SOCIAL PRACTICE OF THE LANGUAGE: Share information through graphic resources CYCLE: 1

ENVIRONMENT: Educational and Academic GRADE: 2nd

SPECIFIC COMPETENCE: Record basic information about a geography topic with the support of graphical resources UNIT: 5a
PRODUCT: A puzzle of the Americas

SUGGESTED LANGUAGE
STAGES OF THE PRODUCT DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL

Use language as a means of appreciating other languages and cultures. Know and appreciate linguistic diversity.
Explore illustrated maps with What are the children looking at? Brainstorm names of continents
SESSIONS 1-3

Get or copy a map of the Americas.
Draw and color North America,
Central America, and South
America.
specific information about the
Americas (i.e. languages, currency,
flag, etc.). Identify graphic and
textual components. Locate North social practice of the language. Upper
America, Central America, and
South America.
Topic, purpose, and intended audience. Have you seen a graph like this one?
Textual and graphic components. Do you like puzzles?
How many brothers and sisters do you
Repertoire of words necessary for this
have?
I have………..
and lower-case letters.
I don´t have …….
countries, puzzle, Americas, and countries. Display maps of
Guatemala, Canada, Mexico, different continents and
Argentina, United States, countries. Identify countries on a
Brazil, North America, Central map. Identify, draw, and color:
America, South America, map North America, Central America,
South America.

DEVELOPMENT DEVELOPMENT

Point out information about

countries. Identify topic based on
Match the language to the
information. Identify information My name is _______. countries, puzzle, Americas,
Look for specific information of the country. Introduce yourself and
SESSIONS 4-10

following its reading aloud. Point
three regions and their countries
out and identify words and phrases
such as: language, currency, flag,
when listening. Point out
etc.
American countries on a map when
Add information about the
listening to their name. Identify
countries on the back of the map.
words that are similar to the
mother tongue. Say names of
countries to practice their
pronunciation.
I´m from _______. Guatemala, Canada, Mexico,
Topic, purpose, and intended audience. say your country and language.
I speak _________. Argentina, United States,
Textual and graphic components. Obtain information from graphs.
How are you? Brazil, North America, Central
Repertoire of words necessary for this Unscramble words. Fill in the
See you later! America, South America,
social practice of the language. Upper blanks. Yes/no questions. Point to
Where are you from? map, language, Spanish,
and lower-case letters. activities. Practice pronunciation
In (country) people speak (language). English, Portuguese, French,
by saying names of countries.
currency, flag, million
Complete graphs.

CLOSING
SESSIONS 11-12

Participate in the writing of

Cut out each country to make the
pieces of the puzzle.
Play with the puzzle and choose a
place to keep it in the classroom. Complete sentences based on a set
information. Write names of Can you name some countries?
Textual and graphic components.
regions and countries of the Can you name some languages? Repertoire of vocabulary
Repertoire of words necessary for this Cut out countries and make a
Americas based on a model. Yes, I can. words used throughout the
social practice of the language. Upper puzzle. Play with the puzzle.
No, I can´t. unit.
and lower-case letters.
of words. Check and verify
information.
ACHIEVEMENTS (Tick when reached):

Identifies purpose and topic based on illustrations and information. Names countries and locates them on a map.
Identifies words that are similar to one's own mother tongue. Rewrites information about a country on a chart.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

Activate prior knowledge. Ask yes/no and wh- questions. maps Ss can dress up from different nationalities.
Brainstorm. Check rhythm, stress and atlas Award honor roll, perfect attendance, and good behavior.
Play “Simon Says”. intonation through songs and colors Praise Ss.
Use chants and songs. chants. scissors
Brain gym. Check spelling through contest. construction paper
TPR. Have Ss listen to and follow flashcards
Mini Spelling Bee contest. directions to check flags
comprehension. glue
markers

OBSERVATIONS:
Have Ss interact among themselves.
SOCIAL PRACTICE OF THE LANGUAGE: Describe and share information about the place where one lives CYCLE: 1
ENVIRONMENT: Familiar and Community GRADE: 2nd
SPECIFIC COMPETENCE: Understand and record information about locations in the place where one lives UNIT: 5b
PRODUCT: Map of a location

SUGGESTED LANGUAGE
STAGES OF THE PRODUCT DOING KNOWING BEING VOCABULARY SUGGESTED ACTIVITIES
STRUCTURES
INITIAL INITIAL
What is this? city, town, village, hospital,
Explore illustrated diagrams or maps for
SESSIONS 1-3

Is this a _____? natural spaces, lake, forest, river,

Observe the empty spaces on the map children. Identify uses and purposes of maps

or diagrams. Distinguish graphics from
or diagram, previously made by the
textual components. Identify the name of
teacher of the place where one lives.
locations (county, ranch, neighborhood,
Decide which man-made constructions etc.). Identify natural features (river, sea,
or natural features are missing. woods, etc.). Identify signs of places and
relate them to the name they represent.
DEVELOPMENT
Value and preserve natural features of the place where one lives. Appreciate cooperative work.
Purpose. Graphic and textual Yes, it is./No, it isn´t.
components. Repertoire of words What can you see?
necessary for this social practice of the There is
language. There are
There isn´t
There aren´t
mountains, hills, ocean, man- Brainstorm about maps and
made constructions, school, places. Explore different maps.
restaurant, museum, subway Identify man-made constructions
station, hospital, bank, and natural features.
supermarket, country, ranch,
neighborhood, sea, woods
DEVELOPMENT

Participate in the reading aloud.

Find out the meaning of words What is this?
city, town, village, hospital,
using a picture dictionary. Point Is this a _____? Classify man-made constructions
Draw on the map or diagram the natural spaces, lake, forest,
out names while they are read Yes, it is./No, it isn´t. and natural features. Match
SESSIONS 4-10

natural features and man- made river, mountains, hills, ocean.

aloud. Complete questions.
constructions of the locations that are
Answer questions to offer
missing. Include the corresponding
information about locations, based
signs. Write the name of the location
based on a model. Write the name of on a model. Classify names in
the constructions and features semantic fields. Compare the
included, based on a model. written form of names. Find
differences and similarities
between words in English and the
mother tongue.
What can you see?
Sentence formation. Differences
There is
between English and the mother
There are
tongue. Repertoire of words necessary
There isn´t
for this social practice of the language.
There aren't
Is there a _______ near _____?
Yes, there is./No, there isn´t.
places with their symbol. Draw a
man-made constructions,
natural feature and a man-made
school, restaurant, museum,
construction. Write the names of
subway station, hospital,
locations. Unscramble sentences.
bank, supermarket, park,
Identify differences and
library, church, shopping
similarities between words in
center, country, ranch,
English and in Spanish.
neighborhood, sea, woods

CLOSING CLOSING
SESSIONS 11-12

Check that the writing is complete and Locate names of places on maps or Did you like it? Repertoire of vocabulary
Repertoire of words necessary for this Draw a map of your home town.
legible. Display in the classroom the diagrams. Check writing Did you like the pictures? words used throughout the
social practice of the language. Check spelling on the map.
map of a public place. conventions. unit.
ACHIEVEMENTS (Tick when reached):

Identifies the names of locations. Answers questions about the characteristics of natural features and man-made constructions.
Identifies natural features and distinguishes them from man-made constructions. Finds differences and similarities between words in English and the mother tongue.

WARM UPS ASSESSMENT MATERIAL MOTIVATIONAL IDEAS

Activate prior knowledge. Ask yes/no questions. maps Praise Ss who can classify man-made constructions and natural features.
Brainstorm. Have Ss check spelling through crayons Award Ss who can write legible vocabulary words.
Play “Simon Says”. contest. colors
Use chants and songs. Have Ss classify man-made scissors
Brain gym. constructions and natural features. glue
TPR. Have Ss identify things on a map. markers
Mini Spelling Bee contest. Point to, circle, underline, and atlas
Games (i.e. “Giants and Dwarves”, etc.). match activities. construction paper
Follow directions by listening. flashcards
posters
charts

OBSERVATIONS:
Have Ss interact among themselves.