SECOND GRADE ENGLISH CLASS PLAN

School: Secundaria Presidente Lázaro Cárdenas CCT: Grupo: A, B

Teacher: María Fernanda Ríos Fernández Turn:
Period TRIMESTRE 3 School cycle 2023-2024
8

Social practice
Read short literary essays to contrast cultural aspects.
of the language
Communicative
Understanding of the self and the other
activity
Environment Literary and ludic

Achievements Purpose Completion time

• Reviews short literary essays. Analyze some aspects 9 work sessions
• Read and understand general meaning, main ideas and details that allow improving distributed in 3
of literary essays. intercultural weeks.
understanding.
• Describe and compare cultural aspects.

Moment Activities session 1

Students will be asked to watch the following video “Mexican Culture”.
https://www.youtube.com/watch?v=evFAFq27f4A
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read these two definitions of culture. Complete chart the below some examples of Mexican cultural
expressions.
Culture is the way of life of a group of people--the customs, beliefs,
values, social practices, traditions and symbols that are passed along
by communication and imitation from one generation to the next.
According to anthropologists, culture encompasses what we eat,
what we wear, our language, marriage, music, celebrations, what we
believe is right or wrong, our manners, how we greet visitors, and a thousand other things.

Cultural Aspects of Mexico

Development Language(s) Music
Food(s) Holidays
Drink(s) Sport(s)
Answer: fire there any other cultural aspects, traditions and/or customs that define Mexican identity?

Look at the pages of a book and answer the questions. • What is the title of the book and
who wrote it?
• What is the name of the publishing
house?
• What year was the book first
published?
 Look at the contents page and write the name of the chapter where you can find information about
the following:
Closing
A traditional holiday: ___________________
Carnival in Venice Old buildings: _________________________
Art: ________________________________

Moment Activities session 2

Students will be asked to watch the following video “Table of Contents”.
https://www.youtube.com/watch?v=l6X7ykjYXeU
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read the table of contents from the book and the information from the web page. Find the
elements in the box and label them.
author title publishing house date of publication weblink

Development

Closing Tick (X) the aspects that you think define a culture.
____ Language ____ Recreation
____ Science ____ Food
 ____ Money ____ Nature
____ Traditions ____ Clothes

Moment Activities session 3

Students will be asked to watch the following video “Mexican and American Cultural Differences”.
https://www.youtube.com/watch?v=evFAFq27f4A
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read the essay. Then answer the questions.
My Trip to Mexico
1. I have just gotten back from a trip to Mexico. My grandmother (on my
mom's side) is Mexican, and we all went to visit her: my aunts, uncles, and
cousins. I had never left the United States before, and it was great to meet
my extended family. It was a real eye-opening experience for me, because I
realized that even though we are neighboring countries, many of the
cultural aspects of our two countries are very different.

2. First, I noticed how family life in the US is different from family life in Mexico. In many Mexican homes, the
extended family lives together—for example, in my aunt's house, there are
three generations. Meanwhile, in the US only the immediate family
members live together in a house. I only see my American grandparents
once or twice a year, while my cousins usually see their grandparents at
least once a month. I also noticed that both Mexican and American families
respect the opinion of older people.
Development
3. Another thing that I noticed is that people greet other people in a very different way. In the US, we usually
just say, "Hi! How are you doing?" or acknowledge another person by nodding our heads, and that's it! In
Mexico, people are very open and there is much more physical contact. Women greet each other as well as
men with a kiss on the cheek, while men hug and slap each other on the back. Similar to Mexicans, in the US,
we sometimes hug our close friends, but only very briefly.

4. I also found Mexican eating habits very different from the US. At home, I normally eat my breakfast before
I go to school, just like my cousins from Mexico. Then I eat my lunch—usually a sandwich. Then we have
dinner in the evening, when my parents get home from work-around 7 or 8. In contrast, for Mexicans, the
biggest meal is between 2 ana 4 p.m. Dinner, before going to sleep, is usually lighter. It was very difficult to
adapt to their schedule. But, even though our eating habits are very different, we have one thing in common:
we all love pizza!
 What is the purpose of the essay: to explain a topic, to express a problem and a solution, or to
contrast and compare?
 What type of information is presented in the essay?
 How is the essay organized?
Match the numbers of the paragraphs to the parts of the essay.
Closing
Introduction: _____ Conclusion: _____ Body: _____
 Moment Activities session 4
They will resume the activity of the previous session.
Choose one of the paragraphs from the body of the essay. Write the information about the US and
about Mexico.
Start Paragraph number: _____
Information about the US: ____________________________________
Information about the Mexico: _______________________________________
The following activities will be carried out.
Now answer the questions and give examples.
How is the paragraph organized?
_______________________________________________________
What similarities does the paragraph mention?
________________________________________________________
What differences does it mention?
________________________________________________________
Compare the cultural aspects the author observed and complete the comparative chart. Refer back to
the essay as needed.
Development
Cultural aspects

Family life

Meeting people

Eating habits

.
Closing The following will be commented to the group:
For your Final Product, you will write sentences to contrast a cultural aspect of another place with
your own culture. First, you have to choose a cultural topic. brainstorm a general cultural habits or
customs. Use the graphic organizer to guide you.
 Moment Activities session 5
Students will be asked to watch the following video “Differences between British and American
culture”. https://www.youtube.com/watch?v=krEO7nGknwI
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Development The following activities will be carried out.
Read the title of the essay and predict what it is about. Then they will answer the questions.
Two Countries Divided by a Common Language
At first glance, it might seem that the US and the UK have a lot in
common: they share a language and several centuries of history.
However, after almost 250 years apart, each of the cultures has
become unique. Let me tell you about my experience. I am American,
and I came to live in England with my family two years ago because
my father started working at London University. It was surprising to
discover that there are a lot of cultural differences.

The first tiling I noticed was the language.

On one hand they speak the same language; on the other hand, their
accents differ and they use different words from us. For example, they don’t say elevator, they say lift, a taxi
is a cab and French files are chips (and chips are crisps'.). Some people say that British English is more elegant
and polite, but they would be surprised to discover that there are many different accents in the UK - people
in the North of England sound very different from people in the South, and people from Scotland are almost
impossible for me to understand!

In the UK, they drive on the left side of the road. It is quite strange for those not used to it, and can be
dangerous when crossing the road. Always remember that the traffic comes from the other direction!
Another tiling is the sports. They call soccer football and it makes much more sense - you kick the ball with
your foot! They play rugby (I got on the team last week!) and cricket, but that is more boring than anything.
And finally, the TV shows are great! They have stuff from all over the world - unlike us who love our
American shows the most!

As you can see, even though both countries share the same language, they are actually quite different.
 What is the topic the author discusses in the essay? ________________________________
 What's the author's tone: funny or serious? ______________________________
 Do you agree with the author's conclusion? ________________________
 Look at the comparative chart and discuss the questions.
TOPIC

Sports soccer football, rugby, cricket

Driving on the right side of the road on the left side of the road
Closing TV just American shows shows from all over the world
Language English English
 Does it include all the information from the essay? ____________________
 Does it include facts, opinions or both? _____________________
 Is the author's opinion mentioned? ____________________________
 Is the information clearly organized? ___________________________

Moment Activities session 6

Students will be asked to watch the following video “Greetings Around the World”.
https://www.youtube.com/watch?v=3tlNJibk234
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Development The following activities will be carried out.
Read the essay and discuss which is the main idea of each paragraph. Underline it.
Greetings Around the World
Paragraph 1. A custom that exists in every culture is that
of people always greeting each other, but the ways and
gestures they use differ from country to country. This can
be very important when we meet people from other
places because something that is very common for us in
another country it could be unusual and even rude. This essay will present some of those differences.

Paragraph 2. You might be surprised, but there are places where handshakes, especially when meeting for
the first time, are very rare and considered a bit rude. For example, both in Japan and Thailand, a bow is the
proper greeting, but the gesture is a little different. While Japanese bow and avoid direct eye contact, in
Thailand, people look at each other when they bow and press their hands together to their chest.

Paragraph 3. Unlike countries like Japan and Thailand, shaking hands is a common practice in many countries
such as the United Kingdom and Russia. Nevertheless, there are some differences in this gesture. Like many
Mexicans, Russians greet with a very firm handshake; in contrast, people in the United Kingdom prefer a
quick and softer handshake.

Paragraph 4. Finally, another common way to greet people is kissing. This is especially common in Europe.
For example, the French commonly greet with a double cheek-to-cheek kiss (sometimes more). Like the
French, Italians usually greet with a quick kiss on each cheek. However, not all Europeans like these
greetings. Unlike the French or Italians, Germans don’t like kissing and prefer a simple handshake.

Paragraph 5. In conclusion, greetings can vary around the world, but it is important to know the differences
in gestures in order to avoid offending someone. Unlike most Mexicans, not everybody feels comfortable
with very enthusiastic greetings.
Paragraph 1. ______________________________________________________________
 Paragraph 2. ______________________________________________________________
Paragraph 3. ______________________________________________________________
Paragraph 4. ______________________________________________________________
Paragraph 5. ______________________________________________________________
Complete the following definition with words from the box.
community living culture specific behavior
The ___________________ ideas, and objects that form part of the way of
Closing ____________________ of people in a ____________________ define their
____________________. A cultural aspect refers to a ____________________ behavior, idea or
object of a society

Moment Activities session 7

They will resume the activity of the previous session.
These are ways people greet each other according to the essay in previous exercise. Check (X) the
ways people greet where you live.

Start

The following activities will be carried out.

Check (X) the strategies you think you can use now to understand an essay better.
___ Identify the main idea.
___ Making a mental image of how you would feel in such situations.
___ Asking questions.
___ Understanding the essay's structure.
Development ___ Rereading to get more details from the text.
___ Paraphrasing the ideas in your own words.

Students will be asked to watch the following video “Russia 2018 Magazine: Inside famous Russian
Dolls”. https://www.youtube.com/watch?v=IC4O3F7018c
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Closing Read the text, check your ideas, and answer the questions.
I fell in love with Matryoshka dolls when I had one in my hands. They are a
symbol of Russia and its culture. The name is a diminutive form of the
name Matryona. They are sometimes called babushka which means old
woman or grandmother. They represent fertility and motherhood. The first
doll set was made in 1890 by Vasily Zvyozdochkin and designed by Sergey
 Malyutin, who was a folk crafts painter. They were inspired by a Japanese doll.
A Matryoshka is a nested doll with two halves that can be pulled apart. The outer figure contains increasingly
smaller versions of itself. It usually has the painted image of a woman, dressed in a traditional Russian
peasant dress. They are made of wood and craftsmen begin their work by making the smallest doll in the set,
the one that cannot be taken apart. Now, modern artists include different themes, from fairy tales to
Christmas, Easter, animal collections, and even portraits and caricatures of famous people. Nowadays they
are made by several artists at factories all over Russia. The work is completed when the artist adds his or her
signature to the bottom of the largest doll, and a number showing the number of dolls in the set. They are
truly works of art!
 What is another name for the Matryoshka doll?
 What do they represent?
 What unique characteristic do Matryoshka have?
 How do craftsmen start making them?
 What Is the final step?

Moment Activities session 8

They will resume the activity of the previous session.
Mark (X) the title for the text you like best.
Start ____ A Popular Symbol of Russia
____ Matryoshka Dolls
____ A Famous Russian Craft
The following activities will be carried out.
Complete the second column of the chart with information from the text. Look at the examples.
Matryoshka dolls Alebrijes
Country of origin
Artist(s)
Date 1890 1936
A nested doll with two halves that can be
Development Main Unnatural, colorful animals
pulled apart. The outer figure contains
characteristics
smaller versions of itself.
Inspired by
Material
Peasant girls, fairy tales, animals,
Themes Animals - Unique
Christmas, famous people
Production
 Look at the pictures and use the
prompts to write sentences about
this famous Mexican craft.
Closing
fantastic, unnatural animals / painted bright colors
____________________________________________
Alebrijes / kind Mexican craft / created Pedro Linares
1936
____________________________________________
Linares / descendats / continue tradition / own
workshops
____________________________________________
Alebrijes paper mache / cardboard
____________________________________________
An unique piece of art
____________________________________________
Linares / fell ill / in dreams / strange animals / the
word alebrijes.
____________________________________________

Moment Activities session 9

The following activities will be carried out.
Compare the following aspects of your culture with the culture of other communities or countries.
Write sentences to compare the aspects.
Cultural aspect Sentence
In my culture, humor is more common than in other countries, it can also be
Humor
darker; we can joke about everything!
Start
Friendship

Politeness

.
Development Apply what you have learned. Select two cultures and fill in the comparison chart.
Country or region Country or region
Cultural
aspect
_____________________________ ______________________________
Language
 Dress

Sports

Traditional
dance

.
Let's reflect! Write a check (X) next to each one of the achievements you accomplished.
Now I can ...
____ revise short literary essays.
____ read and understand the general meaning, the main
ideas and details in literary essays.
Closing ____ describe and compare cultural aspects.
During the planning and performing of the final product I...
____ participated actively.
____ found interesting information to present.
____ showed respect and collaborated with my teammates.
____ felt more confident and fluent than at the beginning of the unit.

RUBRIC LI L II L III L IV
Differentiate examples and explanations of main ideas.
Ask and answer questions about literary essays.
Compare information, using antonyms.
Compose sentences to describe cultural aspects.

PERFORMANCE SCALE:
Compose sentences

information, using

questions about


Ask and answer

Level IV: Indicates outstanding mastery of the expected learning.

examples and
Differentiate

 Level III: Indicates satisfactory mastery of the expected learning.


Compare

Level II: Indicates basic mastery of the expected learning.

 Level I: Indicates insufficient mastery of the expected learning.
 STUDENTS

to describe
cultural aspects.

antonyms.

literary essays.

explanations of
main ideas.