COLEGIO MÉXICO NUEVO

CAMPUS SANTA ANITA

SCHOOL YEAR 2022 – 2023

PLANNER

DATES: Feb 6th to 17th TEACHER: Cyntia Maldonado Nava GRADE AND GROUP: 4° A-B

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Mon. 6th Phonology 25 book OPENING: relate vocabulary
track Prior to class edit p. 25 on AMCO'S Classroom Solution App. words to their
Only show the second column. SS take turns coming up with definitions use
synonyms for the displayed words. Give a sticker to each S words in context,
that uses a lesson word correctly. showing correct
DEVELOPMENT: application of the
(Prepare cards prior to class.) SS follow the Game Zone words’ meanings
activity: SS use lesson's vocabulary cards sticking them to their
forehead without looking at them. Their teammates have one
minute to help them guess the word without saying it or
writing it.
CLOSURE:
SS answer p. 25. Switch books and check in pairs.

90 book OPENING: apply knowledge

Language T introduces the topic by saying and writing sentences of grammatical
using the modal verb must. Ask what these sentences are patterns and
rules in context
expressing. Prohibition? Permission? Obligation? using modal
 Command? SS share their thoughts. Explain the proper use verbs must and
of modal verb must. Do the same with shall. Make sure to shall
explain that shall expresses offer and invitation. With the
class' help make a mind map on the board that explains
these two modal verbs clearly.
DEVELOPMENT:
Direct ss to complete activities in the page
CLOSURE:
Some ss share with the group the sentences they wrote.
Reading 36-37 book OPENING: identify the
T asks SS to share what they remember about the story before main ideas and
playing the track again. Ask SS to point out characteristics details of a text
about Pete, Mr. Fox, the cat, and Thomas. TH writes SS' to further
answers on the board. Use this information to discuss the understanding
by comparing,
motives the characters had to act the way they did.
contrasting,
DEVELOPMENT:
analyzing,
Direct ss to answer activities in both pages then Ts forms identifying, etc
teams of 3 ss to share and compare their answers. to make thinking
CLOSURE: visible - use a
SS share their answers with the class, as some answers may graphic
vary. organizer
Steam 147 to OPENING: • comprehend
149 book Direct SS to discuss the question at the top of the page with a and identify the
partner. Call on SS to share their answers. main ideas and
details of a text.
DEVELOPMENT:
Working Together
In your digital book, view the Spark p. 147 Animals
(Working Together).
 After watching the video, ask SS how the living things were
helping each other.
Call on SS to share their answers with the class.
Direct SS to read the text.
Choose a reading strategy based on your class's reading
ability. Direct SS to answer the questions independently, in
groups of 3.
CLOSURE:
Call on SS to share their answers with the class.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Tues. 7 Reading 30 to book OPENING: identify Home schooling 2
34 notebook SS make pairs and recall the information about the reading important
the most important thing information in a
text
DEVELOPMENT:
Then in their notebooks ss make a min map about the reading
CLOSURE:
SS get with another pair of ss and explain each other their
maps.
38 book OPENING: apply vocabulary
Writing T shows the tale on p. 38 and asks TH to read it for the class. and language
Then, asks SS to explain the lesson that this story teaches. knowledge to
practice creative
Identify th elements of a tale: title, characters: animals and
writing
objects that can speak and a teaching lesson. Have SS analyze
parts and then, identify them once again in the story. You can
 even compare them to the ones in popular children's stories.
DEVELOPMENT:
SS write their own tale on p. 38.
CLOSURE:
SS switch books with a classmate to read their story and scan
for spelling mistakes. Select a few SS to share their work with
the class.
Steam 154 book OPENING: recognize the
157 Before opening the book, ask SS to Think-Pair-Share the importance of
158 following questions. the senses.
159 describe ways
Have you ever heard of the five senses?
animals sense
What are they? Do you think animals have and use the senses the world around
as humans? themselves. list
Call on SS to share their answers with the class animal structures
DEVELOPMENT: used for sensing.
Play the track for this page. explain how
After the reading is over, ask several questions to the SS such animal structures
are used for
as: "What are the five senses?” "Do all animals respond to
sensing the
their senses the same way?” "What does the nose do?” etc. environment.
Direct ss to complete the activity on page 159.
CLOSURE:
Select a few SS to share their work with the class.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Wed. 8 Phonology 27 book T dictates the lesson words. Then, SS switch books to check assess SS’
 them. pronunciation,
spelling &
vocabulary skills
92-93 book OPENING: apply knowledge
Language Refresh previous class' concepts by randomly asking SS to give of grammatical
sentences with must or shall. Write the following sentence on patterns and
rules in context
the board: "I could run very fast if the yard were clear." Ask SS
(writing,
to guess what the word "could" expresses. Make sure to speaking, etc.)
clarify that "could" is a modal verb used to express possibility for modal verb
and ability as well as impossibility in negative form. Walk could
around the classroom asking SS to express possibility or ability
using could.
DEVELOPMENT:
Follow the Game Zone activity: Make four teams, each team
gets a different color ball. SS will take turns to get the ball in a
cup. SS have ten seconds to formulate a sentence using the
modal verb that fits the function.
CLOSURE:
SS individually complete pages 92 and 93. Switch books to
check the answers. Allow five minutes for SS to reflect upon
their work and answer the Self-Assessment chart.
Global 123 book OPENING: comprehend and
to Before opening the book, ask SS to Think-Pair-Share the identify the main
125 following questions. ideas and details
of a text.
"How do you think soldiers communicated across long list important
distances during World War I?" World War I
"How do you think they could keep their messages secret events on a
from their enemies?" timeline.
Call on SS to share their answers with the class.
 DEVELOPMENT:
Choctaw Talkers
In your digital book, view the Spark p. 124 Choctaw.
While viewing the image, ask SS to predict what they think
the text will be about.
Call on SS to share their thoughts with the class.
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.
World War I Important Events Assessment
Direct SS to complete the timeline to the best of their
ability.
Make sure SS answer the question at the bottom of the
page with at least two supporting reasons.
Review the answers to the questions on this page with SS.
CLOSURE:
Direct SS to circle the timeline dates they get wrong.
Have SS work in pairs to correct their answers.
Make sure to ask them to do it in pen if you will be using
this as a graded assignment.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Thur. 9 Phonology 39-40 book OPENING: distinguish
track Ts guides the vocal warm up routine, SS follow the routine. different sound
Then, follow the TT routine and practice the third TT from patterns in words
reproduce words
Sparks. with correct
DEVELOPMENT: pronunciation
Follow the Auditory Discrimination routine. Go to the
Working With Sounds page, listen to the words and practice
pronunciation. SS identify specific sounds. Together say the
words shown in the second activity on p. 40, make an
emphasis when pronouncing the bold syllables. Then, have
SS classify the words by their strongest syllable sounds.
CLOSURE:
Follow the Partner Work activity. SS pair up and guide each
other to write with their fingers and pronounce the words.
126- book OPENING: describe how
Global 127 Direct SS to think about the question at the top of the page. people's lives
Call on SS to share their answers. changed after
DEVELOPMENT: World War I.
Relate
What Was Life Like After the War in the US?
vocabulary
In your digital book, view the Spark p. 126. Then, give SS an words to their
introduction into the activity. definitions.
Read the directions to SS.
Separate SS into pairs.
Direct SS to complete the activity.
Call on SS to share their answers to the discussion
questions at the bottom of the page with the class.
Vocabulary
Play Track 27 one time, asking SS to listen. Play it again,
 asking them to listen and repeat.
Play Track 28 and have SS listen to the definitions. Discuss
the pictures and the meanings of the words with the SS.
CLOSURE:
Direct SS to complete the Game Zone activity at the bottom
of page 127.
Either before class begins or now, put up eight signs around
the classroom, one with each vocabulary word.
Read the directions to SS.
Say the definitions for each vocabulary word.
Monitor SS as they play the game.
Project OPENING: Recognize the
Recall the information learned during previous sessions part of project
DEVELOPMENT:Prepare and give the roles for the each ss will
present
presentation to each ss. Then ss make a sketch how they are
going to present their part of the project
CLOSURE:
Some ss share their ideas to the group

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Fri. 10 Think tank 180 to book OPENING: describe sales
182 Direct SS to think about the question at the top of the page. tax.
Call on SS to share their answers. calculate the
sales tax of a
DEVELOPMENT:
purchase.
Sales Tax
 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 page.
After the reading is over, ask several questions to the SS
such as: "What is sales tax?” "What is sales tax used for?”
"What are common sales tax amounts?” etc.
Once SS are finished reading, direct them to answer the
activities on the pages. Solve the problems
CLOSURE:
Call on SS to share their answers with the class.

41 OPENING: write words

Phonology Play the corresponding track while SS listen to the words and correctly by
pronounce them. Follow the Writing Our Words directions memorizing
spelling patterns
making activity more challenging by asking SS to write words
as if in a mirror on the second column while turning the book
upside down.
DEVELOPMENT:
Direct ss to write the spelling words step 1 track order step 2
alphabetical order
CLOSURE
Nominate some ss to say a sentence with one of the spelling
words
Language 94 book OPENING: apply knowledge
Recall with ss the past tense of grammatical
DEVELOPMENT: patterns and
rules in context
Select a ss to read the page to have more information about
(writing,
 past tense, then direct ss to complete the activities. speaking, etc.)
CLOSURE: using past tense
Some ss share their answers to the group and past
progressive tense

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Mon. 13 Phonology 43 book OPENING: relate vocabulary
T draws a graphic representation of each of this lesson's words to their
words on the board. SS guess which is which by labeling them. definitions using
them in correct
Correct them if necessary.
contexts and
DEVELOPMENT: situations
Conduct the Game Zone activity. Make two teams. T creates a
tic-tac-toe grid on the board and writes a lesson word in each
space. The teams take turns telling the definition of a word in
order to gain the space and form a row. First team to
complete a line wins. Play two rounds in order to use all the
lesson words.
CLOSURE:
SS answer p. 43. Then, switch books and grade together.

95 book OPENING: apply knowledge

Language Remember with ss the difference between past tense and past of grammatical
progressive patterns and
rules in context
DEVELOPMENT:
(writing,
Nominate different ss to read the information in the book. speaking, etc.)
Then individually ss complete the activities on the page. using past tense
CLOSURE: and past
 Nominate ss to write the answers in the board for the ss to progressive tense
check
Reading 48- book OPENING: comprehend and
52 track Show Spark's video and ask SS to guess what the story is identify the main
about. Use the Activate Your Brain questions to introduce the ideas and details
of a text make
topic.
assumptions
DEVELOPMENT: based on
Play the track. Pause at each page and ask the Check for previous
Understanding questions. Use name sticks to select SS. SS do knowledge
the grammar check finding all the verbs in past tense irregular
form by reading the last page once more out loud. Every time
a verb in past tense irregular form comes up SS touch their
noses to identify it.
CLOSURE:
Summarize the story on the board by asking SS to identify the
main ideas. TH writes them on the board. Then, SS copy them
on AP.
Steam 160- OPENING: relate sound to
161 book Asks ss where can they see numbers in their daily life and rounding
explain example in the remote control numbers.
DEVELOPMENT:
Sound Rounding
Direct sss to read information on page 160. On page 161 read
the directions to SS.
Answer any questions SS may have.
Review the answers to the questions on this page when all SS
are done.
CLOSURE:
Direct SS to create a small foldable from a separate sheet of
 paper.
Their foldable should include at least one picture, four
vocabulary words, and explain structures used for sensing.
Direct SS to read their foldable to a partner.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Tues. 14 Reading 53-54 book OPENING: comprehend and home schooling 3
Ask SS to retell the story to refresh information. identify the main
DEVELOPMENT: ideas and details
of a text to
Prior to class edit p. 53 on AMCO's Classroom Solution App.
further
Make sure SS don't have their books open. Display the page, understanding by
pick SS to number the actions in the correct sequence of comparing,
events. Together check if it is correct. Then SS finish the pages contrasting,
on their own. Select two or three SS to share their answers analyzing,
from p. 54. identifying, etc.
CLOSURE:
Follow the Partner Work activity. SS use modeling clay to
create a model desk that fits young SS's needs. On a sheet of
paper each pair explain why their design should be used in
classrooms.
46 OPENING: identify the main
Listening 47 Play the lesson's track, SS listen carefully to the story. Ask SS ideas and details
to explain why Stephanie was upset. Play the track again and of a recorded
text
listen.
DEVELOPMENT:
Listen to the track and answer with true or false the
statements.SS answer page individually. Exchange books and
 correct.
CLOSURE:
In pairs ss role play following instructions on page 47
Steam 162 book OPENING: • comprehend
to Direct SS to discuss the question at the top of the page with a and identify the
164 partner. main ideas and
details of a text.
Call on SS to share their answers.
DEVELOPMENT:
Color Blindness
Direct SS to read the text.
Choose a reading strategy based on your class's reading
ability. Refer to the Reading Strategies in the Teacher's Guide.
Direct SS to answer the questions independently, and review
when finished.
CLOSURE:
Direct SS to answer page 164 assessment
Have SS use their name as the base word and then spell out
vocabulary words or other words that relate to the five
senses.
For example, if a S’s name is Sam, they could write smell,
animal structures, and mouth.
Call on SS to read their acrostic to the class.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Wed. 15 Phonology 45 Dictation assess SS’ reading 55-56
pronunciation,
 spelling &
vocabulary skills
96 book OPENING: apply knowledge
Language 97 Introduce the topic with the following sentence: "We had of grammatical
slept in a bunker for several days, until the new bed arrived." patterns and
rules in context
Then, TH underlines the verbs. Ask SS to identify the used
(writing,
tense. Then, explain that past perfect is used when referring speaking, etc.)
to actions that happen for a period of time in the past. using past
Illustrate further by asking SS to come to the board and write perfect tense
examples.
DEVELOPMENT:
Prior to class print the sentences from p. 96 (second activity).
Cut them out and scramble them. Have enough copies for SS
to work in small groups of three. Keep the scrambled
sentences in bags. Ask SS to get together and give them the
mixed sentences. Allow SS to unscramble the sentences by
pasting them on the board, then change the sentence to past
perfect. Make it more challenging by asking SS to also write
the sentence in its negative form.
CLOSURE:
SS individually answer pages 96 and 97. Then, switch books
with a classmate and check together against the answers on
the board.
Global 128 book OPENING: describe the
129 Before opening the book, ask SS to Think-Pair-Share the 1920s in the US.
following question. Compare and
What do you think happened in the US after World War I? contrast life
Call on SS to share their answers with the class. before and after
World War I in
DEVELOPMENT:
Roaring 20s the US
Read the directions and text to SS.
Read the Teamwork activity to SS.
Separate SS into teams of five.
Assign each team one of the topics listed on the page.
Allow SS time to think of their skit and encourage them to
write it down.
Call on SS to perform their skits for the class.
Call on SS to share their thoughts to the questions at the
bottom of the page.
Life Before and After World War I
Play the track for this page.
Direct SS to answer the question at the bottom of the page.
Call on SS to share their answers with the class.
After the reading is over, ask several questions to the SS such
as: "What were the Roaring 20s?” "Was joining the war a good
decision?” "What did women fight for after the war?” etc.
CLOSURE:
Pass out a piece of clay to SS. Direct SS to mold one way life
changed for people after World War I out of clay.
For example, SS could make a trumpet to represent the rise of
Jazz.
Have SS share their model with a partner.
Direct SS to explain their model to a partner.

Direct SS to complete the Digital Connection exercise, while at

home, on page 129 of the digital book.
 DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity
AND TOPIC S RESOURCES DEVELOP
Thurs. Global 130- book OPENING: • describe how
16 131 Before opening the book, have SS compete with a partner to life changed for
name ways life changed for people in the US after World War people after
World War I.
I.
The S who names the most changes, wins. • relate inflation
DEVELOPMENT: to subtraction.
Check Your Understanding
Briefly review the information on page 129.
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.

Calculating Price Increases

Tell SS that inflation is connected to math!
Read and review the page with SS, making sure to clear up
misunderstandings about reading a table and calculating the
change in prices.
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.
CLOSURE:
 Direct SS to complete the Self-Assessment questions at the
bottom of the page.

Science fair

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Fri. 17 Think tank 183 book OPENING: • list the
to • list the advantages and disadvantages to using cash, a debit advantages and
185 card, and a credit card. disadvantages to
using cash, a
DEVELOPMENT:
debit card, and a
Payment Types credit card.
Choose a reading strategy based on your class's reading • identify which
ability. Refer to the Reading Strategies in the Teacher's Guide. form of payment
Direct SS to read the page. to use for a
Discuss with SS the difference between debit and credit cards. purchase.
After the reading is over, ask several questions to the SS such
as: "What are the advantages to using cash?” "What are the
advantages to using a credit card?” "What are the
disadvantages to using a credit card?” etc.
Direct ss to read and solve problems on pages 184-185
CLOSURE:
Call on SS to share their answers with the class.
 98 book OPENING: apply knowledge
Language Refresh last class' concepts by asking SS to give examples of of grammatical
past perfect and when to use it. Explain the grammar rule for patterns and
rules in context
questions in past perfect tense. Answer p. 98 together.
by using past
DEVELOPMENT: perfect tense
Direct ss to complete the questions in the page
CLOSURE:
Call on SS to share their answers with the class.
Phonology 57-58 book OPENING: distinguish
Play and follow Sparks' Vocal Warm Up video. SS follow the different sound
warm up routine. Then, follow the TT routine and practice the patterns in words
reproduce words
fourth TT from Sparks. SS make a TT competition. TH checks
with correct
the TT winners throughout the four lessons and reports to T. pronunciation
Winners can have a final match. The winner gets to be the TH
for the next week.
DEVELOPMENT:
Follow the auditory discrimination routine. SS complete the
Working With Sounds page identifying the sounds specified.
CLOSURE:
Teamwork activity. SS get in teams. Give them five minutes to
come up with a rap song. Teams take turns performing to the
class.