5-Day Daily Lesson Plan U2

Students will
Date Subject be able to Pages Time Strategies and Activities MI Assessment
Total mins 0
Daily 10
Routine

Ask children to describe their family

members. What hair color do they
have? Do they have the same eye
color as they have? Are they tall or
short?

Pronunciation
-identify and
Lab
describe family 17 25 MR, VL
members
My Family
Pronunciation
-identify and
Lab
describe family 17 25 MR, VL
members
My Family

Have children take turns sharing

their picture in front of the class.
They should point at each member
of their family and say, “This is my
___________ (mother, father,
sister, brother, baby).” Listen to
track 23. Encourage children to
learn this poem and share it with
their family.
Have children open book on page
17. Follow book instructions and
complete activity.
 21 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Shapes them in cool down exercises.
Cool Down 5
Total mins 60
Daily 10
Routine
 Introduce the color yellow. Show
children the vocabulary flashcard
along with many different yellow
objects and/or pictures. Play Sparks
video: Yellow Poem.

Pre-Math Skills
-identify the
Yellow Things 13,14 30 VL, LM
color yellow
Pre-Math Skills
-identify the Have children open book on page
Yellow Things 13,14 30 13. Follow book instructions to VL, LM
color yellow
complete activity.
So Many Things! Game Zone - Scavenger Hunt
Give the children a certain amount
of time (using a timer) to find red
and/or yellow objects from the
classroom. When the timer goes
off, the children have to sit down in
a circle and show their “color”
objects. This activity reinforces
color recognition and language
skills.
Have children open book on page
14.
Thinking Skill: Classify
Have children sit in a circle. Show
them many different yellow objects
and then mix them up in a paper
bag or box with red objects. Put a
yellow and a red piece of
construction paper on the floor.
Have children take turns coming to
the front, pulling an object from the
bag, and placing it by the same
colored paper. Then have children
observe the objects on this page
while you name them. Ask children
to circle only the yellow objects.
Follow book instructions to
complete activity.
Bonus Activity
Give children a white piece of
construction paper. Have them dip
a bubble wand or straw into a
yellow soapy solution and blow
bubbles onto the paper. Tell them
to let the bubbles burst by
themselves without touching them.
 Show children Sparks images:
Family Members. Have children
identify and name each family
member.

Language Skills -identify and

describe family 23 25 VL, Ia
My Family members
 Thinking Skill: Describe
Have children bring a picture of
Language Skills -identify and their family and paste it on this
describe family 23 25 page. Have them look for the heart VL, Ia
My Family members sticker and place it next to the
picture. Have them take turns
standing in front of the class and
sharing their pictures. They should
say “This is my ________(family
member).” Follow book instructions
to complete activity.
Bonus Activity - Family Collage
As a suggestion make color copies
of the original pictures to use them
for other activities. Have children
make a photo collage of their family
members. Have children glue the
pictures on a tag board and
decorate the edge with rickrack.
Label each board with the child’s
name, “_______’s Family.” Hole
punch two holes at the top. Help
children put a string through the
holes and tie it so you can hang it in
a special place.
 22 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Writing Skills Skills workbook. Walk around and
monitor children as they work. After
Trees, Big and they finish, praise children and lead
Small them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Show flashcards. Ask them about
their father and mother. Can they
name some objects that are yellow
or that have a square shape?

Pronunciation
-identify new
Lab
vocabulary 13 25 VL, VS
words
Vocabulary

Have children open book on page

13. Listen to track 19 and follow
instructions. Point and repeat the
words and sentences. Guide
children to answer the Self-
assessment bar.
Invite children one by one to come
to the board. Show him/her a
picture flashcard. He/she must
draw it on the board the rest of the
class will try to guess what it is.
Teamwork
You will need: the mother and
father flashcards, two small boxes,
and several cutout pictures of
women and men’s clothes and
accessories (at least one for each
child in your class).
To play: Place the boxes on a table
on separate ends. Put a flashcard in
front of each box. Divide the class
into two teams. Have the children
form two lines and give each child a
picture. When you say, “go” the
first child of each team must run to
the table and put his or her picture
in the correct box (depending on to
whom that clothing item or
accessory belongs to).The child
must run back to the line and touch
the next teammate so that he or
she can run to the table, and so on.
The group that finishes first putting
the pictures in the correct box, is
the winner.
Language Skills -recall family
members
It Belongs to -identify and
Me! relate objects 24, 25 30 VS, Ia
that belong to
It Belongs to each family
Me! member

Have children open book on page

24. Have them look at the pictures
and match the family member with
their belonging by drawing a line
while saying, “This belongs to the
mother,” “This belongs to the
father.” Guide children to answer
the Self-assessment bar.
Divide the board into three sections
(brother, sister, and baby brother).
Have picture flashcards of these
family members belongings
previously made. Ask children to
walk around the classroom, take a
flashcard, and place it with the
corresponding family member.
Have children open their book on
page 25. Have them look at the
pictures and match the family
member with their belonging by
drawing a line while saying, “This
belongs to the brother,” “This
belongs to the sister,” “This belongs
to the baby.” Guide children to
answer the Self-assessment bar.
Bonus Activity – My Favorite
Belonging
Have children bring their favorite
toy from home to share it in class
with their friends.
 23 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Up and Down them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
Introduce and describe a square by
showing children different sized
squares. Stress the fact that
squares have four straight lines.
Help children understand the
concept of line by analyzing,
comparing, and drawing a square.
Play Sparks video: Shapes.
Pre-Math Skills
-identify the
shape of a
I Am Mr. Square
square 15, 16 25 Have children open book on page VS, LM
-recall the color 15, follow book instructions. Next,
This Is a Square
yellow divide the class into small groups.
Too!
Each group will have two foam
squares, one yellow and one red
(previously cut) and twelve craft
sticks. Have children paste the craft
sticks on the outline of each foam
square. Have them show their
squares to classmates. Stress that a
square has four straight, equal
sides.
Bonus Activity - Cotton Swab
Shapes
Give the children a piece of
construction paper and several
cotton swabs. Have them make a
square with the cotton swabs.
Have children open their book on
page 16, follow book instructions.
Game Zone - Shape Graphing
Cut a big red circle and a big yellow
square out of construction paper.
Gather circle and square-shaped
objects from the classroom and put
them in a box or bag. Place the
shapes on the floor and make a
graph with masking tape (Refer to
the digital Teacher's Guide to see
the picture). Have children take
turns picking out an item from the
box and placing it under the correct
shape.
 Show flashcards (square, circle, red,
and yellow). Ask children to name
and point to each one.

-recall the
colors red and
Let's Be yellow
Creative -identify and
differentiate 13 30 VS, LM
Circles and circle and
Squares square shapes
-develop fine
motor skills
 -recall the
colors red and
Let's Be yellow
Creative -identify and
differentiate 13 30 VS, LM
Circles and circle and
Squares square shapes
-develop fine
motor skills

Have children open book on page

13. To work on this page, cut
different-sized circles and squares
out of sponges. Have children make
prints with them using red and
yellow paint. Encourage them to
name what they are using by
saying, “This is a square,” “This is a
circle.” Then have them make the
sentence longer by saying, “This is a
red/yellow square,” “This is a
red/yellow circle.”
Have children show their work by
saying, "This is a yellow square" or
"This is a red circle."
 24 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
One them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Have children warm up by singing
and dancing to the “Hokey Pokey”
song.

https://www.youtube.com/watch?v=DkDff87CR9A

Motor Skills
-develop motor
3 25 K, VL
skills
Run
Motor Skills Have children run from one side of
-develop motor the classroom to the other (or if
3 25 K, VL
skills possible, do it outside by drawing
Run
start and stop lines on the floor
with chalk). Explain that when you
say, “Ready, go!” the children have
to run and touch the other wall or
line. When you say, “Ready, go!”
again, they have to run back to the
other end.
Have children kneel down from the
waist with toes touching and knees
together. Slowly have them bend
over trying to touch the floor with
their forehead. Have them come
back up to a straight position and
stretch their arms to the sides,
inhaling and exhaling three times.
Have them kneel on all fours. Show
them how to lift their belly and
spine like a cat while inhaling.
(Their eyes should be looking down
to their belly button.) Repeat this
exercise three times. Have them
come back up to a straight position
and lift their arms up, like trying to
reach the ceiling, while inhaling and
exhaling three times. Have the
children sit down on the floor with
the soles of their feet together,
gently holding them in place with
their hands. Have them bend over
slowly, alternating from the center
to one side and then to the other.
Repeat three times.
 -follow steps in
Let’s Be
a Science Take the children outside to gather
Creative
project fresh leaves from trees, bushes,
Science Project 23 30 VL, VS
-describe and/or plants. Place them on trays
-
changes they in the classroom where everyone
Crunchy Leaves
see on leaves can see them. Have the children
observe the changes that the leaves
go through over five days. Talk to
the children about these changes,
and take pictures of the leaves on
the first day, the third, and the fifth
day. On each of these days, print
the photos and make copies using
copy paper. Have children paste
one picture in their book on the
first space, and draw the leaves on
the second space, recording the
different aspects of the leaves. On
the last day have children scrunch
the leaves in their hands to see if
they make a sound.
 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Friday Freebies them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Show flashcards. Ask children if
they can name some of the
pictures. Ask who has a brother,
sister, or a baby brother/sister.
How old are they?

Pronunciation
-identify new
Lab
vocabulary 14 25 VL, VS
words
Vocabulary
Pronunciation
-identify new
Lab
vocabulary 14 25 VL, VS
words
Vocabulary

Have children open book on page

14. Listen to track 20. Follow book
instructions, point to each picture,
and repeat the words and
sentences. Guide children to
answer the Self-assessment bar.
Have two sets of picture flashcards
and invite children to play
"Memory Game." Have children
match the pictures. When they find
their match have them name it.

Play Sparks video: Face parts . Ask

children to point to each part of
their own face.
 Thinking Skill: Observe
Have small mirrors for the children
to observe themselves and have
them count their face parts. Ask,
“How many eyes do you have?”
Language Skills “How many noses?” “How many
-identify and
name the parts 26 30 mouths?” “How many ears?” Give Ia, VL
How Many Do everybody a chance to answer at
of the face
You Have? least one of the questions.
Have children open book on page
26. Follow book instructions and
complete activity.
How Many Do
of the face
You Have?

Bonus Activity – A Funny Face

Have children make a collage of a
funny face. Make a template of an
oval face on construction paper for
each child. Set up a table with an
array of different sized and funny
looking construction paper parts of
the face: eyes, noses, ears, and
mouths. Have children choose the
parts of the face they want to put
on their face and paste them.
Encourage them to name each part
of the face as they paste it.
 25 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
This Is My Home them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Introduce the number three. Show
children the vocabulary flashcard
along with pictures of three
objects. Have them count the
objects, “One, two, three” and then
repeat after you, “This is the
number three.”

-identify the
Pre-Math Skills
number 3
-practice LM, VL
 -identify the
Pre-Math Skills
number 3
-practice 17 25 LM, VL
I Am Number
counting from 1
Three
to 3
Have children open book on page
17. Follow book instructions to
complete activity.
Bonus Activity - Number Sort
Trace numbers 1, 2, and 3 on white
sheets of paper. Give each child a
sheet of paper along with six small
pieces of colored paper or foam.
Ask them to paste the correct
amount of colored pieces under or
by each number.
Game Zone - Number Hunt
Fill a shoebox with rice and hide
plastic numbers or cards with the
numbers one, two, and three. Have
everyone sit in a circle and take
turns putting their hands in the box
with eyes closed and searching for
a number. When a child finds a
number he or she must show it to
the class. They should name it out
loud and then put it back in the
box.
Let’s Be
-describe
Creative
changes they 24 30 VL, VS
Science Project-
see on leaves
Crunchy Leaves
Have the children observe the
changes that the leaves go through
over five days. Talk to the children
about these changes, and take
pictures of the leaves on the first
day, the third, and the fifth day. On
each of these days, print the photos
and make copies using copy paper.
Have children paste one picture in
their book on the first space, and
draw the leaves on the second
space, recording the different
aspects of the leaves. On the last
day have children scrunch the
leaves in their hands to see if they
make a sound.
 26 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Color My Home them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Have some objects that begin with
the "s" sound (soil, soap, spoon,
star, etc.).
Stress out the "s" sound in each
word.

Pronunciation
Lab -relate word
sounds to 20 25 VS, VL
Listening to pictures
Words' Sounds

Have children open book on page

20. Listen to track 26 and
encourage children to repeat each
word.

Show an object used in the pre-

activity. Have children name each,
stressing the "s" sound.
 Have children look at the pictures
in the story. Ask children to point to
some of the pictures that are
Language Skills -listen to a story related to some vocabulary words:
-identify main brother, baby sister, mother, and
Storytelling - A characters and 19-22 30 father. VL, VS
Play Day at the events in the
Park story

Play track 16. Stop track before

turning each page to discuss what
happened. Continue listening to the
story.
 Discuss story. Ask them what their
favorite part was.

27 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
My Home them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine

Place three objects on the desk.

Have children count the objects
aloud.

Pre-Math Skills
-recall counting
1-3
Listening and
-develop 18 25 LM, VL
Speaking -
listening and
Candies in the
speaking skills
Jar
 Ask children to open their book on
page 18. Listen to track 28. Have
children listen to the conversation
while looking at the picture.

Pre-Math Skills Listening and Speaking

-recall counting
1-3 Candies in the Jar
Listening and Listen to the conversation.
-develop 18 25 LM, VL
Speaking - Boy: Mom! Can I have a candy?
listening and
Candies in the Mother: How many are there in the
speaking skills
Jar jar, Tom?
Boy: One, two, three. There are
three candies in the jar, Mom.
Mother: OK, Tom. You can have
one.

After listening to the conversation,

have children count the candies
inside the jar while they color them.
When they finish have them count
the candies again while saying,
“One, two, three. There are three
candies in the jar.” Have them color
the number three. Guide children
to answer the Self-assessment bar.
 Have children show their work to a
partner while saying, "There are
three candies in the jar."

Have number flashcards (1-3) on

the board. They will be mixed up.
Ask children to take turns to come
to the board and place the
flashcards in the correct order.

-recall counting
1-3
Let's Be
 -recall counting
1-3
Let's Be
-recall red, blue,
Creative
and yellow 15 30 VS, LM
colors
Fun Numbers
-develop fine
motor skills

Have children open book on page

15. You will need: a big amount of
red, yellow, and blue construction
paper cutouts of numbers 1, 2, and
3. Make a mixture with one-part
glue and two-parts water. Have
children spread the mixture all over
the paper with a thick brush and
then paste as many numbers as
they wish before it dries. Encourage
children to name each number and
its color as they glue it while saying
for example: “blue one,” “red
three,” “yellow two,” etc.
Have children show their work to
classmates. Have them say the
numbers and their corresponding
colors.
 28 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
I Love My Home them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Ask children to show their hands.
Show them how many things they
can do with their hands, like: clap,
wiggle fingers, roll them. Ask them
to do each activity while repeating
the action.

Pronunciation
-sing a song
Lab
-develop motor 18 20 VL, MR
skills
Clap Your Hands
Pronunciation
-sing a song
Lab
-develop motor 18 20 VL, MR
skills
Clap Your Hands

Listen to track 24. Have children

follow your movements as they sing
along. Then have children observe
the picture and ask them to circle
the children’s hands with a crayon.
Encourage children to learn the
words and the movements that
they represent so they can sing it
by themselves.

Encourage children to sing and

dance along.
Let’s Be
-describe
Creative
changes they 25 35 N, VS
Science Project-
see on leaves
Crunchy Leaves
Have the children observe the
changes that the leaves go through
over five days. Talk to the children
about these changes, and take
pictures of the leaves on the first
day, the third, and the fifth day. On
each of these days, print the photos
and make copies using copy paper.
Have children paste one picture in
their book on the first space, and
draw the leaves on the second
space, recording the different
aspects of the leaves. On the last
day have children scrunch the
leaves in their hands to see if they
make a sound.
 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Friday Freebies them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Show flashcards. Talk about how
each child in the picture is feeling.
Encourage children to make a
happy, sad, and angry face.

Pronunciation
-identify new
Lab
vocabulary 15 25 VL, VS
words
Vocabulary

Have children open book on page

15 and listen to track 21. Point at
the pictures as they repeat the
words and sentences. Guide
children to answer the Self-
assessment bar.
Play "Guess the Word." Ask a child
to come to the front and whisper or
show a vocabulary flashcard. Help
them act out the word so that their
classmates can guess the word.
 Play Sparks video: Feelings.
Thinking Skill: Relate
Have some feelings flashcards
previously made on the board and
ask children to point to the
flashcard that shows how they are
feeling today.

Language Skills
-differentiate
27 30 VL, Ia
Let's Talk About feelings
 Have children open book on page
Language Skills 27. Follow instructions to complete
-differentiate activity.
27 30 VL, Ia
Let's Talk About feelings Bonus Activity - How Do You Feel?
Feelings Ask the children how they feel
when friends don’t want to play
with them, don’t want to share a
toy, or when somebody makes fun
of them in school. Reinforce the
importance of avoiding bullying,
respecting others, and telling the
teacher when their feelings get
hurt. Use every opportunity you
encounter to reinforce respect and
empathy between the children.
Divide the class into small groups.
Children will be making paper plate
faces. They will use tempera paint,
googly eyes, and glue. Have
children paint the paper plate and
paste the googly eyes. Have them
draw the mouth depending on the
feeling they want to represent.
Have children show their work to
classmates and have them guess
what the feeling is.
 29 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Let´s Play them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Use vocabulary flashcard number 3
for children to recall the number.
Have children represent the
number by using their fingers.

Pre-Math Skills
-recall counting
1-3 19 25 LM, VL
Count and
-recall colors
Match
Pre-Math Skills
-recall counting
1-3 19 25 LM, VL
Count and
-recall colors
Match
Children will play "Matching
Game." Cut out heart shapes made
of construction paper. Cut each
heart in half creating little heart
puzzles. Write a numeral on the
left-hand side and the same
number on the right hand side of
each broken heart. Hand out halves
to children and ask them to find
their match.
Bonus Activity - Leaf Counting
Have a piece of construction paper,
with the drawings of two tree
trunks with branches and without
leaves, for each child. Give the
children real small leaves or ones
made from construction paper. Ask
them to paste two leaves on the
first tree, and three on the second
one.
Have children open book on page
19. Follow book instructions and
complete activity.
Let's Be
Creative -develop motor
26 30 VS, VL
Let's Cook - skills
A Monster Face

Help children spread Nutella or a

similar nut (almond, sunflower
seed, peanut butter) or chocolate
spread on a slice of bread. Have
them make a monster face, using
banana slices as eyes and ears, half
a strawberry for a nose, and
chocolate chips to form a mouth
and to put in the center of the
monster’s eyes. Encourage children
to make funny monster faces and
then to enjoy eating this healthy
snack!
 30 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Let´s Play More! them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Ask children to talk about some of
the activities they do in the
morning to get ready to come to
school: have breakfast, wash their
hands, and face. As you get their
answers, model the actions as you
repeat the words.

Pronunciation -sing a song

Lab -develop
listening skills 19 25 MR, VL
Early in the -recall parts of
Morning! the face
Pronunciation -sing a song
Lab -develop
listening skills 19 25 MR, VL
Early in the -recall parts of
Morning! the face

First, review the parts of the face

with the children. Have them point
to their eyes, nose, mouth, teeth,
and ears while repeating the words.
Then model the movements for the
children to imitate: rub your eyes,
pretend to wash your face, and
pretend to brush your teeth. Once
the children get to know this song’s
words, you can add more early
morning actions for example: brush
your hair, wipe or dry your nose,
rinse your mouth, etc. Next, play
track 25.
 Have children listen to the song.
Encourage them to sing and dance
along.

Game Zone - Feelings

Have the children take turns
coming to the front to make a face
that shows one of the feelings they
have learned: happy, sad, or mad.
Everybody else has to guess the
feeling that his or her classmate is
acting out.

-identify and
describe
Language Skills feelings
-recall parts of 28 30 VL, Ie
Two Faces the face
 -identify and
describe
Language Skills feelings
-recall parts of 28 30 VL, Ie
Two Faces the face
-recall counting
1-3

Have children open books on page

28. Use this page to review the
three themes learned in this unit:
parts of the face, family, and
feelings. Have children look at the
pictures and have them count how
many eyes, ears, nose, etc. they
have. Have them name who is the
brother and who is the sister and
how they are feeling.

Follow book instructions and

complete activity on page 28.
 31 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Happy Face them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
Have two different size pencils,
show them to the children.
Compare them saying: "This is big,
this is small." Have children take
out a pencil and have them
compare with their classmates'
pencils. Have pairs of children come
to the front and say, "This is big,
this is small."
Pre-Math Skills
-differentiate
between big Game Zone - Big and Small
Big Happy Face, 20 25 VS, VL
and small Balloons
Small Happy
concepts Draw a big and a small balloon on a
Face
piece of poster board. Have the
children identify which balloon is
big and which one is small. Then
use real balloons (one big and one
small) and have children pass them
around the circle while you play
soft music. Stop the music abruptly
and ask, “Who is holding the big
balloon?” “Who is holding the small
balloon?” The children have to say
their classmates’ names. Continue
playing until everyone has had a
chance to hold one of the balloons.
Have children open book on page
20. Follow book instructions to
complete activity.
Bonus Activity
Give children a piece of
construction paper and have them
use their favorite color of paint to
make a handprint on it. Make your
own handprint too! When dry, have
children compare the size of their
hand with those of their
classmates. Go around comparing
each child’s hand size with your
hand asking, “Which hand is big,
which one is small? Have children
take their handprint home to
compare its size with the size of the
hands of their parents, siblings, etc.
 Ask individual children to come to
the front. Ask them to draw on the
board a face that represents a
feeling. Encourage classmates to
guess the feeling.

-recall and
Let's Be describe
Creative different
17 30 VL, VS
feelings
Different Faces -develop fine
motor skills
 -recall and
Let's Be describe
Creative different
17 30 VL, VS
feelings
Different Faces -develop fine
motor skills

Have children open their book on

page 17. First, have children trace
over the circles, eyes, and mouths
with a black crayon while stating
the feeling that each face
represents: happy, sad, and mad.
Then, have children color the faces
using as many different-colored
crayons as they wish (excepting
black). Next, have children paint all
over the faces with watercolors.
Have them observe how the crayon
marks resist the water and the
colors become brighter.
Have children show their work to
classmates. Ask them to talk about
how they felt working with crayons
and watercolors.
 32 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Big and Small them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Make picture flashcards of objects
that make a specific sound, such as
clock, radio, bubbles from a soda,
and burning wood. Ask children if
Pronunciation they can imitate the sound each
Lab one makes.
-listen and
11 20 VL, VS
Listening and identify sounds
Identifying
Sounds

Have children open book on page

11. What pictures do they see?
Listen to track 17. Follow book
instructions and complete activity.
 Have children imitate the sounds of
the pictures they did not circle.

Place vocabulary flashcards of

colors on the board. Point to a
flashcard and ask children to name
it.

Let's Be
Creative -recall colors
-develop fine 19 35 K, VS
What Do You motor skills
See?
Let's Be
Creative -recall colors
-develop fine 19 35 K, VS
What Do You motor skills
See?

Help children fold this page in half.

Have them open it and put a few
red and yellow paint drops on one
side. Have them fold it again and
press it hard. Have them open the
paper and ask, “What do you see?”
Give them turns to share what they
see, encouraging the use of the
sentence frame, “I see a/an
________.”
Children will show their work to
classmates. What do they see?
Compare with their own. Do they
look alike?
 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Friday Freebies them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Ask children to recall things they do
to get ready to come to school.

Pronunciation
Lab
-develop social
19 25 VL, MR
skills
Early in the
Morning!
 Ask children to stand up. Play track
25 and have children imitate each
other's movements. First, review
the parts of the face with the
children. Have them point to their
eyes, nose, mouth, teeth, and ears
while repeating the words. Then
model the movements for the
Pronunciation children to imitate: rub your eyes,
Lab pretend to wash your face, and
-develop social
19 25 pretend to brush your teeth. Once VL, MR
skills
Early in the the children get to know this song’s
Morning! words, you can add more early
morning actions for example: brush
your hair, wipe or dry your nose,
rinse your mouth, etc.
Early in the
Morning!

Divide the group in two teams.

Have them stand up and face each
other. Sing a part of the song. Team
A will mimic that action. Sing
another part of the song for Team
B. They will in turn mimic it. Do this
several times. The team that does
not make a mistake, wins.
 Children will review and point to
parts of their face. Play "Simon
Says." Say, "Simon Says, touch your
eyes," etc.

Pronunciation
-identify new
Lab
vocabulary 16 30 VL, VS
words Show vocabulary flashcards.
Vocabulary Encourage children to name them.
Play track 22. Follow book
instructions. Guide children to
answer the Self-assessment bar.
 words
Vocabulary

Have the current vocabulary

flashcards plus some from previous
weeks. Put the flashcards facing
down on a table in the center of the
room. Ask a child to choose one
and name it.
 33 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Mom and Dad them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Use vocabulary flashcards (yellow,
red, square, big, and small). Ask
children to point and name each.
Next, play Sparks video: Opposites.

-recall big and

Pre-Math Skills
small concepts
-recall colors 21 30 VL, VS
Different
-identify a
Squares
square
 -recall big and Divide the class into small groups.
Pre-Math Skills
small concepts Previously, cut out big and small
-recall colors 21 30 construction paper squares. Use VL, VS
Different
-identify a colors that children have learned so
Squares
square far. Hand out to each child a piece
of white construction paper. Ask
them to take some of the cut out
construction paper squares and
paste them on their paper from big
to small. Show their work to the
class by pointing to each square
and saying the color.
Have children open book on page
21.
Thinking Skill: Compare
Have children look at the squares
while saying, “This is a big square,”
“This is a small square.” Ask
children to point at the pictures and
repeat after you. Follow book
instructions to complete activity.
 Make flashcards of objects that
make a specific sound, such as a
bouncing ball, opening a soda can,
fireworks, and water splashing. Ask
children if they can imitate the
sound each one makes.

Pronunciation
Lab
-listen and
12 25 VL, VS
Listening and identify sounds
Identifying
Sounds

Have children open book on page

12. What pictures do they see?
Listen to track 18. Follow book
instructions and complete activity.
Assign a sound for each child to
make. Children will take turns
coming to the front, and make the
sound assigned to him/her. Ask
classmates to guess what makes
that sound.
 34 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Writing Skills Skills workbook. Walk around and
monitor children as they work. After
Brother and they finish, praise children and lead
Sister them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Review with children what a
rhyming word is. Give some
examples. Ask children if they can
think of any rhyming words.

Pronunciation
Lab
-identify
21 25 VS, VL
rhyming words
Do These Words
Rhyme?
Pronunciation
Lab Make a set of flashcards with
-identify
21 25 rhyming words. Show each pair of VS, VL
rhyming words
Do These Words rhyming words and have children
Rhyme? repeat the words after you several
times. Hand out the flashcards. Ask
children to find the matching
rhyming word (fan-can) and come
to the front. Tell them to repeat the
rhyming words.
Have children open book on page
21. Listen to track 27 and follow
book instructions to complete
activity.
Bonus Activity – Nursery Rhyme
Have the children repeat this rhyme
while you model the hand
movements:
Little Boy Blue
Little Boy Blue, come blow your
horn.
(Pretend to blow on your fist)
The sheep’s in the meadow, the
cow’s in the corn.
(Point to the right, point to the left)
Where is the boy that looks after
the sheep?
(Open your hands with an inquiring
gesture)
He’s under the haystack, fast
asleep.
(Put hands together, facing palm to
palm, under one side of your face
and tilt it.)
 Have children open book on page
19. Have children look at the
pictures from the story. Point to
each and ask: Who is this? What's
his/her name? Listen to track 16
and follow story.

Language Skills
-recall story
Storytelling - A facts and events
19-22 30 VL, VS
Play Day at the -role-play a
Park story
Drama-Cutouts
Language Skills
-recall story
Storytelling - A facts and events
19-22 30 VL, VS
Play Day at the -role-play a
Park story
Drama-Cutouts

Have children work in pairs to play

hide and seek with the cutouts.
Have each couple take turns being
the girl, the boy, and the baby,
using the tree to hide. Use popsicle
sticks to play with the puppets.
Encourage the child that is playing
the girl’s part to use the following
sentence frames, “We play hide
and seek,” “I look for my
brother” and “He is behind the big
tree!” “I look for my sister” and
“She is behind the small tree.”
Invite five children to the front.
Read the story, have them act it out
as you read. Invite five other
children and have them act out
their favorite part of the story using
cutouts.
 35 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
My Family them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 Introduce concepts "one" and "a
lot." Have two baskets. A basket
having one plastic egg and the
other having a lot of plastic eggs.
Have children tell which has one
and which one has a lot.

Pre-Math Skills
-recall counting
-differentiate
One and a Lot
between "one" 22-23 25 VS, LM
and "a lot"
How Many
concepts
Crayons?
Pre-Math Skills
-recall counting
-differentiate
One and a Lot
between "one" 22-23 25 VS, LM
and "a lot"
How Many Page 22
concepts
Crayons? Introduce the concepts of “one”
and “a lot” showing children
physical examples using blocks,
crayons, small toys, etc. Sit in a
circle, put objects in the middle and
have children take turns giving you
objects according to what you ask
for: one or a lot.
Bonus Activity
Give children a sheet of paper with
a line drawn in the middle. Have
them draw one object on one side
of the paper and lots of the same
object on the other side. Have
them share their work with a
partner. They should point at the
corresponding pictures while
saying, “one” and “a lot.”
 Have children take out their
crayons and divide them into "one"
and "a lot" of crayons. Have
children turn to page 23 and follow
book instructions.

Have children recall concepts "one"

and "a lot" by using their own
school objects.

Let's Be
-recall concepts
Creative
"one" and "a
21 30 N, VS
lot"
One Leaf, Lots
Let's Be
-recall concepts
Creative
"one" and "a
21 30 N, VS
lot"
One Leaf, Lots
-recall colors
of Leaves

Take the children outside to pick up

some leaves or use the left overs
from the science project. Have
children paint one side of a leaf
with a paintbrush and use it as a
stamp to make a print on the left
side of the page while saying, “one
leaf.” Then have them paint the
leaf again and use it to make
several prints on the right side of
the page while saying, “a lot of
leaves.”

Have children show their work to

classmates.
 36 20 VS, VL

Start by warming up for writing as it

is described in the Teacher's Guide
(warm up writing muscles, write in
the air, and write on the board).
Then have children trace the lines
with a finger. Finally, guide children
to complete the work in the Writing
Skills workbook. Walk around and
Writing Skills monitor children as they work. After
they finish, praise children and lead
Mr. Square them in cool down exercises.
Cool Down 5
Total mins 90
Daily 10
Routine
 20 VS, VL
Writing Skills

Friday Freebies

Complete the "This Is What I Have

Learned!" page. You will find it at
the end of each book. It is a self-
assessment tool consisting of a
brief summary that integrates the
main concepts acquired in each
unit. Its objective is to help children
learn to reflect objectively about
themselves. It is intended for them
to self-evaluate, rethink, and mark
the knowledge obtained. Go over
this page with the children at the
end of each unit, as a culmination
of the unit and a quick review.
-demonstrate
Unit's knowledge of Complete Unit 2 Portfolio "Today I
Assessments concepts they Feel ..." page. This page correspond
55 VL, VS
have seen to the most significant theme in the
Unit 2 throughout this unit. It serves as a self-evaluation
unit instrument for children and as an
evaluation/documentation tool for
you. This is an activity where
children will demonstrate some of
the knowledge acquired by filling
out the information required. As a
suggestion have children work on
this page as a closing for the unit. It
is also recommended to dedicate
enough individual time to each
child, taking notes on what they
express about their work, and
evaluating the learning outcomes
expected by filling out the
corresponding bubbles in the
marking rubric.
Cool Down 5
Total mins 90
Materials
-yellow objects
-red objects
-paper bag
-construction
-yellow objects
-red objects
-paper bag
-construction
paper
-vocabulary
flashcards
-family
members
flashcards
-cutout pictures
-two boxes
-craft sticks
-yellow and red
foam squares
-construction
paper
-sponges
-red and yellow
paint
-sponges
-red and yellow
paint
-vocabulary
flashcards
-vocabulary
flashcards
-construction
paper
-glue
-glue
-shoebox
-rice
-shoebox
-rice
-plastic
numbers
objects:
-soil
-soap
-spoon
-star
-flashcards
-red, yellow,
-red, yellow,
and blue
construction
paper
-vocabulary
flashcards
-feelings
flashcards
-tempera paint
-googly eyes
-feelings
flashcards
-tempera paint
-googly eyes
-paper plates
-glue
-heart cut outs
-heart cut outs
-different size
pencils
-construction
paper
-flashcards
-flashcards
-vocabulary
flashcards
flashcards
-flashcards
-construction
paper squares
-glue
-white
construction
pape
-flashcards
-construction
paper squares
-glue
-white
construction
pape
-two baskets
-plastic eggs
-blocks
-crayons
-small toys
-sheets of paper
-two baskets
-plastic eggs
-blocks
-crayons
-small toys
-sheets of paper