say one thing they enjoy doing with friends. Finish by reciting the ABC
two times.
T displays Sparks' resources. SS explain what topic they consider relates
to them. Use the Activate Your Brain questions as an introduction to the
topic, let SS share their answers. Make sure to clear meaning of any
difficult word/words to assure comprehension.
Play the story's track and SS follow the reading. Pause the track at the
end of every page and use the name selector of your choice to ask the
questions from the Check for Understanding section. Give SS two
minutes to complete the Grammar Check activity.
SS work in pairs telling each other what they liked the most about the
story.
SS identify the beginning, middle, and ending parts of the story. In 3-5
pieces of paper, SS make drawings to show each part. SS choose a
partner and exchange drawings. SS have to order the story in correct
sequence based on the drawings. Finally, SS retell the story and give
their opinion about the topic.
T asks SS randomly, "What did you do today?" Each S has only 20

seconds to say one memorable event from today's class.
Greet SS. T writes on the board information that we give to others

(strangers) when introducing ourselves, ex: name, age, family, address,
telephone number.
T gives examples of how to use each phrase by introducing himself.
SS practice, in pairs, introducing themselves (Language function.)
T writes key words from the story on the board. SS read them and take
turns saying something they remember.

SS get in pairs to work on the Partner Work activity sharing their
pictures and talking about what they would be doing if they were a
If
Theyour class isbrainstorm
students
koala. on track, then
a liststudents
of topicscan work
that theytogether to make
have learned in Lesson
posters showing
1. Rank the topicshow tohardest
from use each toofeasiest
the Language
by votingconcepts presented
on the difficulty of
so
thefar. The teacher can assign the students their groups, or they can be
topics.
selected randomly. If the class needs extra work on any skills or needs
to catch up to the pacing guide, T can focus on that instead.
SS share more information about themselves (like in DR). SS get
together
Review anyin pairs.
other They share
content SS basic
show information about
difficulty with themselves
through by
a fun, hands-
asking and
on activity. answering questions, ex: I am __ years old. My birthday is
__. My favorite color is __. My favorite activity is __. Give ten minutes
and then exchange partners to discover more about each other.
SS toss a ball to each other and use one word to describe today's class.
(Could also invite SS to use a complete structure like... This was fun!
That information is new to me! Those words made the class more
difficult/interesting.)
Welcome and greet SS. TH assists with the DR and T does roll call. Have
SS sit down in a circle and introduce the topic by telling SS that people,
even the strongest and toughest ones, might feel scared or afraid of
something. Sometimes even a tiny, little spider or bee scares people and
there is nothing wrong about it. Have SS share what they are afraid or
scared about. See which is the scariest thing!
T displays Sparks resources. T chooses one or two SS to share their
impressions about the images.
Answer page according to directions.
SS stand in a circle and act as koalas and kangaroos alternatively.
Ask SS to make a list of 10 items found in their backpacks. The first two
SS to finish come to the board and write those words. Ask SS if they
know what word is used to name things in the world. Refresh or
introduce concept of noun.
Read information in book page - talk about nouns. Nouns are easy.
Nouns name all items that surround us: persons, places, things, and
animals. Complete the exercises in book pages.
Verify and correct as a class.
SS discuss topic in the reading. Based on the information SS learned,
have them expand their point of view on what can be done to conserve
koalas and their environment.
T walks around the classroom. SS close their eyes and place their hands
on their desks. If T touches them, SS put their thumbs up. T says,
"Thumbs up." SS selected stand up. T shows a word from today's class.
The S gives a sentence using the word.
Greet SS. Assign today TH for the next couple of days and invite him/her
to assist with DR. Finish by doing roll call. Present the Growth Mindset
from phonology once again. Ask SS if they can relate to the meaning.
What experiences have they had that can reflect the meaning? What
did they succeed at after trying and putting forth effort? Are things easy
to do/learn?
T displays Sparks resources. T sets timer, SS take turns to write words
on the board that are related to the images shown.
SS answer page according to directions.
SS exchange books with a partner for check up.
T plays audio. SS follow along repeating the poems words.
Make teams to play charades. T calls a player from the first team to
participate, and gives a word/action in secret. The S has to mimic
actions that can help peers identify the word/action given. Each team
has one minute to guess their player's word/action, then another team
can guess it and steal the point. Play a minimum of two rounds for each
team.
T uses AMCO CS' name selector to choose SS. The chosen SS must
mention, "One thing they found challenging about today's class," and
"One thing they liked more about the class."
Digital Resources Materials @Home @Aluzo Boosters
Module: Weekly Boosters Packet 1

Sparks: Tongue Twister Grammar
Tracks 1, 2 Learn
AMCO'S name selector

Track 1 Grammar
sentence strips Homeschooling Practice

scissors Lesson 1
paper bag
varied items
AMCO's ABC rap
index cards
Homeschooling
Lesson 1
index cards
pictures of
famous people
Track 1
Packet 1
Digital Connection name sticks
Grammar
Digital Connection
AMCO's The Days of the Quiz
Week Song
tokens
Phonology Growth
MIndset
Track 9
Track 10
Review
Module: Weekly Boost
pictures of
children engaged
in different
activities

Sparks: resources
AMCO's name Re-take Diagnostic

Track 11 selector Exams 2nd Round*
sheets of paper
odule: Weekly Boosters Packet 1
Vocabulary
Learn
Module: Weekly Booste
ball

Sparks: resources
Vocabulary
Pronounce
ule: Weekly Boosters Packet 1
Growth Mindset
Sparks: resources timer

Vocabulary
AMCO's Good Morning

Poem Spell
AMCO' CS name selector
Module: Weekly Boosters P

Lessons 2 (Days 9 - 16) 2nd Bk 1
Day Date 120 min 150 min Subject Students willexpression
practice oral be able totalking
10 10 Daily Routine about recent events
Phonology: Word distinguish different sound patterns

List, Working With in words and reproduce words with
20 20 Sounds correct pronunciation
apply knowledge of grammatical
patterns and rules in context
(writing, speaking, etc.) using the
25 25 Language articles: a, an, and the
NINE
0 30 EXTENSION talk about different animals

reflect upon today's learning
5 5 Cool Down experience
activate the switching process and

10 10 Daily Routine practice oral expression
write words correctly

Spelling: Writing Our memorize spelling patterns
Words, You Can Do
20 20 It!
TEN

patterns and rules in context using
25 25 Language pronouns
enhance oral skills using the

0 30 EXTENSION language acquired
use language to share thoughts and
5 5 Cool Down ideas

practice oral expression by reflecting
10 10 Daily Routine on things that matter
relate vocabulary words to their

definitions
use words correctly in context,
Vocabulary: Using showing correct application of the

ELEVEN

25 25 Language present tense of the verb "to be"
0 30 EXTENSION practice fluency and oral skills

0 0 STEAM


10 10 Daily Routine practice oral expression
Listening identify the main ideas and details of

20 20 Comprehension a recorded text
E
TWELVE
apply knowledge of vocabulary and

language to a speaking activity
(debate, role-play, partnered
conversation, etc.) sharing what they
25 25 Oral Expression usually eat at home
use language to communicate own

0 30 EXTENSION ideas


practice oral expression talking
10 10 Daily Routine about kindness
THIRTEEN
comprehend and identify the main

ideas and details of a text, to infer
45 45 Reading based on previous knowledge
incorporate new information into

0 30 EXTENSION their repertoire
0 0 STEAM
5 5 Cool Down recall elements of today's class

practice oral expression and fluency
10 10 Daily Routine by asking for information
comprehend and identify the main

ideas and details of a text
Reading: Check Your to further understanding by
Understanding, comparing, contrasting, analyzing,
FOURTEEN
30 30 Going Deeper identifying, etc.

(writing, speaking, etc.) using
15 15 Language previously learned topics.
investigate a topic further to
0 30 EXTENSION expand the learning experience
0 0 Think Tank
employ language functions in
5 5 Cool Down practical dialogues

practice oral expression talking
10 10 Daily Routine about friends
Reading: Visible generate, evaluate or analyze ideas

FIFTEEN
20 20 Thinking making them more clear

present and past tense of the verb
25 25 Language "to be"
FIFTE
give personal opinions about a given
0 30 EXTENSION topic using target language
0 0 Think Tank identify and tell which activities in
today's class were the most
5 5 Cool Down enjoyable

practice oral expression, building
10 10 Daily Routine emotional intelligence
Writing: Write About apply knowledge of vocabulary and

25 25 It! language to practice creative writing
SIXTEEN
enrich vocabulary while practicing

20 20 Music & Movement motor skills
organize information and write a

0 30 EXTENSION short text

0 0 STEAM

Pages MI Type
VL Pre-Activity
10, 11 VL Activity
VL, M, IA Post-Activity
VL Pre-Activity
VL Activity
VL, IE, IA
VL, IE, IA
Language
VL, IE, IA Function
Pre-Activity
Activity
12, 13 VL Post-Activity
VL Pre-Activity
VS, VL Activity
VL, IE, IA
VL, IE, IA
Emotional
VL Pre-Activity
VS Activity
14 VL, VS, IA Post-Activity
15 VL
16 VL, VS
Pre-Activity
Activity
VL, IE, IA
VL, IA
VL Pre-Activity
VL Activity
40 VL, VS Post-Activity
VL Pre-Activity
VL Activity
41 VL, IE Post-Activity
VL, IE, IA
VL, IE, IA
Pre-Activity
Activity
42, 43 VL, VS, N Post-Activity
VL, IE, IA
VL, IA
Language
VL, IE, IA Function
VL Pre-Activity
VL Activity
Pre-Activity
Activity
n/a (catch up) VL, IE, IA Post-Activity

VL, VS, IA
VL, IA
Emotional
VS, VL Pre-Activity
VS Activity
VL, IA Pre-Activity
VL Activity
VL, IE, IA
VL, IE, IA
Pre-Activity
Activity
VL, M, K, IA
VL, VS, IA, IE
VL, IA
Strategies and Activities for..., etc.). At the end, TH and T paste all the pictures on DLC Assessment
the phone/ipad/computer
the
mustboard for SS to seeit all
first pronounce the most
correctly recent
before inventions
they can workinon
technology.
their speed. Give SS a
minute
sentence.to practice the tongue twister. Then have a TT competition.
SS complete top part of p. 11 after listening to track once again. Classify words
based on the bottom
SS complete sounds.part of p. 11 working with rhyming sounds. Then, work on the
suggested TW activity.
T introduces and reviews the use of the articles: a, an, and the.
SS choose a partner to share the sentences written at the bottom of p. 72.
T engages SS in a fun conversation by showing them some funny and not too
common animals. Show the pictures and promote SS's conversation by asking
simple questions. These animals live in the ocean (Leafy Sea Dragon, Christmas Tree
Worm, Anglerfish, Red Handfish, Wobbegong, Northern Stargazer).
SS choose the one they like the most and make a drawing. Finally, SS write a
short description of their weird creature.
T uses AMCO CS' name selector to choose SS. The chosen S names three things
learned today. Repeat with all SS, if time allows.
T assigns the TH for the day. TH performs the daily routine and does roll call.
Complete DR identifying date and weather conditions. Do a quick ABC review
singing the corresponding song. Prepare a set of ABC cards and give one (or two) to
each child. Ask them to identify the letter and line up in correct ABC order as fast as
possible. Once in order, each child gives an example of a word starting with the
letter(s)
Follow theshown on the
Writing Ourcard(s).
Words routine, SS write the words in the first column
following the track order. In the second column, SS flip the book and write upside
down. (See suggestions for day 2.)
Individually, SS complete p. 13 finding the missing letters to form the words. Correct
as a class switching books with partners.
SS work in pairs on the Game Zone section on p. 13.
SS take turns dictating nouns to TH who writes them on the board. T asks how could
you refer to these words without saying their name? See if SS come with the correct
answer.
T introduces/reviews pronouns concept. SS read information in pgs. 73 and 74. SS

answer pages according to directions.
T conducts the Game Zone on bottom of p. 73.
SS get together in groups of three. They share what they do at home after they
finish school. Do they play with their brothers/sisters? Do they do homework? Do
they go to a special class? Do they help Mom with things at home? Invite SS to
engage in a nice conversation answering these questions. Set the timer to 10
minutes. Then, taking turns, have each team come to the front to share information
by paraphrasing what the other SS in their groups shared with them.
A pair of SS go outside to check on what other people are doing at school. They
come back to class and draw a picture of what they saw. SS have to guess the
information. Have SS reflect on the value of telling what people are doing at a given
After completing DR as usual, ask SS to reflect on the importance of being nice to all
moment.
animals in the planet. Are all animals necessary? What can happen if one species
dies out? Do you think things can really change if, for example, there would be no
more ants? or flies? or rats? Invite SS to give their point of view. Wrap-up showing a
picture of how all things are related by downloading the image or checking the link
included.
Display page. Play the lesson's track and have SS listen one more time. Ask four SS
to repeat a word from the list.
SS individually work on the page. The first ten SS to finish come to the board to
answer the quiz for class revision.
SS work on the Portfolio activity.
Display the lesson words. Use name sticks to pick SS. S says the word T points out on
the board. Check SS' pronunciation. Check HS page (done@home).
T dictates the lesson words. Then, SS switch books to check them. Invite one or two
Prior
SS to to working
give on this
a sentence page,
with the Tword,
should assign
spell it orFlipped Classroom
give a related video for
word.
Homework. Make teams of two SS. Ask them to analyze and write down 5 different FA
actions they are doing while together face-to-face. (breath, talk, listen, think, write,
look, see, scratch, smell, study, play, stand up). Using a name selector of your
choice, have some SS explain what this type of words are and how they can be used
in present tense to show actions we often do.
SS go to pgs. 75 and 76, read the information and discuss it. SS follow directions to
complete the exercises as directed.
SS finish by responding the Self-Assessment questions on p. 76 reflecting on how
they feel about the exercise.
SS get in teams of tree and research for information on different animals. In AP, SS
copy basic information and make a drawing. Present to class explaining the
importance of the animals in the life of all other species in the planet.
T walks around the classroom and randomly touches a S. The selected S must say in
one sentence what he or she did today in class. That S then asks other S what he did
in class. Repeat with five other SS.
Greet SS. Identify day and date and check weather conditions. TH (assigned today
by T) reads the Growth Mindset in English Skills section: "The more that you read,
the more things you'll know. The more that you learn, the more places you'll go" by
Dr. Seuss. Discuss the importance of reading daily with SS.
Ask SS to look at the pictures on p. 40. have them guess what the dialogue is going
to be about.
FA Listening
Play the lesson's track, SS listen carefully to the dialogue. Ask SS to explain what the Comprehension
dialogue is about.
SS exchange booksPlay
andthe trackanswers
correct again, and
as alisten.
class.Work on p. 40.
Display book page and invite SS to analyze the pictures. Ask, "What do dolphins,
seals, and sharks have in common? Wait for answers.
FA Oral Expression
Play the corresponding track and have SS listen. SS answer book page as a Partner
Work activity.
SS compare their answers with another pair of SS.
T asks SS to share one of their favorite stories. Use name selector and choose SS to
talk about the most recent or favorite book they read or that someone read to
them. In the end, have all SS make a fun drawing showing one of the scenes in the
book. T can help SS organize their thinking by writing on the board questions like:
What is the name of the story? Who are the main characters? Where does the story
take place? What is the problem/situation? What happens in the end? Why do you
like the story? Who is your favorite character?
SS get a minute to think about what was/is difficult for them about today's class,
and how they can get better at it. T chooses SS randomly to share their answers.
Greet SS. T tells SS, "Sometimes our friends say things that make us feel
uncomfortable or they are unkind to others. If you feel you should speak up and feel
afraid, what can you do?"
Let SS give suggestions and write them on the board. Then T presents steps to
stand up when uncomfortable about a situation:
• Write it down, practice saying it in a mirror.
• Then say it to the person that needs to hear it.
• Remember to be respectful about it."
Show this quick video about the topic and ask some SS to give one example of an
act of kindness. Ask SS to give their opinion regarding the topic. How important is it
to be kind and treat people nicely, kindly?
Use the Activate Your Brain audio as an introduction to the topic, let SS share their
answers. Show Sparks' resources, let SS share what they already know about
dolphins.
Play the story's track and SS follow the reading. Pause the track at the end of every
page andinuse
SS work the name
couples selector
telling of your
each other choice
what theyto askthe
liked themost
questions
aboutfrom the Check
the story.
T can continue with the activity from previous session. More SS can share their
favorite stories using the same questions as before. This time, SS can use their
drawings to help describe the story.
T asks SS to reflect upon today's Daily Routine's conversation: Have you ever acted
in a way that is wrong? How can you be kinder to others? Is there something you
can do better today? T randomly chooses SS to share their thoughts on the topic.
Greet SS. T assigns TH for the next two days. TH does DR and assist with the activity.
T writes on the board, "I'd like to know where can I find... / Who could tell me
where to find...?" T gives examples of how to use each phrase to ask for the location
of things, persons, and places. SS practice in partners the phrases to get
information.
Do roll call asking SS what TV program they watched the day before.
T writes key words from the story on the board. SS read them and take turns saying
something they consider important.
Read information in book pages. Answer top sections of pgs. 44, 45 according to
directions.
SS get into teams to work on the TW activity on p. 44. SS individually answer the
Self-Assessment questions on p. 45.
If your class is on track, then students can work together to make posters showing
how to use each
The students of the Language
brainstorm concepts
a list of topics thatpresented
they haveso far. T can
learned assign
in this theso far.
lesson
students
Rank the their
topicsgroups, or theyto
from hardest can be selected
easiest randomly.
by voting If the class
on the difficulty of needs extra
the topics.
work on any skills or needs to catch up to the pacing guide, Teacher can focus on
that instead.
Review any other content SS show difficulty with through a fun, hands-on activity.
SS choose between dolphins, seals, and sharks to investigate further facts they want
to know.
T uses name selector to choose SS. SS say a phrase using the Language Functions
from the daily routine.
Greet SS. TH does DR and T does roll call. Identify how SS are sitting in class. Are
they sitting next to their favorite/special friend? Or, has the T assigned a place for
each S in class? Have them quickly move about and get together with their favorite
or best friend. It can be more than one friend. When finished, ask volunteers to tell
what made them choose those people. Is it because they 'like' them? What does
that mean? Do they play together? Do they laugh together? TH writes on the board
3 characteristics good friends have based on what SS say.
T displays the Sparks image of a shark. SS take turns telling a describing word for it.
Ex: blue, scary, fierce, strong, big, etc.
SS answer the Visible Thinking page individually. Then, have them compare the
answers of the first section with a classmate.
SS take turns sharing their answer to the bottom Writing Skills section with the
class. Invite SS to give reasons for their answers, if possible.
Ask SS to think about a sentences using am, is, or are. Let SS share their sentence
with the class.
SS individually work on p. 77. T introduces p. 78. SS take turns reading the examples
presented. SS individually work on p. 78
Exchange books, check, and correct sentences on p. 78.
T invites SS to reflect on why people give different reasons for one same thing. For
example, some people like dogs. Others, don't. Some prefer cats. Some, don't like
animals or are afraid of them. Some people can even like spiders or snakes! Why?
Make groups of three SS and invite them to discuss these topics. In the end, have
them share what they now know about their friends' opinions and reasons.
SS take turns naming the activity they enjoyed the most today.
Welcome and greet SS. Assign TH for the next couple of days and have him conduct
DR. Do roll call by asking SS if they recall the Growth mindset introduced in session
12. Do you learn when reading? Do we travel and visit places when we read? How
can that be? Invite SS to share their opinions. Books take us to places we never
imagine or otherwise could go.
T displays the Danger sign from p. 47. Ask SS if they think they should they get in the
water after seeing this sign? Why? Invite SS to share their ideas.
SS answer page according to directions.
SS exchange books with a partner to check and correct answers.
T plays audio. SS follow along singing, moving, and touching body parts according to
the song's words.
Make groups of four. Ask SS to draw a picture showing a nice place where people
can live, ex: a city, a farm, a beach, in the forest, etc. Then, have them exchange
drawings and have the other S write five sentences describing the picture. Vote for
the best description.
T walks around the classroom choosing SS randomly. The chosen S mentions one
challenging thing about today's class and how they wish to improve it.
Digital Resources Materials @Home @Aluzo Boosters
Weather app.

Sparks: Tongue Twister timer
Homeschooling
Tracks 3, 4 Lesson 2 Vocabulary
Define
sheets of paper,
https://www.natgeokids.com/uk/discover/animals/sea-life/strange..
colored pencils
AMCO' CS name selector
AMCO's ABC Song

Track 3
Vocabulary
whiteboard
Quiz
story suitable for
GZ activity
Modul
Homeschooling
Lesson 2
Flipped
Classroom Video:
sheet of paper Present Tense
http://study.com/cimages/videopreview/grassland-food-chain_189898.jpg
Track 3

sheets of paper
Reading
AMCO's CS name
Digital Connection selector
Introduction
Flipped Classroom Video:

Present Tense
Animal Kingdom | Facts

For Kids, Science,
Wildlife ... sheets of paper
kinooze.com/animal-kingdom
English Skills - Growth

MIndset
Track 12
sters Packet 1
Reading
Part 1
Track 13
Random Acts of Kindness

| Kindness Videos
https://www.randomact
sofkindness.org/kindness
-videos
Track 14 Reading
Sparks: resources
Track 15 Quiz
sheets of paper
colored pencils
Sparks: resources
internet access
Module: Weekly Boosters Packet 1 Module: Weekly Boosters Packet 1 Modul
Quiz
Part 2
Reading
Reading
Module: Weekly Bo
name sticks
Growth Mindset

Listening
Introduction
Amco's Head, Shoulders,
Knees, and Toes Song
sheets of paper
colored pencils
activate the switching

process, practice oral
expression talking about
10 10 Daily Routine recycling
SEVENTEEN

Phonology: Word patterns in words
List, Working With reproduce words with
20 20 Sounds correct pronunciation
apply knowledge of
grammatical patterns and
rules in context (writing,
speaking, etc.)
incorporating the use of
present tense and past
25 25 Language tense of the verb "to be"
0 30 EXTENSION
5 5 Cool Down

process and practice oral
expression discussing how
to solve minor conflicts
10 10 Daily Routine with friends

EIGHTEEN
memorize spelling patterns

Spelling: Writing
Our Words, You Can
20 20 Do It!
apply knowledge of
speaking, etc.) using There
25 25 Language is / There are correctly
apply knowledge of
speaking, etc.) using There
25 25 Language is / There are correctly
0 30 EXTENSION
0 0 STEAM
5 5 Cool Down reflect upon self's progress

expression by analyzing
the importance of
respecting others' needs,
10 10 Daily Routine wants and points of view
Relate vocabulary words to

their definitions. Use
words correctly in context,
showing correct
Vocabulary: Using application of the words’
10 10 Our Words meanings
NINETEEN
reproduce words with

5 5 Homeschooling correct pronunciation
apply knowledge of
speaking, etc.) using
25 25 Language prepositions of place
apply oral language in
0 30 EXTENSION different contexts


10 10 Daily Routine expression

TWENTY
apply knowledge of
vocabulary and language
to a speaking activity
(debate, role-play,
partnered conversation,
25 25 Oral Expression etc.)
use language to talk

0 30 EXTENSION about daily events
0 0 STEAM
5 5 Cool Down recall today's topics

activate switching process
and practice oral
TWENTY ONE
comprehend and identify

the main ideas and details
of a text, to infer based on
45 45 Reading previous knowledge
share some fun

memories during last
0 30 EXTENSION summer vacations
recall an represent a fact

5 5 Cool Down learned

10 10 Daily Routine likes and dislikes
TWENTY TWO
comprehend and identify

the main ideas and details
Reading: Check of a text. To further
Your understanding by
Understanding, comparing, contrasting,
30 30 Going Deeper analyzing, identifying, etc.
apply knowledge of
TWENT
apply knowledge of
name and use numbers
0 30 EXTENSION correctly
0 0 STEAM
5 5 Cool Down recall today's topics

TWENTY THREE
10 10 Daily Routine universal feelings
Reading: Visible generate, evaluate or

20 20 Thinking analyze ideas
apply knowledge of
speaking, etc.) by correctly
using punctuation marks
and building negative
25 25 Language give and follow
sentences
directions to arrive to a
0 30 EXTENSION place


TWENTY FOUR
apply knowledge of
Writing: Write vocabulary and language
25 25 About It! to practice creative writing
enrich vocabulary and

20 20 Music & Movement enhance memory skills
using language to tell

0 30 EXTENSION about personal matters

0 0 STEAM

Pages MI Type Strategies and Activities
T welcomes and greets SS. TH does DR. Identify Weather
for the day and the next few days. Register and come
back to data to see how accurate predictions were. Invite
SS to sit in a circle and, taking turns, share what they
know about recycling. What does recycling mean? What
are some materials that can be recycled? (paper, glass,
cans, cardboard, plastic, etc.) Show SS this short video
and, as a group decide on a one phrase that expresses
their thoughts about the need and importance of
VL, IE, IA Current Event recycling.
Tongue Twister routine: Play Sparks' Tongue Twister. (TT)

The first time SS only listen to it. Play it again and pause
every sentence so SS can repeat it. Play it a third time
without sound so SS can practice pronouncing it. Remind
SS that they must first pronounce it correctly before they
can work on their speed. Give SS a minute to practice the
VL, IA Pre-Activity tongue twister. Then have a TT competition.

• Play audio (track 5) and have SS listen to it, quietly.
• Play audio again, and have SS locate words in the list.
• Play audio and have SS arrange words by number.

• Play audio and have SS repeat words, loud and clear.
• Play the second audio (track 6).
SS listen and circle
the spelling word in the sentence. SS complete the
activities on p. 18 after listening to track 5 once again.
17, 18 VL Activity
M, IE Post-Activity SS work on the activity on the bottom of p. 18 as a group.

Use a ball to practice the use of am, is and are. Toss the
ball to the first S asking about their age. Who old are
you? S must answer "I am __ years old." Then ask the
class how old is Luis / Ana? SS must answer: "He / she is
____years old." Continue until everybody has had a
chance to answer. Tally the ages on the board to find out
the age of the majority of SS. Finally teacher T asks, "How
old are most of the children in this class? SS should
Pre-Activity answer, "Most of us are_____ years old."
SS work individually at completing the top sections of
Activity both pages. Correct as a class.
SS get in pairs to work on the PW activity on page 79.
Then, individually fill the Self-Assessment section on p.
79, 80 VL Post-Activity 80.
Make two teams. Give 5 minutes to each team to get
organized. SS need to make a quick routine in front of the
class. No speaking allowed. The other team should name
some of the actions the group of SS in front is doing. T
can write these on the board. Then, another team has to
explain what their peers did by stating the different
actions they saw their friends doing. T can ask TH do help
her show this. FInally, ask SS to think about the way
people communicate without words. This is what we call
VL, IE, IA non-verbal language and it is also a way to tell things.
T uses name sticks to choose SS. Each S says one positive

thing learned in today's class. SS can use body language
VL, IA instead of words if desired.
Greet SS. T assigns the TH for the day. TH performs the

daily routine and does roll call. T tells SS “Everyone has
the right to think, feel and have their own opinions. But
sometimes we have to defend ourselves and it is
important to know how to do it.”
Display the following steps, SS take turns to read them.
Let SS give examples and come up with solutions:
1. Decide what you want to play with friends. (Ex: Your
friend always tells you what to do or the game to play.)
2. Tell those people what they do. (Ex: “You tell me what
to do all the time.”)
3. Tell them how you feel about it. (Ex: “I feel angry about
it, because I want to play other games, too.”)
4. Tell them how you want them to treat you. (Ex: “I want
you to let me also give ideas about games.”)
Come to a conclusion and invite SS to reflect on the
importance of respecting everybody. A great way to
always be friends and enjoy playing together is to... give
Language each a turn and include everybody's ideas and
VL, IE, IA Function suggestions!
Play track, SS listen to the word and pronounce it. Follow
Pre-Activity the Writing Our Words routine to answer book page.
Individually, SS complete p. 20 unscrambling the words.
Activity Correct as a class switching books with partners.
SS get in pairs to work on the PW section on p. 20.
Have SS take turns naming an item they have in their
backpack. Include five more nouns found in the
classroom. Write a list on the board making two columns
(singular and plural nouns). Choose SS to come to the
board and write a word classifying the nouns as singular
Pre-Activity or plural.
SS check information in book page. T reads and explains
the correct use for There is / There are. SS go back to
words written on the board and add there is / there are
Activity accordingly. SS complete book pages individually.
81, 82 VL
SS get in pairs and exchange books to check and correct
81, 82 VL Post-Activity work done.
Use the spelling words to make a crossword. Pair SS up
and invite them to create a crossword. SS can use
definitions, synonyms or any other tip that help peers
identify the word to fill in the crossword. If possible, use
all the spelling words. Once completed, exchange
crosswords and have other team complete it. Share in
VL, IA the end.
Ask SS to think about today's topics in class, and how well

they understood it. SS can share with the class the things
VL, IE, IA they learned today.
Greet SS. T gives an example of friends arguing about

what to play. Girl: "I want to play with the ball." Boy: "No,
I don't like that game." Girl: "You always tell me what to
do. I don't want to play anymore." Boy: "Now, I don't
have anyone to play with..."
SS get together in pairs and use the phrases to play a
similar situation. Now, ask SS to change the dialogue as
to agree on what to do. Reinforce the idea that
everybody can have a turn and that it is fun to recognize
and acknowledge people's different ideas and
suggestions.
Emotional Do roll call by asking SS to formulate a negative sentence
VL, IE, IA Intelligence or question.
Display page. Play the lesson's track and have SS listen
VL Pre-Activity one more time. Ask 4 SS to repeat a word from the list.
SS individually work on the page. Then prepare a bingo
board for the Game Zone activity and play the game as a
VS Activity group.
SS individually work on the Self-Assessment activity
reflecting on the statements given.
21 VL, VS, IA Post-Activity
Display the lesson words. Use name sticks to pick SS.
S says the word T points out on the board. Check SS'
22 VL pronunciation. Check HS page (done @home).
T dictates the lesson words. Then, SS switch books to
check them. Invite one or two SS to give a sentence with
23 VL, VS Prior to working
the word, spell iton
or this
givepage, T should
a related word.assign Flipped
Classroom video for Homework. Ask SS to think about a
preposition that they can quickly demonstrate to the
class. Examples: on- putting a book on the desk, under-
Pre-Activity putting a backpack under the desk, etc.
SS go to pgs. 83 and 84, read the information and discuss
it. SS individually complete the written exercises as
Activity directed.
SS get into small groups to work on the TW activity on
83, 84 VS Post-Activity the bottom of p. 84.
Get SS in groups of three and play Hangman with the
prepositions learned. Then, make two teams and play a
group game with three words. T can challenge SS by
using other words (from the reading, for example), to
VL, IE, IA make this activity more interesting.
On AP, SS write three things they did well today and

three things they can improve. SS can take turns to read
VL, IA their answers to the class.
T assigns the TH for the day. TH performs the DR and

reads the Growth Mindset in Language section: "You
have brains in your head. You have feet in your shoes.
You can steer yourself in any direction you choose" by Dr.
Seuss. Invite SS to discuss the meaning and give some
examples of how it applies to their daily lives (ex: making
decisions on what to do, where to go, what to play, what
VL, IE, IA Growth Mindset to read, etc.). T does roll call to start off with class.
T draws a volcano on the board. SS guess what it is and
Pre-Activity then tell something they would like to know about it.
Play the lesson's track, SS listen carefully to the dialogue.
Ask SS to explain what the dialogue is about. Play the
Activity track again, and listen.
SS exchange books and correct answers as a class.
48 VL Post-Activity
Ask SS to think about a movie they have watched that
had a scary scene on it. Have them take turns telling what
Pre-Activity the movie was about.
Play the corresponding track and have SS listen.
SS answer book page as a TW activity.
Activity
SS compare their answers with another team.
49 VL Post-Activity
SS pair up and have 1 minute to tell their partners
something they learned today. When T says "switch" SS
change partners and repeat the activity. The goal is to
VL, IE, IA give SS the chance to talk to all of their classmates.
SS get a few minutes to think about what was most

interesting for them about today's class. T chooses SS
VL, IA randomly to share their answers.
TH does DR and T does roll call. Have SS get in pairs. Give
them one index card per child with the picture of an
endangered animal (from the video). Have SS place them
on the floor, face down. Taking turns, each child then
pick a card, identifies and names the animal in the
picture. He/She shows it to peers. Place all the pictures
face up on the floor and ask SS if they can guess what
characteristic all these animals have in common. Yes!
They are endangered species! Play video and wrap-up
session by asking SS to think of three things they can do
VL, IE, IA Current Event to protect these and all animals in the planet.
Use the Activate Your Brain audio as an introduction to
the topic. Let SS share their answers. Show Sparks'
resources, SS explain what topic they consider related to
each image. Make sure to clear meaning of any difficult
Pre-Activity word/words to assure comprehension.
Play the story's track and SS follow the reading. Use the
name selector of your choice to ask the questions from
the Check for Understanding section. Give SS two
Activity minutes to complete the Grammar Check activity.
SS work in couples telling each other something new they
50, 51 VL, VS Post-Activity learned by reading this story.
T chooses SS to share some fun memories about what
they did during their summer vacations. They can have 2-
3 minutes. Use the timer to set the time. T can use some
VL, IE, IA questions as prompts so SS talk a little more.
T uses a name selector to choose SS. The chosen S comes

to the board and has one minute to draw one thing that
VS, VL, IA represents what he/she learned today.
Greet SS. T assigns the TH for the day. TH performs the

daily routine. T does roll call by asking SS to tell what
their favorite time of the day is. T asks TH to paste some
pictures on the board that show fun activities and not-
that-fun activities (playing, swimming, dancing, eating an
ice cream, wash dishes, doing homework, making beds,
etc.). Invite SS to choose among these which they like
and which they don't like. Use the structure: I like
eating/having ice cream after lunch. I don't like to wash
Language dishes. I like playing with my brother/sister/friends. I
Tdon't
writes
likekey words from the(every
story day),
on the board. SS read
VL, IE, IA Function to do homework etc.
them and take turns saying something that relates to one
Pre-Activity of the words.
Read information in book pages. Individually answer pgs.
Activity 52, 53 following the directions.
If
SSyour class
get in pairsis on track, then
to compare andSScorrect
can worktheirtogether
answers.to
make posters showing how to use each of the Language
52, 53 VL, IE, IA Post-Activity concepts presenteda so
The SS brainstorm listfar. The teacher
of topics canhave
that they assign the
learned
students theirsogroups,
in this lesson or they
far. Rank can befrom
the topics selected randomly.
hardest to
Pre-Activity If the class
easiest needs on
by voting extra
thework on any
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of the or needs to
catch up to the pacing guide, then the teacher can do
Activity that instead.
n/a (catch up) VL, IE, IA
Do a fun Math session! Have two sets of cards with
numbers, depending on SS' previous knowledge. Make
two teams.
Review any Invite
other SS to order
content numbers
SS show as fastwith
difficulty as possible.
through
n/a (catch up) VL, IE, IA Post-Activity Check. Repeat, this
a fun, hands-on time starting with the biggest
activity.
number. SS need to identify and name the numbers to
VL, LM win!
T says "one, two, three" SS say one thing they learned

VL, IA today.
Welcome and greet SS. Invite TH to do the DR and give

each S a circle with a face showing a different feeling.
Paste some pictures of people showing different
expressions that show feelings. People should be from
different countries, nationalities, and ages. Have SS
identify the picture that relates to the circle face they
hold and come to the board to paste it where it
corresponds. Identify the different feelings (sad, happy,
bored, surprised, scared, ashamed, etc.) and ask SS to
look closely at the pictures. What can they say about
them? Ideally, they will tell that people are from different
places - that they don't all look alike but have something
in common: They all have common feelings! Tell SS that
no matter where we are, people feel alike when things
happen. They feel happy when they enjoy something;
they feel scared when there is something scary, and they
Emotional feel sad when something bad upsets them. We all have
VL, IE, IA Intelligence Tsomething
displays the Sparks resources again. SS take turns telling
in common!
a word they have learned about volcanoes: Ex: lava,
Pre-Activity magma, fire, eruption, crater, ash, gas, hot, rock, etc.
SS answer the Visible Thinking page individually. Then,
Activity have them compare their answers with a classmate.
SS individually work on the Portfolio activity. Have them
color the volcano and remind them to use their best
54 VS Post-Activity handwriting.
Draw the three different punctuation marks on the
board. Three SS come to the board to write a sentence
using each one of the punctuation marks. Read the
Pre-Activity sentences aloud as a class.
Read information on p. 85 as a class. SS individually work
on the activity. T introduces information on p. 86. SS
Activity individually work on it.
Show SS abooks,
Exchange school check,
map, the
andcity map,sentences
correct or any maponthat you
p. 86
have. Give SS index cards and colored pencils. Ask SS to
85, 86 VL Post-Activity draw a map showing the way they take when going back
home from school or the way they need to follow when
VL, IE, IA going to the cafeteria or the library in school.
SS get thirty seconds to say the thing they enjoyed the

VL, IA most about class. S finishes and chooses the next S.
TH - assigned today - does DR and helps out with roll call.
Expand meaning of Growth Mindset from session 20 -
Language Skills. What do we mean by steer any way we
want? If needed, give meaning for this word or ask TH to
look it up in the dictionary (move, change direction).
Therefore, we can go any way we want!
T displays an image of a town by a volcano. Ask SS: What
do you think might happen to this town if the volcano
erupts? SS take turns sharing their thoughts.
Pre-Activity
Activity SS answer page according to directions.
SS get in pairs to work on the Partner Work activity.
55 VS Post-Activity
T plays audio. SS follow along repeating the poems
words. SS take turns telling something about their Dad.
VL, M, IA SS get together in groups of 4. They talk about their best
friends. SS tell what they like most, what they enjoy
doing, where they met, etc. T monitors walking about in
the classroom. Ask for 2 volunteers to share about their
VL, IE, IA best friend!
SS pair up and tell each other what activity challenged

VL, IA them and why.
DLC Assessment Digital Resources Materials @Home
https://youtu.be/SKvGgb3YcDQ
Sparks: Tongue
Twister

Tracks 5, 6
ball
M
name sticks
Track 5
Homeschooling
Lesson 3 Flipped
Classroom Video:
Prepositions of
Place
Module:
sheets of grid
paper
Track 5

sheets of paper
markers
AMCO's CS name
Digital Connection selector
FA
Flipped Classroom
Video: Prepositions of
Place
Modu
sheets of paper
Language - Growth

Mindset
Track 16
FA Listening
Comprehension
Track 17
FA Oral Expression
timer
https://youtu.be/_vn_BMapo7g
index cards
Track 18
Sparks: resources
AMCO's name
Track 19 selector
timer
AMCO's name
selector
Module: Weekly B
number cards

Sparks: resources
sheets of paper
colored pencils
name selector
school map or
any map
available
index cards
colored
pencils
Growth Mindset number cards
image:
https://www.flickr.com/photos/119400

285@N07/17320227716/in/photolist-
sowGgN-iADvmf-f8afrg-pH72a7-
dwWWZH-dcjZAd-5BZqWp-5KKsx8-
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cbj9Ts-oEf4mb-5NhG2Q-e4hXph-
5mCzaE-fs1Kk3-fe7skR-qZ7aFn-
277yB6w-mgcqdG-5xAtN4-f9UFv2-
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gNVVp-8Sp4Ca-nLMMGx-Wmqxas-
oLB2sK-FRNKga-8z6EY6-fpkeCB-e1PjFN-
8bJTQz-r5cDW3-swPRZQ-nteskH-
9xp93X-7ctCmW-amkKSp-nRgXkj-
pb8Qse-HsUKuZ-81bDLD-7JZRE3
AMCO's Daddy
Poem
@Aluzo Boosters
Listening
Part 1
Listening
Quiz
Listening
Part 2
Listening
Quiz
Speaking: Quiz
(Preparation and
Practice)
Review
Speaking: Quiz
(Preparation and
Practice)
Review

practice oral expression
10 10 Daily Routine learning about Dr. Seuss
TWENTY FIVE

Phonology: Word patterns in words and
List, Working With reproduce words with correct
20 20 Sounds pronunciation
apply knowledge of
25 25 Language etc.) by telling time
practice oral and nonverbal
0 30 EXTENSION communication
5 5 Cool Down

10 10 Daily Routine reinforcing vocabulary words

Spelling: Writing memorize spelling patterns
Our Words, You
TWENTY SIX
20 20 Can Do It!
apply knowledge of
25 25 Language etc.) using adverbs of frequency
communicate information
0 30 EXTENSION using adverbs of frequency
0 0 STEAM
5 5 Cool Down reaffirm class information
talking about how to be a good
10 10 Daily Routine friend
relate vocabulary words to their

definitions
use words correctly in context,
TWENTY SEVEN
Vocabulary: Using showing correct application of

10 10 our Words the words’ meanings

apply knowledge of
25 25 Language etc.) using numbers
communicate information in a
0 30 EXTENSION sequenced fashion
5 5 Cool Down recall class information

TWENTY EIGHT


and language to a speaking
activity (debate, role-play,
partnered conversation, etc.)
practicing the language to share
25 25 Oral Expression information
use language in common

0 30 EXTENSION situations


ENTY NINE
TWENTY NINE
comprehend and identify the

main ideas and details of a text,
to infer based on previous
45 45 Reading knowledge
use the language to share

what they like to do with
0 30 EXTENSION friends
0 0 Think Tank
5 5 Cool Down reflect about friendship


identifying and talking about
10 10 Daily Routine feelings
THIRTY
Reading: Check
Your further understand by
Understanding, manipulating information more
30 30 Going Deeper profundly
apply knowledge of
apply grammar knowledge in a
0 30 EXTENSION dialogue
0 0 Think Tank
5 5 Cool Down evaluate new information

10 10 Daily Routine working all together
THIRTY ONE
Reading: Visible generate, evaluate or analyze

20 20 Thinking ideas
review and practice concepts

25 25 Language practice
learned concepts in a fun
way promoting a friendly
0 30 EXTENSION environment in class
0 0 STEAM
5 5 Cool Down reflect upon self's progress


using vocabulary in relevant
10 10 Daily Routine contexts

and language to practice
creative writing applying
Writing: Write adjectives to enhance the
25 25 About It! writing product
THIRTY TWO
Music & enrich vocabulary while

20 20 Movement practicing motor skills
THIRTY TWO
incorporate descriptive words
into their oral language to
make discourse more lively
0 30 EXTENSION and interesting
0 0 STEAM
5 5 Cool Down reflect on own learning process

Pages MI Type Strategies and Activities
Greet and Welcome SS. TH does DR and T roll call.
Talk about Dr. Seuss! One of the quotes was written
by Dr. Seuss. Introduce SS to this author by showing
this short video and see if anybody has ever heard of
him before. (If already done, expand information by
showing another of his books). See that all of his
sayings, thoughts and ideas are pertinent still. Invite
SS to choose one and rephrase it or make a nice
VL, IE, IA Current Event drawing!
• Tongue Twister routine: Play Sparks' Tongue
Twister. (TT) The first time SS only listen to it. Play it
again and pause every sentence so SS can repeat it.
Play it a third time without sound so SS can practice
pronouncing it. Remind SS that they must first
pronounce it correctly before they can work on their
speed. Give SS a minute to practice the tongue
VL, IA Pre-Activity twister. Then have a TT competition.
• Play audio (track 7) and have SS listen to it,
quietly.
• Play audio again, and have SS locate words in the
list.
• Play audio and have SS arrange words by
number.
• Play audio and have SS repeat words, loud and
clear.
• Play the second audio (track 8). SS listen and
circle the spelling word in the sentence.
SS individually complete the activity on the top of p.
25 after listening to track 7 once again. Then, work as
24, 25 VL Activity a class to complete the second activity.
SS get into teams by rows and work on the TW
M Post-Activity suggested on p. 25
T presents the Flipped Classroom Video: Telling Time.
SS get together in groups of three SS to make a clock.
Make the long and short hands and show the times
according to the questions in book page. Share and
Pre-Activity review. Keep clocks at hand.
TH checks on the time shown in class clock and asks
SS to mark it in their clocks! SS explain the parts of the
clock and how to tell time using their clocks. Then, SS
Activity individually solve book pages.
SS exchange books with a partner to check and
correct. Then, work on the TW activity asking and
87, 88 VS Post-Activity telling time.
SS extend practice with clocks. Get together in groups
of three SS and play a game guessing the time shown
on their clocks. Taking turns, SS show a given time on
a clock and show it to peers in team. The first to guess
correctly, has a turn to show a given time now. T
VS, LM, VL walks around the classroom supervising the activity.
SS get thirty seconds to say the thing they enjoyed the

VL, IA most about class. When S finishes, chooses the next S.
TH, assigned today by T for the next couple of days,

performs the daily routine and gives out an index card
with a vocabulary word written on it, to each S. SS
have one minute to think and identify the picture and
name the correct word. SS can use the word in a short
Language sentence or try spelling it. Or, SS can try, as fast as
VL, IE, IA Function they track.
Play can, toSSput theto
listen words in ABCand
the words order.
pronounce
them. Complete page 26 as a group following T
VL Pre-Activity directions.
SS individually solve the word search on p. 27. Then
exchange books with a classmate and check their
VL Activity answers together.
SS form two teams and play the Pictionary as
26, 27 VL, IE, IA Post-Activity suggested in the Game Zone on p. 27.
T writes the words: always, sometimes, and never on
VL Pre-Activity the board. SS take turn telling what they mean.
T introduces and reviews the use of these adverbs of
frequency. SS read information in book pages.
VL Activity SS answer pages according to directions.
SS get in pairs to share answers at the bottom of p.
89, 90 VL, IA Post-Activity 90.
SS prepare a short dialogue to present to peers. SS get

together with a peer based on the letter of their
names and following ABC order. Let children organize
themselves and help if needed. SS must talk about
activities they always, sometimes, and never do. SS
VL, IE, IA need to agree on how they will take turns to do so.
T chooses a S with AMCO CS name selector. S has

fifteen seconds to say a sentence using one of the
VL, IA adverbs of frequency learned today.
After conducting DR with the help of the TH, and
doing Roll Call, invite SS to get together in groups of 3.
They have to produce a list of 5 things that they
consider important when having a friend. After the list
is complete, invite them to share with the rest of the
SS. Identify the common points - be nice, enjoy
playing together, help if they need, say nice things, do
things together, etc., can be some of the
characteristics we should have when befriending
someone. Finally, have SS name 3 good friends they
Emotional can think of and, if any of these are in the room, ask
VL, IE, IA Intelligence them to go give them a nice Friend's Hug today!
Display page. Play the lesson's track and have SS listen
one more time. Ask 4 SS to repeat a word from the
VL Pre-Activity list.
SS individually complete the exercise.
VL Activity
SS exchange books to check and correct. SS read
answers aloud as a class.
28 VL, IE, IA Post-Activity
T displays the lesson words. Use name sticks to pick
SS. S says the word T points out on the board. Check
29 VL SS' pronunciation. Check HS page (done @home).
As a starter,
T dictates theSSlesson
rote-count
words.until
Then,100SSasswitch
fast asbooks to
possible.
check them. Invite one or two SS to give agive
Choose SS by throwing a ball to turns.
sentence
30 VL, VS SS come to the board and write the numbers
with the word, spell it or give a related word. the
teacher dictates. Have another 2-3 SS come to the
board and put them in correct sequence. Read the
numbers and give/name the number that comes
Pre-Activity before and the number that comes after.
SS answer book pages individually. Check answers as a
class. SS take turns to share their answer to the
Activity question on p. 92.
SS stand up and form a line for the Game Zone on the
91, 92 VS, LM Post-Activity bottom of p. 92.
SS get together with a peer based on the number of
letters on their names (ex: Luis - 4, Sebastian - 9) Let
children organize themselves and help if needed. SS
talk about a favorite toy/game they enjoy playing. SS
need to agree on what to talk about and how they will
VL, IE, IA take turns to do so.
Set timer to two minutes. In AP, SS write numbers as

fast as they can without skipping any. Who gets to the
LM biggest number?
T assigns the TH for the day. TH performs the daily
routine and brings back one of the three Growth
Mindsets revised along this month (Phonology,
English or Language Skills) by reading it to classmates.
Have SS make a drawing showing/conveying the
meaning of the MIndset. Pick 2 or 3 SS to explain what
VL, IE, IA Growth Mindset they draw. FInish by doing roll call.
Have SS look at the pictures on p. 56 for ten seconds,

close their book, and guess what the conversation
Pre-Activity they are about to listen to is going to be about.
Play the lesson's track, SS listen carefully to the
dialogue. Ask SS to explain what the dialogue is about.
Play the track again, and listen. Work on p. 56.
Activity
SS exchange books and correct answers as a class.
56 VS, VL Post-Activity Ask SS to think about words to describe a panda (ex:
soft, cuddly, fat, happy, etc.) Have them take turns
saying one word without repeating the ones already
Pre-Activity said by peers.
Play the corresponding track and have SS listen. SS
answer exercise on book page as a Partner Work
Activity activity.
SS individually reflect on their performance answering
the Self-Assessment questions on the bottom of p. 57.
Imagine all SS in class go to a field trip to China to

study pandas. They have to pair up to travel. They
have to plan their trip. Make two groups. Have SS
organize activities, what they would need to take with
VL, IE, IA them, what they would do. Then, present to the class.
SS analyze the value of friendship. Is it fun to have

friends? What are friends for? Each S gets 20 seconds
VL, IA to share a thought.
Welcome and greet SS. Do roll call and ask TH to do

DR. Have SS identify the season of the year at the
moment and invite them to talk about its
characteristics. Which is their favorite season of the
year? Talk a little about the 4 seasons and ask SS if
they have heard about Climate Change. Show this
video about how climate conditions have changed
these past years. See if the seasons and temperatures
are the same as before. Finally, invite SS to reflect on
the need to do something for the planet preventing
VL, IE, IA Current Event more changes that can affect us all.
Use the Activate Your Brain activity as an introduction
to the topic. Let SS share their answers. Show Sparks'
resources as conversation starters. Make sure to clear
meaning of any difficult word/words to assure
Pre-Activity comprehension.
Play the story's track and SS follow the reading. Use

the name selector of your choice to ask the questions
from the Check for Understanding section. Give SS
Activity two minutes to complete the Grammar Check activity.
SS work in pairs telling each other what they consider
58, 59 VL, VS Post-Activity the most interesting about this story.
Taking turns, invite SS to come to the front and talk
for 3-4 minutes sharing what they like best to do with
their friends. Help SS writing down tag sentences to
promote their speaking abilities such as: I like to go
to..., We listen to..., We play..., etc. At the end, vote
for the three best activities SS like most to do with
VL, IE, IA friends.
SS write a sentence describing the importance of

VL, IE, IA having friends.
Greet SS. Assign TH for the next two days and invite
him/her to do DR and ask 2 or 3 classmates how they
feel this morning to refresh emotions and feelings. SS
draw a picture of a feeling/emotion in AP. T asks SS to
get together with the SS that draw the same feelings.
(If there are too many in one group, split that group in
2). Have them discuss briefly among them and share
when they felt or feel the way the picture shows.
Finally, invite one or two SS to share information
Language using structure: I feel ___________when I (come,
Tplay,
writes key words____________.
from the story on the board.
VL, IE, IA Function visit, watch)
SS read them and take turns saying something that
Pre-Activity relates to one of the words.
Read information in book pages. SS individually work
Activity on pgs. 52, 53 following the directions.
SS get in pairs to compare and correct their answers.
If your class is on track, SS can work together to make
60, 61 VL Post-Activity posters showing
SS brainstorm how
a list ofto use each
topics of thehave
that they Language
learned in
concepts presented so far. T can assign
this lesson so far. Rank the topics from hardest work groups,
to
Pre-Activity or they by
easiest canvoting
be selected
on the randomly.
difficulty If the
of the topics.
class needs
Make two teams.
extra work on anyEach
skillsteam linestoup.
or needs T says
catch up atopart
theof
Activity speech name then
pacing guide, (ex:nouns,
T can prepositions,
do that instead. adverbs, etc.),
SS race to
Review anyspell thecontent
other word on SSthe
showboard. The trick
difficulty withis
n/a (catch up) VL, IE, IA Post-Activity that each S can only write
through a fun, hands-on activity. one example, then pass the
marker to the next S in the line. The line that writes
VL, IE, IA most examples in one minute wins.
SS evaluate and tell why new information is always
VL, IA helpful.
TH proceeds with DR and T does roll call. Have SS

work altogheter to make a nice collage showing the
hue of emotions people and animals can feel
according to different situations and events. Have
some magazines and ask SS to look for pictures
showing emotions! Cut them and paste them. Add
Emotional some colors and hearts or happy faces to make this a
VL, IE, IA Intelligence Tnice
displays
sampletheofSparks resources
different emotions again. SS feel.
we all take turns
telling a fact that relates to one of the images, or that
Pre-Activity relates to the story read on day 29.
SS get into teams to work on the Visible Thinking
activity. Then, designate a S to share the work with
Activity the whole class.
SS individually reflect and answer the Self-Assessment
62 VL Post-Activity activity.
Make teams of four to six SS. Each team gets a bottle.
SS challengea each
Brainstorm list ofother
topicswith Flippingand
presented Bottle
learned from
competitions. The S that
the language section flipsorthe
so far, bottle
refer correctly
to the book's first
gets to askIndex.
Language a question to the
SS think of atteam
leastmember they for
one example
Pre-Activity competed
each topic.against. If answered correctly, the winner
Activity challenges
SS completeanother
the unitmember of the team.
review activities Questions
on page 93.
must
Checkcome from thefrom
the answers book's
thetopics - like naming
unit review, a
and review
93 VL, IA Post-Activity spelling
any topicsword,
thatrecalling what
the SS had the reading
particular story
trouble and
with.
topic was, using a grammar structure in an example,
VL, IE, IA etc.
T counts to three, SS say one adjective that describes

their class experience of the day (example: busy, fun,
challenging, accomplished...) Repeat two or three
times, then let SS explain why they chose those
VL, IA adjectives.
Assign last TH for these next two days before moving

to the evaluation week. TH does DR and helps out
with roll call. Bring back the drawings made in session
28 depicting the Growth Mindset of their choice.
Have SS volunteer to share and tell classmates what
their drawing is and see if the meaning is clear. Invite
VL, IE, IA Growth Mindset SS to decide which quote they liked the most and
why.
SS stand in a circle and take turns coming to the
Pre-Activity center to act as pandas for 15 secs. each.
Activity SS answer page according to directions.
SS individually work on the Portfolio activity. Have
them to color their drawing and remind them to use
63 VS, VL Post-Activity their best handwriting.
T plays audio. SS follow along singing, and moving
around the classroom pretending to be a bear going
VL, M, K, IA over a mountain.
SS draw a nice picture of a day out - either in the
garden in a house or at the park. Include a pet!
Preferably a dog. Invite SS to add as many nice details
as possible and color it. Exchange the drawings with
the classmate in front of them and ask them to write
at least 7 words that help describe what the picture
VS, VL, IA looks like. TH writes words on the board.
T makes a KWL chart on the board. Together SS fill it.

Analyze what SS learned in the unit and what they
expect to learn in the next unit. What are they
capable of saying now? How much more things do
they know now that didn't know before? Share with
the class the thing they want to learn more about.
Finally, ask SS to reflect on their own commitment to
their learning process. Did they do their homework?
Did they actively participate in class? Were they good
buddies when working with and in a team? T makes
sure to register some of this valuable information for
VS, VL, IA SS to go back to in some time.
DLC Assessment Digital Resources Materials @Home
Dr. Seuss Quotes For https://youtu.be/hzkug94Wi94

Kids - Written Reality
writtenreality.com/dr-seuss-quotes-every-kid-know
name selector

Tracks 7, 8
1/4 cardboard
sheets
Flipped Classroom scissors
video: Telling TIme markers
class clocks
name sticks

Track 7
Homeschooling
Lesson 4
AMCO's name
selector timer
sheets of paper
Track 7

Digital Connection
AMCO's CS name
selector
FA
ball
Digital Connection colored pencils
timer
sheets of paper
Compass, World
Map (either
online or
physical) sheets
Growth Mindsets of paper

Track 20
FA Listening
Comprehension
Track 21
sheets of paper
timer
eekly Boosters Packet 1
https://youtu.be/Sv7OHfpIRfU
Track 22
Sparks: resources
timer
selector
AMCO's name
Module: Weekly Boosters Packet 1 Module: Weekly Boosters Packet 1

Modu
Sparks: resources
Music & Movement

FA
plastic bottles
filled with sand
Growth Mindset
timer
sheets of paper
colored
pencils
Music & Movement
Amco's The Bear

Went Over the
Mountain Song
Music & Movement
paper sheets,
colored pencils,
magazines, glue,
scissors
@Aluzo Boosters
Speaking: Quiz
(Submit
Assignment)
Review
1st-2nd
Writing Activity
(Preparation and
Practice)
1st-2nd
Writing Activity
(Preparation and
Practice)
1st-2nd
Writing Activity
(Submit
Assignment)
Review
Music & Movement
(1st-2nd)
(Preparation and
Practice)
Music & Movement
(1st-2nd)
(Submit
Assignment)
Wrap Up (Days 33 - 36) 2nd B1
Students will be able
Days Date 120 min 150 min Subject to

process, practice oral
expression and
enhance emotional
10 10 Daily Routine intelligence
THIRTY THREE
demonstrate spelling
20 20 TEST: Spelling skills
review and practice

25 25 Language review concepts learned
using language to tell
about personal
0 30 EXTENSION matters
use complete sentences

5 5 Cool Down to express emotions
process and practice
oral expression
analyzing ways to cope
with stress when
10 10 Daily Routine testing
demonstrate oral
Test: Oral expression skills
15 15 Expression learned
TY FOUR
develop rhythm and

language skills while
10 10 Music & Movement enhancing vocabulary
THIRTY FOUR
develop rhythm and
language skills while
10 10 Music & Movement enhancing vocabulary
demonstrate
knowledge attained in
20 20 TEST: Language grammatical structures
0 30 EXTENSION additional testing time
0 0 Think Tank give advice and
recommendations for a
5 5 Cool Down given situation

oral expression by
relaxing and sharing
10 10 Daily Routine feelings
demonstrate oral
15 15 Expression obtained
THIRTY FIVE
demonstrate reading
and listening
Test: Reading and comprehension skills
20 20 Writing gained
review vocabulary
while developing
10 10 Music & Movement rhythm and motor skills
0 0 STEAM
reflect upon today's

5 5 Cool Down work
oral expression
reflecting on how they
have felt during the
10 10 Daily Routine exams
demonstrate oral
15 15 Expression acquired
review vocabulary
while developing
THIRTY SIX
10 10 Music & Movement rhythm and motor skills
demonstrate listening
20 20 Test: Listening comprehension skills
0 0 Think Tank
reflect upon their

5 5 Cool Down performance
Pages MI Type
VL, IE, IA
Pre-Activity
Activity
VL, IA Post-Activity
Pre-Activity
Activity
VL, IE, IA
VL, IA
VL, IE, IA
VL, IA
VL, M, IA
VL, M, IA
Pre-Activity
Activity
VL, IA
VL, IE, IA
VL, IA
VL, IA
Pre-Activity
Activity
Post-Activity
VL, M, K, IA
VL, IA
VL, IA
VL, IA
VL, IA
VL, M, K, IA
Pre-Activity
Activity
VL, IA
VL, IA
Strategies and Activities DLC Assessment
Greet SS, ask the TH to write the date on the board. Then, invite SS to
do a quick - getting ready for test session. Ask SS to identify how they
feel about the upcoming tests. Write SS' responses on the board.
Invite SS to see that if they are prepared, have studied and
participated in class, they should know the concepts well and,
therefore, do not need to worry or be stressed. Allow 1 minute for SS
to listen to some relaxing music in preparation for the test.
Go over test rules for the class: Keep your eyes to your own work,
keep voice down or in silence, have all the things needed ready, go to
the teacher if help is needed.
Give each S a test. T dictates 15 words selected from all four lessons.
Tip: Before starting the test ask every S to write their name and date
on the first page. SA Spelling
Invite SS to close their eyes, be quiet and sit comfortably while they
notice their breathing. SS take a deep breath and, slowly breath out.
Inhale and Exhale. Do this three to five more times. Ask SS to open
their eyes and move their bodies. Ready! Stress is gone!
Brainstorm a list of topics presented and learned from the Language
section so far, or refer to the book's Language Index. SS think of at
least one example for each topic.
SS complete the unit review on page 94.
Check the answers from the unit review as a group. Revisit any topics
that the SS had particular trouble with. FA
SS get in pairs to prepare a short dialogue to present to peers. Ask SS
to talk about how they feel in testing time, ex: about what they need
to do to perform good, about their fears and concerns, etc.
SS take turns sharing their feelings about today's spelling test.
T asks SS "Do you ever feel worried? What makes you feel stressed? Is
there something
Conduct you can do
a short individual about it?
speaking Do roll callfor
assessment byabout
asking5SS to share
students,
their thoughts
3 minutes each.onShow
it andpre-selected
their own personal
images ways
from theto feel
bookbetter. Allow
and ask
1 minute for SS to listen to some relaxing music in preparation
simple questions (refer to teacher guide and tutorial for more for the
test.
information). There will not be enough time to check every student in
this session so repeat this routine in tomorrow's session. Remember
to change the prompt so the SS don't copy the SS that get evaluated SA Oral
today. Expression
T plays audio. SS then repeat the three tongue twisters: "Alice Asks,"
"Ate Cakes," and "Elegant Elephants" by themselves, several times
each, in order to do it faster every time.
Amco's Tongue
Twisters
T plays audio. SS then repeat the three tongue twisters: "Alice Asks,"
"Ate Cakes," and "Elegant Elephants" by themselves, several times
each, in order to do it faster every time.
Amco's Tongue
Twisters
Before the test, toss the ball randomly to SS. Ask questions that help
refresh Language concepts from Book 1.
Give each S a test. Have SS work with Language test in silence.
• Tip: Before starting the test read the instructions from every
section and have SS rephrase them to ensure they understand what
they must do. SA Language
Invite SS to close their eyes, be quiet and sit comfortably while they
Inhale and Exhale. Do this 3 to 5 more times. Ask SS to open their eyes
and move their bodies. Ready! Stress is gone!
Consider this time to extend Test: Oral Expression.
Toss the ball around, SS get a chance to give an advice about, "what to
do when feeling stressed and worried."
Greet SS and ask for the date. Complete DR and get ready for test-
taking doing the following exercise
Invite SS to close their eyes, be quiet, and sit comfortably while they
Inhale and Exhale. Do this 3 to 5 more times. Ask SS to open their eyes
and move their bodies. Ready! Stress is gone! How do we feel now?
Make teams of three SS. Each team gets a prompt to develop a

conversation (referring to book's topics). Give each team two minutes
to present the conversation, and grade them. (There will not be
Test
enoughroutine:
time to check every student in this session so repeat this
Go over
routine intest rules for the
tomorrow's class:Remember
session. Keep your eyes to your
to change theown work,
prompt SA Oral
keep
everyday so SS don't copy the ones that get evaluated today.) go to
voice down or in silence, have all the things needed ready, Expression
the teacher if help is needed.
Before starting each section, read all the section’s instructions and
have SS re-phrase them to make sure they understand what they
must do.
Reading and Writing: SS individually read the text included in the test.
Then answer both sections in silence.
Recommend SS to review their answers, make sure they have
completed every section, and correct any mistakes they spot before SA Reading and
handing over their test. Writing
SS can share their experiences about the test or have the chance to
tell a funny joke for all to relax!
T plays audio. SS stand in a circle to sing, move, and touch body parts
according to the song's words. Repeat routine.
Consider this time to extend Test: Oral Expression

In two minutes draw how you feel at the end of this class. Share with
a partner.
Complete today's DR and have SS share how they have been feeling
during the exams. Have they prepared for the exams? Do they like to
have exams? Do they get together to study? Do they make mind maps
of concepts or lists of words to study? Share and see what else can be
helpful when studying for tests. Allow 1 minute for SS to listen to
some relaxing music in preparation for the test.
Make teams of three SS. Each team gets a prompt to develop a
conversation (refer to test) Give each team two minutes to present SA Oral
the conversation, and grade them. Expression
T plays audio. SS follow along singing, and moving around the
classroom pretending to be a bear going over a mountain.
Listening Comprehension:
Go over test Play the
rules for the class: Keeptrack,
yourSS listen
eyes in silence.
to your Play it a
own work,
second timedown,
keep voice for SSlisten
to reinforce whathave
attentively, theyall
heard. In silence
the things SS answer
needed ready,
the first
go to thesection.
teacherRepeat
if help for the second section.
is needed.
Recommend SS to review their answers, make sure they have
completed both sections, and correct any mistakes they spot before SA Listening
handing over their test. Comprehension
T goes over the correct answers of the test.
Consider this time to finish Test: Oral Expression.
SS pair up and face each other. Ask SS to share with their partners the
thing they found most difficult about today's test, and the thing they
think they could do better next time. Finally, invite SS to share what
they favorite topic and learning experience was¡ Wait for next book
coming up!
Digital
Resources Materials @Home @Aluzo Boosters
relaxing music name sticks
Assessment Module
relaxing music
ment Module
Assessment Module
ball
ball
Assessment Module
Amco's Head,
Shoulders,
Knees, and Toes
Song
sheets of paper
colored
pencils
relaxing music
Amco's The Bear
Assessment Module
Went Over the
Mountain Song
Marsupials Track 9 / Track 10
2nd Pg 32 / Pg 33
Daisy: Sally, did you know that koalas are not bears?
Sally: They are not? How do you know?
Daisy: Well, I am reading a book about them and it says they are marsupials.
Sally: What is a marsupial?
Daisy: It is an animal that has a pouch on the front to carry its babies.
Sally: Oh, just like a kangaroo!
Daisy: Exactly! And you know what? Koalas and kangaroos both live in Australia!
Sally: Oh! I would like to go to Australia to see them!
Daisy: Yes, me too!
Brave Dolphin Track 12 / Track 13

2nd Pg 40 / Pg 41
Seal: Hey, dolphin! I just saw you chasing a shark! Are you crazy?
Dolphin: No, I am not crazy. I just didn’t want the shark to hurt that man.
Seal: Why?
Dolphin: Because sharks should eat fish, not humans.
Seal: Well, that is true.
Dolphin: Besides, the man was just swimming and having fun. It wasn’t fair.
Seal: I think you are a very brave dolphin!
Dolphin: Thank you for saying that, seal! Let’s go play with the waves!
Seal: Yes, let’s go!
Scary Volcano Track 16 / Track 17

2nd Pg 48 / Pg 49
Tom: Hello, Jill. You look sleepy today!

Jill: Hi, Tom. Yes, I am sleepy because yesterday I watched a movie about a volcano. It was so scary that I didn’t sleep well.
Tom: Why was the movie scary?
Jill: There was a town at the bottom of the volcano, and when it erupted, everybody had to run away from the hot lava!
Tom: Jill, just think that there are no volcanoes around here, that cannot happen to us.
Jill: Yes, I know, and I am so glad!
Tom: Well, I am glad too!
Pandas Track 20 / Track 21

2nd Pg 56 / Pg 57
Daisy: You know what, Sally? Yesterday I went to the zoo and spent the whole time watching the pandas. They are so cute!
Sally: I like pandas too! I think they look like big teddy bears, but I don’t know much about them.
Daisy: Well, l can tell you that they come from China.
Sally: Really? And do you know what they eat?
Daisy: Yes, they only eat bamboo shoots.
Sally: They must eat a lot, because they are kind of fat!
Daisy: Yes, they need a lot of bamboo! Adult pandas weigh about 300 pounds. Actually, they spend their lives mostly eating a
cary that I didn’t sleep well.
away from the hot lava!
he pandas. They are so cute!
end their lives mostly eating and sleeping!

Days 1-36 (14 sessions)
Session Day
ONE Date Time Subject Students will be able to
0 15 Global • identify their classroom rules.

Citizenship
O • identify values.
TWO
N 40 • relate vocabulary words to

E their definitions.
Global
Citizenship
• Activate Your
Brain
• Search for
Answers:
Vocabulary
FOUR
T
• model different values.
W 40 • describe different values.
O
Global
Citizenship
• Search for
Answers:
Inquiry Activity
and Input/Direct
Instruction
T
H
• list values.
SIX
R 40
E • relate counting to math.
T
H
• list values.
SIX
R 40
E
Global
Citizenship
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
F • comprehend and identify the

EIGHT
O main ideas and details of a text.

U 55 • draw and describe values that
R they show in class.
Global
Citizenship
• Enrich
Yourself:
Literacy
Connection
• Do Your Best!
ELEVEN
F • relate values to classroom

I 40 rules.
V • relate vocabulary words to
Global
Citizenship
• Activate Your
Brain
• Search for
Answers:
Vocabulary
THIRTEEN
S • describe different rules at
I 40 home and in the classroom.
X • relate rules to values.
Global
Citizenship
• Search for
Answers:
Inquiry Activity
and Input/Direct
Instruction
S
SIXTEEN
E
• make classroom rules.
V 40
N
Global
Citizenship
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
EIGHTEEN
E
I • comprehend and identify the
main ideas and details of a text.
G 55 • describe and identify different
H
Global rules.
T
Citizenship
• Enrich
Yourself:
Literacy
Connection
• Do Your Best!
G 55
H • describe and identify different
EIG
Global rules.
T
Citizenship
• Enrich
Yourself:
Literacy
Connection
• Do Your Best!
TWENTY
N • relate vocabulary words to

I their definitions.
N 40 • predict what would happen if
E there were no rules.
Global
Citizenship
• Activate Your
Brain
• Search for
Answers:
Vocabulary
TWENTY TWO
• identify self-control.
T
E 40 • list reasons for rules.
• describe the need for rules in
N
life.
Global
Citizenship
• Search for
Answers:
Inquiry Activity
and Input/Direct
Instruction
TWENTY FOUR
E
L
• imagine consequences of
E 40 there not being rules.
V
E • relate self-control to math.
N
Global
Citizenship
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
TWENTY FOUR
E
L
• imagine consequences of
E 40 there not being rules.
V
E • relate self-control to math.
N
Global
Citizenship
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
TWENTY SIX
T
W • comprehend and identify the
E
55 main ideas and details of a text.
L • give reasons for rules.
V
E
Global
Citizenship
• Enrich
Yourself:
Literacy
Connection
• Do Your Best!
T
H
I
THIRTY
R
40
T
E Global
E Citizenship • recall concepts learned in this
N • Unit Review unit.
F
THIRTY TWO
O
U
R
40
T
E
E
N Global
Citizenship • recall concepts learned in this
• Unit Review unit.
O
U
THIRTY T
R 40
T
E
E
N Global
Citizenship • recall concepts learned in this
• Unit Review unit.
F
I
F THIRTY FIVE
T
E
E Global
N Citizenship • recall concepts learned in this
40 • Unit Test unit.
Pages MI Type
Introduction to
subject
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Strategies and Activities DLC
Before opening the book, ask SS to talk with a partner about the rules in their
classroom.
• Ask them to discuss what some of the rules are and why they have rules.
• Call on SS to share their thoughts with the class.
Before opening the book, on a separate sheet of paper, have SS draw a picture of
what they think the word 'value' means.
• Call on SS to share their thoughts with the class.
What are my Values?
• Read the directions to SS.
• Separate SS into pairs.
• Make sure SS discuss what is similar and what is different for each picture.
• Call on SS to share their answers with the class.
Vocabulary
• Play Track 23 one time, asking SS to listen. Play it again, asking them to listen
and repeat.
• Play Track 24, and have SS listen to the sentences. Discuss the pictures and the
meanings of the words with the SS.
• Read the poem at the bottom of page 97 to SS. Repeat with SS reading along
with you.
Direct SS to complete the teamwork activity at the bottom of page 97.
• Separate SS into teams of 3 or 4.
• Have SS make a list of ways they can show kindness.
• If you have extra time, direct SS to present their ideas to the class.
Before opening the book, review the vocabulary from the previous session via
gestures, pictures, etc.
Values Role Play

• Make sure SS understand how to role-play the scenes.
• Have SS act out the four scenes, twice for each scene.
• If you have extra time, direct SS to present to the class.
• Direct SS to answer the questions at the bottom of page 98.
Values
• Play the track for this page.
• After the reading is over, ask several questions to the SS such as "What are the
six different values?” "What are values?" "How do values help people?" etc.
Direct SS to answer the questions at the bottom of the page with a partner.
Before opening the book, ask SS to Think-Pair-Share the following questions.
• What is one value you do really well?
• What is one value you could do better?
• Call on SS to share their thoughts.
Inside and Out
• Briefly review the information on page 99.
• Read the directions and answer any questions SS may have. Direct SS to
complete this page independently.
• Review the answers to the questions on this page with SS when all SS are
completed.
Counting Kindness
• Tell SS that values are connected to math!
• Read and review the page with SS, making sure to clear up misunderstandings
about the people in the picture.
• Direct SS to answer the questions.
• Answer any questions SS may have.
• Review the answers to the questions on this page when all SS are done.
Direct SS to complete the Partner Work activity at the bottom of page 101.
• Read the directions of the activity to SS.
• Monitor SS as they answer the questions.
Direct SS to read and think about the questions at the top of the page.
The Ant and the Grasshopper
• Choose a reading strategy based on your class's reading ability. Refer to the
Reading Strategies in the Teacher's Guide.
• Direct SS to read the text.
• Direct SS to answer the questions independently, and review when finished.
• If you have extra time, separate SS into pairs to act out the story with a
partner.
How I Show my Values
• Read the directions to SS. Make sure SS write down the value before drawing a
picture that shows how they represent that value in class.
• Review suitable responses with SS.
Direct SS to complete the Partner Work activity at the bottom of page 103.
• Monitor SS as they share their values.
Before opening the book, ask SS to Think-Pair-Share the following question.
• Do you think values and classroom rules are related?
Can We Make Classroom Rules that Reflect our Values?
• Make sure SS discuss how the pictures are similar.
• Direct SS to answer the self-assessment question at the bottom of page 104.
Vocabulary
and repeat.
Direct SS to answer the questions at the bottom of the page.
My House Rules
• Direct SS to complete the page.
• Direct SS to read and think about the questions at the bottom of page 106.
Can We Make Classroom Rules that Show our Values?

• After the reading is over, ask several questions to the SS such as "What are
consequences?” "What is one consequence for not doing your homework"
"What is a rule for the value of honesty?" etc.
• If you have extra time, direct SS to share their list with the class.
Have SS compete with a partner to name as many classroom rules as they can.
• The SS who can name the most rules wins!
Check Your Understanding
• Direct SS to complete the game zone activity.
• Divide the class into teams of five or six SS.
• Read the directions of the game to SS.
• Monitor SS as they play the game.
• Direct SS to complete the bottom of page 108 independently.
• Review the answers to the question on this page with SS when all SS are
completed.
It's in the Words

• Tell SS that words are connected to math!
about counting letters.
• Complete question one with SS to serve as an example.
Direct SS to complete the self-assessment question at the bottom of the page.
Direct SS to read and think about the questions at the top of the page.
Playing in Traffic!
It's Time to Create Our Own Rules

• Read the directions to SS. Make sure SS write about two rules that important
and then circle the value that the rule shows.
• Direct SS to write to the best of their ability.
Ask SS to state 2 things they've learned, and 1 question they have about rules.
• Call on SS to share their answers.
• Why do you think your classroom, house, and the world has rules?
Can We Make Classroom Rules that Reflect our Values?
• Separate SS into teams of three or four.
• Make sure SS discuss what is happening in each picture.
• Call on SS to present their stories with the class.
Vocabulary
and repeat.
Direct SS to complete the game zone activity at the bottom of page 113.
• Have SS sit in a circle.
• Lead the chant for SS as outlined on page 113.
Self-Control
• Read the directions and text to SS.
• Direct SS to complete the partner work activity.
• Once SS are finished discussing, direct them to share their thoughts with the
class.
• Direct SS to complete the self-assessment question at the bottom of the page.
What Would Happen if we did not Have Rules?

• After the reading is over, ask several questions to the SS such as "What would
it be like if we didn't have rules?” "What are three things that rules help us do?"
etc.
Direct SS to answer the questions at the bottom of the page.
Before opening the book, ask SS to talk with a partner about a time they used
self-control.
Imagining There Are No Rules
• Call on SS to share their pictures with the class and then have them complete
the question at the bottom of page 116.
An Array of Boys
• Tell SS that self-control is connected to math!
about number sentences and counting by 3's.
Ask SS how they feel regarding their knowledge of rules and self-control.
• SS close their eyes and hold up 3-2-1 (3-I get it! 2-working on it 1-not yet!)
Direct SS to think about the question at the top of the page.
• Call on SS to share their predictions.
The Spelling Test Rule

• Have SS write down their predictions on the page.
Rules Are a Part of Our School, Community, and World

• Read the directions to SS. Make sure SS have three reasons why it is good to
have rules. Also make sure SS include pictures because they are making a poster.
• Direct SS to write to the best of their ability.
Direct SS to show their posters to a partner.
• Have SS give feedback on their posters in partners.
• Make sure to ask them to do it in pen if you will be using this as a graded
assignment.
Direct SS to read through the vocabulary on pages 97, 105, 113.
• Direct SS to highlight any words that they still are unclear about.
Vocabulary Review
• Direct SS to complete the questions on this page.
• Once SS are completed with the questions, they should work with a partner to
answer any questions
On a separate sheet ofthey had.
paper, have SS draw one picture for each of the 12
vocabulary
Direct SS towords.
read through the Check for Understanding and Do Your Best pages
from
• Tell this unit.the pictures should help them remember the vocabulary words.
SS that
• Ask SS to circle questions they got incorrect.
• Have SS discuss with partners how to get the correct answers.
Graphic Organizer Review

• Review with SS what a graphic organizer is as well as how to make a mind map.
• Help SS complete the graphic organizer.
• Once SS are finished with the organizer, have them discuss their graphic
organizer with a partner.
Direct SS to create at least 5 flashcards of vocabulary, concepts, or ideas that are
still difficult for them.
• Have SS work with a partner to quiz one another using their new flash cards.
Prepare SS for the test by practicing a Growth Mindset with them. You can
emphasize how hard they have worked to get to this point, and briefly mention a
few of the important concepts they have learned throughout the unit.
Unit Assessment: in paper or digital in the Assessment Module
After completing the test, SS can write down 2 things they learned from the unit
and 1 thing they still have questions about. The questions are a great source of
inquiry! You can see what your SS are still curious about.
Digital
Assessment Resources Materials @Home
Spark, Track 23,

Track 24
Track 25
Digital
Connection
Formative
Assessment
Formative Spark
Assessment
Spark, Track 26,

Track 27
Track 28
Formative
Assessment
Formative
Assessment Spark
Spark, Track 29,
Track 30
Digital
Connection,
Track 31
Formative
Assessment
Formative
Assessment Spark
Formative
Assessment
Formative
Assessment
Summative Aluzo
Assessment
Session Day Date Time Subject Students will be able to
• categorize objects as hard or

O
ONE
N 30 soft.
• relate vocabulary words to
STEAM
• Activate Your
Brain
• Search for
Answers:
Vocabulary
THREE
T • categorize objects based on

W 55 their appearance.
O • identify different materials.
STEAM
Search for
Answers:
• Inquiry Activity
T
H
FIVE
• define materials.
R 55
E • list different materials.
E STEAM
• Direct
Instruction
T
H
FIVE
• define materials.
R 55 • list different materials.
E
E STEAM
• Direct
Instruction
F • identify characteristics of
O materials.
SIX
55
U • relate measurements to
R materials.
STEAM
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
(intro)
F
NINE
I • relate measurements to
30
V materials.
E STEAM
• Enrich
Yourself: Math
Connection
S
TEN
• comprehend and identify the

I 55
X STEAM main ideas and details of a text.
• Enrich
Yourself:
Literacy
Connection
S
TWELVE
• sort materials based on their

E
V 55 appearance.
E • suggest materials for a certain
purpose.
N
STEAM
• Do Your Best!
FOURTEEN
E
I
G 60
H
T
STEAM • design a bridge.

• Create • construct a bridge.
FIFTEEN
N
I
N 60
E
STEAM
• Create • construct a bridge.
• test a bridge.
SEVENTEEN
• identify that the same

T materials can be used to make
E 30 different things.
N • relate vocabulary words to
their definitions.
STEAM
• Activate Your
Brain
• Search for
Answers:
Vocabulary
E
EN
L • identify that materials can be

E
L NINETEEN • identify that materials can be
E 55 used to make different objects.
V • describe how objects can
E change by heating.
N
STEAM
Search for
Answers:
• Inquiry Activity
TWENTY ONE
T
• explain how some objects can
W be taken apart and made into
E
L 55 new objects.
• identify how materials change
V
E due to heating and cooling.
STEAM
• Direct
Instruction
TWENTY THREE
T • describe different uses for the

H
I same materials.
• explain how objects can be
R 55 taken apart and their parts used
T
E to make new objects.
E • relate reading a thermometer
to heating and cooling.
N STEAM
• Check Your
Understanding
• Enrich
Yourself: Math
Connection
(intro)
F
TWENTY FIVE
O
U
R • relate reading a thermometer
30
T to heating and cooling.
E STEAM
E • Enrich
N Yourself: Math
Connection
TWENTY SEVEN
F
I • comprehend and identify the
F
T 55 main ideas and details of a text.
E
E
N STEAM:
• Enrich
Yourself:
Literacy
Connection
TWENTY EIGHT
S
I
X • describe how materials can be
reused.
T 55 • describe that materials can
E
E change when heated or cooled.
N
STEAM
• Do Your Best!
S
TWENTY NINE
E
V
E
N 60
T
E
E
N
• design musical instruments.

STEAM • construct musical
• Create instruments.
S TWENTY NINE
E
V
E
N 60
T
E
E
N
• design musical instruments.

STEAM • construct musical
E
I
G
THIRTY
H 60
T
E
E
N STEAM • construct musical
• test musical instruments.
N
THIRTY THREE
I
N
E 30
T
E
E
N STEAM • recall concepts learned in this
Unit Review unit
THIRTY FOUR
T
W
E
30
N
T
Y
STEAM • recall concepts learned in this
Unit Review unit
T
W
E
THIRTY SIX
N
T
30
Y
O STEAM • recall concepts learned in this

N Unit Test unit
E
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150 VL, VS Activity
IA, VL, IE Post-Activity
VL Pre-activity
151, 152
IE, VS, VL,
151, 152 Activity
K
IA, K Post-Activity
K, VL Pre-activity
VL, K, M,
VS, IA Activity
153
IE, M Post-Activity
IA, VL Pre-activity
VL, IE Activity
154
IE Post-Activity
VL, IA Pre-activity
155
VS, IE Activity
IA, VL Post-Activity
IA Pre-activity
UT VS, VL Activity
Before opening the book, ask SS to talk with a partner about their favorite food.
Ask SS to discuss what that food is made out of. For example, if they say a
cheeseburger, SS should identify that the cheeseburger is made of meat, lettuce,
tomato, cheese, and a bun
What Are Materials?
• Pass various objects around to SS. Recommended objects to let SS pass around:
wooden block, feather, small rock or stone, cloth, sponge, and paper.
• Make sure SS draw pictures of the objects and categorize them by hard and
soft.
• Direct SS to complete the partner work activity at the bottom of the page.
Vocabulary
and repeat.
Direct SS to complete the game zone activity at the end of page 125.
• Separate the class into pairs.
Sort and Build

• Provide enough materials for your SS to work in teams of four.
• Separate the class into teams of four.
• Read through the procedure with SS and model the activity for SS.
• Monitor SS as they complete the activity.
• Direct SS to discuss the questions on page 127 and build their tower.
Call on SS to share with the class what materials they used to make their tower.
• Ask SS to share if their tower stayed standing or if it fell over.
All About
Before Materials
opening the book, on a separate sheet of paper, have SS draw a strong
•material
Play theortrack for this page.
object.
•• Direct
Call onSS
SStotoanswer the question
share their drawingsat thethe
with bottom
class.of the page.
All About Materials (cont.)
• Direct SS to answer the questions at the bottom of the page with a partner.
materials?" "What are three different materials?" "What are some materials
used to cook a meal?" etc.
Ask SS to state 2 things they've learned, and 1 question they have about
materials.
Direct SS to go back to the two direct instruction/input pages.
• Ask SS to highlight or underline any information they think is important.
• Call on SS to share their highlighted or underlined information with the class.
• Briefly review the information on pages 128 and 129.
completed.
Measuring Materials
• Tell SS that measuring materials is connected to math!
• Define length and size for SS.
about measuring things using coins.
Direct SS to answer the question at the bottom of the page.
• Call on SS to share their answer with the class.
Review the information about measurements on page 131.

• See if SS have any questions about measurements.
Measuring Materials
Call on SS to share their answers to the questions on page 132 with the class.
• Ask SS to reflect on their own answers. Would they change their answers now?
The Three Little Pigs and the Big, Bad Storm
• Direct SS to answer the questions and self-assessment independently, and
review when finished.
Ask SS how they feel about their knowledge of materials.
Warm up by reviewing the concepts from the unit so far. You should by now
identify the gaps in understanding for your class and focus on those. So, if they
need work on vocabulary they can play the gesture game again, review the
vocabulary, or read the check for understanding page, etc.
Materials Assessment
• Direct SS to answer these questions to the best of their ability.
• Review the answers to the questions on this page with SS.
Direct SS to circle the questions they get wrong.
• Have SS work in partners to correct their answers.
assignment.
Introduce the CREATE process to SS. Explain how they will be working in teams
to solve a problem about making a bridge.
Build a Bridge
• Before class, move two tables, chains, or desks 30 centimeters apart. This will
be where SS will be building their bridge.
• Read through the problem, directions, and materials with SS.
• Separate SS into groups of 3.
• Be sure to provide the materials listed as well as any other supplies you find
necessary.
• Assist SS who are struggling or need help.
• If SS are stuck on how to build their bridge, remind them to use strong
materials.
• Please note that if SS are not finished creating their bridge, they can continue
in the next session.
Ask SS how they feel about their progress on their bridges. SS close their eyes
and hold up 3-2-1 (3-I get it! 2-working on it 1-not yet!)
Check in with each team of SS to see how they are progressing.
• Direct SS to finish their bridge and prepare to test it.
Build a Bridge
• Before class, move two tables, chains, or desks 30 centimeters apart. This will
be where SS will be building their bridge.
• Call groups one by one to test their bridges.
• Help SS place the toy car on the bridge and see if the bridge passes the test.
• Provide advice if SS fail their test.
• Direct SS to complete the questions and drawing on page 138 as well as the
self-assessment question.
Once all groups have tested their bridges, have groups present their results to
the class.
•They should present their drawing, bridge, and the answers to the questions on
page 138.
• What happens when water gets very cold?
• What happens when water gets very hot?
What Can You Make?
• Give each pair 6 blocks.
• Direct SS to complete the activity.
Vocabulary
and repeat.
• Separate the class into pairs.
Making Changes
• Provide enough materials for your SS to work in teams of four.
• Separate the class into teams of four.
• Read through the directions with SS and model the activity for SS.
• Direct SS to discuss the questions at the bottom of page 141.
Making Changes (Part II)

• Provide enough cups and ice for your SS to work in teams of four. Each team
should have 1 cup and 3 ice cubes inside the cup.
• Remind SS to work in the same teams as earlier.
• Read through the directions with SS and model the activity for SS.
• Direct SS to discuss the questions at the bottom of page 142.
Call on SS to share their answers to the questions at the bottom of pages 141
and 142 with the class.
Before opening the book, have SS compete with a partner to name things that
can be made out of paper.
• The SS who names the most things wins.
Reusing and Changing Materials
• Direct SS to answer the question at the bottom of the page.
Reusing and Changing Materials (cont.)
• Direct SS to answer the question at the bottom of the page.
examples of parts?” "If you are given blocks, what could you make?" "What
happens to water when it gets really cold?" etc.
Ask SS how they feel about their knowledge of reusing materials.
Direct SS to go back to the two direct instruction/input pages.

• Ask SS to highlight or underline any information they think is important.
• Call on SS to share their highlighted or underlined information with the class.
• Briefly review the information on pages 143 and 145.
completed.
Measuring Temperature
• Tell SS that temperature is connected to math!
about reading a thermometer.
• While working on the example with SS, make sure they do not get confused by
looking at the Fahrenheit side.
Ask SS how they feel about reading a thermometer.
Review the information about reading thermometers on page 146.
• Practice reading a thermometer on the board as a class.
Measuring Temperature
Ask SS to create a math question similar to the ones at the bottom of page 147
on a separate piece of paper.
• Have SS try and answer a partner's question.
Art From Trash
Direct SS to complete the Be High Tech activity.
• Provide computers, tablets, or another device connected to the Internet.
• Describe to SS that they are looking for images of recycled art.
• Monitor SS as they use the Internet.
• Direct SS to complete the Art Connection activity at the bottom of page 148
while at home.
Warm up by reviewing the concepts from the unit so far. You should by now
identify the gaps in understanding for your class and focus on those. So, if they
need work on vocabulary they can play the drawing game again, review the
vocabulary, or read the check for understanding page, etc.
Reusing and Changing Materials Assessment
• Direct SS to answer these questions to the best of their ability.
• Review the answers to the questions on this page with SS.
Direct SS to circle the questions they get wrong.
• Have SS work in partners to correct their answers.
assignment.
Review the CREATE process with SS. Explain how they will be working in teams
to solve a problem about recycled musical instruments.
Recycled Musical Instruments
• Read through the problem, project, and materials with SS.
• Separate SS into groups of 3.
• Be sure to provide the materials listed as well as any other supplies you find
necessary.
• Assist SS who are struggling or need help.
• If SS are stuck on how to make a certain type of instrument, give them some
guidance. Drums should vibrate (container lids), horns should have air blown
through them (straws), and guitars should have strings (rubber bands)
• Please note that if SS are not finished creating their instruments, they can
continue in the next session.
Ask SS how they feel about their progress on their musical instruments. SS close
their eyes and hold up 3-2-1 (3-I get it! 2-working on it 1-not yet!)
Check in with each team of SS to see how they are progressing.
• Direct SS to finish their musical instruments and prepare to test them.
Recycled Musical Instruments
• Direct groups to test their instruments.
• Provide advice if SS's instruments do not make sound or break.
• Direct SS to complete the questions and drawing on page 153.
• Help SS who are struggling to write their song.
Once all groups have tested their musical instruments, have groups present their
results to the class.
• They should present their drawing, instruments, and the answers to the
questions on page 153.
• Direct SS to play their song for the class.
Direct SS to read through the vocabulary on pages 125 and 140.
• Direct SS to highlight any words that they still are unclear about.
Vocabulary Review
• Direct SS to complete the questions on this page.
• Once SS are completed with the questions, they should work with a partner to
answer any questions they had.
Direct SS to read through the Check for Understanding and Do Your Best pages
from this unit.
• Ask SS to look at the questions they got wrong.
Graphic Organizer Review
• Direct SS to complete the graphic organizer to the best of their ability.
• Have SS explain their graphic organizer to a partner. They should discuss why
they put the words that they did in each box.
• SS should help and correct each other when necessary.
Direct SS to complete the self-assessment questions at the bottom of the page.
Prepare SS for the test by practicing a Growth Mindset with them. You can
emphasize how hard they have worked to get to this point, and briefly mention a
few of the important concepts they have learned throughout the unit.
okross060818
Digital
One of the
following:
• wooden block
Spark, Track 32, • feather
Track 33 • small stone
• cloth
• sponge
• paper
The objects
following per
group:
• string
• rubber band
• ball (any type)
• cloth
• wooden block
• plastic spoon
• chalk
• colored pencil
Track 34, Track

35, Digital
Connection
Formative
Assessment
Spark
Formative
Assessment
Enough of the
following per
group:
• popsicle
sticks
• tape
• pipe cleaners
• cardboard
• feathers
• glue
• paper
• string
• cotton balls
• clay
• 2 toy cars
Enough of the
Spark, Track 36, following per
Track 37 pair:
• 6 blocks
Enough of the
following per
group:
• blocks
• popsicle
sticks
• clay
• paper
• tape
• ice cubes
• cups
Track 38, Track

39
Digital
Connection
Formative
Assessment
Spark
Enough for
each SS: a
Art Connection
computer, activity at the
tablet, or
another device bottom of page
148
connected to
the Internet.
Formative
Assessment
Enough of the
following per
group:
• tissue box
• rubber bands
• container lids
• construction
paper
• cans
• foil
• straws
• bottles
• string
• tape
• scissors
Formative
Assessment
Formative
Assessment
Summative Aluzo
Assessment
Session Day Date Time Subject Students will be

• understand andable
workto
O mentally with numbers in a fun
ONE
n 15 and interactive way developing
e Think Tank their English and Mathematical
skills.
T
TWO
w 20 • solve real-life mathematical

questions.
o
Think Tank
• understand and work
THREE
mentally with numbers in a fun

Mental
Math 5 and interactive way developing
their English and Mathematical
Think Tank skills.
T
FOUR
h
r 20 • define trade.
e • list examples of trades.
e
Think Tank
FIVE
Mental
Think Tank skills.
F
o • define market.
SIX
20
u • list examples of a market.
r
Think Tank
SEVEN
Mental mentally with numbers in a fun
5 and interactive way developing
Math their English and Mathematical
Think Tank skills.
EIGHT • understand and work
Think Tank skills.
F
NINE
i • define goods.
v 30 • define buying and selling.
e
Think Tank
TEN
Mental
Think Tank skills.
ELEVEN
S
i 20 • identify markets.
x
Think Tank
TWELVE

Think Tank skills.
THIRTEEN
S
e • define services.
v 20
e • list example sof services.
n
Think Tank
THIRTEEN
S
e
v 20 • define services.
• list example sof services.
e
n
Think Tank
E
SIXTEEN
I
• calculate trades.
G 20 • identify services.
H
T
Think Tank
SEVENTEEN
N
I 30 • describe how goods and
N services are traded.
E
Think Tank
NINETEE EIGHTEE

N
Math
Think Tank skills.
Mental 5 and interactive way developing
N

Think Tank skills.
TWENTY
T
e 20 • calculate trades.
n
Think Tank
TWENTY
ONE
Mental
Math
skills.
Think Tank
TWENTY TWO
E
l
e 20 • calculate trades using addition
v and subtraction.
e
n
Think Tank

TWENTY
THREE

skills.
Think Tank
TWENTY FOUR
T
w
e • distinguish between goods
l 20 and services.
v
e
Think Tank
T
TWENTY FIVE
h
i
r • calculate spending using
30
t addition.
e
e
n
Think Tank
i
TWENTY
r • calculate spending using
t 30 addition.
e
e
n
Think Tank
TWENTY
Mental
SIX
Math
skills.
Think Tank

TWENTY
SEVEN

Mental 5 and interactive way developing
Math
skills.
Think Tank

TWENTY
EIGHT

skills.
Think Tank
F
THIRTY ONE
o
u
r
20
t
e
e
n
• recall concepts learned in this

Think Tank unit
F
THIRTY FIVE
I
f
t
e
e
n • recall concepts learned in this
30 Think Tank unit.
Pages MI Type
158 LM, K
Pre-Activity
IA, IE
160
VS, LM, Activity
VL
IA Post-Activity
158, 159 Activity

LM, K
IE Pre-Activity
Activity
161
K, VL, VS,
IE, IA
IE Post-Activity
158, 159 Activity

LM, K
IE Pre-Activity
162 Activity
VL, LM, IA
LM Post-Activity
158, 159 Activity
LM, K
158, 159 Activity

LM, K
Pre-Activity
IE
163 Activity
VL, VS, IE
VL Post-Activity
158, 159 Activity

LM, K
VS, IE Pre-Activity
164 VS, VL,

LM Activity
M Post-Activity
158, 159 Activity

LM, K
IE Pre-Activity
165
165
VL Activity
IE, VS Post-Activity
VS, IE Pre-Activity
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VS, VL,
LM Activity
VL Pre-Activity
167
VL, VS Activity
VS Post-Activity
158, 159 Activity
LM, K
158, 159 Activity
LM, K
IA, IE Pre-Activity
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VL, VS,
LM, IA Activity
IE, IA Post-Activity
158, 159 Activity
LM, K
LM, IE Pre-Activity
169
LM, IE, K Activity
158, 159 Activity
LM, K
LM, IE Pre-Activity
170
VL, VS Activity
IE, K, VL Post-Activity
IA, IE Pre-Activity
171
VL, LM, IA Activity

171
LM Post-Activity
158, 159 Activity
LM, K
158, 159 Activity
LM, K
158, 159 Activity
LM, K
VL, IA, LM Pre-Activity
LM Activity
172, 173
IA Post-Activity
IA Pre-activity
LM Activity
UT IA Post-Activity
Mental Math activity presentation.

• Have you ever bought something from the store?
• What did you buy?
• How did you pay for it?
Read the problem, understand, and solve sections to SS.
• Ask SS to solve the problem.
• Review the answer to the problem on this page with SS when all SS are
completed.
Direct SS to answer the reflect question at the bottom of the page.
SS complete the mental math session.

Before opening the book, ask SS to talk with a partner about a time you traded
something with a friend.
Let's Trade!
• Direct SS to read the page.
• Once SS are finished reading, direct them to answer the two questions in the
middle of the page.
• Allow SS to walk around the class and draw pictures of things they want.
• Direct SS to draw pictures of what they would be willing to trade.
Direct SS to complete the partner work activity.
• Monitor SS while they discuss the questions.
• Read and direct SS to complete the Bonus Activity at home.

Direct SS to share their answers from Bonus Activity on page 161.
• Call on SS to share with the class.
Markets
• Read the text, problem, understand, and solve sections to SS.
completed.
• Direct SS to answer the reflect question at the bottom of the page.
Direct SS to complete the Bonus Activity at the bottom of the page.

• List five different markets.
Buying and Selling
• Once SS are finished reading, direct them to answer the bonus activity
question.
• Direct SS to complete the teamwork activity at the bottom of page 163.
Direct SS to complete the partner work activity at the bottom of page 163.
• Monitor SS as they answer the questions.

a market.
• Call on SS to share their drawings with the class.
completed.
Read the directions to the reflect activity at the bottom of page 164.
• Use hand motions for giving money and taking money.
• Sing the song for SS to the tune of "Oh My Darling Clementine"
• Repeat the song again, having SS sing along with you.

Before opening the book, ask SS to talk with a partner about ways people help
one another
Services
• Discuss with SS the difference between goods and services.
• Direct SS to share their thoughts on other ways animals provide services for
people.
Direct SS to complete the partner work activity at the bottom of the page.
• Monitor SS as they discuss and draw.
a service.
• Call on SS to share their drawings with the class.
completed.
Direct SS to answer the reflect question at the bottom of the page.
Before opening the book, have SS compete with a partner to name as many
services as they can.
• The SS who names the most things wins.
A Trading Community
• Remind SS that their city is a community.
• Once SS are finished reading, direct them to answer the matching questions.

• What are two differences between goods and services?
completed.
Direct SS to complete the partner work activity at the bottom of the page.
Write the following numbers on the board: 5, 8, 2, 1, 4, 9, 10, 6
• Ask SS to find which two numbers added together create a sum of 17.
• The correct answer is 9 and 8.
Race to the Candy Store
• Direct SS to complete the game zone activity.
• Provide 1 die for each pair to play the game.
Ask students to state 2 things they've learned, and 1 question they have about
markets, goods, and services.
• Ask SS to share their answers.

Ask SS to create a math question about goods or services on a separate piece of
paper. They should also include a drawing to support their question.
• Have SS try and answer a partner's question.
Trading in My Community
• Once SS are finished reading, direct them to answer the questions in the
middle of the page.
• Have newspapers, scissors, and glue ready for SS.
• If you could sell any goods, what would you sell?
• If you could provide any service, what would you do?
completed.

Direct SS to read through the problems on pages 160 - 171.
• Direct SS to circle problems they got wrong or had a hard time with.
Unit Review
• Direct SS to complete the review.
• Review the correct answers with the SS.
• Direct SS to circle the questions they get wrong.
Next to each learning outcome in the review, have SS reflect on their mastery of
that outcome.
• Ask SS to rate how they feel about their mastery of the outcome.
• Direct students to write a number from 1-5. 1 is very poor/not prepared and 5
is mastery.
• Identify which learning outcomes SS will need more preparation with and help
address those needs.
Prepare SS for the test by practicing a Growth Mindset with them.

• You can emphasize how hard they have worked to get to this point, and briefly
mention a few of the important concepts they have learned throughout the unit.
Digital
Digital
Connection
1 die per pair of
SS
Digital
Connection
Enough of the
following per
group:
• newspaper
• glue
• scissors
Formative
Assessment
Summative Aluzo
Assessment

2nd Ascend B1

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2nd Grade

Daily Boosters S&S

Planning Calculator Unit Plan

Daily Plan Lesson 1 Daily Plan Lesson 2

Daily Plan Wrap Up Global Citizenship

How to Use Planning Solution L&S Transcripts

Daily Plan Lesson 3 Daily Plan Lesson 4

Steam Think Tank

, so you will only be able to view this document.

Lesson 1 Day 1 Day 2 Day 3 Day 4

Total minutes 120 120 120 120

Remaining time -20 -20 -20 -20

Total minutes 120 120 120 120

Remaining time -20 -20 -20 -20

Total minutes 120 120 120 120

Remaining time -20 -20 -20 -20

Total minutes 120 120 120 120

Remaining time -20 -20 -20 -20

Total minutes 120 90 120 100

120 120 120 120 960

-20 -20 -20 -20

120 120 120 120 960

-20 -20 -20 -20

120 120 120 120 960

-20 -20 -20 -20

120 120 120 120 960

-20 -20 -20 -20

Catch-Up Boosters: Student's Independent Practice

Lesson 1 Day 1 Day 2 Day 3 Day 4

Catch-Up Boosters: Student's Independent Practice

Lesson 2 Day 9 Day 10 Day 11 Day 12

Lesson 3 Day 17 Day 18 Day 19 Day 20

Lesson 4 Day 25 Day 26 Day 27 Day 28

Wrap Up Day 33 Day 34 Day 35 Day 36

udent's Independent Practice

Day 5 Day 6 Day 7 Day 8

Diag. Test 2nd

Day 13 Day 14 Day 15 Day 16

Reading Reading Reading Listening

Day 21 Day 22 Day 23 Day 24

Speaking Speaking Speaking Speaking

Day 29 Day 30 Day 31 Day 32

activate the switching process,

get excited about the new

distinguish different sound

recall class rules in order to

write words correctly,

apply new concepts in own oral

activate the switching process

relate vocabulary words to

reproduce words with correct

5 5 Spelling: Dictation assess SS' spelling skills

0 30 EXTENSION engage in a simple dialogue

5 5 Cool Down reflect upon today's work

activate the switching process

Listening identify the main ideas and

apply knowledge of vocabulary

0 30 EXTENSION express likes and dislikes

5 5 Cool Down reflect upon today's work

activate the switching process

comprehend and identify the

main ideas and details of a text,

apply critical thinking skills

5 5 Cool Down recall elements of today's class