CLASSROOM PLANNING

ANNUAL PLANIFICATION

Language and
SUBJECT COURSE Second basic YEAR 2014
communication
TEACHER) N° SESSIONS 152

SEMESTER 1
UNIT / EVALUATION
MONTH AXIS LEARNING OBJECTIVES SKILLS TO DEVELOP
CONTENT PROCEDURES
Initial evaluation:
What I know.
OA.1 Read significant texts that include words Process evaluation:
In this unit students are
with combinations ce - ci, que - qui. As I go?
expected to achieve:
Final evaluation:
OA.3 Understand texts by applying reading What I learned?
Recognize that written
comprehension strategies; for example: relate the
texts transmit
information in the text with your experiences and •They read aloud,
messages
knowledge; visualize what the text describes. without making
and that they are
mistakes, words with
written by someone to
LO.4 Read independently and become familiar the combinations
fulfill a purpose. In
with a wide repertoire of literature to increase ce - ci, que - qui.
turn, they are expected
your knowledge of the world and develop your • They relate, orally or
to be able to read
imagination; for example: poems and author's in writing, a topic with
independently to
stories. previous experiences
Reading understand literary
or knowledge.
and non-literary texts.
LO.5 Demonstrate understanding of the •They mention
On the other hand,
narratives read: extracting explicit and implicit characters from works
they must be able to
information; reconstructing the sequence of they have read.
write clearly,
actions in the story; identifying and describing the • Reread the texts they
separating the words
physical characteristics and feelings of the know.
with a space, so that
different characters; establishing relationships •They answer
their writing can be
between the text and their own experiences; questions that refer to
read easily by others.
issuing an opinion about an aspect of the reading. explicit or implicit
Finally, it is necessary
information.
for them to understand
LO.7 Read independently and understand non- • They establish
oral texts to obtain
literary texts and informational texts: extracting whether they agree or
information and
explicit and implicit information; understanding disagree with actions
develop their curiosity
the information that illustrations and symbols carried out by the
about the world.
provide to a text; formulating an opinion about characters and explain
some aspect of the reading. why.
Unit 1. Extract explicit
• They comment on
information.
MARCH APRIL Writing
64 Pedagogical LO.10 Search for information about a topic in a situations in their lives
Hours. source given by the teacher (web page, that resemble some
Extract implicit
newspaper section, chapter of a book, etc.) to element of the story.
information.
carry out an investigation. • They identify the
sequences of actions in
Give an opinion.
LO.11 Develop curiosity about words or a story.
expressions that are unknown to you and acquire They explain, orally or
Reconstruct sequence
the habit of finding out their meaning. in writing, information
of actions.
they have learned or
OA.19 Understand the function of articles and discovered in the texts
Describe and compare
nouns in oral and written texts, and replace or they read.
characters.
combine them in various ways to enrich or specify • They answer, orally or
Oral productions. in writing, questions
communicat Identify the purpose of
that refer to Infor.
the text.
ion. OA. 21 Write correctly to facilitate the reader's Explicit or implicit of a
understanding using appropriately: combinations text.
Relate texts.
ce - ci and que - qui; capital letters when starting • They mention
a sentence and when writing proper nouns. information from the
Relate information
read text that is
from the text with your
OA. 23 Understand oral texts such as anecdotes related to information
knowledge.
to obtain information and develop their curiosity they have learned in
about the world: identifying the purpose; other subjects or other
Identify the purpose
answering questions about explicit and implicit texts.
and type of the text.
information. • They describe the
images in the text.
Skills
OA.27 Express yourself in a coherent and •They identify which
articulate manner on topics of interest: narrating words in a text they do
Identify,
an event related to the topic; incorporating not know.
Apply,
descriptive phrases; pronouncing appropriately •They identify the
Visualize,
and using an audible volume; maintaining proper purpose of the text
Relate, Compare.
posture. heard.
• They present on a
topic.
MAY Unit 2 OA. 4 Read independently and become familiar In this unit students are Initial evaluation:
Reading 32 pedagogical with a wide repertoire of literature to increase expected to: What I know
hours. your knowledge of the world and develop your
imagination; for example: poems. Identify the sounds Process evaluation:
that make up words, As I go?
OA.3 Understand texts, applying reading recognizing,
comprehension strategies; for example: relate the separating and Final evaluation:
information in the text with your experiences and combining their What I learned?
knowledge; visualize what the text describes. phonemes and

1
 CLASSROOM PLANNING

They mention
characters from the
works read.
• They relate aspects of
a text read and
discussed in class with
other texts previously
syllables, since these read.
are fundamental to • Reread the texts they
understanding the know.
LO.7 Independently read and understand non- concept of rhyme. • They express a
literary texts such as informational texts to They must also write preference for a
entertain themselves and expand their complete sentences to stanza.
knowledge of the world: extracting explicit and convey messages and They explain, orally or
implicit information; understanding the demonstrate their in writing, information
information that illustrations and symbols provide understanding of the they have learned or
to a text. narratives by discovered in the texts
answering simple they read.
LO.5 Demonstrate understanding of the questions about the • They answer, orally or
narratives read: extracting explicit and implicit texts read. Regarding in writing, questions
information; reconstructing the sequence of orality, it is important that refer to explicit or
actions in the story; establishing relationships that they are able to implicit information in
between the text and their own experiences; participate in group a text.
issuing an opinion on an aspect of the reading. conversations, • They successfully
respecting speaking complete the task
OA. 19 Understand the function of articles in oral turns. described in the
and written texts, and replace or combine them in instructions read.
various ways to enrich or specify their Also that: They select the article
productions. • Explain what you that agrees with a
understand about a noun in a text.
LO.21 Write correctly to facilitate understanding non-verbal message: • They use definite and
by the reader, using appropriately: question and gestures, gestures and indefinite articles
Writing exclamation marks at the beginning and end of drawings. appropriately,
questions and exclamations. • Formulate questions according to the
based on observing context.
OA.30 Recite poems, rhymes, songs, tongue illustrations and • They choose the
twisters and riddles with intonation and understanding a text. article (definite or
expression, to strengthen self-confidence, • Follow oral indefinite) that best
increase vocabulary and develop their expressive instructions. fits a situation
capacity. • Differentiate words described.
from pictures and They incorporate
LO.23 Understand oral texts, such as riddles, to numbers in writing question marks at the
obtain information and develop curiosity about with interest and beginning and end of
the world: answering questions about explicit and pleasure. questions.
implicit information. • Read and write words • They incorporate
identifying the vowels exclamation marks at
Oral LO.25 Actively participate in group conversations with attention and the beginning and end
about texts read or heard in classes or topics of pleasure. of exclamations.
Communicat interest: asking questions to clarify doubts; They recite poems or
ion showing interest in what was heard; showing Skills. verses from memory.
empathy in situations expressed by others. • They recite poems
Identify, Understand, with intonation.
OA.11 Develop curiosity about words or Analyze, • They pronounce the
expressions that are unknown to you and acquire Remember, words correctly.
the habit of finding out their meaning. Apply, They answer questions,
Relate, using the information
OA.6 Regularly read and enjoy the best poems by Create. heard pertinently.
authors and oral traditions appropriate to their They identify words
age. they do not know in a
text.
LO.29 Play different roles to develop their • They explain the
language and self-esteem, and learn to work as a meaning of unknown
team. terms.
They represent a
character from a read
text, imitating its main
characteristics.

They read aloud verses

from poems that they
have read in class and
that they like.

JUNE JULY Reading Unit 3 OA.1 Read meaningful texts that include words In this unit students are Initial evaluation:
36 Pedagogical with hiatuses, diphthongs and consonant groups. expected to: What I know
Hours.
OA.3 Understand texts by applying reading Be able to relate the Process evaluation:
comprehension strategies; for example: relate the information in the text As I go?
information in the text with your experiences and with their experiences
knowledge; visualize what the text describes; ask and knowledge. Final evaluation:
questions while reading. At the same time, read What I learned?
independently and
LO.4 Read independently and become familiar understand non- They read aloud,
with a wide repertoire of literature to increase literary texts, such as without making
your knowledge of the world and develop your informative articles, mistakes, words with
imagination; for example: fables, folklore and extracting explicit and hiatuses, diphthongs
author's stories. implicit information. and consonant groups.
They must
LO.5 Demonstrate understanding of the communicate facts, They explain what they

2
 CLASSROOM PLANNING

narratives read: extracting explicit and implicit ideas and feelings know about a topic
information; reconstructing the sequence of through free and before reading a text
actions in the story; identifying and describing the guided writing. about it.
physical characteristics and feelings of the Finally, it is necessary • They relate, orally or
different characters; recreating, through different that they express in writing, some topic
expressions (drawings, three-dimensional models themselves in a or aspect of the text
or others), the environment in which the action coherent and with their previous
occurs; establishing relationships between the articulate manner on experiences or
Writing text and their own experiences; issuing an opinion topics of interest to knowledge.
about an aspect of the reading. them. They relate aspects of
a text read and
LO.7 Read independently and understand non- It is also expected that: discussed in class with
literary texts (informational articles) to entertain • They express other texts previously
yourself and expand your knowledge of the world: themselves orally, in a read.
understanding the information that illustrations clear and They answer questions
and symbols provide to a text; extracting explicit understandable that refer to explicit or
and implicit information. manner, with pertinent implicit information.
use of vocabulary. • They describe, draw
LO.10 Search for information about a topic in a • Recognize the or recreate the place
source given by the teacher (web page, beginning and ending where the story takes
newspaper section, chapter of a book, etc.), to sounds of words. place.
carry out an investigation. • Repeat rhymes, • They relate
tongue twisters, bombs information they know
LO.11 Develop curiosity about words or expressively. with what appears in
Oral expressions that are unknown to you and acquire • Reproduce and the text.
Communicat the habit of finding out their meaning. produce in written • They comment on
ion. form different types of situations in their lives
OA.13 Creatively write narratives (personal strokes, letters, that resemble some
experiences, accounts of events, stories, etc.) that words, and short element of the story.
have a beginning, development and end. sentences, respecting They explain, orally or
certain conventional in writing, information
OA.19 Understand the function of adjectives in characteristics, they have learned or
oral and written texts, and replace or combine such as direction, discovered in the texts
them in various ways to enrich or specify their sequence, organization they read.
productions. and distance. • They answer, orally or
in writing, questions
OA.23 Understand oral texts (fables) to obtain Skills. that refer to explicit or
information and develop curiosity about the implicit information
world: answering questions about explicit and Identify, Understand, from a read text.
implicit information. Evaluate, • They mention data
Remember, Relate, that appears in the
LO.25 Actively participate in group conversations Analyze, illustrations of a text.
about texts read or heard in classes or topics of Apply, They find information
interest: asking questions to clarify doubts; Recognize, about a topic in a
showing interest in what was heard; showing Create, source.
empathy in situations expressed by others. Memorize. • They write down
information that
OA.27 Express yourself in a coherent and catches their attention.
articulate manner on topics of interest: • They write a
incorporating descriptive phrases that illustrate paragraph to
what has been said. communicate what
they learned in the
source they read.
They identify words
they do not know in a
text.
• They ask an adult, or
a peer, the meaning of
a word that they do
not understand when
reading or hearing it.
• Explain in their own
words the meaning of
unknown terms.
They write one or more
paragraphs to narrate
an experience or an
imagined event.
• They write narratives
in which the ongoing
story of various actions
unfolds.
• They write narratives
that have an outcome.
They specify a noun
using adjectives.
• They point out in a
text which words
characterize an object,
place, animal or
person.
• They use adjectives
to specify the
characteristics of an
object, animal, or
person in a description.
They point out what
they learned from the
texts heard or seen in
class.

3
 CLASSROOM PLANNING

• They answer
questions using the
information heard in a
pertinent way.
They present on a
topic.
• They express at least
two ideas on the topic,
without digressions.
• They describe the
object or event they
present.
SEMESTER 2- WINTER VACATION
AUGUST Reading Unit 4 OA.1 Read significant texts that In this unit students are Initial evaluation:
36 Pedagogical include words with consonant expected to: What I know
Hours. groups and with the gue - gui
combination. Be able to apply reading Process evaluation:
comprehension strategies As I go?
OA.3 Understand texts by applying such as visualizing what the
reading comprehension strategies; text describes and relating Final evaluation:
For example: relate the information the information to their What I learned?
in the text with your experiences experiences and
and knowledge; visualize what the knowledge. As in previous They read aloud, without
text describes; ask questions while units, students are required making mistakes, words with
reading. to be able to write the combinations
complete sentences to gue - gui.
LO.4 Read independently and convey messages, and to • They read aloud, without
become familiar with a wide demonstrate making mistakes, words with
repertoire of literature to increase understanding of read consonant groups.
your knowledge of the world and narratives by answering
develop your imagination; for simple questions such as They mention characters from
example: Folklore and author's what, who, where, when the works read.
stories. and why. • They relate aspects of a text
In addition, it is necessary read and discussed in class with
LO.5 Demonstrate understanding of for them to understand oral other texts previously read.
the narratives read: extracting texts by establishing • Reread the texts they know.
explicit and implicit information; connections with their own
reconstructing the sequence of experiences and They answer questions that
actions in the story; identifying and formulating an opinion refer to explicit or implicit
describing the physical about what they heard. information.
characteristics and feelings of the • They recount the story orally,
different characters. It is also expected that: in writing or through images.
• They characterize the
LO.7 Read independently and They express themselves characters through
understand non-literary texts orally in a clear and representations, drawings,
(instructional texts, invitations and understandable manner, cutouts, etc.
informative articles), to entertain with relevant vocabulary. • They compare the characters
yourself and expand your • Recognize the sounds that with people they know.
knowledge of the world: extracting make up words. • They establish whether they
explicit and implicit information... • Read words in isolation agree or disagree with actions
and in context, applying carried out by the characters
LO.11 Develop curiosity about letter-sound and explain why.
Writing words or expressions that are correspondence.
unknown to you and acquire the in combinations of direct They answer, orally or in
habit of finding out their meaning. and indirect syllables. writing, questions that refer to
• Show curiosity about explicit or implicit information
OA.13 Creatively write narratives words or expressions that from a read text.
(personal experiences, accounts of you don't know. • They evaluate whether the
events, stories, etc.) that have a • Actively participate in image of a text corresponds to
beginning, development and end. group conversations about the information that appears in
texts read or it.
OA.19 Understand the function of heard, or topics of interest • They mention data that
adjectives in oral and written texts, discussed in classes, appears in the illustrations of a
and replace or combine them in expressing ideas and text.
various ways to enrich or specify opinions • They express opinions and
their productions. and respecting turns when justify them, mentioning
Oral speaking. information extracted from
communicat LO.21 Write correctly to facilitate • Reproduce and produce read texts.
ion. understanding by the reader, using in written form different
appropriately: gue – gui types of letters, words They identify words they do not
combinations; question and and short sentences, know in a text.
exclamation marks, at the beginning respecting conventional • Ask an adult or peer the
and end of questions and characteristics. meaning of a word that they do
exclamations. not understand when reading or
Skills hearing it.
LO.23 Understand oral texts, such as • Explain in their own words the
stories, to obtain information and Understand, Identify, meaning of unknown terms.
develop curiosity about the world: Relate, Remember, They write one or more
answering questions about explicit Apply, paragraphs to narrate an
and implicit information. Recognize, Analyze, experience or an imagined
Assess, event.
OA. 29 Play different roles to Associate. • They write narratives in which
develop their language and self- the story develops through
esteem, and learn to work as a team. various actions.
• They write narratives that have
OA.30 Recite poems, rhymes, songs, an outcome.
tongue twisters and riddles with
intonation and expression, to They use, in their oral and
strengthen self-confidence, increase written productions, precise

4
 CLASSROOM PLANNING

nouns to name objects, people

and places.
• They look for synonyms for the
nouns used in their texts to
avoid repetition or to specify
their ideas.
• They point out in a text which
words characterize an object,
place, animal or person.
vocabulary and develop their • They use adjectives to specify
expressive capacity. the characteristics of an object,
animal
or person in a description.
They recite poems with
intonation.
• They use the intonation of
interrogative and exclamatory
phrases.
• They pronounce the words
correctly.
SEPTEMBER- Reading Unit 5 OA.1 Read meaningful texts that In this unit students are Initial evaluation:
OCTOBER 32 Pedagogical include words with consonant expected to: What I know
Hours. groups.
Recognize that texts Process evaluation:
0A.3 Understand texts by applying transmit messages and that As I go?
reading comprehension strategies; they are written by
for example, relate the information someone to fulfill a specific Final evaluation:
in the text with your experiences purpose, whether they are What I learned?
and knowledge. informative or narrative
texts. Is required They read aloud, without
LO.4 Read independently and Also, they must be able to making mistakes, words with
become familiar with a wide actively participate in consonant groups.
repertoire of literature to increase group conversations about They explain what they know
your knowledge of the world and texts read or heard in class, about a topic before reading a
develop your imagination; for expressing their ideas or text about it.
example, legends. opinions. • They relate, orally or in
It is essential that they writing, some topic or aspect of
LO.5 Demonstrate understanding of recognize that the world is the text with their previous
the narratives read: extracting organized into nations with experiences or knowledge.
explicit and implicit information; different cultures that • They describe or draw what
reconstructing the sequence of interpret very similar they visualize from reading.
actions in the story; identifying and phenomena in different They mention characters from
describing physical characteristics… ways. the works read.
• They relate aspects of a text
LO.7 Read independently and Skills. read and discussed in class with
understand non-literary texts other texts previously read.
Writing (informational articles) to entertain Identify, Understand, • Reread the texts they know.
yourself and expand your Evaluate, They answer questions that
knowledge of the world... Remember, Relate, refer to explicit or implicit
Analyze, information.
LO.10 Search for information about Apply, • They recount the story orally,
a topic in a source given by the Recognize, in writing or with images.
teacher (web page, newspaper Create, • They characterize the
section, chapter of a book, etc.), to Memorize. characters through
carry out an investigation. representations, drawings,
cutouts, etc.
LO.14 Write informative articles to • They compare the characters
communicate information about a with people they know.
Oral topic. • They establish whether they
communicat agree or disagree with actions
OA.13 Creatively write narratives carried out by the characters
ion. (personal experiences, accounts of and explain why.
events, stories, etc.) that have a They answer, orally or in
beginning, development and end. writing, questions that refer to
explicit or implicit information
OA.19 Understand the function of from a read text.
articles, nouns and adjectives in oral • They evaluate whether the
and written texts, and replace them image of a text corresponds to
in various ways to enrich or specify the information that appears in
their productions. it.
• They mention data that
OA.20 Identify the gender and appears in the illustrations of a
number of words to ensure text.
agreement in their writings. • They express opinions and
justify them, citing information
LO.23 Understand oral texts, such as extracted from read texts.
legends, to obtain information and They find information about a
develop curiosity about the world: topic in a source.
answering questions about explicit • They surf the Internet to find
and implicit information. information they need.
interest: expressing your ideas or • They write in a paragraph to
opinions; demonstrating communicate what they have
interest in what was heard; learned.
They write a paragraph about a
LO.25 Actively participate in group topic.
conversations about texts read or • They incorporate descriptions
heard in classes or topics of interest. or data about the topic in their
Taking turns... paragraphs.
They write one or more
LO.27 Express yourself coherently paragraphs to narrate an

5
 CLASSROOM PLANNING

experience or an imagined
event.
• They write narratives in which
the story develops through
various actions.
They use, in their oral and
written productions, precise
and articulately on topics of interest: nouns to name objects, people
pronouncing appropriately and and places.
using an audible volume. • They look for synonyms for the
nouns used in their texts to
avoid repetition or to specify
their ideas.
They identify the gender and
number of words.
• They maintain gender and
number agreement between
nouns and adjectives.
NOVEMBER Reading Unit 6 OA.1 Read significant texts that In this unit students are Initial evaluation:
DECEMBER 32 include words with hiatuses and expected to: What I know
diphthongs, with consonant groups Learn basic concepts about
Pedagogical and with the combination güe - güi. time: days of the week, Process evaluation:
Hours. months of the year, present As I go?
OA.3 Understand texts by applying and past. In addition, they
reading comprehension strategies; must be able to recognize Final evaluation:
for example: visualize what the text the different seasons of the What I learned?.
describes; ask questions while year, how temperature and They read aloud, without
reading. natural phenomena vary in making mistakes, words with
them and how they hiatuses and diphthongs.
LO.4 Read independently and influence our lives. In • They read aloud words with
become familiar with a wide addition, they must know the combinations güe - güi.
repertoire of literature to increase the three moments of the
your knowledge of the world and narrative and their They answer questions that
develop your imagination; e.g. importance in the stories. refer to explicit or implicit
Stories. information.
It is also expected that: • They recount the story orally,
LO.5 Demonstrate understanding of in writing or with images.
Writing the narratives read: extracting • Express themselves orally • They describe, draw or
explicit and implicit information; in a clear and recreate the place where the
reconstructing the sequence of understandable manner, story takes place.
actions… with pertinent use of • They establish whether they
vocabulary. agree or disagree with actions
OA. 7 Read independently and • Read short texts carried out by the characters
understand non-literary texts independently. and explain why.
(letters and informative articles) to • Write complete • They explain why they like or
entertain themselves and expand sentences to convey don't like a story.
Oral their knowledge of the world: messages. • They relate information they
Communic extracting explicit and implicit • Understand literary and know with what appears in the
ation. information; understanding… non-literary texts, applying text.
reading comprehension
LO.10 Search for information about strategies. They answer, orally or in
a topic in a source given by the writing, questions that refer to
teacher (web page, newspaper Skills. explicit or implicit information
section, book chapter, etc.) to carry from a read text.
out an investigation. Identify, Understand, • They mention information
Evaluate, from the read text that is
LO.11 Develop curiosity about Remember, Relate, related to information they
words or expressions that are Analyze, have learned in other subjects
unknown to you and acquire the Apply, or other texts.
habit of finding out their meaning. Recognize, • They describe the images in
Create, the text.
OA.21 Write correctly to facilitate Memorize. • They successfully complete
understanding by the reader, using the task described in the
appropriately: güe - güi instructions read.
combinations; capital letters when • They express opinions and
starting a sentence and when justify them, mentioning
writing proper nouns. information extracted
of read texts.
LO.23 Understand oral texts, such as
stories, to obtain information and They find information about a
develop curiosity about the world: topic in a source.
answering questions about explicit • They surf the Internet to find
and implicit information. information they need.
• They write in a paragraph to
LO.25 Actively participate in group communicate what they learned
conversations about texts read or in the source they read.
heard in classes or topics of interest: They correctly write words that
expressing their ideas or opinions; contain güe and güi.
asking questions to… • They write texts in which they
use capital letters when starting
0A.27 Express yourself in a coherent a sentence and when writing
and articulate manner on topics of proper nouns.
interest: presenting information or • They use capital letters to
narrating an event related to the write proper nouns and to start
topic; incorporating descriptive sentences.
phrases that illustrate what was said; • They express themselves with
Pronouncing appropriately and gestures and postures that show
using audible volume; maintaining interest in what is being said.
proper posture. • They wait for the interlocutor
to finish an idea to complement

6
 CLASSROOM PLANNING

what was said.

They present on a topic.
• They describe the character
they present.
• They express at least two ideas
related to the chosen topic.
OA.28 Incorporate new vocabulary • They pronounce each of the
extracted from texts heard or read words, so that everyone
in a pertinent manner in their oral understands easily.
interventions. • They adjust the volume of the
voice so that the entire
audience can hear it.
• They maintain a formal
posture and make eye contact
with those who are listening to
them.
 Reflect on themselves, their ideas and their interests to understand and value themselves.
 Carry out tasks and work rigorously and persistently in order to develop them appropriately for the purposes
of the subject.
 Demonstrate interest and active behavior towards reading, aimed at enjoying it and valuing the knowledge
that can be obtained from it.
ATTITUDINAL OBJECTIVES  Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
 Demonstrate interest and an active attitude towards reading, guided by the enjoyment of it and the
appreciation of the knowledge that can be obtained through it.
 Carry out tasks and work rigorously and persistently, in order to develop them in an appropriate manner to
the purposes of the subject.
 Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for personal and
social enrichment.
1. Guide the analysis and reading of the illustration so that students identify that they are being told a story.
From this, encourage them to comment on their favorite stories and justify their choice.
2. Remind them of the types of narrative texts they know, such as stories, fables, and legends. Encourage them
to express their preferences for some of them. Then, ask them to mention the basic characteristics of these
texts.
3. To finish, briefly explain to them that the Learning Objectives that they will address in this unit are related to
the thematic axes of reading, writing and speaking.
4. It is recommended to read the poems aloud, so that the students can then work individually. Ask questions
that point to the structure of the text, to introduce the concept of stanza: Why are there numbers in the text?
What do these numbers correspond to? Is there anything that is repeated in the text? Question 2 indicates
drawing what we imagine in the first stanza; What fragment of the text should we base it on?
5. If students have difficulty recognizing definite and indefinite articles, remind them that they are words that
TEACHING STRATEGY accompany and determine nouns, which help us identify whether it is a thing, animal or person, or more. of
one; whether they refer to a specific place or several; and if they are male or female.
6. Suggest words to students to best describe the animal they selected for the class to guess. Highlight the
difference between physical characteristics by mentioning some (big, small, hairy, brown, fat, soft, rough,
etc.) and the psychological characteristics of how we perceive them (kind, faithful, fierce, aggressive, etc.)
Only in the event that they do not guess the animal, ask students to add data as in Unit 1 (it has four legs,
flies, eats vegetables, etc.) in order to concentrate the work on the use of qualifying adjectives.
7. Remind them to write clearly and legibly.
8. Arrange students to read aloud in turns, explain the rules.
9. Encourage reflection on what has been read with questions that invite them to think and add new
information about the texts.
10. Santillana 2nd Basic Book.
11. Caligrafix Notebook. 2nd Basic. First and second semester.

EVALUATION CALENDAR

UNIT CONTENTS TO INSTRUMENT TO TYPE OF DATE

EVALUATE USE EVALUATION
1
7
 CLASSROOM PLANNING

10

11

12

13

14

15

16

CHECKLIST: _________________________________________________________________

1: Achieved
2: Moderately Achieved
8
 CLASSROOM PLANNING
3: To Achieve

N NAME
o.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

CHECKLIST: _________________________________________________________________

1: Achieved
2: Moderately Achieved

9
 CLASSROOM PLANNING
3: To Achieve

N NAME
o.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

CHECKLIST: _________________________________________________________________

1: Achieved
2: Moderately Achieved

10
 CLASSROOM PLANNING
3: To Achieve

N NAME
o.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

CHECKLIST: _________________________________________________________________

1: Achieved
2: Moderately Achieved

11
 CLASSROOM PLANNING
3: To Achieve

N NAME
o.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

1
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic SEMESTER 1
communication
TEACHER) DATE HOURS 2

12
 CLASSROOM PLANNING

Unit 1. How much do I know?

Unit/content
EITHER. Class Know the type of reading that students have when entering this level.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions.
Remember, Understand, Analyze.
Skills
They read the song.
Achievement
They answer the Questions in the Guide.
indicators They answer the questions asked about the song.

LEARNING ACTIVITIES
Start Development Closing
Greet the children and welcome them
Finally, to promote oral comprehension and
to the new school year. The song should be read
generate a more playful atmosphere in the
independently. Page 9. Santillana
development of the activity, present them with
Ask how they spent it and what activities student book.
the musicalized version of the Mazapán group,
they did briefly. To work on reading with those
which is available on the internet.
Remember the rules of behavior that students who do not read
http://www.youtube.com/watch?v=iO3l9Byx_sI
they must maintain in the classroom and independently, the following steps are
during activities, establish commitments suggested: first, motivate them to
and write them in a visible place for observe the illustration and the text to
Ask your students to complete the questions in
them. make predictions about the content,
work guide #9.
with questions such as the following:
Explain the purpose of the initial Why do fingers have faces? What is
Finally, give the children a sheet of paper and
evaluation, highlighting that it is to find the title of this reading? What
ask them to copy their hand and write the
out what they remember from the relationship will that title have with
names of each finger.
previous year. the illustration? What type of words
are highlighted in the text? Then, read
Comment that they will know a song the song aloud so they can listen and
and that they will have to read it with confirm your predictions.
your help. Subsequently, invite them to listen to
the song several times until they
become familiar with it and recognize
most of the words. Finally, suggest that
they continue reading while listening
to the song.
Remind them of the alphabet by
mentioning each letter out loud to
help them follow the alphabetical
order.
Ask your students to complete the
questions in work guide #9.

Make Guide Page No. 9. Santillana Book. Writing names. Song Reading.
EVALUATION ACTIVITIES

Radio cd. Sheets, pencils. Exercise guide. Slate, marker.

EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

2
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1
communication.

13
 CLASSROOM PLANNING

TEACHER) DATE HOURS 2

Unit 1. Fluent reading. The grizzly.

Unit/content
EITHER. Class
learning. Activate your previous knowledge about bears and increase your knowledge of the world
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions.
Skills Recognize, Analyze, evaluate, Participate, Communicate.
They make predictions from the text.
Achievement They read fluently
indicators They write coherently.
They do group work.

LEARNING ACTIVITIES
Start Development Closing
Tell your students that today they will read Ask students to start reading Page 10. Ask your students to get together in
a text silently. Santillana Book and give them a reasonable groups of approximately four students.
time to understand it. Then invite them to answer the
The rules to follow for silent reading are questions on page 11. Writing your
reminded. Then invite students to read aloud. Each answers in your individual notebook.
child is asked to read a verse.
Show the images of the text and ask what Check if the hypotheses noted on the
they think the text will be about. Remind them to read fluently, pronouncing board were fulfilled and which ones
each word precisely and respecting were not.
Write down some of the students' punctuation marks. Tell them that they will
hypotheses on the board. work on the orange words on the following Finally, invite each group to go out in
pages. And the highlighted words in yellow front of their peers to answer these
are defined by a synonym in the vocabulary questions and provide feedback. Ask if
capsules. it was difficult for them to agree, how
During reading, replace the yellow word they did this work, etc.
with the vocabulary word to have better
reading comprehension.

Make hypotheses about the content of the story.

Write answers in workbook.
Present your answers to your peers.
EVALUATION ACTIVITIES Reading text.
Answer questions from the teacher.

Slate, marker.
Work notebook.
EDUCATIONAL RESOURCES Santillana Book.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

3
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2
14
 CLASSROOM PLANNING

Unit 1. Reading the Crafty Bear

Unit/content
EITHER. Class
Know how to use the dictionary, to expand vocabulary.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions.
Remember, Understand, Analyze, Evaluate.
Skills
They make predictions from the text.
Achievement They read the extract of the text.
indicators They look for the meaning of the requested words.
They are interested in finding the meaning of new words.

LEARNING ACTIVITIES
Start Development Closing
Invite your students to sit down, since today In this activity, motivate them to relate the The Educator asks the students to share
they will know how to look up the meaning text they are going to read with the story some of the questions with the class,
of words included in the texts. they will hear in the next class before asking each student one of the
starting. questions.
Guide your students to use the reading
comprehension strategies presented on Teach children how to use the Dictionary, Finally, he invites them to look in the
pages 4 and 5 of the textbook. how to look up words and the alphabetical dictionary for two words that have
Invite them to use the illustrations and mode in which words are available. caught their attention and write them
vocabulary words as a tool to make their down along with their meaning in the
own Highlight the importance of words in workbook.
predictions. Write your answers on the context, associated with the images
board. presented, to identify the
Explain that these questions will help them meaning of them. Since these words are
anticipate the content of the reading. found in central reading, it is essential that
they are understood by everyone to
promote reading comprehension. Ask the
following question: What clue from the
picture helped you associate it with the
new word?

Children read the excerpt from the crafty

bear reading. Page 12. and individually
answer the questions posed in the guide.

Make Guide Page No. 12. Santillana Book.

Match words with action
EVALUATION ACTIVITIES Extract reading.
Work notebook.
Sheets, pencils.
EDUCATIONAL RESOURCES Exercise guide.
Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

4
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic SEMESTER 1
communication.
TEACHER) DATE HOURS 2
15
 CLASSROOM PLANNING

Unit 1. Reading the Crafty Bear 2.

Unit/content
EITHER. Class
Understand the main ideas of a text.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions.
Remember, Understand, Apply, Analyze, Create, Evaluate.
Skills
They make predictions from the text.
Achievement They read the text.
indicators They draw an image alluding to the story.
They are interested in finding the meaning of new words.

LEARNING ACTIVITIES
Start Development Closing
Remind your students of the past Begin the story at an appropriate tone and Before starting the After Reading
vocabulary preparation activity, remember speed. Pages 13 to 17. questions, Page 18. Invite students to
the words seen and their meaning comment on what they thought of the
. In order to guide the reading towards a story and justify their opinions. Then,
Show the picture from the story and tell predictive global understanding, and check ask them to remember their
them that today they will read the story of attention during the process, ask some predictions and compare them with
Crafty Bear Goes to School. Ask what the questions: How does the bear feel about what they discovered in the reading.
title tells them, what they think the reading the little bear's first day of school? Why Verify that students have clearly
will be about. doesn't the milkman see the little bear understood the meaning of each of the
when mom says she's taking him to school?; questions. Remind them that obtaining
Remember the predictions they made in Avoid constant interruption, as it seeks to information consists of locating textual
the last class about the text, reading the encourage students' enjoyment of reading. data throughout reading. Suggest that
excerpt. Write them down on the board. they underline the information
While reading, ask students to describe out requested in the question. Then, invite
Invite them to sit at their seats and listen to loud what the mother bear is wearing when them to find and underline that
the text. Set the mood with a song and ask she meets the teacher. information in the text.
them to do a breathing exercise. As this is the first reading of the year, it is Finally, ask them to check if the
suggested to do a shared reading if the underlined information answers the
Before starting reading, remember the environment allows it. question to give a complete answer.
rules of behavior and read the commitment In it, the teacher must read aloud and the
agreed with the students. students must follow the reading in their Ask them to comment on how they felt
own texts. This experience will model and about the reading, did it seem familiar
encourage fluent and expressive reading. or not? Later ask them to draw an
image alluding to the story.

Comment on the story.

Draw allusive image.
EVALUATION ACTIVITIES Check predictions.
Story of the Crafty Bear Goes to Classes. Pages 13 to 17.
Blackboard, markers.
EDUCATIONAL RESOURCES Sheets, colored pencils, lead.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

5
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

16
 CLASSROOM PLANNING

Unit/content Unit 1. Reading the Crafty Bear 3.

EITHER. Class
Relate and Understand texts.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions.
Skills Remember, Understand, Analyze, Evaluate.
They compare texts.
They comment on the stories read.
Achievement
They maintain a receptive and collaborative attitude.
indicators They express interest in reading.
They answer questions.

LEARNING ACTIVITIES
Start Development Closing
Invite students to remember the story of Encourage the participation of your Finally, in the text comparison
the Brown Bear and the Crafty Bear from students so that they conclude what questions, highlight that the reading
previous classes. “reflecting on the content” means and The Brown Bear corresponds to an
Ask if these readings are similar, whether invite them to answer the questions in the informative article, since it gives us
they are similar or not, which one you liked guide on pages 18, 19 and 20. To answer objective data about bears as real
the most, what they were about. Tell them that giving an opinion about a animals, while the text The Crafty Bear
Comment that they will do different text means expressing what each person Goes to School tells a story fictitious
activities to evaluate their understanding. thinks about what they read. whose characters are animals and that
On page 18 a table is presented that does not occur in reality. To highlight
systematizes the content referring to the these differences, ask them the
organization of the stories, and on page following questions: Do bears go to
19 is the definition of the proper noun and school? Have you ever seen a bear in a
the common noun. Explain each of these dress? What does the brown bear eat?
concepts with examples taken from the Does the Crafty bear eat the same
texts read. Finally, invite students to thing? What does it know about? Do
develop the worksheets, associated with you really feed a bear?
these Learning Objectives, to practice what
they have learned. Read the biography of the author of the
For vocabulary activity 7, encourage them story Handy Bear Goes to School. From
to use adjectives, nouns, and conjugated page 21 and comment on who this
verbs. Propose them to write character is.
Sentences with a complete meaning from
the following example: My sister is
industrious because she tidied her entire
room very well. Do this activity in your
workbook.

Create work guides.

Comment on the texts.
EVALUATION ACTIVITIES Sentence writing
Work guides. Pages 18, 19, 20.
Author biography. Page 21
EDUCATIONAL RESOURCES Slate, marker.
Dictionary.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

CLASS DESIGN
6 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2
17
 CLASSROOM PLANNING

Unit/content Unit 1. The alphabet.

They handle new words and expressions in games and other oral situations.
EITHER. Class
They write and revise their writing with an emphasis on readability.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Remember, Understand, Analyze, Evaluate.
Achievement They progressively master the written code that allows them to read words fluently, silently and aloud.
indicators They recognize and write the alphabet.

LEARNING ACTIVITIES
Start Development Closing
Invite your students to observe the Write letters of the alphabet on the board, Students are encouraged that
alphabet, reviewing the letters with them they must write the vowel or consonant mastering the alphabet will help them
continuously once. immediately before and after. write and read better, for this reason
Ask someone who knows the entire Ex. ___ b____; ____ p____ they prepare their next dictation, write
alphabet to raise their hand, pay attention Students transcribe from the board into four sentences with words that contain
to the students who do not raise their hand, their notebooks, ask them to complete the consonant groups, ask them to study
to provide greater support. alphabet. with their family)
Activate prior knowledge, remembering Review the children's notebooks and give
the alphabet out loud in unison, without greater support to those who have 1. In the field there is a lamb
the image, this time. difficulty completing the alphabet. 2. The white blouse is dirty
After writing, correct it on the blackboard 3. Juan broke his arm
with the participation of all students. 4. The red balloon was lost.

Once you have finished the work in the Encourage them to pray some prayers
writing notebook, distinguish vowels and at home.
consonants.
Ask the children to write in their notebook
a word that begins with each of the vowels,
making sure to use upper and lower case
letters.

Constantly observe if students associate the content on which they are working and
EVALUATION ACTIVITIES correct errors immediately.

Blackboard, Pen.
Student notebook.
EDUCATIONAL RESOURCES Pencils, Eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

7
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.

18
 CLASSROOM PLANNING

TEACHER) DATE HOURS 2

Unit 1. The Dictation.

Unit/content
EITHER. Class Write sentences in gradient complexity to Dictation.
learning. Reflect on your successes and mistakes.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Remember, Analyze, Understand, Evaluate.

Skills
They write the dictated sentences correctly.
Achievement
They review and correct grammatical errors.
indicators

LEARNING ACTIVITIES
Start Development Closing
Students and parents are notified in Try to ensure that the dictated sentences Finally, invite them to comment on the
advance that a Dictation will be carried go in gradual complexity from less to more most frequent errors they had in the
out, they are explained how it will be extensive, being able to evaluate literal and dictation and reinforce the dictated
carried out and how they should study with accentual spelling. letters and sentences.
the students. It is also requested to create a rewriting Evaluate the dictation and send it home
Use dictation to also test listening exercise that meets the objective of for review with parents and guardians.
comprehension. “realizing the error”, so that learning
For the dictates suggested in the planning emerges later.
to be effective and efficient, we suggest Start dictation. Write the following
that in their implementation they acquire a sentence in front of No. 1.
higher level of demand for the most Go around the stalls and observe the
advantaged students, for this the children's performance.
competencies and abilities of the students Give yourself some time to write the
must be evaluated and support those who sentence and continue with #2, following
are more disadvantaged with learning the same exercise until you complete the
strategies. 15 sentences.
After this explanation, invite the students Ask the children to put down their pencils
to save everything and prepare for the and remain silent.
dictation, hand out the dictation sheet, Review the dictation with the children,
numbered from 1 to 15. write the sentences on the board and ask
Divide the dictation into groups, only if the students to review theirs and see their
necessary, according to the students' successes and errors, ask them to correct
abilities. their dictation and remove it, then ask
them to write the sentences on the board
on their notebooks.

Write to dictation.
Fix errors.
EVALUATION ACTIVITIES Writing complex and semi-complex sentences.

Writing notebook.
EDUCATIONAL RESOURCES Sheets, lead pencil, eraser.
Whiteboard, marker, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

CLASS DESIGN
8 NO:
SUBJECT Language and COURSE Second basic. SEMESTER 1°

19
 CLASSROOM PLANNING

communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. Reading fluency

EITHER. Class
learning. Achieve reading fluency through poems.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, Understand, Analyze, Evaluate,
They express opinions and justify them, mentioning information extracted from read texts.
Achievement They read aloud, without making mistakes, words with hiatuses and diphthongs.
indicators They read aloud, without making mistakes, words with the combinations pr, pl, br, dr, tr, gue and gui,
fluently.

LEARNING ACTIVITIES
Start Development Closing
Tell your students that today they will work Before reading, highlight the soft sound of Finally, invite the students in groups of
on reading fluency, ask if they know what the letter c when it is accompanied by the 5 or 6 to go out in front of their
this term refers to. vowel eoi, before students develop the classmates to read some stanzas of the
Comment that it is the ability to read a text activity, practice with some words from the poem, as requested by the teacher.
quickly, accurately and with appropriate board. Ask students to write some words in
expression. Ask students to work on reading with their their notebook with the combinations
Invite the children to take out their partner. Then, practice with them the seen, reinforce them on the board and
workbook or hand out the photocopied pronunciation of the combinations pr, pl, review the notebooks.
guide from page 22 of the Santillana book. tr, br and dr.
Remember the rules for reading and the Remind them of the need to pause
respect to have for your peers. commas and periods.
Lastly, encourage them to read the advice
boxes.
2. Explain to students the function of the
word “more” as an adversative conjunction
in the third stanza of the poem.
Tell them that this word is equivalent to the
word “but”, therefore, in the verse it could
be replaced as follows: “But the poor
monkey has no crown…”.
Then ask students to read the requested
text silently.

Shared reading.
Writing combinations of the letters seen.
EVALUATION ACTIVITIES
Slate, marker.
Santillana Book.
EDUCATIONAL RESOURCES Writing notebook.
Story The monkey Jacinta.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

CLASS DESIGN
9 NO:
20
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. I express myself in writing.

Unit/content
EITHER. Class
Know the message, its function, use and understand the message they want to convey.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Know, Understand, apply, Create,
They explain, orally or in writing, information they have learned or discovered in the texts they read.
Achievement They answer, orally or in writing, questions that refer to explicit or implicit information from a read
indicators text.
They recognize the message of the message.

LEARNING ACTIVITIES
Start Development Closing
Write the Objective of the activity on the Ask students to open their texts or hand Invite students to read the messages
board and read it with your students. out a photocopiable and ask to read these aloud. Then, ask some questions
Invite students to remember the previous messages, ask if they have ever seen one of implicitly targeting the different
reading and ask what they liked most about these in their homes or elsewhere. elements of the communication to
it. Ask them to answer the first question from check your understanding. For
Comment on the text to carry out activity 2 the book and explain the type of text we example:
on page 23 of the Santillana book. are learning about. Regarding the sender: Who left the
Later, invite them to do activity 2 of the food ready for the bear? Who received
After remembering the text, show several book, guiding them as they walk through Miss Ostrich when Pedro was not
messages that you have prepared and the stalls. there?
posted on the board. Ask the children if Note that the message, also called note, Regarding the receiver: Who was left a
they know what these texts are here in the corresponds to a short text that must book to study? Who did the mother
room. transmit a message clearly and briefly, with write to? Finally, regarding the
Guide students through the questions on an explicit sender and receiver. To message: What does the mother bear
page 23. strengthen the concepts of sender and have to do when she gets home? What
receiver, use the following phrases: “who did they leave for Pedro? For what?
writes the message”, “who receives it”.
Subsequently, invite the students to work
with their bench partner in preparing two
messages that they want to leave, one
being the receiver and the other the sender
and vice versa.

Acknowledge a message.
Write a message.
EVALUATION ACTIVITIES Identify the receiver and the sender.

Whiteboard, marker, eraser.

Santillana Book.
EDUCATIONAL RESOURCES Cardboard.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

10
CLASS DESIGN NO:
21
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The Nouns.

EITHER. Class
Know and differentiate proper and common nouns.
learning.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Know, Understand, Apply, Evaluate.
Achievement They differentiate between proper noun and common noun.
indicators They write proper and common nouns.

LEARNING ACTIVITIES
Start Development Closing
Invite your students to sit in their Invite students to know the difference Ask the students to take out their notebooks
places and remain silent. between proper and common nouns, and ask them to divide the sheet into two
Comment that today they will learn define proper nouns as those words that parts and write two proper nouns in one of
new content about nouns, write the are used to specifically name some subject them and two common nouns in the other.
objective on the board. or object. That is, with proper names we Have them read them aloud in class.
Ask if anyone knows the concept, specifically refer to a particular individual Finally, hand out the printable evaluation
explain that nouns are a grammatical or object. guide and guide the students' work.
category that is used to name all The common noun, on the other hand, is
types of subject or object. used to generally designate any person,
Give some general examples such as animal or object.
person, dog, Antonio, will, pencil, From examples such as the boy , a common
Spain, children, Chile, computer. noun is called Juan , a proper noun.
Invite them to give other examples of
nouns.
Divide the board in two and write common
nouns on one side and proper nouns on the
other.

Write nouns.
Differentiate between common and proper nouns.
EVALUATION ACTIVITIES Give examples of proper and common nouns.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Annexed evaluation guide 1.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

11 NO:
CLASS DESIGN

22
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. Uppercase and Lowercase

EITHER. Class
Progressively master the written code that allows you to read words fluently, silently and aloud,
learning. highlighting words with capital letters.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, Remember, Understand, Apply, Evaluate.
Achievement They recognize words with capital letters.
indicators They write the words that correspond with capital letters.

LEARNING ACTIVITIES
Start Development Closing
Students are invited to read the Class The teacher writes on the blackboard and Ask students to review the alphabet in
Objective, together with the teacher. students transcribe in their notebook. upper and lower case by handing out the
Recognize upper and lower case letters. When we use capital letters, we always support sheet
Activate prior knowledge, we remember use capital letters when we start a Ask them to highlight the uppercase letters
words that are written in a special way, sentence, when we write the first and last in blue and the lowercase letters in red.
those are Capital Letters. names of people, as well as the names of
Comment that these words are written cities and countries.
that way because they are proper nouns.
Remember the past activity and invite Ask students to make a table where they
them to observe the words seen. must fill in names that have capital letters.
For example: Names of people/Last
names/cities/countries.

The students transcribe from the

blackboard into their notebooks, it is
corrected on the blackboard with the
participation of the students (a).
Review proper nouns through the
Caligrafix book, writing the noun and
capital letter activities.

Complete boxes with words with upper and lower case letters.
EVALUATION ACTIVITIES Writing capital letters.

Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Alphabet. APPENDIX 1. (SAMPLE PRINTED ON BACK)
Red and blue pencil.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

CLASS DESIGN
12 NO:

23
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1 . I read with my Partner.

read alternately with a partner and answer questions about
EITHER. Class
reading comprehension
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Know, Understand, Analyze, Evaluate, Create.

Skills
They share reading as a group.
Achievement
They answer the teacher's questions.
indicators They comment on what they read.

LEARNING ACTIVITIES
Start Development Closing
Students are invited to join with their Organize students to read with their Ask students to recognize the structure
bench partner. partner: Discuss that they will read the of a story and to take out their
The objective of the class is presented and story How the Monkeys Saved the Moon. notebooks and write another ending. In
they are asked what they think the reading Pages from 24 to 26. Santillana Book. turn, they are asked to ask questions,
they will have to address will be about. Allow enough time for this activity. As the identify four common nouns in reading
The rules of conduct and the respect that class reads, direct students who need help. and four words that contain the
must be had for one's partner are Then, discuss the questions together and syllables ce, ci, que and qui.
remembered. develop the answers, ensuring that the Finally, ask them to answer the reading
class participates. questions asked on page 26.
Motivate them to express their curiosity
about the story read, applying the reading
strategy Ask yourself questions during
reading.
Give them the following example: I would
really like to know what the monkeys did
after their “night bath”, therefore, I wonder
what the monkeys did after their night
bath?

Name the basic structure of the story. Beginning, development, outcome.

Ask questions about the text.
EVALUATION ACTIVITIES Answer questions from the guide.
Identify common nouns.
Slate, marker.
Santillana Book.
EDUCATIONAL RESOURCES writing notebook

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

13
CLASS DESIGN NO:
24
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. I communicate orally.

EITHER. Class
Understand oral texts and express an anecdote in front of the class.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Skills Understand, Remember, Listen, Comment, Analyze.
They understand the read text.
Achievement
They comment on an anecdote before the class.
indicators They are expressed clearly and coherently.

LEARNING ACTIVITIES
Start Development Closing
Explain to students the Then, ask them to read the capsule What am I going to listen Ask students to complete the
purpose of the activity, as to?, in which an anecdote is briefly defined. Page 28. Santillana activity on page 28.
it will allow them to retain Book. Then on a notepad, ask them to
and mobilize listening draw the place where the anecdote
comprehension strategies. Later, explain to them that the anecdote they will read is about happened and those who
Explain that they will listen a boy with a very funny cat. participated in it.
to the story twice: first Read the anecdote to the students. Ask them to exchange their drawing
they will be silent and a real hero with a partner and ask them the
review the proposed On this vacation something important happened: something following questions:
activities, and then they that I will not forget. I'm quite a hero! Yes, me, just as they see • What happened first?
will listen again before me, small and with glasses. I got scratches and everything, but • What happened after?
responding. it doesn't matter. • What happened in the end?
Be sure to create an I'll tell you how it was: I was near the pool when I saw a cat at Then let him ask you the same
environment of silence to the other end. It is true that it was very hot, but it was not one questions.
promote concentration. to jump into the pool without knowing how to swim! And that's Finally, ask them to comment on
Before reading, ask some exactly what the cat did. their anecdote. It is suggested that
questions such as the I think the kitten was very hot, there is no other explanation, they prepare their story considering
following: What is an because we all know that cats don't like water. But that's how it the following aspects. Follow the
anecdote? What was: there he was, at the edge of the pool, walking with his air instructions on page 29.
characteristics do of “how pretty I am!”, and suddenly, splash! He jumped into the • Order the events according to how
anecdotes have? Have you water. Maybe he wanted to swim a little, but he didn't know they occurred in your anecdote.
ever heard an anecdote? how to do it. Then, he began to kick desperately. • If you want, write down the main
Thank goodness I was there, and I know how to swim. I jumped actions to remember them.
down to save him and the cat, the very ungrateful one, started • Tell it in your mind.
scratching me. But I saved him anyway. Tell your classmates your anecdote
Afterwards, he shook off the water, like dogs do!, and walked using the drawing so you can
away confidently, walking like a prince. He thanked me? Well remember the details.
no. How proud cats are! Or was it just him? I don't know. The Remind them to speak calmly, use a
truth is that on these vacations I became a hero. Nobody knew strong, clear voice, and pay
until now. You guys, please keep the secret. attention to their classmates when
Editorial team they tell their story.
Tell an anecdote.
EVALUATION Draw the parts of the anecdote.
ACTIVITIES Reply exercise guide.
Slate, marker.
Sheet block.
EDUCATIONAL Colored pencils
RESOURCES Writing notebooks.
BLOOM – ANDERSON LEVELS WORKED
REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

CLASS DESIGN
14 NO:
25
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. I recognize signs

EITHER. Class
learning. They correctly describe and transform the written code into text guided by the teacher
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Know, Recognize, Analyze, evaluate.
Skills
They recognize punctuation marks.
Achievement
They recognize capital letters.
indicators They write poems in their notebooks.

LEARNING ACTIVITIES
Start Development Closing
Ask your students to remain silent and sit at Before letting them work alone from their Reinforce the activity by correcting
their places. places, read the poem aloud with them. from the board, read the poem aloud
State the Objective of the class and write it They write the poem from the blackboard: once again, then ask the students
on the board. which words have a capital letter,
Activation of prior knowledge, we Square where they found a comma and a full
comment: Who visits the square in their The Plaza has a tower, stop.
neighborhood regularly? How many places The tower has a balcony,
have you visited and with whom? The balcony has a lady, Ask students to hand in their notebooks
Then tell them that they will read and write Does the lady have a flower? and correct any errors.
a poem. Write it or project it on the board. A gentleman has passed
-Who knows why it happened!-
And it has taken away the square with its
tower and its balcony,
With his balcony and his lady
His lady and her balcony.
Antonio Machado.

Then ask the students to write the poem in

their notebooks and recognize by circling:
full stop, comma, exclamation marks,
question marks, and capital letters.
Direct correction in the students' writing books.
Poem writing.
EVALUATION ACTIVITIES Sign recognition.

Blackboard, Pen,
EDUCATIONAL RESOURCES Student notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

15 NO:
CLASS DESIGN
26
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1 . I communicate in writing.

Promote the writing process.
EITHER. Class It consists of various stages: establishing purposes, preparing drafts, deepening ideas, working with
learning. others to review and correct, sharing your creations and focusing on different tasks necessary for
production.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Know, Understand, Analyze, Create.
They write characteristics of the selected animal.
Achievement
They write requested information.
indicators They complete an evaluative rubric.

LEARNING ACTIVITIES
Start Development Closing
Ask your students who remembers reading Plan the students' writing. Ask them to To evaluate student performance, use
about the grizzly bear. open their books to page 30 and observe the Rubric for Assessing an Animal
Present the description of the brown bear the animals that appear there. Say out loud Description on page 31.
as an example. Highlight the features the names of the animals: ostrich, Ask them to copy their description onto
mentioned on the sheet. Page 30. chameleon, platypus, and dolphin. a notepad and illustrate your text with
Santillana Book. Students must research them to describe a drawing or photograph of the animal.
Then comment that today they will meet them. Then, stick it on the wall journal for
new animals and that they will write Guide the description of the animal everyone to see.
characteristics of them in their notebooks. considering the characteristics mentioned Previously, explain to them what the
in the school text sheet. dimensions and levels of performance
It is suggested to delve deeper, based on that will be evaluated consist of.
this information, into aspects such as their
way of sleeping, their predators, their way Complementary activities
of reproduction, among others of a more To know more about animals, visit the
scientific nature, in order to get students website
interested in continuing research. Ask them http://animalplanet.tudiscovery.com/
to write the characteristics in their Here you can find curious facts and
notebook. images of the animals described by the
Then point out the animal cards you made students.
on the board.
Ask students to recognize the card of their
chosen animal and transcribe the
information on their cards.
Complete the evaluation guide on page 31,
supporting the students in their
completion.
Write characteristics of an animal.
Copy description in your notebook.
EVALUATION ACTIVITIES Draw chosen animal.
Evaluate colleague's work.
Work guide PAG. 31
Evaluation rubric page 32.
EDUCATIONAL RESOURCES Slate, marker.
Writing notebook.
BLOOM – ANDERSON LEVELS WORKED
REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

16
27
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. The news

Unit/content
EITHER. Class
Read comprehensively non-literary types of texts, such as news.
learning. -Identify the event that occurred, as well as the sequence of the event.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, Apply, Remember, Analyze.
Achievement
They form the structure of the News.
indicators Comment on the type of text

LEARNING ACTIVITIES
Start Development Closing
Write the objective on the board and Write only the headline of a chosen news Review the sequence tower as a
discuss it with your students. item on the board. Students are motivated plenary session. He is guided by the
Tell them that today they will learn about a to read by developing their own reading instructions his students give him,
new type of texts. hypotheses, which they write in their intentionally.
Motivate through a reading hypothesis: notebook. Teacher brainstorms on the A synthesis of the activity is made, as a
What do they think the text is going to be blackboard, fed back with his students' conceptual map.
about, after reading the title of the news? predictions.
Ask students to discuss the news with
The teacher then reads the news to the their peers and invite them to comment
students, including the headline. on any they have seen or heard.
He then gives them the photocopied text, Complementary activities
and they paste it into their notebooks to
answer the following mini-questionnaire: Students are suggested to check
What specific and specific fact did you newspapers and/or newspapers at
identify in the news? home, during their free time, and to
Where did the event occur? Who were read different news and reports. They
those involved? must focus on identifying the events
that occurred and the sequence for
Now, write a “Sequence Tower”, drawing a said events.
figure (graphic organizer) like a tower with
several floors. At the top of the tower, the
title of the news is written. And then, in
descending order, the sequence of events.

Write the News.

Read a News
EVALUATION ACTIVITIES Comment on the News
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Photocopied news.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

2817
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. I read and get more information.

Unit/content
EITHER. Class Activate your prior knowledge and increase your knowledge of the world with new information.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Know, Analyze, Remember, Apply, Evaluate, Create.
They comment on the information in the text.
Achievement
They respond correctly to the Work Guides.
indicators They read individually and collectively.

LEARNING ACTIVITIES
Start Development Closing
Discuss today's activity and objective with Ask them to begin silently reading page 32. Finally, ask them to comment on the
your students. As a reading comprehension strategy, information that caught their attention
Ask questions such as Have you ever encourage students to ask themselves the most. Then, ask them to compare
dreamed of going to space? What planet questions about the text and record them the data obtained from reading the
would you like to know? What do you in their notebooks. Present some examples infographic with the answers given
know about space travel? such as the following: Why is the dog earlier by their peers.
Propose them to observe the text and the sitting on that object? What is that object? Encourage them to answer the first
photograph, and distinguish differences Why does the text have that title? four questions individually. From page
with previous texts by asking questions Discuss the answers out loud. 36.
such as the following: according to the Allow time for students to independently Then invite them to comment on the
title, what will the text we are going to read the text; Then guide them to answer answers.
read be about? Why do you think a the vocabulary activities on the next page. and the difficulties they had in the
photograph appears? Do you think this The After this reading, read to the students how development of the activities.
text will be more similar to the story The man landed on the moon on pages 34 and Verify that they work with a partner on
Crafty Bear Goes to School or the 35, ask questions to evaluate the questions where the texts must be
informative article The Brown Bear? Why? understanding. compared.
Encourage students to look at the structure In turn, confirm that they understand
and images of the infographic. Then, read the meaning of each of the activities.
the title aloud and invite them to apply the Photocopy the “SPACE TRAVEL
reading comprehension strategy. AGENCY” sheet and ask them to
Give the reading a purpose by asking them complete it.
what kind of information they want or were
able to get from the text.

Respond to work guide.

Prepare your own texts.
EVALUATION ACTIVITIES Comment texts
Answer questions from the teacher.
Work guides.
Writing notebook.
EDUCATIONAL RESOURCES Slate, marker.
Photocopy of sheet Space travel agency. APPENDIX 2

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

18
29
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. I know more information.

Unit/content
Use comprehension strategies, such as: paraphrasing, extracting or inferring vocabulary.
EITHER. Class Identify the sequence of the events described.
learning. Establish causal and effect or consequence relationships.

Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Analyze, Remember, Apply, Create, evaluate.
They comment on the information in the text.
Achievement
They comment and analyze a news story.
indicators They read individually and collectively.

LEARNING ACTIVITIES
Start Development Closing
The objective of the class is written and Invite your students to write in their Then, they share their conclusions
shared with the students. notebook a brainstorming session about orally in a plenary group session,
what they think the text is going to be guided and given feedback by the
Students are asked to hypothesize the about, according to its title (The teacher teacher.
activity by observing news titles written on has previously written only the title of
the board. several news items on the board). . Complementary activities
You remember past activity about the -Teacher delivers the news, at random. It is suggested that students, supervised
news, activating your prior knowledge He asks that in pairs, the students take by an adult, draw a news event and
about the topic. turns reading and paraphrasing the explain it in front of their peers.
different paragraphs of the text and
commenting on the news they were given.
Then ask them to write in their own words
what each paragraph was about in their
notebooks.
-They confirm their reading hypothesis,
explaining in writing whether the text was
actually about what they believed
(fulfillment of reading expectations).
-They make a sequence tower to identify
the temporal order of events.
Finally, they ask themselves: what will be
the real cause of the news event? What
consequences can this event bring?

Write the news in your words

Share news with a peer.
EVALUATION ACTIVITIES Draw your news.
Comment on the news in a plenary session.
Writing notebook.
News clippings.
EDUCATIONAL RESOURCES Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

30
 CLASSROOM PLANNING

CLASS DESIGN
19 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. I like reading.

Unit/content
EITHER. Class
Read silently books chosen individually by the students.
learning. They comment on what they have read among their peers and present in front of the class.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Remember, Understand, Analyze, Create.
Skills
They read a text individually.
Achievement
Summarize a read text.
indicators They discuss a text as a group.

LEARNING ACTIVITIES
Start Development Closing
Write and read with the students the Finally, ask each student to write in
objective of today's class. Ask each student to go to the classroom their notebooks a summary of what
Perform a prior knowledge activation, ask library and choose, according to their they read and make a drawing alluding
the students, How many of you read at preference, one of the books that are to their reading.
home? Why do you think it is important to there. Review each student's notebooks and
read? the students give their opinion. Students autonomously choose books of comment on their work.
Comment on the importance of reading interest from the classroom library. Choose a book at random from those
and the great information and knowledge Once everyone chooses their book, they selected by them and read it to the
that different types of texts provide us. are asked to read silently an excerpt from students to close the class, we
Ask students' opinions and write down their the text or story, as chosen. remember reading opens a new world
impressions on the board. Subsequently, they are asked to get for us.
together in groups of four students and
comment on the text read.

Discuss the individual reading as a group.

Write a summary of what you read.
EVALUATION ACTIVITIES Create a drawing alluding to your reading.

Blackboard, Pen,
Student notebook,
EDUCATIONAL RESOURCES various reading books,
classroom library use
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

31
 CLASSROOM PLANNING

20 NO:
CLASS DESIGN
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. I read for pleasure.

Unit/content
Familiarize the student with a variety of quality works, from diverse origins and cultures, promoting
EITHER. Class enjoyment and presenting them as a way to encourage their interest and develop the habit of reading.
learning. In this unit they will read poems referring to the moon.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Skills Know, Comment, Analyze, Evaluate.

Achievement They read the requested text.

indicators They bring a story home.
They write their preferences in front of texts.

LEARNING ACTIVITIES
Start Development Closing
Discuss and read the class objective with Finally, encourage them to share their
the students. answers with their classmates in a
Ask if they enjoyed the reading and what Propose independent reading. During plenary session.
things they learned through it. class, you are asked to take out the Invite them to write in their notebook
Remember the Past activity and the choice Santillana book and read the text Ronda de which text they liked the most and why.
you made for the reading. la luna, page 38. Ask students to volunteer to read some
Monitor this practice by observing and of their answers.
Guide them in searching for poems in the recording the use of the learned strategies Check that all students have written a
library. Suggest some of the authors and to support them and provide feedback preference in their notebooks and have
poems you have in the library and ask them when necessary. Determine the reading explained why.
to save one of the books requested at the time; However, if you deem it appropriate,
beginning of the year and lend it to take you can make this criterion more flexible.
home. Provide a time for the participation of all
Remember the importance of taking care students to express their opinions freely
of books and hold them responsible for and remind them that they need to be
their care. substantiated. Finally, encourage them to
Provide recommendations for its care and share their answers with their classmates.
strategies to avoid failure. Read with them a second text, Natacha's
Comment that they should read it to their songs, on page 39. Ask questions about the
families and discuss the story with them. text, during the story and after it.

Write answers to the text in your notebook.

Comment on the stories
EVALUATION ACTIVITIES Give your opinion to your peers.
Answer questions.
Writing Notebook.
Slate, marker.
EDUCATIONAL RESOURCES Stories book Santillana.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

32
 CLASSROOM PLANNING

CLASS DESIGN
21 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The interview.

-Read and understand non-literary texts, such as the interview.
EITHER. Class
-Identify the main characteristics of this type of text.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, Understand, Analyze, Create, Evaluate.
They know the definition of an interview.
Achievement They differentiate between interviewer and interviewee.
indicators They prepare an interview.
They answer an interview

LEARNING ACTIVITIES
Start Development Closing
Invite your students to Present the text “The interview”; reading an opinion interview. Reinforce the
watch a video in which an Then, indicate the main characteristics of this type of text through an understanding of
interview appears. Look for expository class. interviewee and
a fun interview appropriate Comment that it is a dialogue established between two or more people interviewer concepts.
to the age of the students. and that it refers to the communication that is established between the Typical characteristics,
Ask what they saw, listen to interviewer and the interviewee or interviewees. such as the dialogic
their impressions, and write Make an example with one of the children in front of their peers, being language of the interview,
them down on the board. the interviewer in the first instance. are analyzed.
As motivation, ask them: Submit the photocopied interview
What interesting character Make a synthesis of the
would you like to interview? class as a comparative
Why? What would you like table between a news
to ask him? story and an interview,
Comment that they will both non-literary texts,
have to interview someone but with different
we will see later. structures.

Ask the students to get

together with their bench
partner and conduct a
short interview of three
questions each.
Ask to record the
questions first in your
notebook, think about
them and analyze them,
then copy your partner's
and ask the students to paste it in their notebooks and analyze it. Then, answers.
ask the children to conduct this interview with their parents and write Review activity bank by
down their answers in their notebooks for the next class. bank.

Complementary activities

It is recommended that
students look for various
interviews with relatively
famous people in
magazines and
newspapers, and that they
are interested in reading.
Analyze an interview.
EVALUATION Write an interview
ACTIVITIES Respond to an interview.

33
 CLASSROOM PLANNING

Whiteboard, marker, eraser.

Writing notebook.
EDUCATIONAL Photocopiable interview ANNEX 3 PRINTED COPY BACK.
RESOURCES Data or interview DVD.
BLOOM – ANDERSON LEVELS WORKED
REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

22
34
 CLASSROOM PLANNING
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The interview.

EITHER. Class -Read and understand non-literary texts, such as the interview.
learning. -Analyze the interview and recognize its characteristics.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Understand, Analyze, Create, Evaluate.
They analyze an interview.
Achievement They differentiate between interviewer and interviewee.
indicators They write an interview.
They identify formal aspects of the interview.

LEARNING ACTIVITIES
Start Development Closing
Invite students to look at the board and Analyze the interview with the students, ask Make a synthesis of the main
observe the structure of the interview, them to read their answers one by one. contributions of the interview as an
reviewed in the previous class. Subsequently, congratulate the students informative text and also as an opinion
Ask them to take out their notebooks to for their effort and responsibility. If there is text.
find out their parents' responses to the a student who did not complete the task, Comment on the activity, ask what they
interview they conducted. find out the reasons and be the found entertaining and what they
Ask how they felt doing the interview, how interviewee. didn't.
they approached it, what their parents' When you finish reading the interview, Motivate them to continue conducting
disposition was and what they thought of point out that there is a way to conduct interviews.
the questions, among others. more formal interviews.
Explain the different parts of the interview:
title, there should always be an
introduction of the interviewee, a
questionnaire of questions, stopping
especially on the latter to introduce the
practical activity of creating your own
interview.
They answer in their notebook: What
function does the interview fulfill?
Remember this first with the students.
Finally, ask the students to carry out an
interview, with formal aspects, directed at
the character they want. 5 or 7 volunteers
are asked to read their interviews, errors
are corrected from the board.
Review the notebooks and interviews of the
other students.

Conduct an interview.
EVALUATION ACTIVITIES Comment on your interview

writing notebook
Slate, marker.
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

35
 CLASSROOM PLANNING

CLASS DESIGN
23 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The Rhymes

EITHER. Class
Demonstrate understanding of the texts read.
learning.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions
Skills Know, Remember, Analyze, Create.
They recognize a rhyme.
Achievement
They understand the texts read.
indicators They make rhymes.

LEARNING ACTIVITIES
Start Development Closing
Discuss and read the class Students are asked to read some rhymes, print these Finally, ask the students to read
objective with your students. Ask rhymes and others if you wish. their rhyme in front of the class,
if they know the concept of Ask them to read and analyze them. calling them one by one to read
rhyme, which they must have seen it.
in many texts. Write two rhymes on the board
Explain that sounds can have and ask them to copy it into
different rhythms and can give us their notebook.
different sensations, even causing
a special emotion.
Invite them to be attentive and
listen carefully can be very
important, because in a rhyme we
also find that words produce
interesting and striking sounds.
Define rhyme as the repetition of
sounds from the last stressed
vowel in each verse.
From an example:
It caused me great emotion
The lyrics of that song.
Ask students to help you with
other examples.

Later ask them to take out their workbook and make a

rhyme.

Reading rhymes.
EVALUATION ACTIVITIES Elaborate rhymes

Writing notebook.
Slate, marker.
EDUCATIONAL RESOURCES Pencil eraser.
ANNEX 4 PRINTED ON THE BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

36
 CLASSROOM PLANNING

24
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The notices.

Know other informative texts that are commonly read.
EITHER. Class Read comprehensively, extracting obvious explicit information and making inferences clearly
learning. suggested by the text to capture its global meaning.

Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Know, Understand, Evaluate, Create.
Achievement
They distinguish the structure and purpose of an informational text from a literary one.
indicators

LEARNING ACTIVITIES
Start Development Closing
Students are invited to sit in their The teacher will paste an amplified Afterwards, the students share their informative
places and listen quietly to the informative text on the blackboard, it says texts and come forward and tell the purpose of
class. COMPANY NEEDS A CLEANING their text. The students present their informative
Make a small synthesis of all the ASSISTANT; JUNIOR, send background texts invented by themselves.
types of texts that we have seen information to XXXX email, etc. ANNEX 4 Finally, a synthesis of the differences between
this unit, thus activating previous PRINTED COPY BACK. informative and literary texts is made.
knowledge. Students must recognize the purpose of the Project and enlarge the sheet.
After the synthesis, remind the text, and transcribe it from the board.
students if they have seen when What is an informative text? What's its
our parents read the newspapers, purpose? And where we find it, in turn the
comment that there are several teacher will give each one a text to paste in
texts we find in them and one of their notebook and develop the following
those is the informative text. activity: What is the text about? What was
Do you know what I mean? it written for?
Comment on the definition, which Students must analyze their text and
is a text that contains data, explain what it is about.
explanations or instructions and Then the children are asked to create an
must present the information informative text, some examples are given,
objectively. such as if you want to sell something, if you
Explain the word objective. need a service, to tell something, etc.
Students are supported on their benches
during the activity.

Transcribe informative texts, read informative texts.

EVALUATION ACTIVITIES Prepare informative texts

Blackboard, Pen,
Writing Notebooks
Clippings of various types of informative texts, extracted from newspapers and magazines.
EDUCATIONAL RESOURCES Pencil, eraser.
Amplified text ANNEX 5 PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

37
 CLASSROOM PLANNING

CLASS DESIGN
25 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. How are we doing.

Unit/content
Determine to what extent the Learning Objectives established for the
EITHER. Class
Unit.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Demonstrate empathy towards others, understanding the context in which they are situated.
Understand, Relate, Analyze, Evaluate.
Skills
They understand the text.
Achievement They maintain an attentive and receptive attitude towards the story.
indicators They analyze and comment on the Text.
They evaluate the Text as a group.

LEARNING ACTIVITIES
Start Development Closing
Tell the students that this activity aims to The activity begins with listening to the Subsequently ask students to
evaluate how much they have learned. song by the dog Laika, from the group individually complete the evaluation on
It is said that an evaluation will be carried Mekano. They are asked to listen to the pages 42 and 43.
out that consists of a reading related to the song and continue reading pages 40 and Comment that they can ask the teacher
dog Laika, questions and activities on 41. From the book Santillana. their questions and supervise the
reading comprehension, vocabulary, After listening to the song, ask them to students' work for each position.
common and proper nouns, structure of the read the text aloud again, together with Review the assessment guideline with
story and finally an oral story in front of the the teacher, highlight the vocabulary words the students and explain the form and
course. and comment on their meaning. Ask manner of correctly completing the
It is recommended that students carry out students if there are any other words they questions in the book.
the activities individually in a calm don't know. Finally, ask them metacognition
environment without distractions. Then ask them to get together in groups of questions such as the following: What
two children and discuss and answer the activity was easier to solve? Why? What
questions on page 41, then record their activity was more difficult to answer?
answers in their notebooks. Why? How did you solve it?
Review the questions by asking random
questions and walking around the student
stations.
Answer questions.
Create an evaluation guide.
EVALUATION ACTIVITIES Comment in group.
writing notebook
Radio or Computer, Laika song.
EDUCATIONAL RESOURCES Slate, marker.
Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

38
 CLASSROOM PLANNING

CLASS DESIGN
26 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. The adjectives.

EITHER. Class
Understand the function of adjectives.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Know, Understand, Analyze, Create.
They recognize Adjectives.
Achievement
Write sentences that include adjectives
indicators They know it is an adjective.

LEARNING ACTIVITIES
Start Development Closing
Invite your students to sit in their places Ask them to write the definition of an Finally, divide the board into three and
and remain silent. adjective in their notebooks and write 5 call on groups of children to write one
Remember the activity on proper and examples on the board to transcribe. of the phrases written by them in their
common nouns seen in previous classes. Then ask students to write 5 sentences with notebooks.
Comment that today they will learn article, subject and adjective. Review the sentences and correct any
another part of sentence structure: Subsequently, hand in the attached work errors.
Adjectives. guide and ask to read the text, and then
Ask if anyone knows them or knows what answer the questions. Complementary activities:
this word refers to. Photocopy and give to students. Make file 6 of Professor Santillana's
Explain that adjectives are words that book.
accompany the noun and add some quality
that makes it different from the others.
For example: The big boy.
The pink teddy.
The high house.
Work through several examples with your
students and invite them to give other
examples of qualifying adjectives.

Identify adjectives in a reading.

Write adjectives.
EVALUATION ACTIVITIES
Writing notebook.
Exercise sheet.
Lead pencil, eraser.
EDUCATIONAL RESOURCES Slate, marker.
Work guide 2

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

39
 CLASSROOM PLANNING

CLASS DESIGN
27 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. Ce-Ci Que-Qui

Unit/content
EITHER. Class Differentiate the strong and soft sounds of the syllables Ce-Ci Que-Qui.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Skills Understand, Remember, Analyze, evaluate.

They differentiate soft and loud sound.
Achievement
They know the sound of the syllables seen.
indicators They write words with the syllables seen.

LEARNING ACTIVITIES
Start Development Closing
Invite students to look at the Reinforce the sound by handing out an individual Finally, ask them to write an example of each
alphabet and ask about reading sheet. syllable in their notebook and review their
some of the letters studied. Then read the pictures with your students. execution by requesting the notebooks, while
Then remind them of the the students complete the following printable
letter sounds c and q. worksheet.
Ask them to produce the
phoneme.
Comment that depending
on the coca that
accompanies the lera c, its
sound can be soft or strong.
For example with aou, the
sound is loud, ask them to
make it. Ca-Co-Cu.
Then Compare with Ce-Ci.
Explain that for the loud
sound it is written QUE-QUI.
Give some examples and
write them on the board.

Reinforce the letters on the board and discuss

the activity with them.

After reading, ask them to give examples of words

with the syllables seen.
Work and reinforce the writing of syllables in the
classroom through the Caligrafix notebook.
Word writing.
EVALUATION Recognize soft and loud sounds.
ACTIVITIES Create an Evaluative work guide
Guides 3. ANNEX 6 (PRINT COPY ON THE BACK)
Caligrafix notebook.
EDUCATIONAL writing notebook
RESOURCES Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   
40
 CLASSROOM PLANNING

CLASS DESIGN
28 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. I understand the stories.

EITHER. Class
Demonstrate understanding of the narratives read: extracting explicit and implicit information.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Demonstrate empathy towards others, understanding the context in which they are situated.
Skills Understand, Recognize, Analyze, Create.
They understand the Text.
Achievement
They correctly answer questions about the text.
indicators They comment on the Text.

LEARNING ACTIVITIES
Start Development Closing
Invite students to remain silent Ask students to read the following text. Photocopy the Read the text once again with the
and listen to the objective of following for each one. students and ask them to put away
today's class. Extract into Word, enlarge the font and print. everything on the table and take out
Ask if they can imagine what only its case.
type of text they are going to THE ELF AND THE OWL
read today.
Write the hypotheses on the (Interactive story recommended for seven-year-old children) Photocopy guide 4 for each student.
board.
Show a picture of an Elf and an Teresa Briz Amate, Francisco Briz Amate
Owl. Finally review the answers with the
Now ask again about what they Once upon a time there was a goblin who lived in a chocolate students.
think they are going to read. Re- mushroom in the forest. A river with blue and transparent
record current hypotheses. waters passed near his house. Every morning the elf crossed
Ask the students to be silent to the river to buy food at the forest market. He really liked
receive today's story, ask them talking with his friends, the butcher bear, the fishmonger otter
to be focused and respect other and the baker wolf.
classmates.
One day the elf met a new animal from the forest that had
traveled a lot around the world, it was a very wise owl.

The elf and the owl became good friends and every day they
met in the chocolate house to play chess.

And colorín colorado, this story is over, if you want me to tell

it to you again, close your eyes and count to three.

Ask students to paste the text in their notebooks.

After reading, ask the students to summarize the story
in their notebooks.
Comment that at the end of the activity they will have
an evaluation, therefore, they must pay close attention
to the content of the text.
Ask some students at random to read their summaries
and check that everyone has done the activity by
circulating around the room.
Make a summary of the Story.
Respond to the evaluation.
EVALUATION ACTIVITIES Comment what the story is about.
Writing Notebook.
Evaluation Guide 4 (PRINT COPY BACK)
EDUCATIONAL Printable story.
RESOURCES Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

41
 CLASSROOM PLANNING

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

29
CLASS DESIGN NO:
42
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. Dissertation.

EITHER. Class Search for information on a topic in a source given by the teacher (web page, newspaper section,
learning. chapter of a book, etc.) to carry out an investigation.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Know, Analyze, Evaluate, Create.
They select a topic.
Achievement
Understand definition of dissertation
indicators They write the instructions.

LEARNING ACTIVITIES
Start Development Closing
Write the definition of Dissertation on the Finally, ask them to write the topic of
Invite students to their positions and listen board and read it aloud with your students: their interest in their notebooks and
to the new objective of today's class. The dissertation consists of an oral ask them to prepare a dissertation on
Ask students if they have ever had to write presentation in which a topic is developed that topic. To do this, follow the
a dissertation. with the intention of thoroughly analyzing following instructions.
Discuss with them your impressions and one or more of its aspects, exposing a point Bring support material, flipchart,
experiences about the topic. of view and invite new reflections. cardboard, Power Point presentation,
Show a video or an image of a dissertation Discuss each part of the definition with etc.
downloaded from the web, where children them so it is clear. Write on a sheet of paper where you
speak and comment together on what they Then invite students to write the title of the acquired the information and by what
observed. Unit and its definition in their notebooks. means.
Subsequently, hand out magazines and Present 1 to 2 minutes about the
newspapers so that they can see different selected topic.
types of information and ask to search Check that all students have written the
them for a topic of interest. instructions in their notebooks and
Then ask each child about their support those who struggle the most.
preferences and why a common topic
catches their attention.

Comment definition of Dissertation.

Write information.
EVALUATION ACTIVITIES Topic selection.

Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Lead pencil, eraser.
Magazines, newspapers.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

30
43
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS

Unit/content Unit 1. Dissertation.

EITHER. Class
Express yourself in a coherent and articulate manner on topics of interest to you.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Comment, Analyze, Evaluate, Create.
They present about a topic.
Achievement
They express themselves clearly and coherently.
indicators They use an appropriate tone of voice.

LEARNING ACTIVITIES
Start Development Closing
Students are invited to remember the Invite if there are any volunteers who want Finally, ask the students what they
previous class and ask questions and doubts to come out to speak, if so, choose those thought of the lectures and which topic
about the topic, before beginning the children, to work on anxiety, if not, of their peers interested them the
dissertation. randomly draw someone who is not very most.
They are reminded of the rules of conduct nervous or by list. Ask them to speak before you speak.
they must have and the respect to maintain Help your students with the support Comment on the activity and invite
for the colleague who is speaking. material they have brought, whether them to continue researching new
A grid or sketch sheet is given to each child flipchart, cardboard or power point. topics.
and they are asked to write down the name Introduce your student and let him expand
of their classmate and the topic about on the topic without interrupting him.
which they are going to speak. At the end of each dissertation, provide
This will keep them calm and expectant of feedback to your students with questions
the topic being discussed. about the topic and praise them for their
It serves to maintain silence and attention. research and presentation.
Ask for a round of applause for each child
and invite them to sit and listen to the next
lecture.
Do this exercise with each student
individually.
Ask the other students, what did the
classmate talk about? What was the most
interesting?, etc.
Lecture before your peers.
Answer questions.
EVALUATION ACTIVITIES Write the topics covered.
Maintain an attitude of silence and respect.
Slate, marker.
Flipchart or presentation or Cardboard.
Sheet.
EDUCATIONAL RESOURCES Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

31
44
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 1. How much I learned.

EITHER. Class
Know how acquired the contents of the Unit are.
learning.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Recognize, Analyze, Apply, Evaluate.
They recognize the parts of the sentence structure.
Achievement
They write common nouns, proper nouns, articles and qualifying adjectives.
indicators They use uppercase and lowercase letters, as appropriate.

LEARNING ACTIVITIES
Start Development Closing
Read the class objective with your students. Ask students to be silent and complete the Finally, reinforce the contents covered
Comment on the end of this first Unit and evaluation sheets that will be handed out. with the students.
that some of the contents that we have Extract the guides in Word and print them. Review the guides worked and allow
seen in previous classes will be evaluated. them to repair and correct their errors.
Ask if they remember what the definite and Subsequently, request the guides and
indefinite articles were. Remember to give review where the biggest mistakes and
examples of them. errors are to send reinforcement
Then review and differentiate between strategies home before the final
proper and common nouns and how proper evaluation of the Unit.
nouns are written (with a capital letter). End the class working on the lowest
Remember that each text also begins with a points of the evaluation.
capital letter and after a period followed or
apart.
Finally, before starting the evaluation
activity, remember the adjectives, what
they are for and who they accompany.
Give examples of each reinforced topic.

Evaluation guides.
EVALUATION ACTIVITIES
Slate, marker.
Guides 5 (PRINT COPY ON BACK)
EDUCATIONAL RESOURCES Lead pencil, eraser.

45
 CLASSROOM PLANNING

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

32 NO:
CLASS DESIGN

46
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 1. Unit Evaluation.

Unit/content
EITHER. Class
Know how much the students learned from this Unit.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment
Skills Remember, Understand, Analyze, Evaluate.
They acquire the activity contents.
Achievement
They understand the contents.
indicators They integrate the contents.

LEARNING ACTIVITIES
Start Development Closing
Students are asked to put away all the Give the test to each student and ask them Once the time is up, ask to hand in the
things that are on top of their benches and not to turn over their tests until it is test and go to the bathroom. If you
keep only their lead pencil and eraser. distributed to all students. want to go or drink water, indicate that
They are reminded that today they will take Comment on the time you have to take the you have 5 minutes.
the evaluation test, therefore they must be test. Review the assessment after all
calm, silent and calm. Indicate that if you have any questions or students have finished and indicate the
A breathing exercise is performed before queries, raise your hands and that you will correct answers.
beginning the evaluation. come to assist them. Indicate when you will deliver the
Ask them to begin the evaluation. evaluation so you can share it with your
Write down the date so they can write it on parents.
their tests and remember to put your name.

Evaluation Test Application.

EVALUATION ACTIVITIES

Evaluation test.
Lead pencil, eraser.
EDUCATIONAL RESOURCES Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

33
47
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. Nature.

Bring students closer, through reading, to the theme of nature, specifically to
EITHER. Class
typical flora and fauna of our country, as well as the importance of protecting and respecting these
learning. national treasures

Attitudes Reflect on themselves, their ideas and their interests, to understand and value themselves.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, Understand, Analyze, Create.
They describe the sheet.
Achievement
They recognize the typical Chilean elements in the plate.
indicators They comment on the sheet.

LEARNING ACTIVITIES
Start Development Closing
Tell the students that a new Unit begins Comment on the Chilean species, giving a Finally, ask the students to write in their
today. State the title and objective of the short introduction. notebooks which elements of the
class. You can say that in the image you can see a image they observed belong to the
Ask what they know about this topic and pudú, a stream and some araucarias, which Flora of Chile and which to the Fauna.
what catches their attention. represents the wide variety of Chilean Review their answers with them.
Point to the image on page 44 and ask species.
what they observe. This seeks not only to familiarize them with
Ask questions to develop students' critical the mentioned species, but also to
thinking, such as: What do the children do? understand that all the elements of nature
What does the pudú do? What would are connected, including the human being,
happen if the children threw garbage in the and are needed to develop and live in
stream? Do you think it would be harmony.
appropriate for the children to Would they Invite students to look closely at the image
give food to the pudú? What would happen so that they recognize the presence of the
if the children tried to take the frog home?, typical flora and fauna of Chile. Ask the
etc. initial questions and guide them in the
recognition of living beings such as the
pudú, the frog of
Darwin, the condor, the araucaria, among
others.
It is important to note that the children in
the image are in the Park
Huerquehue National Park, since on page
72 you will read an informative text
regarding this park.
Recognize elements of flora and fauna.
Describe pictures.
EVALUATION ACTIVITIES Comment in group.
Plate page 44.
Writing notebook.
EDUCATIONAL RESOURCES Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

34
48
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 2. How much I remember.

Unit/content
Collect information about students' prior knowledge
EITHER. Class
in relation to understanding a poem and identifying its main characteristics; students' ability to
learning. recognize definite and indefinite articles in a text
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Remember, Understand, Analyze, Evaluate.
Skills
Achievement They recognize definite and indefinite articles.
indicators They recognize characteristics of the poem.

LEARNING ACTIVITIES
Start Development Closing
Read with the students the objective of the Recommend that they read the poem aloud Then ask students to identify the
class and comment on how they have once, page 45, so that students can then definite and indefinite articles from the
worked on these contents. work individually. Ask questions that point final extract on page 45.
Ask if they remember what they are and to the structure of the text, to introduce If students have difficulty recognizing
give examples of them. the concept of stanza: Why are there definite and indefinite articles, remind
Differentiate definite and indefinite numbers in the text? What do these them
articles and remember the characteristics numbers correspond to? Is there anything which are words that accompany and
of a poem. that is repeated in the text? determine nouns, that help us identify
Comment that they will read a poem alone, Question 2 indicates drawing what we if it is a thing, animal or person, or
show the text and ask what they think it is imagine in the first stanza; What fragment more than one; whether they refer to a
going to be about. of the text should we base it on? Ask specific place or several; and if they are
Write down your impressions on the board. students how many stanzas are in the poem masculine or feminine.
they are reading.
Check if the hypotheses raised at the
After reading, ask students to answer the beginning of the activity were met,
questions in their notebooks on page 45. regarding what the poem is about.
You can work on it individually or with your
bench partner.
Then review the students' responses about
the poem.

Draw part of the poem.

Answer questions from the guide.
EVALUATION ACTIVITIES Identify items.
Work guide page 45
Writing notebook.
EDUCATIONAL RESOURCES Slate, marker.
Poem.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

CLASS DESIGN
35 NO:

49
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. Informative articles.

EITHER. Class Know and interpret an informative article.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Know, Understand, Analyze, Evaluate.
Skills
Achievement They recognize an informative article.
indicators They work on an informative article.

LEARNING ACTIVITIES
Start Development Closing
Students are told about the objective of It is recommended to read the text Finally, they present their drawings and
the class and asked if they know what together with the students and ask them to review their answers to the question
informative articles are. characterize each of the levels of the about the wind with the teacher.
The informative texts seen previously are numerical scale to measure the intensity of
remembered. the wind. Record your predictions on the To learn more details about this
It is explained that articles are a type of board to check them together later. numerical scale, visit the Explorer's
text in which data on a topic of general Ask students to write in their notebooks Manual website with your students
interest is presented. what the wind is and answer the last http://www.manualscout.cl/ficha-
Also called expository, it has the ability to question after the text. 024.htm
refer or refer to things in the world. Subsequently, students are asked to draw where you will find the description of
You are requested to take out your book or an image with a wind on scale 1 and the wind speed ranges:
printable page 46. another on scale 12. From 0 to 12.
Finally, students are asked to bring an
informative article from home and paste it
in their notebooks.
This will be reviewed in the next class.

Write article.
Recognize an informative article.
EVALUATION ACTIVITIES Draw according to understanding of the article.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Informative article.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

36 NO:
CLASS DESIGN
50
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. I read Riddles.

EITHER. Class
Listen and infer implicit information.
learning.
Demonstrate interest and active behavior towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Respect your peers in the face of different expressions.
Demonstrate willingness and interest in sharing with others; ideas, experiences and opinions.
Skills Understand, Identify, Relate, Remember.
They reproduce some riddle.
Achievement
They draw their riddle answer.
indicators They infer information from what they read.

LEARNING ACTIVITIES
Start Development Closing
Before you begin, ask your Ask them to listen very carefully to the riddles, so they can • Verify that students have
students the following: Do you discover their answer. completed their work.
remember what a riddle is like? • Ask the class to create a
What are riddles about? Do you riddle in groups. Then, to test
know any riddles? Could you the effectiveness of the
mention them? Then, discuss the unknown, you can invite
objective of this class. students from other courses to
Before starting reading, do listen to the riddle.
vocabulary activities and clarify
the meaning of some words that Complementary activities
may be complex for • It is suggested that you
understanding riddles. perform other related riddles
with your parents and write at
least one in your notebook.

Start by reading the riddles, without showing the images.

Ask them to write down the answers they find out in their
notebooks.
This work can be done in groups or by brainstorming, based
on their responses.
Once the answer has been found, have them draw it on
Next to the answer they wrote in the notebook.
Finally ask some random children to show their work and
highlight how well they did it.
Give ideas or answers once the riddles have been read.
Listen carefully.
EVALUATION ACTIVITIES Draw the answers to the riddles.
Riddles ANNEX 7 PRINTED COPY BACK.
Slate, marker.
EDUCATIONAL RESOURCES Pencils, Leaves.
Riddle book.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    
37
CLASS DESIGN NO:

51
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 4. I reinforce words.

Unit/content
EITHER. Class
Recognize and write words with br - bl and pr - pl.
learning.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Remember, Understand, Analyze, Apply.
Achievement They write words with the combinations seen.
indicators They read words with the combinations seen.

LEARNING ACTIVITIES
Start Development Closing
Invite your students to read the Ask to read the words from the Caligrafix notebook and then Finally, send as a
learning objective together and reinforce the writing of these words. homework assignment to
comment on whether they know Then ask the students to carry out the following work guides. find for the next class 5
those letters. examples of each word
Comment that many times words written with the
have come up in the readings with combinations worked on in
these combinations, have you class.
seen them?
Give an example of each and The activity is written on
write it on the board. the board and they are
Then ask students to give asked to transcribe it in
examples of each. their notebooks.
You are asked to take out your
Caligrafix notebook and look for
combinations of these words
together.

Write words with pl, pr, br, bl.

EVALUATION ACTIVITIES Complete work guide.

52
 CLASSROOM PLANNING

Writing Notebook
Caligrafix notebook.
EDUCATIONAL RESOURCES Slate, marker.
Exercise guides 6 PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

38 NO:
CLASS DESIGN

53
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. I read Tongue Twister.

EITHER. Class Read and recite tongue twisters.
learning.
Demonstrate interest and a proactive attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Express willingness and interest in sharing your ideas, experiences and opinions with others.
Skills Understand, Remember, Analyze, Evaluate, Apply.
Achievement They recreate tongue twisters through different artistic expressions.
indicators They recite tongue twisters fluently.

LEARNING ACTIVITIES
Start Development Closing
Before starting, ask them: Do you • Ask your students to read the tongue • Explain that they will do a tongue
remember tongue twisters? What twisters silently and then read them aloud. twister recital. For this, each one must
characteristics do they have? Do you know • Do a modeling reading and then a group search and choose the one they like the
any tongue twisters? Could you say it? reading. most to share with the course; They
Then, discuss the objective of this class. They can begin reading the tongue twisters should write it in their notebook.
Point out these three tongue twisters. slowly, in order to recognize the words, and After some time to rehearse the tongue
then read at a faster speed. twister, call on a student to stand in
• Invite them to reflect on reading speed by front of the class and recite their
answering the following question: At what tongue twister. Ask if anyone else
speed should you read? Think before you selected the same one and call it up to
answer. the board.
While they recite, the rest of the class
must listen carefully and then repeat
the tongue twister in chorus. The
activity continues in this way until all
students have shared their texts. At the
end, lead a vote to choose the best
tongue twister. Copy it onto cardboard
or kraft paper and ask them to make an
illustration to decorate it. Post it on the
classroom wall so everyone can see and
remember it.

Prepare a tongue twister in class.

Read the tongue twister in front of your peers.
EVALUATION ACTIVITIES Repeat the tongue twisters worked on.
Write a tongue twister for the room, as a group.
Flipchart.
Colored pencils
Markers
EDUCATIONAL RESOURCES Blackboard- Projector, computer.
Tongue Twister ANNEX 8 PRINTED BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

CLASS DESIGN
39 NO:
54
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 2. I read and understand.

Unit/content
EITHER. Class
Read and understand a story.
learning.
Read stories and poems comprehensively, enjoying their content.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained through it.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Skills Understand, Comment, Remember, Analyze.
They relate personal experiences or express feelings, ideas and opinions in the discussion of a topic.
They provide information and opinions when conversing in a group.
Achievement They wait for the interlocutor to finish an idea to complement what was said.
indicators They recount the information obtained from short texts.
They answer, orally or in writing, questions that refer to explicit or implicit information from a read
text.

LEARNING ACTIVITIES
Start Development Closing
Mention that the first thing they should do
Review the words you didn't know and
Tell the students about today's Objective. this time is read the title and invite them to
then encourage them to relate a word
Invite them to choose a story from the make predictions about the story they
to various situations. Once they are
classroom library. chose.
familiar with the meaning of the words,
Ask the question and motivate them to You can ask questions such as the
ask them to identify those situations in
answer it based on the illustration and the following: What do you think this story will
which they can be used.
title of the story, what your story is about. be about? What could happen? What will
Ask them to recognize the narrative
Promote the active participation of the new home be like? What could have
sequence of the story using a graphic
everyone in the dialogue, so that they happened to the character in the story?
organizer where they can draw the
express their ideas or opinions openly, Before they read the story, clarify the
most important moments in the story.
respecting others. meaning of the words that they might not
The beginning, the development and
Ask each student for their choice. understand, invite them to write them
the end.
Mention that all books and texts are down in their notebook, so that at the end
Randomly ask some children to
written by an author; In the same way that we can look for their meaning.
comment on their readings.
the drawings that appear in books are Invite them to begin reading, remembering
made by someone who dedicates to respect the punctuation and signs,
themselves to it, an illustrator. already studied.
Read a paragraph from a random story to
reinforce how they should do it.
Recognize a narrative sequence.
Answer comprehensive evaluation questions.
Choose a story.
EVALUATION ACTIVITIES Read a story.
Ask questions.
Tale
Writing notebook.
EDUCATIONAL RESOURCES Slate, marker.
Dictionary.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

40
55
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4 . The mail

Know a type of non-literary text: Email.
EITHER. Class
Recognize the communicative purpose and structure of this type of text.
learning. Compare the differences and similarities between the letter and the email.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained through it.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Skills Know, Understand, Analyze.
Prepare a group email.
Achievement Follow the structure for preparing a formal email.
indicators Understand text messages.
Difference email from letter.

LEARNING ACTIVITIES
Start Development Closing
Tell the students the objective of the unit, Point out an email projected on the board They must recognize the similarities
ask if anyone knows about this word mail or or on a billboard, comment that it must and differences between the email and
email. have a sender and a recipient. the letter. Explain the characteristics of
Start the class by presenting the following Then point out the place where we should each, considering their advantages and
situation: I haven't seen my mom in a long write the message and the formal structure disadvantages in today's world.
time, and I would like to tell her some great For example: Dear, dear, etc. Complementary activities
news, that I teach some beautiful students. Invite them to work on understanding the Together, prepare an email, in giant
The problem is that he lives far away and text by asking the following questions: format, addressed to the families of the
does not have a landline, he only has What was the text about? Who course, telling them about a school
internet and a computer. How could I And when did he write it? How do you topic.
contact her? Invite your students to look for know? What type of text did you just read? Try to work with computers and point
possible solutions to the communication Motivate students to participate. out the practical way to do it; if
problem presented. Encourage recognition of the structural technological tools are not available,
Guide the analysis of the situation in elements of email by asking questions such use projection or gigantography.
relation to email as a possibility to as the following: What elements does an You can do this writing on the
communicate with the distant relative. You email have? What structure should we blackboard or on a paleograph on kraft
can ask: How do you think people follow if we want to communicate by this paper.
communicated before the invention of the means? •Finally, invite your students to write an
telephone?, and based on the question, email in their notebook, following the
present the previously seen letter method. indicated structure. Review the
students' notebooks.

Ask questions to check understanding of the text.

Read an email.
EVALUATION ACTIVITIES Prepare an email individually.
Make a group email.

Kraft paper.
Slate, marker.
EDUCATIONAL RESOURCES Computers.
Data.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

56
 CLASSROOM PLANNING

CLASS DESIGN
41 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 2. I write well.

Unit/content
EITHER. Class Freely invent a Story based on a given illustration, taking care of the spelling.
learning.
Read stories and poems comprehensively, enjoying their content.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained through it.
Demonstrate a willingness to share ideas, experiences and opinions with others.

Understand, Recognize, Analyze, Apply, Create.

Skills
They write their own texts.
Achievement They use spelling aspects.
indicators They recognize proper and common nouns.

LEARNING ACTIVITIES
Start Development Closing
Invite students to read the class objective. They are asked to write a story or short Then ask some students at random to
It is commented that the purpose of the story based on the illustration shown. read their compositions and review the
activity is for them to be able to produce They are asked what elements are in the work of the other students.
their own literary forms, but that to do so image and they are written down on the Finally, invite them to develop their
they must pay attention to and review the board. creativity and organizational skills by
calligraphic and orthographic aspects of a Then you are asked to write a one-page setting up an exhibition with their work
text very well. text with a beginning, middle and end. and the school community is invited to
For this activity, remember the visit it.
orthographic aspects worked on in Common and proper nouns are asked to
previous classes, regarding points, signs highlight with colors.
and letters seen. Subsequently, they are asked to draw
An image chosen according to the units common and proper nouns on a block
treated is pointed out and shown to the sheet, given by you, related to the text they
students. created.

Write a text.
Comment on an image.
Recognize nouns.
EVALUATION ACTIVITIES Use spelling aspects.
Use punctuation aspects.

writing notebook
Image.
EDUCATIONAL RESOURCES Slate, marker.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

57
 CLASSROOM PLANNING

42
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. The comic.

EITHER. Class
Know the structure of the comic, its characteristics and elements of the text.
learning.
Demonstrate interest and a proactive attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Express willingness and interest in sharing your ideas, experiences and opinions with others.
Skills Understand, Remember, Analyze, Evaluate, Apply.

Achievement They recognize characteristics of the comic.

indicators They make a comic.

LEARNING ACTIVITIES
Start Development Closing
Tell your students the objective of the class. Ask students to describe the characteristics Ask students to present their comics to
Ask if they know what the comic is, listen to they observe in the comic and add those their peers and explain what they did
their impressions and give positive they cannot name. and their meaning.
feedback on their comments. To consider Congratulate students on their work
Explain that the graphic cartoon or comic The narration is fast, the descriptions are and reinforce the characteristics of the
consists of the narration of a story through made through the image. comic.
a succession of illustrations that are
completed with a written text. There are Colloquial language is reproduced with:
also silent comics, without text. Hesitations (ca... geez!), lengthening of
words (careful!). Interrupted sentences
Show an example of a comic. (and, suddenly...).
Humorous resources are used:
humorous names (Dishbreaker, Carpanta,
Pantuflín). Comparisons (He is strong as a
lion).
Create a comic with them from the board,
following their instructions. Point out the
place where the texts are written.

Subsequently, ask each student to copy the

definition of the text in their notebooks
and make their own comic, on a block
sheet.
Write definition of comic.
Make a Comic.
EVALUATION ACTIVITIES Contribute with ideas for its realization.
Present a Comic.
Comic images. ANNEX 9 PRINTED COPY BACK.
Writing Notebook.
EDUCATIONAL RESOURCES Sheet block.
Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

58
 CLASSROOM PLANNING

43 NO:
CLASS DESIGN
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 2, Vocabulary.
Unit/content
EITHER. Class Develop aspects of the vocabulary seen in the unit.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Remember, Recognize, Apply, Evaluate.
Recognizes nouns, adjectives, articles.
Achievement
Use upper and lower case.
indicators Look up words in the Dictionary.

LEARNING ACTIVITIES
Start Development Closing
Review the text worked on the board,
Discuss with your students the objective of Ask them to start reading.
asking students to identify and correct
today's class. Then ask them to identify by marking the
their errors.
Remember with them the definition of nouns with blue pencil, the articles with
Ask several students the meaning of
nouns, articles, adjectives and the use of red, and the adjectives with green.
the written words.
upper and lower case. Then ask them to circle the words that are
Review the students' work by position
Also ask how we can know the meaning of capitalized.
and support those who have difficulty
words, when we do not know it, what Write 3 or 4 words on the board that are
in their execution.
element should we resort to? difficult to know, so that they can identify
Remember the use of the Dictionary and them in the text and look for their
ask them to take it off the shelf or their meaning.
backpacks. Ask to write its meaning in your notebook.
Invite your students to activate their prior
knowledge by reading a text selected by
the teacher.

Look for words in the dictionary.

Write meaning of words.
EVALUATION ACTIVITIES Recognize articles, adjectives and nouns.
Identify capital letters.
Writing notebook.
Slate, marker.
EDUCATIONAL RESOURCES Text.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

59
 CLASSROOM PLANNING

44 NO:
CLASS DESIGN
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. I look and observe.

Demonstrate understanding of narratives that address topics that are familiar to them: Extracting
explicit and implicit information by answering simple questions, orally or in writing, about the texts
EITHER. Class (what, who, where, when, why) recreating characters through different artistic expressions, such as
learning. puppets, dramatizations, drawings or sculptures, describing with their words the illustrations of the
text and relating them to the story, establishing relationships between the text and their own
experiences, issuing an opinion on an aspect of the reading.
Demonstrate interest and active behavior towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing with others; ideas, experiences and opinions.
Skills Remember, Understand, Apply, Analyze, Comment.
Draw the character in the drawing.
Achievement Recognize character's name.
indicators Look for solutions to problems.
Extracts information from images and expresses them verbally.

LEARNING ACTIVITIES
Start Development Closing
Discuss the objective of the class and read Guide the conversation with these Discuss with the children if they liked
it with your students. questions: What is the character in the the image they observed.
Invite them to sit down and maintain drawing like? What is he doing? Why is he Ask groups one at a time to go out and
silence, remember the rules of behavior there? Remind them that they must ask to read their best solution.
and start class. speak (by raising their hand) and respect Congratulate the groups for their work
speaking turns. and suggestions.
Ask them to look at the image on page 51, Ask them to comment on situations in
(Santillana book) in order to enhance the which they have found themselves in
ability to relate the illustrations to the text. trouble, like the lady who appears in the Finally, hand out a blank sheet of paper
This draws students' attention to the details text. so that the children can draw the same
of the illustration and broadens their Then ask students to give solutions to the or different ending for the lady,
understanding of the lyrics of the song, problem. depending on their imagination.
which will be sung next. Discuss the children's answers with them
and possible solutions.
Ask the children what they think happened
to the designated character and how they Ask them to get together in groups of four
could solve that problem. students and together identify the best
solution. Ask them to write in their
Allow comments on each child's opinions. notebooks the solution they have found for
the lady's problem.

Children draw an ending to the story on a blank sheet of paper.

Answer the teacher's questions.
EVALUATION ACTIVITIES They work on solutions to conflicts in groups.
Comment on the image.
Reading comprehension strategy: activation of prior knowledge
Vocabulary strategy: inferring meaning from context.
EDUCATIONAL RESOURCES Visual Sheets, Songs.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

6045
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. I review the rhymes.

EITHER. Learning Reinforce the concept of rhyme through writing verses.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions
Skills Know, Remember, Analyze, Create.
They recognize a rhyme.
Achievement
They understand the texts read.
indicators They identify stanzas and verses.

LEARNING ACTIVITIES
Start Development Closing
Discuss with your students the Objective of Invite them to respond together Check the students' answers as a group
the class. the questions in the Reflect section on and ask:
Reinforce the class of rhymes, seen page 57. What do the animals that participate in
previously, and remember their Read the instructions for writing verses and the poem have in common? Which
characteristics. invite them to work individually. stanza did you like the most? Why?
Encourage students to read the poem Ask them to do this activity in their writing
silently and reflect on its content. notebook alone. Look for words that rhyme with the
Ask questions like do you remember what a Check the students' work position by highlighted words in the poem. Copy
rhyme is? What characteristics does it position. them into your notebook.
have? Who knows any rhymes? Do you remember what a rhyme was?
Remember that rhymes have stanzas and Ask students to write a rhyme with two On the line, write a new verse for each
verses. stanzas and four lines. stanza and share them with your
Write a rhyme on the board and count how friends.
many stanzas and verses it has, to activate Companions.
your prior knowledge. Choose the verse that you liked the
most and draw it.
Complementary activities.
Read other rhymes on page 65.
Evaluate reading with guide 66.

Reading rhymes.
Elaborate rhymes
EVALUATION ACTIVITIES Recognize stanzas and verses.
Draw allusive image
Writing notebook.
Slate, marker.
EDUCATIONAL RESOURCES Pencil eraser.
Rhymes.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

61
 CLASSROOM PLANNING

CLASS DESIGN
46 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit 2. I read long texts.

Unit/content
EITHER. Class Extract implicit information.
learning. Relate the information in the text to your experiences.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Recognize, Remember, Analyze, Comment, Create.

Achievement They comment on the text.

indicators They make activity guides.

LEARNING ACTIVITIES
Start Development Closing
Tell your students the objective of Begin reading and ask them to follow along with Invite students to comment on what
the activity. you. they thought of the text.
Point out that they will read a story Some suggested questions per page are as follows: Ask them to justify their opinion out
of several pages and that they must loud to share their appreciation.
pay close attention and maintain Page 48 (Identify character characteristics). How Work on the first three questions
the established norms for reading. can we describe Doña Piñones? Is she as we had collectively, and then give them time to
Read the central poem page by predicted before reading? What part of the text develop the rest of the activities
page, together with the students. tells us that? individually. Beforehand, make sure
As you read, ask comprehension Page 49 (Extract implicit information). Why does that all students understand how to
questions. Remember not to Mrs. Piñones shout “Earthquake!”? Is she really answer the questions.
interrupt the reading if the students shaking? What makes you believe that? Motivate them to describe out loud
are attentive. Page 50 (Issue an opinion). What do you think of each of the scenes in activity 5,
Mrs. Piñones squeezing her finger and saying “I'm mentioning whether they are part of
dying!”? What does this tell us about her the beginning, development or
personality? outcome.
Page 51 (Extract explicit information). Why does Highlight the difference that exists
Mrs. Piñones get dizzy? What caused Mrs. Piñones between what Mrs. Piñones thinks and
to get burns? How many winds have already passed what she feels, to answer activity 6.
through Mrs. Piñones's house? What names did Discuss possible answers before they
they have? write them in their book on pages 55 to
Page 52 (Extract explicit information). How does 57.
the boy find out about Mrs. Piñones and her fear?
What is his intention when he goes to her house?
Page 53 (Extract explicit information). What does
the boy do to help Mrs. Piñones?
Page 54 (Extract implicit information). What
sensation do the winds generate for Mrs. Piñones
now?
Follow guide from page 55 to 57.
Answer questions from the teacher.
EVALUATION ACTIVITIES
Poem by La Doña Piñones
Work guide.
EDUCATIONAL RESOURCES Slate, marker.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

47
62
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. I inform myself through texts.

Expand the theme of nature, through an informative text about the Park
EITHER. Class
Huerquehue National.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Understand, Analyze, Remember, Evaluate, Create.
Achievement They read the article in silence.
indicators They comment on the article.

LEARNING ACTIVITIES
Start Development Closing
Tell your students that today they are going
to read an informative text about the Ask students to be quiet and begin reading. Subsequently, ask students to respond
nature of our country. Allow time for students to individually and individually to the work guide, to
Motivate students to apply the reading silently read the informational article. evaluate their understanding of the
comprehension strategy Remember what Once you have finished reading, ask them article.
they know about the topic through to comment on what caught their attention Read the questions on page 71 with
questions 1 to 4. Page 71. most about the article. them and then invite them to complete
Remind them of the reflection made at the Check the application of the reading the assessment on page 73.
entrance to this unit, about the importance comprehension strategy during the activity. Finally, invite your students to choose
of protecting and respecting our national Ask students to comment on the objectives one of the animals that appear in the
treasures. of the reading and their conclusions. text and find out about it.
Invite them to open their books to page 72 Recommend them to reread the For this last activity, ask them to write
and comment that they are going to do an informative article, to answer the the instructions in their work notebook.
individual reading. comprehension questions if necessary.
Motivate them to apply the reading
comprehension strategy. Give reading an
objective; Ask them to name the animals in .
the photographs and learn more about
them.

Make evaluation guide.

Answer questions from the teacher.
EVALUATION ACTIVITIES
Work notebook.
Article.
EDUCATIONAL RESOURCES Slate, marker.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

63
 CLASSROOM PLANNING

CLASS DESIGN
48 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 2. How much I learned.

Determine to what extent the Learning Objectives have been met.
EITHER. Class
Evaluation of comprehension of an informative article, vocabulary, definite and indefinite articles,
learning. question and exclamation marks.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Remember, Recognize, Analyze, Create, Evaluate.
Skills
They recognize items.
Achievement They write paragraphs.
indicators They understand a reading.
They write from sentences.

LEARNING ACTIVITIES
Start Development Closing
Tell the students that how much they have Ask students to read Darwin's Frog: On the Then ask to complete the guide on
learned during the unit will be evaluated. Verge of Extinction. From page 76. page 78 to evaluate how much your
It is suggested that students develop the Give the time necessary for all students to students learned in this Unit.
activities individually, with enough time in finish reading. Check your completion by walking
a quiet environment without distractions. Then do a group reading of the text with around the room and observing the
Promote students' reading and them. students' work.
independent work. Once you have finished reading, ask to Finally, review the questions of the
answer questions 1 to 3 in the book, and guides made so that they can repair
the paired terms on page 77. their errors and successes.
Afterwards, reflect and write in your Give feedback to the Unit by
notebooks the title of the text and the reinforcing the points of the class
answers 1, 2, 3, on page 77. objective.
Once the answers are finished, request
them for correction.

Create evaluation guide.

Reading comprehension.
EVALUATION ACTIVITIES Text Writing.
Writing notebook.
Reading Darwin's Frog.
EDUCATIONAL RESOURCES Slate, marker.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

64
 CLASSROOM PLANNING

CLASS DESIGN
49 NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. Animal stories.

EITHER. Class Know the central axis of the Unit.
learning. Remember the use of qualifying adjectives to describe.
Reflect on themselves, their ideas and their interests to understand and value themselves.
Attitudes Carry out tasks and work rigorously and persistently in order to develop them appropriately for the
purposes of the subject.
Skills Recognize, Remember, Understand, Analyze.
They identify qualifying adjectives.
Achievement
They comment on plates.
indicators They follow instructions.

LEARNING ACTIVITIES
Start Development Closing
Finally, give yourself time to finish
answering page 81 and review your
Tell the students that a new Unit begins
Start the activity on page 81 and ask them answers, asking questions at random
today.
to choose an animal from those seen on the and looking at the notebooks and
Ask what they think they will learn in it.
previous page. books on their stands.
Present the picture to be worked on in this
Suggest words to the students to best Invite them to share their answers with
class on page 80.
describe the animal they selected so that their bench partner.
Guide students to identify the animals that
the class can guess it through its Finally, reinforce the qualifying
are in the children's room thanks to the
characteristics. adjectives and their characteristics
book they are reading and reflect on the
Highlight the difference between physical from the board.
ability of reading to evoke new, unknown
characteristics by mentioning some (big,
and interesting ideas.
small, hairy, brown, fat, soft, rough, etc.)
Then, invite them to answer the questions
and the psychological characteristics of
by observing the image.
how we perceive them (kind, faithful,
fierce, aggressive, etc.)
Just in case they don't guess the animal, ask
students to add data as in Unit 1 (it has four
legs, flies, eats vegetables, etc.), with the
purpose of concentrating the work on the
use of qualifying adjectives.
Instruct them to write just one word to
describe the mood of the children in the
pictures in the second activity.
Remind them to write clearly and legibly.

Create an evaluation guide.

Recognize qualifying adjectives.
EVALUATION ACTIVITIES Recognition exercises.
Text work guides.
Slate, marker.
EDUCATIONAL RESOURCES Pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

65
 CLASSROOM PLANNING

50 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. Synonyms and antonyms.

EITHER. Class Increase your knowledge of the world and introduce the concepts of qualifying adjectives, synonyms
learning. and antonyms.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Know, Analyze, Evaluate.

Achievement Identify synonyms.

indicators Identify antonyms.

LEARNING ACTIVITIES
Start Development Closing
Read the class objective with the students Begin reading by asking the students you Finally, review the synonyms and
and ask if they know the concepts of arrange to read the curiosities. antonyms by asking the students at
synonyms and antonyms. Encourage reflection on what they have random for their answers and reinforce
Explain that synonyms are words with read with questions that invite them to the content discussed on the board,
similar meanings and antonyms are think and add new information about other giving the students' answers.
opposites and that they will work on them animals, for example: Why is the giraffe
during this class and the Unit. said to be the tallest land animal? (Because Complementary activities.
Give examples of them and ask students for there are aquatic animals that if they could Work the activity on page 83.
more. stand up, they would be taller than the Invite students to look closely at the
Comment that before working on this giraffe). Why is it mentioned that the characters' expressions to discover the
content you will read curious facts about ostrich runs faster than another two-legged meaning of the highlighted words.
animals, as this unit is titled and that here animal? (Because there are four-legged Ask them to discuss the meaning of the
we will find activities on synonyms and animals that are faster than the ostrich). If highlighted words, mentioning in which
antonyms. the Costa Rican wasp is the smallest flying other situations they could be used.
Have students take turns reading aloud the animal in the world, can there be an even Propose them to create similar
fun facts about animals. Page 82. smaller animal? (Yes, one that is not flying). sentences to work on some of the
What does it mean that a chameleon's words highlighted in the central
tongue is twice the length of its body? (If reading.
the chameleon stretched out its tongue, it
could cover twice its size with it.)
Ask students to complete the work guide at
the end of the curiosities and ask them to
transcribe the highlighted words from the
curiosities in their notebooks and write a
synonym and an antonym for each word.

Complete work guide.

Write antonyms
EVALUATION ACTIVITIES Write synonyms.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

66
 CLASSROOM PLANNING

51
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. The fables.

EITHER. Class
Know the structure of fables, their characteristics and elements of the text.
learning.
Demonstrate interest and a proactive attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Express willingness and interest in sharing your ideas, experiences and opinions with others.
Skills Understand, Remember, Analyze, Evaluate, Apply.

Achievement They recognize characteristics of fables.

indicators They create a fable.

LEARNING ACTIVITIES
Start Development Closing
Tell your students the objective of the Ask students to describe the characteristics they observe in Ask students to present
class. the fable and add those they cannot name. their Fables to their peers
Ask if they know what a fable is, listen To consider and explain what they did
to their impressions and give positive Extract the text and print it to students. and their meaning.
feedback on their comments. Check the hypotheses
Explain the definition of fables, Once upon a time there was a fox who had not eaten for almost a made at the beginning of
comment that it is a short literary week. She had had very bad luck, her prey was stolen and the the activity.
composition in which the characters are chicken coop she found had a very attentive guard dog and a master Congratulate students on
animals or things that almost always who was quick to come with the shotgun. their work and reinforce
have human characteristics such as the characteristics of the
She was certainly dying of hunger when she found some wild vines
speaking. These stories conclude with a fables.
from which hung some succulent clusters of golden grapes. Under
teaching or moral of an instructive
the vine there were some stones, as if protecting them. "My luck is
nature.
finally going to change," she thought, licking her lips, "they seem
Before starting to read the fable, point
very sweet." He started jumping, trying to reach them, but he felt
to the image and ask questions about
very weak, his jumps fell short, the clusters were very high and he
what you think you are going to read.
couldn't reach them. So he said to himself: "Why waste time and
Write down your hypotheses.
make an effort, I don't want them, they're not ripe."

But it turns out that if the fox had climbed the stones standing on
two legs she would have reached the clusters, this time Mrs. Fox
lacked some cunning, it seems that hunger does not let her think.

Moral : You have to make an effort to get what you want but first
thinking about what we want and how to get it, lest we start jumping
when what we need is to stretch, and waste time and effort.

Later, ask each student to copy the definition of a fable in

their notebooks.
Then they are asked to create a fable with drawings with
their bench partner, give them freedom to organize
themselves and supervise the work.

Create a fable.
EVALUATION ACTIVITIES Comment on characteristics of the fable.

Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book
Image ANNEX 10 PRINTED COPY BACK.
BLOOM – ANDERSON LEVELS WORKED
REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    
67
 CLASSROOM PLANNING

52
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. Increasing Vocabulary.

EITHER. Class
Increase vocabulary by reading fables.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Skills Understand, Remember, Analyze, Evaluate, Comment.

Achievement
They understand the message of the fable
indicators

LEARNING ACTIVITIES
Start Development Closing
Discuss with your students the objective of Request to begin reading the Fable of the Then comment on the main idea of the
the class. Drowned Wasp. fable and its teaching.
Ask to apply the reading comprehension Later ask to answer the questions on pages Finally, ask the students to come to the
strategy. Make predictions, have them look 85 and 86, about reading. blackboard to write one of the words
at the illustrations before reading, and Ask them to look up 5 words that are that was difficult for them and compare
visualize what the text describes as they unknown to them or that made it difficult it with the rest of the course. Read its
read. to understand and look up their meaning in definition and invite students to always
Comment that you are going to read a the dictionary. look up the meaning of words they do
fable, remember its characteristics based During the activity ask them to write down not understand.
on the planning of the last class. the word and its definition in their
Ask to take out your Santillana books and notebooks.
open page 84. Supervise student work by walking around
the benches and providing support to
anyone who needs it.
Remember to ask to write clearly and
follow the spelling and punctuation rules
worked on in previous units.

Complete work guide.

Find the meaning of words.
EVALUATION ACTIVITIES Write meaning of words
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book.
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

   

68
 CLASSROOM PLANNING

CLASS DESIGN
53 NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I remember what I know.

EITHER. Class
Starting from reading texts, work on the aspects seen in the units discussed previously.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Remember, Analyze, Evaluate, Create.
They recognize characteristics of fables.
Achievement
Identify qualifying adjectives.
indicators They write sentences from one word.

LEARNING ACTIVITIES
Start Development Closing
Tell the students that in this class, they will Finally, reinforce the contents of the
make a guide to remember the topics they Unit by answering the questions on
have worked on. Ask them to start reading and look at the page 90 in your notebooks.
It is explained that they will read a text to images. Review the activities on pages 88, 89
work on comprehension and other topics Direct students to respond aloud to page and 90 with students and allow them to
covered in the unit. 88 of the text to check their level of identify and correct errors.
You are asked to take out your books and understanding; If necessary, recommend
open them to page 87. that they reread the story and underline
Remember that you must remain silent the information that will help them answer.
during reading and respect your Guide them to identify textual clues to
classmates. recognize the character's thoughts and
Ask to read the title and ask what this tells feelings.
them and what they think the text is going Remind them that illustrations can be used.
to be about. Remember the previous contents and read
with them the content tables of the fable
and the qualifying adjectives using
readings known to your students.
Ask them to work on page 89 in a group of
peers and guide the work by the positions.

Create evaluation guides.

Understand text.
EVALUATION ACTIVITIES Identify requested features.
Complete work guides.
Lead pencil, eraser.
Slate, marker.
EDUCATIONAL RESOURCES Writing notebook.
Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

69
 CLASSROOM PLANNING

54
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I know the Illustrator.

EITHER. Class Meet the illustrator of the third unit of the school text through an interview so that they continue with
learning. the recognition of the various actors in the literary process.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
Attitudes appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Demonstrate empathy towards others, understanding the context in which they are situated.
Skills Understand, Remember, Analyze, Evaluate, Create.
They create illustrations.
Achievement
They write fables.
indicators They answer comprehension questions.

LEARNING ACTIVITIES
Start Development Closing
Discuss the objective of the class. Invite students to choose one of the texts Finally, explain the activity of the
Ask your students if they remember what a read and create their own illustrations for Challenge capsule. From page 91. To
text illustrator used to do. Ask to answer the selected one. reinforce the Unit.
the question and then remember who you Ask them to write the title of the selected Encourage them to choose one of the
were and your role. story or fable and then make the fables from the unit and write a new
Before reading the interview on page 91, illustrations they deem appropriate. ending that includes a moral. The
invite students to give their opinion on Later present your drawings to your peers objective is to strengthen the concept
Álvaro de la Vega's illustrations in the fable and ask them to explain what they drew. of morality, in addition to promoting
The Drowned Wasp. Then, allow time for Then ask them to hang their work on the creative writing, to later invent a
them to read individually and ask the bulletin board or around the room. complete fable.
following background questions. They are invited to take their illustrations
understanding: What is the interview with them at the end of the day.
about? What information did we obtain
from it? What is the purpose of an
interview? in
What is different from the biography and
autobiography that we learned about in the
previous units? What do you like to
illustrate the most?
to Álvaro de la Vega?; How do you feel
about your job? What do you think about
how you behaved at university?

Make a fable.
EVALUATION ACTIVITIES Create illustrations.

Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

55
70
 CLASSROOM PLANNING
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I analyze a fable.

Remember the organization and elements of the fable, work on new vocabulary words and exercise
EITHER. Class
your ability to recognize the characteristics of the characters in terms of their thoughts, feelings and
learning. relationships with other characters.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Skills Recognize, Remember, Analyze, Evaluate.

Achievement They recognize the parts of the text.

indicators They answer the work guide correctly.

LEARNING ACTIVITIES
Start Development Closing
Review their answers with the students
Ask the students to start reading, give them
Discuss the objectives of the class. and indicate a guideline for reflection
the necessary time, and then read the fable
Before students read silently, encourage about the activity.
with them.
them to look at the highlighted elements Reinforce the parts of the text and
Ask them comprehension questions
(title, author, characters, animal that review the work in the notebooks.
regarding the structure of the fable such as
speaks and acts, moral or teaching) to
the following: What is the title of this
reinforce what they already know about the
fable? Who is its author? What characters
fable and give purpose to the reading.
participate in it? What characteristics do
Explain to them that sometimes the author
these characters have? What teaching does
is anonymous, since the fables have also
reading leave us?
been transmitted orally and it is not always
Organize students to answer the reading
clear about the first person who made each
comprehension questions.
story known.
Ask them to answer the questions on page
93, in their notebook. Read the questions
with them and ask them to reread and
answer them.

Complete work guide.

Answer questions from the text.
EVALUATION ACTIVITIES Name parts of the text.
.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

5671
 CLASSROOM PLANNING
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I reinforce the R sound in reading.

EITHER. Class
Identify the strong sound of the letter r at the beginning of a word, after a consonant or twice.
learning.
Respect and value the ideas of your colleagues when working as a team and individually.
Have an open attitude to writing and recognizing words with the consonant R.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Remember, Relate, Apply.
They name the letters studied in different positions.
Achievement They recognize a specific letter in written texts.
indicators They read some familiar names and frequently used words necessary for understanding
Texts.

LEARNING ACTIVITIES
Start Development Closing
Invite students to read the class objective,
Finally, ask the students to read the
ask if they remember the letter and the Start reading and ask them to follow along
words they found in the text and write
sound it makes according to its position with you, ask not to interrupt and ask
them on the board for them to observe.
and if it is a single or double letter. questions after reading.
Emphasize the sound of each one and
Remember the letter R with several Point out the words that have the letter r as
ask if they know any others.
examples. Ask them to give examples of R you read the fables aloud.
words in different positions. Ask students to work with their bench
Ask them to take out their Santillana book partner and write all the words they find
and open the text to page 94. with R in their writing notebook.
Remember the rules for reading and ask for Allow time to work with your co-worker.
silence. Remind them of the importance of working
patiently
and respect.
Invite students to read the content capsule
and remember the sound of the letter r in
the words from the reading. Then,
encourage them to mention other words
that have strong sounds.

Write words with R.

Recognize sound in different positions.
EVALUATION ACTIVITIES Read text.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

57
72
 CLASSROOM PLANNING
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. The Diary of Life.

EITHER. Class Recognize and become familiar with the function of the life diary, know the type of text to which it
learning. belongs.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained through it.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Skills Know, Understand, Analyze, Create.
They write in a life diary.
Achievement
They follow the structure for creating a life diary.
indicators They understand text messages.

LEARNING ACTIVITIES
Start Development Closing
Read the class objective with your students. Ask them to start reading silently. Invite them to continue writing these
Ask if one of them has ever written a life Then invite them to answer questions types of texts, to reinforce their writing.
diary. number 1 and 2 on page 94. Review your writing style by walking
Comment that it is a type of non-literary Later, encourage them to write in their life around the stalls and supporting
text and is informative in nature. journal what happened to them during the students who have greater writing
You write to write down important day and how they feel, considering the difficulties.
experiences, secrets, etc. and also to get to characters of the fables already read in the
know each other better. unit. This will encourage your creativity and
They are asked to take out the Santillana reading comprehension.
book and open it to page 95. Tell students to imagine that they are one
of the characters in the fables they have
read.
Tell your journal what happened to you
during the day and how you felt.
Ask to write your story at the back of the
book.

Complete work guide.

Write a life diary.
EVALUATION ACTIVITIES Comment type of text under study.
Slate, marker.
Pencil, eraser.
EDUCATIONAL RESOURCES Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

58 NO:
CLASS DESIGN
73
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. synonyms and antonyms

EITHER. Class
Identify synonyms and antonyms in different texts.
learning.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Recognize, Analyze, Evaluate.

Achievement Identify synonyms.

indicators Identify antonyms.

LEARNING ACTIVITIES
Start Development Closing
Ask students to read the class objective. Ask students to take out their Finally, ask students to complete the
Ask what they remember about synonyms Santillana book and read pages 96 and following exercise guide.
and antonyms, listen to their impressions 97 silently. Ask questions about the
and give examples of them. text so they can infer other endings.
Ask students which part of the text
Present the following slide. they liked best and what other ending
they would give to the reading.
Later ask your students to copy the
marked words in their notebooks and
choose five of them to look for their
synonym and antonym.
Ask them to read some of the chosen
words in front of their peers.
Review and correct possible
grammatical errors.

Then ask them to give a synonym for each

image presented.

Review the guide with students and mark the

correct answers .
Complete work guide.
Give examples of synonyms and antonyms.
EVALUATION ACTIVITIES Search synonyms and antonyms.
Slate, marker.
Writing notebook.
Antonyms sheet
EDUCATIONAL RESOURCES Santillana Book
ANNEX 11 – GUIDE 7 PRINTED COPY BACK.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

59
74
 CLASSROOM PLANNING
CLASS DESIGN NO:
Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I practice writing.

EITHER. Class Ensure that students develop their creativity and the ability to direct writing and put their knowledge
learning. about the fable into practice.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Recognize, Analyze, Evaluate.

Achievement Write a fable, following the requested steps.

indicators Evaluate the work of your peers.

LEARNING ACTIVITIES
Start Development Closing
Read the class objective. Ask to answer the bottom part of page 102 Review the writings with students and
Comment that today they will be the great in your books. ask some to share their work with their
writers of fables, remember the structure Ask them to write down the definition in classmates.
for their elaboration and comment on the their notebooks: A fable, which is a story Praise students for their efforts and
reading done in previous classes on pages that leaves a lesson. His characters are provide additional support to those
92 and 93. generally animals that think, act and speak who did not meet the goal by sending
Ask your students to take out the Santillana like humans. home teaching strategies and
book and look for page 102. Read the Then ask to read the instructions on page reinforcement methods.
reading boxes with them and remember 103, for creating your own fable. Ask those students to make a new fable
the contents. Indicate the steps to follow on the board at home for the next class.
again and supervise the work of each
student, visiting their positions and guiding
. their preparation.
Ask them to first make a draft, to finally
prepare their fable and deliver the final
product to the teacher.

Complete work guide.

Create a Fable
EVALUATION ACTIVITIES Read a fable.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

60 NO:
CLASS DESIGN
75
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. Expanding the Vocabulary.

EITHER. Class
Know the meaning of new words, by reading texts.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Recognize, Evaluate, Analyze.
They recognize the meaning of new words.
Achievement They increase their vocabulary.
indicators They write meanings.
They comment on the meanings of new words with their words.

LEARNING ACTIVITIES
Start Closing
Development
Ask students to share the objective of the Start reading the curious facts on the page Subsequently, ask the students to
class. with them and discuss with the students the explain in their own words the meaning
Ask if they know what increasing meaning of the highlighted words. of the concepts searched in the
vocabulary is. Explain what it means to Ask to take out your writing notebook and dictionary. Each student is asked a
acquire knowledge of new words and write after the title, I increase my random word, it does not matter if
integrate them into your speech. vocabulary, the words highlighted in the some students repeat them.
Remember that to know the meaning of curious facts and look for a brief definition Review the writing notebooks, while
new words we use the dictionary. Comment for each of them. students discuss curious facts with their
again about how to look up words Then ask them to construct coherent benchmates.
alphabetically. sentences using these words. Finally, ask which of the data caught
Ask them to choose any word and do the your attention the most and why?
exercise with them.
Ask them to take out their Santillana books
and ask them to open it to page 104.

Look for words in the dictionary.

Prepare sentences.
EVALUATION ACTIVITIES Complete work guide.
Slate, marker.
Pencil, eraser.
EDUCATIONAL RESOURCES Writing notebook.
Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

CLASS DESIGN
61 NO:
76
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I read in a group.

EITHER. Class Read informative articles in a group, with the central objective of understanding and enjoying a non-
learning. literary text.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Remember, Analyze, Evaluate, Create.
They understand the text.
Achievement
They work in a group.
indicators

LEARNING ACTIVITIES
Start Development Closing
Tell the students the objective of the class Ask each group questions about how the
Ask to read the reading on page 105 as a
and ask them to form groups of 3 to 4 activity turned out for them and have them
group. Ask them to decide among
students to carry out the activity. answer one or two of the questions asked,
themselves who is going to read aloud,
Remember to integrate the new vocabulary verify by the positions that all the students
then the other students will follow the
words we have seen and pay close have worked.
reading silently.
attention when reading, as you will then Finally, ask each student in their notebooks
After reading, ask the students to copy the
compare the text you are going to read to draw the cutest insect in the world,
following questions and prepare them as a
with the text in the next activity. according to their imagination.
group; everyone must copy the questions
Before starting reading, invite them to look and answers.
at the image of the cutest insect in the
world. Write the following explicit and implicit
questions on the board. What is the
scientific name of the mosquito? Where
does it live? What are its most striking
characteristics? Do you think
Does it sting strongly and why? When does
it use its feathery hind legs? Where does it
Ask what is in the image and comment that reproduce? During what season? What
it will be from him that you are going to diseases do you think this insect could
read the next article. cause?
Ask them to look up the words in the
dictionary: Iridescent, feathery,
decomposition.
Answer questions.
Find the meaning of words.
EVALUATION ACTIVITIES Work in a group.
Understand text.
Slate, marker.
Writing notebook.
Santillana Book
EDUCATIONAL RESOURCES Dictionary.
ANNEX 12 PRINTED

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

CLASS DESIGN
62 NO:
77
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I compare texts

EITHER. Class Read informative articles in groups, with the central objective of understanding and comparing non-
learning. literary texts.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Remember, Analyze, Evaluate, Create.
Compare texts.
Achievement
Work in a group.
indicators

LEARNING ACTIVITIES
Start Development Closing
Students are invited to remember the Request that this time each student must Finally, ask them to answer these
curious facts from the past activity. read the text silently, and then discuss the questions in front of the class.
They remember group work and are asked data as a group. Pages 106 and 107. Ask them to return to their places and
to form the same work groups. Supervise that all groups and members are finish working on the questions on
Request that this time they take out their working and if you see someone not pages 108 and 109 individually. As they
books and open page 106. What are the participating, approach them and integrate finish, ask them to approach the
most curious insects? them through questions. teacher to review their work.
Compare with the data seen, ask, will it Ask students to answer the following Give feedback individually and then
have to do with the article worked on last questions as a group: How are golden general feedback on the board.
class? How is it similar? beetles and the cutest mosquito in the
world similar? Which animal did you find
most interesting? Because? For what
purpose were the informative article and
infographic written? Invent a new title for
reading: What are the most curious
insects?

Complete work guide.

Write the requested answers.
EVALUATION ACTIVITIES Compare texts.
Express preferences.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

CLASS DESIGN NO:

63
78
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I read for pleasure.

EITHER. Class
Motivate students to read for pleasure and increase their literary background
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.

Skills Understand, Remember, Analyze, Share, Evaluate, Create.

Understand the read text.
Achievement
Make a presentation of your ideas.
indicators

LEARNING ACTIVITIES
Start Development Closing
Tell the students the objective of the class. Begin reading with your students, asking Finally, ask the students to think with
Ask about the importance of reading and them to continue reading with them. their partner about an attitude that
what it teaches us in the pursuit of Have them read the vocabulary words and they consider
knowledge. ask if the definitions are clear to them. Wrong, such as stealing eggs from a
Ask which text they liked the most in the Ask explicit and implicit questions about nest. If you wanted someone to learn
unit. the text and ask student by student. not to do it, what would you do? Come
Invite students to discover the teaching of up with a plan and present it to the
the story. Ask them to comment on the capsule on class.
Ask to take out your Santillana book and page 111 and ask them to mention what Call the pairs one by one to present
read the text El robonidos on pages 110 other situations in daily life would be their answers.
and 111 along with your course to discover incorrect. Finally, ask to make a drawing alluding
what teaching it leaves us. Ask them to write in their notebooks the to the story.
Let them look at the images and comment vocabulary of the highlighted words that
on them before starting reading. appear in the text.

Understand the read text

Make presentation of your ideas.
EVALUATION ACTIVITIES Complete work guide.
Slate, marker.
Lead pencil, eraser.
EDUCATIONAL RESOURCES Writing notebook.
Santillana Book

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

CLASS DESIGN
64 NO:

79
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I evaluate the Unit.

EITHER. Class
Determine to what extent the Learning Objectives of the Unit have been met.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Remember, Apply, Analyze, Evaluate, Create.
Comment moral with your words.
Achievement
Understand the read text.
indicators Recognize new words.

LEARNING ACTIVITIES
Start Development Closing
Tell your students that an evaluation of the Ask the students to begin reading following After completing the answers, ask each
contents will be carried out in two classes, the following instructions: Read the student to read their conclusion of the
so that they do not get so tired, explain following fable taking turns with your moral of the text.
that the evaluation consists partner, one stanza each. Check that all students have worked
from the reading of a fable, from page 112 After reading, ask questions such as: Why and answered the questions on page
and 113, from the book Santillana. The fox didn't he reach the grapes with his claws? 113.
and the grapes, also comprehension What do you think happened to the fox? Feed back on the activity and invite
questions that incorporate the comparison Have them read the words and meaning students to discuss with their partner
of characters from different fables, from the vocabulary text. another ending to the fable read.
vocabulary, qualifying adjectives, antonyms Finally ask the students to work on the last Remember that the next class there will
and synonyms. questions on page 113, be an individual evaluation.
It is explained that in this class, a group Students are expected to explain in their
evaluation of the unit will be carried out words the moral of the fable considering
and that in the other class it will be the elements raised in the text.
individual evaluation. Ask to work with your bench buddy.

Answer questions.
Deduce morals.
Create other endings to readings.
EVALUATION ACTIVITIES Work in a group.
Read fluently.
Respect the opinion of your colleagues.
Slate, marker.
Writing notebook.
EDUCATIONAL RESOURCES Santillana Book
Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

     

65 NO:
CLASS DESIGN

SUBJECT Language and COURSE Second basic. SEMESTER 1°

80
 CLASSROOM PLANNING

communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I evaluate the Unit.

EITHER. Class
Determine to what extent the Learning Objectives of the Unit have been met.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Remember, Apply, Analyze, Evaluate, Create.
Comment moral with your words.
Achievement
Understand the read text.
indicators Recognize new words.

LEARNING ACTIVITIES
Start Development Closing
Remind students of the Ask students if they have any questions about the text they have Feed back the activity with the
reading they did last class, read, and make sure they recognize the type of text it is. students, writing the answers
read it again so that they Ask questions about the text more inferentially than explicitly. on the board.
remember the most relevant Ask them to answer the questions on pages 114 and 115, guide Be flexible in assessment
aspects. Page 112 and 113, the activity by following the following steps. considering students'
from the book Santillana. The Remember words with strong sounds, just a few: fox, earth, imaginations.
fox and the grapes. ratito, vine, claws, noise, remember. Soft sound: flowers, liar,
Remember that an individual partridge, I will rest, it was, looked, now, it would hurt.
evaluation of the reading will Then work on the relationship of texts. They are similar, because
be carried out and that they are both about a bitch who tries to achieve something and
contents such as comparison tells herself a lie so as not to admit that she was unable to
of characters from different achieve it. They have a similar teaching. They have as their main
fables, vocabulary, qualifying character a fox, with human characteristics. They are different
adjectives, antonyms and because the first is much shorter and in the fable The Fox and the
synonyms, use of R will be Grapes there is also a swallow with human characteristics.
asked. In the part Let's be detectives! Answers such as: acidic, mature,
It is explained that in this lying, sad are expected. In Let's be writers! Encourage students
class, a group evaluation of to write curious facts about two animals. They are expected to
the unit will not be carried use an antonym of the adjective. For example: The bear cub is
out, but rather an individual the skinniest animal in the forest.
evaluation.

Write synonyms and antonyms.

Recognize R with a strong and soft sound.
EVALUATION Complete work guide.
ACTIVITIES Recognize adjectives.
Slate, marker.
Writing notebook.
EDUCATIONAL Santillana Book
RESOURCES Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    
66
CLASS DESIGN NO:
81
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 1°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 3. I comment and carry out evaluation.

EITHER. Class
Reinforce the weakest contents of the Unit and provide feedback on the contents.
learning.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Skills Understand, Recognize, Evaluate, Analyze.

Achievement
Acquire the contents of the Unit.
indicators

LEARNING ACTIVITIES
Start Development Closing
Remember the contents seen in the Unit: Work on students' doubts and queries and Give the correct answers to the
Synonyms and antonyms. the lowest points in the evaluation. questions and allow students to repair
The fables. Give feedback on each topic briefly and their errors, but not correct them.
Vocabulary and the use of the Dictionary. review any content that you appreciate Remove evidence for correction.
Author and illustrator. that was not clear or that due to some
R in strong and soft sound. unforeseen event you have not seen or
Life diary. worked on fully.
Compare text.
Adjectives. Take the final test of the Unit included in
Reading and writing. the annexes.
Ask the students which topic was most Reinforce the letters seen in the Caligrafix
difficult for them and if anyone has any notebook.
questions about them.
Verify the weakest points according to the
evaluation.

Final unit test.

EVALUATION ACTIVITIES
Slate, marker.
Lead pencil, eraser.
EDUCATIONAL RESOURCES Caligrafix Notebook

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

    

82
 CLASSROOM PLANNING

SECOND SEMESTER

67 NO:
CLASS DESIGN
83
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Know the objectives of the Unit.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Evaluate, Understand, Analyze, Recognize.

Achievement Write favorite story titles.

indicators Know traditional stories.

LEARNING ACTIVITIES

Start Development Closing

• Discuss the class objectives with • Motivate students to look closely at the central image; In • Ask your students to take out
your students, write it on the it they should recognize that some children are dressed up their personal notebook and
board and ask them to read it. and that others are watching them. • Ask them if they have write the titles of their favorite
characterized any story characters. traditional stories.
• To begin the unit, try to Help them recognize the purpose of the title “Stories of • Subsequently, ask each of
motivate students to represent a Always” and tell them that they will read stories that even your students in order to share
story character. Based on the title their the titles of their preference
and the main image of the page Parents and teachers listened in childhood. with the course.
of the student's book 116, it is • Name some of the works they will read, such as Write the titles on the board
expected to generate a dialogue Goldilocks, Pinocchio, and The Three Little Pigs, and ask and record which one is the
in which they comment on their them if they know them and why. most repeated in preferences.
experiences and previous
knowledge about traditional
stories. This is intended for
students to remember stories they
have heard since they were little.
and relate them to their own
experiences.

• Writing story titles.

• Recognize traditional stories.
EVALUATION ACTIVITIES • Express yourself orally.
• Answer explicit questions.
• Work guide 116
• Slate, marker.
EDUCATIONAL RESOURCES • Notebook
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

68 NO:
CLASS DESIGN

84
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Remember content seen in previous units.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze, Evaluate, Apply.
Read a poem.
Achievement
Understand the poem read.
indicators Find words with G, gue-gui.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask to take out your book or printed text from page 117, • Give magazines to students
your students, write it on the and ask them to silently read the poem that appears there. and ask them to look for words
board and ask them to read it. • Ask some questions to check students' reading that contain the letter g, it can
• Share with your students that comprehension. For example: What type of text is the one be in initial, middle or final
the initial assessment of this unit you have just read? How do you know? How many verses sound.
aims to reinforce reading does the poem have? Who lives in the conch? What does • Name words that contain the
comprehension through a poem, the author mean when he says that sea birds live in the letter next to them and write
in addition to strengthening conch? them on the board.
silent reading. • If students have difficulty writing gue - gui, suggest that • Finally, ask students to
• Invite students to recognize the they reread the poem and look for words that give them complete the following
different sounds of letters and ask clues about how to write those sounds, for example, guitar printable worksheet.
them to read the letters from the and hose. Ask them to complete the words in question
class alphabet. number 2.
• Finally, ask them to read the words in question 3 and draw
what is requested.

• Writing and reading the letters seen.

• word recognition
EVALUATION ACTIVITIES • Draw words read.
• Complete printable guide
• Work guide 117
• ANNEX 13 PRINTED COPY PER STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Journals
• Glue, scissors.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

85
 CLASSROOM PLANNING
69 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read a recipe and understand instructions.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Create, Evaluate, Recognize, Understand, Analyze.
Recognize the text as a recipe.
Achievement
Make your own recipe.
indicators

LEARNING ACTIVITIES

Start Development Closing

• Discuss the class objectives with • Allow time for students to look at the text and brainstorm • Ask students to take out their
your students, write it on the ways to recognize its parts. Then, encourage them to read notebooks and have them
board and ask them to read it. aloud and take turns. create a recipe, following the
• Work on the objective using the • Check students' reading comprehension after steps suggested in the
recipe on page 118 as support, commenting on the two questions presented on the page, example.
ask the students to take out their using the following questions: What would happen if step 1 • Review your students' work
books and open it to this page. is not done? What is needed to obtain 12 servings of the by walking around the stations
Present students with the soup? ; If my mother doesn't like avocados, will it be a good and support those who show
instructional text in order to recipe for her? Why? If my brother doesn't like cilantro, can more difficulty, guiding their
introduce the topic of the central I still prepare the recipe? steps and procedures.
reading. Through this activity, • Ask questions such as What type of text is it? Your answer • Ask three students, at
they are expected to activate is expected to be. It's a recipe. random, to present their
their prior knowledge and work Ask what they think the purpose of the text is. Answers recipes and comment on the
on some of the vocabulary words. such as: To prepare food are expected. class.
At the same time, it seeks to
reinforce the study and analysis of
a recipe.

• Reading text.
• Recognition of type of text read.
EVALUATION ACTIVITIES • Answer questions related to the text
• Writing and preparing a recipe
• Work guide 118
• Slate, marker.
EDUCATIONAL RESOURCES • Notebook.
• Pencil eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

86
 CLASSROOM PLANNING
70 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Remember the text worked on in the previous class (The Recipe).
Write words according to the context.
EITHER. Class Read independently and become familiar with a wide repertoire of literature.
learning. Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze, Create, Evaluate.
Write the requested words correctly.
Achievement Answer who is the culprit.
indicators Explain your deductions.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask them to open their books to page 119 and read the • Ask each child what their
your students, write it on the text of Rosita's Soup Mystery. answer is and why they think it
board and ask them to read it. • Remind them that, as in the previous units, this activity is this character who ate the
• Remind students of the text they seeks to familiarize them with words that will appear in the soup and not another.
read last class and remind them of central reading. Previously, ask them to share their ideas • Finally, ask to draw the
its parts and the instructions that about the meaning of each of them. character in your notebooks
this text provides us. They are • Tell them that on this occasion they will apply the reading and write his or her name.
expected to activate their prior comprehension strategy Give reading an objective. Suggest
knowledge and work on some of that they complete the text with the vocabulary words to
the words. make it understandable and find out who ate Rosita's soup.
Vocabulary views in it. • Then ask them to write the name of the person who ate
Rosita's soup in their books.
• Check the correct order of the words that appear in the
text and explain to the students the meaning of each of
them.
• The students are expected to respond that the culprit was
Andrés, because when he took the pencil out of his curls,
the eraser fell to the floor. In any case, give a positive
meaning to your answers and guide your analysis.

• Remember previously seen texts.

• Writing words in contexts.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Answer explicit and implicit questions
• Work guide 119.
• Slate, marker.
EDUCATIONAL RESOURCES • Student notebook
• Pencil eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

87
 CLASSROOM PLANNING
71 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read traditional story.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Evaluate, Analyze.
Understand the read text.
Achievement Answer questions about the text.
indicators Recognize the parts of the story, beginning, middle and end.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Propose them to read in pairs and suggest that if they do • Finally, ask the same work
your students, write it on the not know the meaning of a word, they write it down and team to get together and ask
board and ask them to read it. look it up in the individual dictionary. the questions on page 125,
• Invite students to take out their • Give students the necessary time to read their stories and only the first part of the
book and open it to page 120, ask ask them to respect their classmates and not cause disorder questions, then ask the
them to look at the title of the or disturbance if they finish first. students to individually
reading, the illustrations, and • Comment on the main ideas of the reading using the summarize the story by writing
relate it both to the texts they following questions: What happened at the beginning of the beginning and the end in
have just read and to what they the story?; If you had to tell the outcome of the story in a the book. of the story in the
know about the story of few words, what would you say? What would have space indicated.
Goldilocks. happened if Curly Hair had not entered the bear house? • Ask some random students to
Motivate them to think about comment and read their
what the reading will be about, responses to your course.
and explain to them that this
corresponds to the reading
comprehension strategies Predict
and Remember what is known
about the topic.
Do you know the text? Has
anyone read it? What will it be
about?, etc.

• Story reading.
• Answer questions about the story.
EVALUATION ACTIVITIES • Relate and identify words.
• Writing the beginning and end of a story.
• I count pages 120-124.
• Slate, marker.
EDUCATIONAL RESOURCES • Work guide 125
• Pencil mine.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

88
 CLASSROOM PLANNING

72 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Write adjectives.
EITHER. Class Complete sentences.
learning. Recognize synonyms and antonyms.
Know the meaning of diminutives and augmentatives.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Evaluate, Understand, Analyze.
Write adjectives.
Achievement
Complete requested sentences.
indicators Write diminutives and augmentatives.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask the students to open the book on page 126 and look • Review your students'
your students, write it on the at the drawings, then get together with their bench partner activities and reinforce the
board and ask them to read it. and complete the sheet, writing the corresponding correct answers on the board
• Tell the students that they are adjective for each door. by reviewing each question
going to answer some questions • Then remember on the board what a synonym and an one by one.
that are related to the text read in antonym were. Present the following images to remember.
the previous class. Goldilocks.
• Make a summary of what you
read, remembering the
beginning, development and end
of the reading.

• Ask now to complete the requested activity.

•Ask for two volunteers to read the content capsules on
page 127. Ask them to give examples other than those
mentioned in the text and to complete the sentences
remembering the text they read.
• Finally, point out what a diminutive and an augmentative
are, explaining their meaning and giving examples for each
of them. Then ask them to work on writing augmentatives
and diminutives of the indicated images.
• Write diminutives and augmentatives.
• Complete work guide
• Complete sentences
EVALUATION ACTIVITIES • Recognize synonyms and antonyms.
• Recognize adjectives.
• Work guide 126 and 127
• Images PRINTED ANNEX 14
• Slate, marker.
EDUCATIONAL RESOURCES • Synonyms and antonyms sheet.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

89
 CLASSROOM PLANNING

73 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read independently and become familiar with a wide repertoire of literature.
EITHER. Class Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze.
They understand the story.
Achievement They answer inferential and explicit questions.
indicators They summarize the story.
They draw a different ending for the story

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Give students time to read the assigned story and walk • Invite students to randomly
your students, write it on the around the classroom, observing their work and behavior. or voluntarily expose their
board and ask them to read it. • Subsequently, motivate students to apply the reading drawings.
• Ask the students if they know comprehension strategy Ask questions. Some examples are: • Ask questions about the story
today's story, encourage them to What will the wolf do after destroying the little pig's in an explicit and inferential
look at the images on pages 128, house?; If the middle brother's house is built with sticks, will way.
129 and 130. Write your answers it resist the blow of the wolf?; Where do you think the • Finally, ask the students to
on the board. Propose them to smallest and middle piglets will go? Why? What will write in their notebooks a
read individually. Remind them happen when the three little pigs are inside the older summary of the story that
to maintain correct body posture, brother's house?; How will the little pigs be saved when the contains a beginning, a middle
follow the reading with their eyes wolf comes through the chimney? Ask these questions as and an end.
and not point, as they usually do, you walk around the student booths. • Review the notebooks.
with their finger or pencil. • Subsequently hand out this picture, giving the following
instruction: Draw an ending for the story if the oldest pig
had not worked with dedication in the construction of the
house.

• story reading
• Recognition of parts of the story.
EVALUATION ACTIVITIES • Make a drawing alluding to the story.
• Writing summary of the story in beginning, middle and end.
• I count 128, 129, 130.
• Sheet ANNEX 15 PRINTED BY EACH STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Printable sheet.
• Colored pencils, lead pencil.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x
90
 CLASSROOM PLANNING
74 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

EITHER. Class Write complex sentences to dictation.
learning. Reflect on your successes and mistakes.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Remember, Analyze, Understand, Evaluate.

Skills
They write the dictated sentences correctly.
Achievement
They review and correct grammatical errors.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Try to ensure that the dictated sentences go in gradual • Finally, invite them to
your students, write it on the complexity from less to more extensive, being able to comment on the most frequent
board and ask them to read it. evaluate literal and accentual spelling, separate periods, errors they had in the dictation
•Students and parents are exclamation and question marks. and reinforce the dictated
notified in advance that a • It is also requested to create a rewriting exercise that letters and sentences.
Dictation will be carried out, they meets the objective of “realizing the error”, so that learning • Evaluate the dictation and
are explained how it will be emerges later. send it home for review with
carried out and how they should • Start dictation. Write the following sentence in front of parents and guardians.
study with the students. number 1.
•Use dictation to also test • Go around the stalls and observe the children's
listening comprehension. performance.
•In order for the dictates • Give some time to write the sentence and continue with
suggested in the planning to be #2, following the same exercise until completing 10
effective and efficient, we sentences.
suggest that in their • Ask the children to put down their pencils and remain
implementation they acquire a silent.
higher level of demand for the • Review the dictation with the children, write the
most advantaged students, for sentences on the board and ask the students to review
this the competencies and theirs and see their successes and errors, ask them to
abilities of the students must be correct their dictation and remove it, then ask them to
evaluated and support those who write the sentences on the board in their notebooks.
are more disadvantaged with
learning strategies.
• After this explanation, invite the
students to save everything and
prepare for the dictation, hand
out the dictation sheet, numbered
from 1 to 10. With two lines to
write sentences.
• Divide the dictation into groups,
only if necessary, according to the
students' abilities.

Write to dictation.
EVALUATION ACTIVITIES Fix errors.
Writing complex and semi-complex sentences.

Writing notebook.
EDUCATIONAL RESOURCES Sheets, lead pencil, eraser.
Whiteboard, marker, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x
91
 CLASSROOM PLANNING

75 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Remember the stories read previously.
learning. Relate and comment on readings.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze.
Comment on the stories Goldilocks and The Three Little Pigs.
Achievement
Make a comparative table of the readings.
indicators Answer inferential questions about the texts.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Allow time for them to answer the first four questions in • Review students' notebooks
your students, write it on the their notebooks. This activity seeks to develop critical individually and reinforce each
board and ask them to read it. thinking and the ability to give opinions on specific aspects one's work.
• Point out images of the two of history. Explain to them that no • Ask one or two students to
stories read and ask the students There are wrong answers, but rather different ways of present their comparison chart
if they remember what they were appreciating the same reading, and the important thing is on the board and check for
about. to substantiate such opinions. After correcting aloud, errors and allow students to
encourage reflection on the content with questions such as correct their work.
the following: • Give feedback on each
What do you think of the attitude of the little pigs? What other's work and congratulate
do you think of the attitude of the wolf? Have you ever the students.
acted like the middle and little pigs? What would have
happened if the middle and little pigs had built a firmer
house? ?
Then ask your students to take out • Invite them to develop the following four questions
their books and read the individually. First, remind them of the characteristics of
instructions on page 131 and 132. qualifying adjectives and ask them to justify their choice in
question 1.
• Encourage them to write based on one of the characters
from the story Goldilocks and the Three Bears or The Three
Little Pigs. Remind them that their writing should reflect
the personality of their character, even if it does not
correspond exactly to what is narrated in the stories. This is
so that they can develop their creativity through free
writing and not stick exclusively to what they read. Suggest
that they include vocabulary words in their work.
•Propose them to share the answers from the comparative
table and then ask them others, such as the similarity
between the main characters, the way to solve the central
problem, etc.

• Make a comparative table.

• Recognition of key ideas from the stories read.
EVALUATION ACTIVITIES • Relate and discriminate stories.
• Work guide 131, 132.
• IMAGES ANNEX 16 PRINTED
• Slate, marker.
EDUCATIONAL RESOURCES • Story sheets.
• Student notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

92
 CLASSROOM PLANNING

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x
76 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

EITHER. Class Read a biography, recognizing its particular characteristics.
learning.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze.

Achievement Name particular characteristics of the biography.

indicators Recognize relevant ideas from a story.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to open their workbooks to page 133 and • Finally, explain the activity of
your students, write it on the look at the image of Charles Perrault. the Challenge capsule.
board and ask them to read it. • Apply the reading comprehension strategy Give an Suggest that they do the
• Encourage them to remember objective to reading based on the following questions: activity in pairs to determine
the data that can be obtained What information are we going to obtain from the together which are the six
from a biography and compare it biography? What would you like to know about Charles most important moments in
with other texts, such as Perrault? In the biography will we know the author's history that they choose.
autobiography opinion? ? In what type of texts can we find out a person's • Choose your favorite
and the interview. opinion? Can we know Perrault's date of birth? traditional story, available in
• Ask what they remember about • Discuss with the students that in the capsule Search your the classroom library. On a
it and write down their school library the book My Favorite Tales by the Brothers piece of cardboard, illustrate
impressions on the board. Grimm, by Jakob and Wilhelm, is presented, in which we the 6 most important moments
can find classic stories, such as Cinderella, Hansel and in the children's opinion of the
Gretel and Rapunzel. selected story. You can give
• Ask... do you know them? Which ones have you read? your work as a gift for their
• Subsequently write on the board the most relevant data course library.
that they consider to emerge from the biography read and
ask them to share it with the class.

• Recognize characteristics of a biography

• Answer explicit and implicit questions.
• Relate and discriminate words.
EVALUATION ACTIVITIES • Choose individual reading.
• Make a story summary.
• Work in a group.
• Work guide 133.
• Slate, marker.
EDUCATIONAL RESOURCES • Pencils, eraser.
• Cardboard

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x
93
 CLASSROOM PLANNING

77 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read independently and become familiar with a wide repertoire of literature to increase your
EITHER. Class
knowledge of the world and develop your imagination; for example: Folklore and author's stories.
learning.
Express oneself orally, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze.

Achievement Recognizes question and exclamation marks.

indicators Identify different sounds with g, gue, gui, güe, güi.

LEARNING ACTIVITIES
Start Development Closing
• Read the class objectives to your • Ask your students to open the student book to page 134 • Invite a student to act out the
students, write it on the board, and read the song generally once. wolf while classmates sing
and ask them to read it. • Read the first stanza as an example. Ask a volunteer to Wolf, Are You?.
• Comment that the activity of read the tip capsules and suggest applying them while you • Form a line from the room
this class aims to bring them practice reading aloud. and invite the students to go
closer to the poetic folklore of our • Ask them to brainstorm clothing items, accessories, and out to the patio to play the
country, recognizing the different other terms the wolf might use; include words with letter g, popular game, guide the
sounds of the letter g and such as: umbrella, glasses, guitar, garland, etc. activity.
practicing the pronunciation of • Remember that the signs ! They are used as an • Return with the students to
the syllables gue - gui. exclamation and the “?” signs are interrogation or question the classroom and ask them to
Remember the sound and write marks. comment on the game and
the combinations on the board. • Give some examples to the students. Show the video of what they thought of it.
• It is also intended to reinforce let's play in the forest, download from www.youtube.com .
the recognition of intonation Point out the parts of the video to the children and the way
which involve exclamation and it is played.
question marks.

• Writing and reading the letter G and its combinations.

• Recognition of exclamation and question marks.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Participate in a group, in a game.
• Work guide 134
• Slate, marker.
EDUCATIONAL RESOURCES • Data or computer.
• Youtube video.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

94
 CLASSROOM PLANNING

78 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Identify the type and purpose of the text.
EITHER. Class Extract explicit and implicit information.
learning. Read independently and become familiar with a wide repertoire of literature.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Create, Evaluate, Understand, Analyze.

Achievement Write an invitation.

indicators Identify the components of the text.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the invitations on page 135 and • Finally, ask the students to
your students, write it on the discuss what they say. make their own invitation in
board and ask them to read it. • Comment that today they will make invitations and that the space provided for this on
• Identify the parts of an invitation we use these when we want to invite people to an event or page 135.
and their function. Comment that some other activity. • Recall the free writing texts
they must write to stimulate their • Motivate students to look at the texts and name which they worked with in previous
creativity and express their ideas, type they correspond to, sharing their reasons. units, such as the diary and the
related to today's activity. • Ask for two volunteers to read aloud. Then invite the message, and ask them to
• Present the following invitation entire class to check their predictions. compare them with the
to your students. • Promote comparison between invitations by noting, for invitation, using questions such
example, that an exhibition is a different event from a as the following: What is the
birthday party, because it is massive and open to all types of difference between the
audiences, which is why it is not addressed to an express structures of an invitation and
recipient. a message? How do you know
• Ask students to read the activities on page 135 and do the that these texts are not part of
predictions activity. a life diary?
Comment that these can be for
different situations and festivities.

• Reading invitations.
• Recognition of different types of invitations
EVALUATION ACTIVITIES • Write invitations
• Differentiate different types of texts.
• Work guide 135.
• INVITATION ANNEX 17 PRINTED
• Slate, marker.
EDUCATIONAL RESOURCES • Invitation Format.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

95
 CLASSROOM PLANNING

79 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

EITHER. Class Read independently and become familiar with a wide repertoire of literature.
learning.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze, Evaluate.
Identify the beginning, development and outcome in the story.
Achievement Identify diminutives and augmentatives.
indicators Wide vocabulary.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to individually read the story silently. Allow • Finally, ask the students to do
your students, write it on the time for reading and check your understanding by asking the individual work on page
board and ask them to read it. questions to students who are distracted. It is suggested to 139 and answer all the
• Explain that in this class we will walk around the positions of all the students. questions and carry out the
observe the students' progress • Subsequently ask questions about the reading, such as activities.
based on the objectives worked What did you think of the reading? Make a synthesis of the • Monitor all students' work
on so far, mainly reading parts of the story with the students and write on the board: and randomly invite three or
comprehension, the use of Beginning: Little Red Riding Hood leaves for her four students to share their
diminutives and augmentatives, grandmother. Development: Little Red Riding Hood and answers with their peers.
and vocabulary words. To do this, the wolf meet in the forest and talk. Outcome: The evil wolf
we are going to read a story… Ask falls on Little Red Riding Hood and devours her.
them to open their books to page Then work on the character description, what was the wolf
136 of the workbook. like? Cunning, liar, etc. Little Red Riding Hood: obedient,
• Ask students if they know the friendly... Later, ask to look up words in the dictionary that
text and what they see in the are complicated, such as: hoarse, shortcut, acute.
images, brainstorming. Finally, remember the augmentatives and diminutives with
words from the text, such as: granny, Little Red Riding
Hood, sickly, buns, twigs, little old lady, jug, little daughter,
arms – big ears – big mouth.
Ask to write the words in your workbook.

• Individual story reading

• Recognition of augmentatives and diminutives
EVALUATION ACTIVITIES • Recognize beginning, development and outcome in a story.
• Writing and reading sentences.
• Work guide 139
• I count pages 136-138.
• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.
• Student notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

96
 CLASSROOM PLANNING

80 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Communicate orally.
EITHER. Class Read independently and become familiar with a wide repertoire of literature.
learning. Answer explicit and implicit questions.

Express interest in reading.

Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Create, Evaluate, Analyze.
Represents characters.
Achievement
Comment on the story and its parts.
indicators Complete the work guide correctly.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask them to put away all their things and pay attention to • Finally, ask all students to
your students, write it on the the story, remind them that you will read or listen to the name and briefly represent the
board and ask them to read it. story once and that, even if they already know it, it may selected character, explaining
• Comment that you will hear a correspond to a different version, so it is very important the reason for the choice and
story, so you should be very that they pay attention and Don't get carried away only by at least two characteristics of
attentive. If you cannot find the what you already know. each one.
audio, read annex 18, text of the Ask them to read the questions on page 140 of their book
emperor's costume. and before starting individual work, ask their questions;
Comment that they are expected Make sure they have the necessary material to work silently
to be able to describe, and individually on the page.
characterize and represent the Later, review with them on the board the correct answers
characters of the text read and and the order of the sequence.
tell a story organized in the three Subsequently, ask the students to read the instructions on
narrative moments. page 141, regarding the representation of a character, read
Ask what the moments are and with them and explain. Ask students to name all the stories
write them again on the board. they have read in the unit and the characters who
participate in them. Record the responses on the board to
share your insights. Read steps 1 to 4 with students and ask
them which character they would choose and why.
Allow enough time for students to plan a role-playing story
character. Propose that they use a graphic organizer to
arrange the information. To describe the character,
encourage them to consider both the physical description
and their relationship with other characters, feelings, and
thoughts.

• Listen carefully to a story.

• Recognition of reading elements
EVALUATION ACTIVITIES • Play characters.
• Make work guide
• Work guide 140 and 141.
• ANNEX 18 PRINTED
• Slate, marker.
EDUCATIONAL RESOURCES • Tale
• Radio or Computer.
• Pencil eraser.
BLOOM – ANDERSON LEVELS WORKED
REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

97
 CLASSROOM PLANNING

x x x x x x

81 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Familiarize the student with a variety of quality works, from diverse origins and cultures, promoting
enjoyment and presenting them as a way to encourage their interest and develop the habit of
EITHER. Class
reading.
learning. Read text according to your own choice.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Skills Know, Comment, Analyze, Evaluate, Relate.

Achievement Read selected text

indicators They identify moments of reading.
They write their preferences in front of texts.

LEARNING ACTIVITIES
Start Development Closing
• Discuss and read the class • Finally, encourage them to
objective with the students. • Propose independent reading. During class, and that they share their answers or
Ask if they enjoyed the reading do not interrupt their peers, they are asked to start reading summaries with their
and what things they learned and if they need something, raise their hand so that the classmates in a plenary session.
through it. teacher can approach the stations. • Invite them to write in their
Remember the Past activity and • Monitor this practice by observing and recording the use notebook the title and author
the choice you made for the of the learned strategies to support and provide feedback of the chosen story, what they
reading. when necessary. Determine the reading time; However, if liked the most and why.
• Guide them in searching for you deem it appropriate, you can make this criterion more • Ask students to volunteer to
stories in the classroom library. flexible. read some of their answers.
Suggest some of the authors and • After reading, provide a moment for the participation of • Check that all students have
stories you have in the library and all students so that they can express their opinions freely written any preferences in
ask them to choose one of the and remind them that it is necessary to substantiate them. their notebooks and have
books requested at the beginning Finally, encourage them to share their readings and explained why.
of the year and lend it for impressions with their classmates.
individual reading. • Ask students to take out their notebooks and summarize
Remember the importance of their reading in the three moments previously worked on.
taking care of books and hold
them responsible for their care.
Provide recommendations for its
care and strategies to avoid
failure.
Comment that they should read it
individually and then discuss the
story with you and their peers.
Write answers to the text in your notebook.
Comment story.
EVALUATION ACTIVITIES Give your opinion to your peers.
Answer questions.
Writing Notebook.
Slate, marker.
Classroom Library Books
EDUCATIONAL RESOURCES Pencil eraser.

BLOOM – ANDERSON LEVELS WORKED

98
 CLASSROOM PLANNING

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

82 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Communicate with others through writing.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Highlight and consider the characteristics of the interventions of your peers and your own.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze, Apply, Evaluate, Create.
Make a story, according to the instructions given.
Achievement
Describe the characters.
indicators Perform self-assessment.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Have all students take out their book on page 142 and • Finally, carry out the steps of
your students, write it on the keep the book open on that page. the review and correct activity,
board and ask them to read it. • Ask for a volunteer to read the activity introduction. Then, asking a partner to use the
• Communicate that what the read the planning stage and explain any steps that cause rubric on page 143 to review
class aims to do is for them to be difficulty or understanding for students. their story, requesting that
able to write a story considering • Motivate them to observe the images suggested as a they in turn evaluate their
the characteristics of this type of theme for the story, and choose only one, to later imagine work with this rubric.
text. Highlight the importance of the environment and the problem that the characters • Once the stories are finished,
each of the stages of the writing faced. they are requested to be
process. • Make sure they repeat this process for at least one more handed in and corrected.
character (ideally two).
•Suggest that they be inspired by someone they know and
draw them in their notebook to create a second character
and thus facilitate the writing process.
• Then read page 143 with them and indicate guidelines for
writing their story, reinforcing the moments of reading.
Now that they know the steps to follow, ask them to take
out their notebook and make their own story. Check
student work individually by walking around the room and
checking their progress.

• story writing
• Recognition of writing moments
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and reading texts.
• Work guide 142 and 143.
• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

99
 CLASSROOM PLANNING

x x x x x x

83 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

EITHER. Class
Know the meaning of new words, by reading texts.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
Attitudes communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Recognize, Evaluate, Analyze, Create.
They recognize the meaning of new words.
Achievement They increase their vocabulary.
indicators They write meanings.
They comment on the meanings of new words with their words.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the following text. Print for them. •Later, ask the students to
your students, write it on the explain in their own words the
board and ask them to read it. meaning of the concepts
• Ask if they know how important searched in the dictionary.
it is to increase their vocabulary Each student is asked a
and how we have carried out this random word, it does not
activity in the different classes. • • matter if some students repeat
Explain the term increase: which is it.
acquiring knowledge of new • Review the writing
words and integrating them into Start reading the curious facts on the notebooks, while students
your speech. page with them and discuss with the students the meaning discuss curious facts with their
• Remember that to know the of the most difficult words, such as: Phenomenon, benchmates.
meaning of new words we use the semicircular, etc. Finally, ask which of the words
dictionary. Comment again about • Ask to take out your writing notebook and write after the caught your attention the most
how to look up words title, I increase my vocabulary, the indicated words and and why?
alphabetically. Ask them to take it look for a brief definition for each of them.
out of their backpacks, allow one •Then ask them to construct coherent sentences using
minute per row, so that there is no these words.
disorder.
• Remember their usage, ask them
to choose any word and do the
exercise with them.

•Look for words in the dictionary.

•Make sentences.
EVALUATION ACTIVITIES •Story reading.
•Blackboard, marker.
TEXT ANNEX 19 PRINTED COPY FOR EACH STUDENT
•Pencil, eraser.
EDUCATIONAL RESOURCES •Writing notebook.

100
 CLASSROOM PLANNING

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

84 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Familiarize yourself in advance with a text, doing crafts.
EITHER. Class
Expand vocabulary before main reading.
learning. Make predictions based on the activity on texts.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Analyze, Create.
Internalize new vocabulary.
Achievement Make predictions.
indicators Comment about the animals.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask the students why they think we will make an animal • Finally ask the students to
your students, write it on the with paper, which will have to do with our subject, write show their origami to their
board and ask them to read it. down their impressions on a piece of cardboard and tell peers and support those who
• Ask students to take out their them that they are going to save it to see if their struggled.
workbook and open it to page predictions have really come true. • Tell the students that in the
144. Then ask a volunteer to read • Suggest that they make the origami dog together with a next class we are going to
the instructional text and ask partner. learn about the animals that
some comprehension questions •Invite students to prepare the vocabulary by reading the live in the forest, their names,
such as: Why do the materials proposed sentences from the activities on page 145, and some of their
come at the beginning of the text deducing their meaning from the context. Encourage them characteristics; to learn more
and not after the steps? What are to create other sentences out loud with the words. about the forest, since we have
the images for? What if? There • Work through the section preparing for reading and read several stories that take
were no images? Why are the define the words like: Fauna. Set of animals from a region. place in that place.
steps numbered? Deforestation: act of stripping land of forest plants. • Close the activity by
Counter: neutralize, resist, confront. Lurking: watching, commenting that the animal
watching, waiting cautiously for some purpose. Ask they made is part of the fauna
students to write the meaning in their workbooks. and that they will soon read
about other animals found in
the forest.

• Origami making
• Make predictions.
EVALUATION ACTIVITIES • Relate and discriminate new words.
• Write definitions.
• Work guide 144 and 145.
• Slate, marker.
• Luster Paper
EDUCATIONAL RESOURCES • Work notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

101
 CLASSROOM PLANNING

x x x x x

85 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Read independently and become familiar with a wide repertoire of literature.
EITHER. Class Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Remember, Create, Analyze.
Relate information from the text with your knowledge.
Achievement
Relate texts.
indicators Identify the purpose of the text.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Invite students to look at all the animals in the pictures • Finally, ask them to work on
your students, write it on the and read their names aloud. the last part of page 148
board and ask them to read it. • Ask them to read the text in pairs, comment and clarify individually, but before
• Invite your students to take out comprehension doubts. continuing with the individual
their books and open them to • Motivate them to apply the reading comprehension activities, correct the group
page 146, then comment on the strategy, such as finding out the meaning of words they work out loud and on the
topic to work on in the central don't know. board.
reading: What animals live in the • Remind them that they must understand each of the • Ask students to draw their
forests? words that make up the text; if necessary, they can reread it favorite forest animal in their
• Through this activity it is or use the dictionary. workbook and why of their
expected that they relate the • Motivate students to comment on the first activities on choice.
information with the crafts done page 147 of the book and encourage them to actively • Point out the purposes of the
previously and science. participate in the conversation, asking questions to clarify different texts presented in the
• Emphasize the origami activity doubts. unit as a closing.
and ask them to make an • Organize them in pairs to continue developing the
association. activities. Remind them to respect the opinions of their
classmates.

• Reading texts.
• Word recognition, according to context.
• Relate and discriminate words.
EVALUATION ACTIVITIES • Describe.
• Opine.
• Work guide 146, 147, 148, 149.
• Slate, marker.
• Work notebook.
EDUCATIONAL RESOURCES • Lead pencil, colored.
• Dictionary.

102
 CLASSROOM PLANNING

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

86 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Motivate students to read the story of Pinocchio as a pleasurable activity.
EITHER. Class
Read independently and become familiar with a wide repertoire of literature.
learning.
Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Remember, Create, Analyze.
Relate information from the text with your knowledge.
Relate texts.
Achievement
Identify the purpose of the text.
indicators Identify meaning of some words.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Organize a brainstorm based on the image from the • Finally, ask students to
your students, write it on the reading, about what you already know about Pinocchio and present their words in groups
board and ask them to read it. what you think will happen in this story. or individually, depending on
• Work on the activity by relating • Promote reading for pleasure and invite them to organize whether they have joined with
literature to other cultural themselves to read the text individually, in pairs or in turns their peers or not.
manifestations, such as theater or with other classmates. • Make a summary of the read
cinema, since countless • Clarify that the expression “half drowned underneath” is text, identifying the three
audiovisual versions of this work used to denote that the wig was too big for Pinocchio, so it moments of the story, writing
have been made. covered his face, and that this can only be experienced by a them on the board.
• Tell the students that today they living being and not by a wooden doll, indicating that
are going to read one of those Pinocchio had already acquired human characteristics.
literary manifestations, to do so • Then ask students to underline at least five words from
ask them to take out the student's the text that they found difficult and look up their meaning
book and open it to page 150. in the dictionary, writing this in their workbook.
• Reading is thus made more fun
by sharing this experience with
someone they already know, with
different versions of the same
story existing. Explain this
concept of versions.

• Writing words and their meaning.

• Recognition of the moments of the narrative.
EVALUATION ACTIVITIES • Team work. (organization)
• Relate and comment on texts.

103
 CLASSROOM PLANNING

• Work guide 150 and 151.

• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

87 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Analyze what I have learned in the Unit.
Read and relate the two readings highlighted in the unit, about Little Red Riding Hood.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Remember, Create, Analyze.
Relate information from the two Little Red Riding Hood texts.
Achievement
Relate texts.
indicators Identify the purpose of the text.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Read the poem on pages 152 and 153 aloud and ask • Review each student's
your students, write it on the students to follow along silently. Check your understanding activities, walking around the
board and ask them to read it. by asking a question approximately every two stanzas. room.
• Also comment that in this class Examples of questions: What is Little Red Riding Hood like? • Then write the answers on
and the next we seek to How is the wolf described? What is Little Red Riding Hood the board, providing feedback.
determine to what extent the doing in the forest? What does it mean when someone
Learning Objectives have been “hasn't known anything for three days”? Why does the girl
met. accept? come in, even though the voice that answers you is
• Explain that the evaluation will hoarse?
be carried out in two parts. The • Propose a list of words that rhyme before starting to work
first part of the evaluation on the first activity. Prioritize the ability to write an ending
includes reading a poem with that is consistent with the text and similar to the one they
reading comprehension questions already knew in the previous reading of Little Red Riding
related to the structure of this Hood. Remind them that the work is individual and monitor
type of text, such as description of the activities on page 154.
characters and sequence of • Motivate students to creatively complete the invitation to
actions. Also, it is requested to make it more attractive and original.
compare the readings presented
in the unit.

• Relate texts
• Respond individually to the work guide.
EVALUATION ACTIVITIES • Complete an invitation.
• Describe characters.

104
 CLASSROOM PLANNING

• Reading 152 and 153.

• Work guide 154.
EDUCATIONAL RESOURCES • Slate, marker.
• Pencil mine. Eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

88 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 4. Stories of Always.

Continue evaluation of the Unit.
Read independently and become familiar with a wide repertoire of literature.
EITHER. Class
Creatively write narratives (personal experiences, accounts of events, stories, etc.) that have a
learning. beginning, development and end.

Demonstrate empathy towards others, understanding the context in which they are situated.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Understand oral texts, such as stories, etc.
Skills Recognize, Understand, Remember, Create, Analyze.

Achievement Relate information from the text with your knowledge.

Relate texts.
indicators Identify the purpose of the text.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Comment that in this class, they are expected to relate • Ask a round of questions
your students, write it on the the texts, ask a volunteer to read the first question. Your about the unit, commenting on
board and ask them to read it. students are expected to have answers such as: Both the points that were most
• Comment that today you will characters were cunning and wanted to attack the difficult for the students to
work on page 155 of the study protagonists of the stories. make.
text, continuing with the Little • Then ask to identify the purpose of the text. Tell a story. • Ask students to leave their
Red Riding Hood poem. Give instructions. Inform, etc. They are expected to choose books on the teacher's table to
Ask about what they remember three of the highlighted words. review student work.
about him and analyze his • Afterwards with examples of sentences: On that hill there
moments. is a little tree; My dog is the hairiest on the entire street;
My mother gives me the orange peeled and in segments,
and that way I eat it faster; Grandma had a colorful cap.
They are expected to draw a scene for each sentence.
• Close the Unit by relating the texts and making a short
summary.

• Relate texts
• Respond individually to the work guide.
105
 CLASSROOM PLANNING

• Make allusive drawing.

EVALUATION ACTIVITIES • Describe characters.
• Work guide 155.
• Slate, marker.
EDUCATIONAL RESOURCES • Pencil mine. Eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

89 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Get to know the new Unit to work.
Understand texts by applying reading comprehension strategies; for example, relate the information
EITHER. Class
in the text with your experiences and knowledge.
learning. Remember the characteristics of the legend.
Read meaningful texts that include words with consonant groups.
Answer questions that refer to explicit or implicit information.
They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Remember, Understand, Apply, Analyze.
Describe pictures.
Achievement
He reflects on his experiences and relates them to the image.
indicators Make connections between images and captions.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Motivate students to look closely at the image and • Finally, ask the students to
your students, write it on the recognize the situations that arise. •Tell them that the girl write in their notebooks the
board and ask them to read it. tells a story and points to the moon, and that the other answers to the questions:
• Ask your students to take out children listen to her. What will the children be
their workbook and open it to • Put emphasis on the title of the unit and invite them to talking about? and If you were
page 156. relate it to the central image. Ask the capsule questions and in this place, what story would
• Communicate that in the help them recognize that children are of different races, you tell?
specific case of this unit, the which means they come from different places and know Ask three volunteers to share
image on this page seeks to different stories. their answers with the rest of
motivate students in their • Invite them to reflect on their own experiences with their peers.
knowledge of the central topic, foreign people or to imagine what the vision that each of
which is related to nature, its the children in the image has of the moon will be like
phenomena and the different according to their culture.
cultures of the world. • Read the unit objectives and ask students what type of
• It is also proposed to highlight text they think they will read in this unit.
the legend and the oral nature of • Encourage them to make connections between the image
this type of stories, remembering and the caption as text, now explicitly.
content worked on in previous
units.

106
 CLASSROOM PLANNING

• Observe and relate pictures.

• Answer questions about the observed image.
EVALUATION ACTIVITIES • Relate and discriminate elements.
• Writing and reading sentences.
• Worksheet 156
• Slate, marker.
EDUCATIONAL RESOURCES • Writing notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

90 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Understand oral texts, such as legends, to obtain information and develop their curiosity about the
EITHER. Class world: answering questions about explicit and implicit information.
learning. Understand texts by applying reading comprehension strategies; for example, relate the information
in the text with your experiences and knowledge.
Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.
Extract explicit and implicit information.
Achievement
Relate number and gender.
indicators Recognize characteristics of a legend.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Tell students again that they will read a legend that • Finally, carry out the last
your students, write it on the attempts to explain a natural phenomenon. If necessary, activity, also evaluating the
board and ask them to read it. perform a shared read. Then ask them to read individually. ability to establish gender and
• Ask students to give • Before answering the questions at the end of the page, number agreement.
characteristics of the legend, suggest reading them and looking for the answers as a • Ask students to give a
comment on its genre and write reading purpose. personalized response and
down their impressions on the • Ask them to respond individually in their notebook. review the work in each one's
board. Finally, discuss the answers out loud to correct them. positions.
• Explain that the initial • Try to extract implicit information, such as:. The origin of
evaluation of this unit presents a the moon, day and night. Explicit information, such as: Why
legend which connects to the day and night would not be the same. To give joy and hope
entry of this new unit. to humans.
• Tell them to open their books to • Other strategies are to establish relationships with your
page 157, that from here they will own experiences. The answers are expected to relate to Ti-
work on reading comprehension Un's attitude. Example answer: means supporting him,
and the notion of legend as a helping him solve his problems; I think it's a good attitude,
story that explains a natural because he made an effort to help his friend be happier,
phenomenon that arises in various etc.
places around the world.

107
 CLASSROOM PLANNING

• legend reading
• Extract implicit and explicit information from text.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Make agreement between number and gender.
• Reading n°157.
• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

91 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

EITHER. Class Visit the CRA.
learning. Know the importance of the CRA in our school.
Demonstrate an attitude of respect and appreciation for the Learning Resource Center.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Skills Know, understand, appreciate, evaluate.
Identify the CRA as an important resource center.
Achievement
Enjoy the works of the CRA.
indicators Learn about other educational materials found in the CRA.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • With the support of the person in charge of the CRA, visit • Ask the students to form a
your students, write it on the all the places and point out the collections and other line and return to the
board and ask them to read it. resources found there. classroom in order and silence.
• Ask what they like and know • Invite students to use some of the resources, whether • Invite your students again to
most about the CRA and if they books, globes, maps, games, etc. Sit at the tables arranged visit the CRA and comment on
regularly attend activities there. in the CRA. what they liked most about
• Discuss its importance and the • Ask why you selected that material and what caught your this place.
rules they must follow here and attention about it. • Ask students questions about
the various resources they can • Finally, invite the students to put the material where it the reading they have done.
find. belongs and invite them to listen to a reading selected by
• Ask to form a line to visit the the person in charge.
CRA, requesting that each line be • Invite them to the reading mat and support the person in
formed in an orderly manner. charge by asking questions about the text.
• Finally, congratulate the students for their good behavior
and repair if there were any disruptive attitudes of any
student, explaining again the behavior to follow in the CRA
and inviting the students to constantly visit this resource
center.

108
 CLASSROOM PLANNING

• Behavior in the CRA

• Attitude towards reading
EVALUATION ACTIVITIES • Material care.
• Answer questions about the text read
• AVE
• Slate, marker.
EDUCATIONAL RESOURCES • CRA Manager.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

92 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Read and understand an informative text.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.
Read meaningful texts that include words with consonant groups.
Write informative articles to communicate information about a topic.
Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.

Achievement Read informative texts.

indicators Recognize explicit and implicit information.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Read the title and encourage students to share their • Finally, ask students to take
your students, write it on the experiences and knowledge about the flowering desert. out their workbook and answer
board and ask them to read it. • Encourage reflection based on the following questions: the questions on page 159
• Also comment that in this class, What is the desert like? What does it mean for something individually.
they will see an informative text to be in bloom? What things do we consider miracles? • Ask students to make an
about the flowering desert. To do • Ask for volunteers to read in turns and check their allusive drawing in their
this, you are asked to take out understanding by asking questions such as the following: notebooks and then go to the
your workbook and open it to Where does this phenomenon occur?, What time of year board to explain what they
page 158. does it occur?, Why does it occur?, What does it consist of?, have drawn.
• Remember with your students Why is it considered miraculous? In what specific place can • Discuss with the class that the
the characteristics of informative we see the flowers? What types of flowers are seen? Why next class they will read a
texts and write them down on the has it become a tourist destination? legend that will have a lot to
board. • Invite students to make predictions about the central do with this class, based on the
reading as a comprehension strategy, based on the title and the illustrations, ask
questions on page 159 of the textbook: What do you think them: What do you think the
the reading will be about? What extraordinary event do reading will be about? What
you think the characters will experience? etc extraordinary event do you
think the characters will

109
 CLASSROOM PLANNING

experience?

• Relate information with prior knowledge.

• Make predictions
EVALUATION ACTIVITIES • Make a drawing alluding to the text
• Remember characteristics of informative texts
• Reading page 158
Work guide 159.
• Writing notebook.
EDUCATIONAL RESOURCES • Slate, marker.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

93 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Identify the most relevant ideas of the legend.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.

Achievement Extract implicit information and explicit information.

indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Motivate them to locate the Copiapó valley on a map in • Review student responses
your students, write it on the the Norte Chico of our country, to know the environment from the board.
board and ask them to read it. where the legend takes place. • Ask students at random to go
• Remember the activity from the • Help them observe the three characters and promote to the board to write their
last class and continuity to today's their creativity to discover the relationship between the answers.
class, comment that you are going man, the woman and the elf. • Read the legend again with
to read a legend, based on the • Allow time for them to read silently. Model how they your students and comment
title and the illustrations, ask should underline the most important ideas in the reading. that next class they will
them: What do you think the To do this, together determine the theme of the legend by continue doing other activities
reading will be about? What asking yourself what or who it is talking about. related to the legend.
extraordinary fact do you think • Then, suggest in each paragraph that they ask themselves
the reading will be about? Will what is being said about it?
the characters live?, etc. • Work on the vocabulary that appears on the board, asking
• Ask the students to read the them to look up the meaning in their dictionaries.
legend silently, go around the • Read the questions with the students and clarify their

110
 CLASSROOM PLANNING

room supervising the reading. doubts before they work individually on page 163 of the
book.

• Silent reading.
• Underline main ideas of the legend
EVALUATION ACTIVITIES • Relate and discriminate words.
• Locate places on the map.
• Reading pages 160 to 162.
• Guide page 163.
• Slate, marker.
EDUCATIONAL RESOURCES • Dictionary.
• Map.
• Writing notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

94 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Identify the most relevant ideas of the legend.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.

Achievement Extract implicit information and explicit information.

indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask the students to take out their notebooks and answer • Suggest that students look
your students, write it on the the following question, What would you have done, in the for information at home or in
board and ask them to read it. husband's place, when the elf appeared in your dreams? the library about the flower
• Remember the legend read in • Help them recognize the real and fantastic facts of the they selected to write the
the previous class and write down legend in activity 2 on page 164. legend.
the most relevant ideas on the • Encourage them to mention some examples to confirm • Ask them to work in groups
board. their understanding of these concepts. and present their story to the
• Ask to take out the students' • Emphasize that many times legends have no author and class to receive suggestions
book and open it to page 164. are transmitted orally. Also, tell them regarding the organization of
• Read the legend aloud to This type of text is based on a real event, but it gives the three moments of the
students, as a reminder or for fantastic explanations to the facts, that is, it explains them narrative.
students who have not attended. with logical or scientific arguments.

111
 CLASSROOM PLANNING

• Ask them to mention the legends they know and identify

where they come from and what natural phenomenon they
allude to.
• Discuss the answers to the vocabulary activity on page
165 and ask them how they identified the meaning of the
highlighted words.
• Suggest that they develop the comparison of texts out
loud. Ask them about the function of each reading, their
similarities and differences. Help them determine that both
texts have a common theme (the añañuca flower) and a
similar context, but that they have been treated from
different points of view, with different purposes and ways
of narrating.

• Work in groups.
• Underline main ideas of the legend
EVALUATION ACTIVITIES • Relate and discriminate words.
• Respond to work guide.
• Reading pages 160 to 162.
• Guide page 164, 165.
• Slate, marker.
EDUCATIONAL RESOURCES • Dictionary.
• Map.
• Writing notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

95 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD-

Express yourself verbally clearly and appropriately.
EITHER. Class
Use a good tone of voice.
learning. Respect your classmates.
Demonstrate empathy towards others, understanding the context in which they are situated.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Comment, analyze, understand, apply, remember, Create.
Expresses himself clearly to his peers.
Achievement Comment on the topic presented and explain it to your classmates.
indicators His tone of voice is adequate to be heard by everyone in the room.
Answer questions about the topic.

LEARNING ACTIVITIES
Start Development Closing
• Previously send a note to • Ask if there is any volunteer to start the lectures, if not, • Give positive reinforcement
parents regarding a dissertation choose one at random to start the lectures. to all students and comment
to be done by the students, at • Guide the students' dissertation and help manage their on how well they have done.
least 5 days in advance. complementary material, ask questions about the topic and For students who have greater
• Give each person the topic to invite the other children to do the same. difficulty, send a note to their
talk about, related to the subject • When each child finishes his or her dissertation, ask for a parents, inviting them to work
unit or another of the annual plan. round of applause for him or her and appreciate his or her at home with other topics of
Write that the dissertation must effort, motivating him or her to continue investigating interest and present it as a
deal with the topic selected by other topics. family.
the child and that it must last at • Later, follow the same process with the other students, • Remember the topics worked
least 5 minutes, bring supporting supporting those who are not so prepared and inviting all on, writing them on the board.

112
 CLASSROOM PLANNING

material and work on tone of students to present, regardless of whether they have not
voice and vocabulary. prepared their dissertation, motivating them to comment
• During class remember that on a topic of interest.
today they are going to talk about
the selected topics, ask who
prepared their talk and do a brief
survey of the topics, asking the
children who raise their hands.
• Read the class objectives and
remind them how important it is
to respect their classmates and
remain silent during lectures.

• Prepare and deliver a Dissertation.

• Ask questions before the dissertation.
EVALUATION ACTIVITIES
• Support material, flipchart, cardboard, etc.
• Slate, marker.
EDUCATIONAL RESOURCES • Data, computer.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

96 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Understand texts by applying reading comprehension strategies; for example, relate the information
EITHER. Class
in the text with your experiences and knowledge.
learning. Read meaningful texts that include words with consonant groups.
Answer questions that refer to explicit or implicit information.
They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.

Achievement Make predictions

indicators Comment on Chilean legends.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the instructions and activities on • Ask to observe the following
your students, write it on the page 166. text and its images. Then ask
board and ask them to read it. • Read one sentence at a time and allow time for students them to respond in their
• Encourage students to recognize to recognize and color the corresponding synonym. At the notebook.
some Chilean legends using some end of the work, ask for a volunteer to read all the 1. Why do you think the sea is
vocabulary words. sentences with the new terms. salty?
• Make sure everyone has the • Motivate them to make predictions based on the title and 2. Look up the following words
material needed to work on page images of the text, as a reading comprehension strategy, in the dictionary and draw
166 before reading. The materials and verify them at the end of reading. them.
are: red, blue, green, purple and • Ask them to share the pictures from the last vocabulary Beef, compadre, lumberjack,
yellow pencils. If you do not have activity. Then, review the nine words before mill.
113
 CLASSROOM PLANNING

this material, you can assign a Start reading, to avoid interruptions.

small symbol to each word, for • Ask your students to remember some of the legends
example, a star, a circle, and a worked on in this unit and which one they liked the most
triangle, to match the terms. and why.
• Comment that the next class they will read another
legend, but that they will have a preview and will be able to
look at some images and answer some questions.

• Comment legends
• Make predictions.
EVALUATION ACTIVITIES • Relate and look for the meaning of words.
• Writing and reading sentences.
• Work guide 166
• Legend images page 167.
• Slate, marker.
EDUCATIONAL RESOURCES • writing notebook
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

97 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Understand oral texts, such as legends, to obtain information and develop their curiosity about the
EITHER. Class
world: answering questions about explicit and implicit information.
learning. Read Chilean legends.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Attitudes Answer questions that refer to explicit or implicit information.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.

Achievement Make predictions.

indicators Make a summary with the three moments of the reading.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the legend silently on pages • Finally, ask the students to make a
your students, write it on the 167-170. Recommend that if they do not understand summary in their notebooks with the
board and ask them to read it. a word, they underline it and ask their questions at three moments of the reading.
• Remember the predictions the end of reading. Reconstruct sequence of actions. For
made in the previous class, • Ask students to remember their prediction and example: Home: Legend has it that a
comment that you will again work check if it came true with the question: What man named Juan always asked his
on a Chilean legend and that explanation does this legend give for the fact that neighbor for help, until one day he
today the reading will be the sea is salty? got bored and gave him a bone to
individual, therefore you must • Encourage them to check their interpretation of take to the Mandinga. Juan did it, and
respect the space and times of all the legend with the activities on page 171. in exchange the Mandinga gave him

114
 CLASSROOM PLANNING

your peers. • Explain to them that the activity consists of a magical windmill.
matching an event with what happens next. Development: Then Juan took the
• Organize students into groups of 3 or 4 members mill to his house and asked for all the
and make sure they have the necessary materials to food he wanted, as well as a lot of
represent the characters with plasticine. Another money. He greatly enjoyed the mill
alternative is to use gloss, clay or illustrating paper, with his family. One day the neighbor
color and then cut out the figures. went to visit him and Juan, to thank
• Explain the example to complete the grammatical him, gave him the windmill.
agreement table. If necessary, point out some Outcome: In the end, the neighbor
sentences that relate to your daily life. took the mill to his house and asked
for salt, and since he did not know
how to stop the mill, he had to run
out and throw it into the sea. That is
why the sea is salty.

• Make and check predictions.

• Recognition of the three moments of reading
EVALUATION ACTIVITIES • Work in group activities.
• Writing and reading sentences.
• Legend pages from 167 to 170.
• Work guide 171 and 172
• Slate, marker.
EDUCATIONAL RESOURCES • writing notebook
• Plasticine, gloss paper, clay.
• Pencil mine.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

98 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Continue working on the legends.
Understand oral texts, such as legends, to obtain information and develop their curiosity about the
EITHER. Class world: answering questions about explicit and implicit information.
learning. Understand texts by applying reading comprehension strategies; for example, relate the information
in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze.

Achievement Relate contents covered in other classes with today's class.

indicators Select legends.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask your students to take out their book and open it to • To finish the activity, invite
your students, write it on the page 173. them to visit the library to
board and ask them to read it. • Remind students of the oral nature of the legends and the select a legend from another
• Explain that the objective of this term “anonymous” that they worked on on page 164. place in the world. •Then,
class is to reinforce in students the • Ask for a volunteer to read the text and emphasize that organize them to present in
notion that legends are works of the work they read is a version of Añañuca, flor de sangre. front of the class.

115
 CLASSROOM PLANNING

oral tradition, and that the • Suggest that they find out about other versions of this
original author is not known, but legend. Tell them that the legend Why is the sea salty?, for
only a person who has written a example, has a Finnish version very similar to the Chilean
version, in this case, Victor one.
Carvajal wrote • Discuss with the students the stories have a high
Añañuca, flower of blood. It is vocabulary and are more complex, so it is recommended
also intended that they choose a that students read them with an adult.
legend to discuss with their •Send a note to parents so they can work on other readings
classmates. with their children from home.
Suggest searching on the Editex publishing site
(www.editex.es/publicacion/11-cuentos-del-antiguo-
egipto-492.aspx) you can download the first story titled The
Story.

• Select and read legends.

• Comment worked legends.
EVALUATION ACTIVITIES • Work vocabulary.

• Work guide 173

• Slate, marker.
• Computer
EDUCATIONAL RESOURCES • Proxy Notes
• AVE

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x

99 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Understand texts by applying reading comprehension strategies; for example, relate the information
EITHER. Class
in the text with your experiences and knowledge.
learning. Read meaningful texts that include words with consonant groups.
Answer questions that refer to explicit or implicit information.
They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.
Recognize consonant groups.
Achievement
Write words with the consonant groups worked on.
indicators Read a legend.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Organize students in pairs or groups, making sure that at • Check your students' reading
your students, write it on the least one of the members demonstrates ease and fluency in comprehension by asking the
board and ask them to read it. reading aloud, in order to support those students who following questions: What
• Tell your students that in this require help. natural phenomenon does the
class they will reread a legend • Motivate them to read the legend on page 174 of the legend explain? What did you
116
 CLASSROOM PLANNING

called Namibia, to expand their student's book independently and encourage them to apply think of this explanation?
knowledge of the the reading comprehension strategy, such as: commenting Why? What other explanation
world and reinforce the idea that on what they read with their peers to share their could be given to the fact that
all cultures have their own literary appreciation. the crocodile's skin is rough? If
background and, in addition, • Subsequently ask the students to write at least three we wanted to answer this
orally practice the consonant words with the consonant combinations worked on in the question with data from an
groups dr, tr, fr and br to improve legend. informative text, would we
their reading fluency. • Print the guide and give it to each student. reach the same conclusion?

• Writing and reading consonant groups.

• Read a legend.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and words with consonant groups worked on.
• Work guide 174.
• GUIDE 8 2 BASIC PRINTED BY STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Printable work guide.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

100 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Create a narrative sequence.
Understand oral texts, such as legends, to obtain information and develop their curiosity about the
EITHER. Class
world: answering questions about explicit and implicit information.
learning. Understand texts by applying reading comprehension strategies; for example, relate the information
in the text with your experiences and knowledge.
Read independently and become familiar with a wide repertoire of literature.
Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Write a legend.
Achievement
Narrate events in the three narrative moments.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Remind them of the work they did on page 165, activity 4, • Suggest a home activity,
117
 CLASSROOM PLANNING

your students, write it on the about the various species of the flowering desert. • Then, alternatively writing about the
board and ask them to read it. ask for a volunteer to read the copihue sheet aloud. flowers they had investigated
• Tell your students what they are • Ask them to remember the reading about the añañuca in the activity on page 165.
expected to do, that is, recognize and how the origin of this flower was explained. Invite them • Comment that your work will
the characteristics of our national to do the activity now in writing in their workbooks be reviewed in the next class.
flower using an information sheet individually.
on page 175 of their student • Read the steps to write a legend in conjunction with the
book, for which they are asked to course and clarify any doubts that may arise. Highlight the
take it out, to do so ask them to importance of organizing the story into the three narrative
write a legend regarding the moments and including fantastic elements.
origin of this beautiful flower. • Indicate the purpose of the text, that is, to inform about
• On the other hand, tell them the copihue.
that it is intended that they • Then motivate them to extract implicit information, for
narrate the events in example, The copihue is a protected species, whose
chronological order considering flowering takes a long time, so the authorities take care of
the narrative sequence of it so that it is not commercialized or cut prematurely.
beginning, development and • After giving the guidelines, ask them to carry out the
outcome, seen in previous classes. activity of narrating the events, according to their acquired
knowledge about the legend.

• Writing and reading legends.

• Make a narration of events
EVALUATION ACTIVITIES • Recognize explicit and implicit information
• Perform legend writing home work.
• Work guide 175.
• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

101 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5 . Stories of the world

Know how we are doing in the Unit.
Identify the most relevant ideas of the legend.
EITHER. Class
Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Evaluate acquisition of unit contents.
Achievement
Extract implicit information and explicit information.
indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing

118
 CLASSROOM PLANNING

• Discuss the class objectives with • Ask students to take out the workbook and open it to •Finally, ask the students to
your students, write it on the page 176. respond in their notebooks to
board and ask them to read it. • Remind students that this assessment must be completed some activities such as:
• Explain what this process individually. Extracting explicit information,
evaluation aims to do, that is, for • Motivate them to observe the title and images of the to find out which of the three
them to know to what extent the legend and apply the reading comprehension strategy animals was the kindest.
Learning Objectives have been related to other readings. • Make a global
met. • Invite them to share their answers to correct them. Ask understanding, so it is
• Tell that for this evaluation a some metacognition questions, such as the following: expected that they consider at
Japanese legend will be Which activity was easier to solve? Why? What activity was least one of the main
presented, from which several most difficult to answer? How did they answer it? characters or clearly express
reading comprehension questions • Request to reconstruct sequence of actions. For example: the
will be asked. Beginning: An old man lived on the moon and observes the central theme of the work, in
• In addition, it is requested to rabbit, the monkey and the fox. Development: He decided written form. Examples: the
recognize the purpose and to go down to earth disguised as a beggar to find out which kindness of the rabbit; the man
characteristics of this type of of those animals was the kindest. The fox brought him a fish in the moon and the rabbit; a
texts, which has been done a lot and the monkey brought him a lot of fruit. The rabbit found kind rabbit sees himself on the
during the Unit, also search for nothing, so he offered himself as food. Outcome: the man moon.
words in the dictionary, identify in the moon decided that the rabbit was the friendliest, and •Extract explicit information,
synonyms and apply the he took it to the moon. Since then you can see the figure of such as the rabbit figure seen
agreement between gender and the rabbit on the moon. on the moon.
number. • Guide your students and ask them to answer pages 178 • Review each child's work and
and 179 of the student book in the same way. With reinforce the correct answers
questions such as how to identify words (Beggar, hurried, on the board.
attention), complete the sentences and match each
situation.

• legend reading
• Respond to work guide.
EVALUATION ACTIVITIES • Write ideas coherently.
• Extract information from the text.
• Work guide 178-179.
• Reading pages 176 and 177.
• Slate, marker.
EDUCATIONAL RESOURCES • Student notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

102 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD

Give your opinion to a legend.
Express yourself before your course clearly and coherently.
EITHER. Class
Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Demonstrate a willingness to share ideas, experiences and opinions with others.

Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.
Give your opinion coherently.
Achievement
Extract implicit information and explicit information.
indicators Perform individual reading.

119
 CLASSROOM PLANNING

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Promote an atmosphere of tranquility to listen to the • Finally, ask students to
your students, write it on the legend Mamiña, the apple of my eye. Previously, encourage express their opinion about
board and ask them to read it. them to remember the characteristics of this type of texts. your course. To do so,
• These pages aim to develop oral Read annex 20 remember that when
comprehension of a legend and expressing themselves they
reinforce the sequencing of • Invite students to comment on the legends of the unit. must:
actions. You can refer to the challenge on page 173 of the Student • Speak loud and clear so that
At the same time, students are Text and tell them that they will do a similar activity. everyone can hear you.
expected to give their opinion by • Give reasons that support
providing clear foundations about • Remind them that giving an opinion about a text means your opinion.
the legends read during the expressing what they think about the ideas contained in it • Listen to and respect the
course. and that there are no right or wrong opinions, as long as opinions of others.
of the unit they explain their reasons or foundations.
• Invite students to read work guide 180 and respond
individually.
• Regarding the activity on page 181, ask them to respond
in their workbooks. Ask them to write from their point of
view, guided by the following phrases:
• I have chosen the legend… because I liked it…
• I loved the characters… because I learned that…
• The legend made me laugh… when…
• The story of the legend… was…

• Writing Write your opinions with reasons.

• Perform reading.
EVALUATION ACTIVITIES • Express yourself coherently before your peers on a topic.
• Writing and reading sentences.
• Work guide 180 and 181.
• ANNEX 20 PRINTED
• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.
• Legend Annex 2

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

103 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD

Write an informative text.
EITHER. Class Write informative articles to communicate information about a topic.
learning. Understand texts by applying reading comprehension strategies; for example, relate the information
in the text with your experiences and knowledge.
Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Prepare an informative text
Achievement
Recognize places where to extract information.
indicators

120
 CLASSROOM PLANNING

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives • Ask students to take out their workbook on page 182 • To work in detail on the informative
with your students, write it on and read the steps to follow, then choose a specific texts, send a note with the following
the board and ask them to location in each of the nations and work with the websites where you will find
read it. following questions: What continent and country is it information about some of the most
• Also tell your students that located on? How is it reached? Why is it known? What prominent locations in the mentioned
in this class, the goal is for is its flora and fauna like? What is the climate like? countries: China:
students to develop their What curious fact, belief or tradition can it be related http://espanol.cri.cn/chinaabc/chapter
ability to research and write to? 5/chapter50202 .htm ;
an informative article, to • Have them read the instructions and work with them Chili:
reinforce the distinction from the board. http://www.visitchile.com/es/
between reality and fiction •Later, ask them to write an informative text, destinos.htm ;
worked on throughout the following the guidelines on page 183, guide the Japan:
unit. students and go around the classroom, answering http://www.nippon.com/es/features/h1
• Remember what an questions. 0004/ ;
informative text is, to deliver •Finally, to evaluate student performance, use the Namibia:
information on a topic in a Rubric for Assessing Writing an Informational Article http://www.turismo-solidario.es/
clear and orderly manner. on page 151. africa/fichaRutas.do?id=170 and
• Remember that previously, you must explain to your http://www.minube.com/tag/de-
students what the dimensions and levels of interes-cultural-namibia-p359
performance that will be evaluated consist of.

• Writing informative text.

• Relate text to past classes.
EVALUATION • Remember characteristics of the informative text.
ACTIVITIES
• Work guide 182 and 183.
EDUCATIONAL • Slate, marker.
RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

104 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD

Read and relate.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.

121
 CLASSROOM PLANNING

Read and relate information with history and geography

Achievement
Recognize what a world map is.
indicators Write on a world map.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Show pictures of what a world map is. • Ensure your students'
your students, write it on the understanding and ask
board and ask them to read it. questions such as: What
• Tell the students that today they continent is our country on?
will learn about another graphic What other continents do you
representation: A world map, know? What countries have we
define it as a representation on a read legends about? Why do
map of the entire earth, covering you think Chile and two other
all the oceans and continents, countries are located?
there are several ways in which we featured? Invite them to
can see a world map, whether complete the boxes with the
cartographic (Maps) or on a names of Chile, Namibia and
globe, the latter is the • Tell students that world maps are mainly used to see Japan.
representation of the earth to where the divisions of the seas are, the coast lines, the
scale, the same as a world map. islands and how the continents are formed. They also help
us locate jungles, deserts, etc.
• Ask students to take out their workbooks and open it to
page 184, complete the names of the countries by
observing the countries to be completed on a data sheet or
on the sheet. Subsequently, carry out the second guided
activity from the board, at the point respond along with
your course.
• Ask them to write down their answers in their workbook.

• Relate viewed content

• Complete world map.
EVALUATION ACTIVITIES • Answer questions about a world map.
• Writing and reading sentences.
• Work guide 184
• World map. ANNEX 21 PRINTED
• Student notebook.
EDUCATIONAL RESOURCES • Slate, marker.
• Data.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

105 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Expanding the vocabulary.
EITHER. Class
Search for information on a topic in a source given by the teacher (web page, newspaper section,
learning. chapter of a book, etc.), to carry out an investigation.
Answer questions that refer to explicit or implicit information.
They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.

122
 CLASSROOM PLANNING

Skills Remember, Understand, Apply, Analyze, Evaluate.

Find meaning of words in the dictionary.
Achievement
Expand vocabulary
indicators Recognize words in different contexts.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to open their books to page 185. Ask them to • Finally, review the concepts
your students, write it on the read the instructions and complete the definition of each worked on and find out how
board and ask them to read it. word requested on the sheet. the students found their
• Reinforce with your students the • Ask them to carry out the activity without using the definitions.
importance of knowing the dictionary, this time, using their previous knowledge and Write the definitions on the
meaning of words, ask them work done in previous classes. board and correct the activity
where can we find this meaning? • Then ask them to take out their workbooks and look in the on page 185.
• Remember that it is the dictionary for the following words, which they will work on
dictionary and give the in the next class reading.
instructions for its use again. The words are the following: Folklore, bonfire, social,
custom.

• Search definition of words.

• Recognition of words in their contexts
EVALUATION ACTIVITIES • Relate and discriminate words.

• Work guide 185

• Slate, marker.
• Dictionary
EDUCATIONAL RESOURCES • Work notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

106 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Understand texts by applying reading comprehension strategies; for example, relate the information
EITHER. Class in the text with your experiences and knowledge.
learning. Understand oral texts, such as legends, to obtain information and develop their curiosity about the
world: answering questions about explicit and implicit information.
Attitudes Answer questions that refer to explicit or implicit information.
123
 CLASSROOM PLANNING

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Extract implicit information and explicit information.
Achievement Make a summary of each paragraph.
indicators Relate the words seen with the text worked on.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbook and open it to • Finally, ask them to circle the
your students, write it on the pages 186 and 187. paragraph that caught their
board and ask them to read it. Subsequently, suggest that they silently read all the attention the most and make a
• Remember some of the words paragraphs of the reading What is folklore?, discuss with drawing alluding to Chilean
worked on previously and tell the their bench partner and write the main idea of each one to folklore.
students that these are going to achieve a global understanding of the infographic. • Ask students to present their
appear in the text they are going • Remember the meaning of the words worked on in the drawings.
to read next. previous class and that are underlined in the text.
• Ask random students to comment on the main ideas
gained from their understanding of the text and review
other students' notebooks.

• Summary writing
• Recognition of words in a context.
• Relate and discriminate words.
EVALUATION ACTIVITIES • Drawing alluding to the text.
•
• Work guide 186 and 187.
• Slate, marker.
• Work notebook.
EDUCATIONAL RESOURCES • Lead pencil, eraser.
• Colored pencils.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

107 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Extract information from reading.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

124
 CLASSROOM PLANNING

Answer questions that refer to explicit or implicit information.

Understand the function of articles, nouns and adjectives in oral and written texts, and Replace them
Attitudes in various ways to enrich or specify their productions.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate,

Achievement Extract implicit information and explicit information.

indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbooks and open to • Finally, review your students'
your students, write it on the pages 188 and 189. responses regarding the work
board and ask them to read it. • Encourage reflection on the concept of folklore. Answer guides. Analyze from the
• Remember the reading worked the first questions on the board with the class, ask them to board and ask to correct the
on in the previous class and write down their impressions in their workbook. activity.
comment that you are going to • To complete the table, ask them to pretend that they are
answer some questions regarding meeting people from another country and they must tell
this reading. them about the typical foods, clothing, traditions and
legends of Chile following the examples given.
• Then ask to relate information from the text with your
acquired knowledge, such as: Clothing, language, games,
riddles and tongue twisters, among others.
• Subsequently extract implicit information, in the activity
Because they live in places with different climates and
prepare them in different ways according to their
traditions.
Relate information from the text with your knowledge, for
example that in Chile, specifically in Pomaire, crafts are
made with clay. In La Ligua they make fabrics. Curanto is
prepared in Chiloé. In Quilimarí it is said that the añañuca
was born from the love of a woman for her husband, etc.
Finally, ask them to work on vocabulary with words like:
anonymous - wisdom - shaman; zampoña - quena -
charango - bass drum.

• Make a comparison table.

• Recognize the meaning of words in their context.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Relate information from the text with your previous knowledge.
• Work guide 188 and 189.
• Slate, marker.
EDUCATIONAL RESOURCES • Work notebook.
• Pencil mine. Eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

108 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

125
 CLASSROOM PLANNING

Reading for pleasure.

Answer questions that refer to explicit or implicit information.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Extract implicit information and explicit information.
Achievement
Make representations of the read text.
indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their books and open them to • Invite students to present
your students, write it on the page 190. Comment that the title of the text is: their work and explain to their
board and ask them to read it. Sankhambi's words sweet as honey. classmates what they did.
• Tell the students that in this • Ask what they think of the title of the text and what they • Congratulate your students
section they will learn about a can predict from it. Write down your impressions on the and invite a teacher or para-
legend from Namibia to expand board. teacher to observe how
their knowledge of the world and • Motivate students to name the characteristics of the beautiful their performances
appreciate reading as an instance country where the legend comes from, with questions such turned out.
of enjoyment and pleasure. as the following: What continent is Namibia on? What is
the climate like in Africa? What is the typical clothing?
What types of animals live in that location?
• After reading, encourage them to communicate what
caught their attention most in the story, whether with a
drawing, plasticine dolls, a poem, a song or a dance.
• Give all these possibilities and ask them to make some
expression, either in their notebooks or on a piece of
cardboard (have some for students who request it).
• Allow the necessary time for all students to carry out their
representations.

• Make artistic expressions alluding to the text.

• Identify important ideas from the text.
EVALUATION ACTIVITIES • Make predictions.
• Writing and reading sentences.
• Work guide 190-193.
• Slate, marker.
• Cardboard
EDUCATIONAL RESOURCES • Clay
• Lead pencil, eraser.
• Work notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

109 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

126
 CLASSROOM PLANNING

Unit/content Unit 5. STORIES OF THE WORLD.

Answer questions about Unit topics.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.

Achievement
Answer at least 70% of the evaluation correctly.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbooks and open to • Finally, provide feedback on
your students, write it on the page 194 and 195. Comment that you are going to read the evaluation carried out.
board and ask them to read it. these two texts silently. Give the time necessary for reading • Answer students' doubts and
• Tell students that in these two and support those who find it most difficult to read fluently. reinforce weaker points of the
classes they will work on • Invite students to read the informational text and legend evaluation.
summative assessment, to comprehensively, individually. Allow enough time for them
determine the extent to which the to read and ask questions.
Learning Objectives have been • Later explain that the activity on pages 196 and 197 is
achieved. related to the informative text and the legend. Tell them
• Comment that the assessment is that they are asked to identify the purpose of the text.
made up of an informative text • Hand in a sheet to answer question No. 3 on page 197.
and a legend related to bears, Give the instructions and request the sheet for later review.
reading comprehension • Explain the guidelines of the evaluation and what will be
questions, vocabulary use, considered in it.
determining the purpose of the • Take a tour of all the students' stations and support their
texts, and consonant groups tr, br, work.
and dr.

• Writing and reading texts.

• Recognition of consonant groups.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and reading sentences.
• Work guide 196 and 197
• Informative text page 194
• Legend page 195.
EDUCATIONAL RESOURCES • Slate, marker.
• Pencil mine.
• Worksheet.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

110 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.

127
 CLASSROOM PLANNING

TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Answer questions about Unit topics.
EITHER. Class Understand texts by applying reading comprehension strategies; for example, relate the information
learning. in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

They read aloud, without making mistakes, words with consonant groups.
Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.

Achievement
Answer at least 70% of the evaluation correctly.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the following legend. Print for each • Finally ask them to do the
your students, write it on the of the students. following reading.
board and ask them to read it.
• Tell students that in this class
they will continue working on
summative assessment to
determine the extent to which the
Learning Objectives have been
achieved.
• Comment that this part of the
evaluation consists of reading a
legend and answering questions
about it and making a summary
with the three moments of the
reading. Then complete
worksheets for a summative • Ask students to summarize the legend by writing the three
assessment of the unit. parts of the reading worked on during the Unit. For this,
hand out a sheet of paper divided into three for them to 2.
write the summary. Give the necessary time and request the • Ask them to underline the
sheet for evaluation. consonant groups worked on.
• Ask questions such as When did Inuit get angry?, Do you • Review the activity and
think their anger was valid?, How did they restrain the reinforce what was worked on
animals?, How do you think the imprisoned animals felt?, in this evaluation.
etc.

• Writing and reading texts.

• Recognition of consonant groups.
• Relate and discriminate words.
EVALUATION ACTIVITIES • Writing and reading sentences.
• Writing of the three moments of reading
• Make a summary.
• Printable work guide 1 and 2.
• ANNEX 22 PRINTED FOR EACH STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Pencil mine.
• Worksheet.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

111 NO:
CLASS DESIGN

128
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 5. STORIES OF THE WORLD.

Closing the Unit.
Understand oral texts, such as legends, to obtain information and develop their curiosity about the
EITHER. Class world: answering questions about explicit and implicit information.
learning. Understand texts by applying reading comprehension strategies; for example, relate the information
in the text with your experiences and knowledge.

Answer questions that refer to explicit or implicit information.

Attitudes Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Skills Remember, Understand, Apply, Analyze, Evaluate.

Achievement Extract implicit information and explicit information.

indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the legend. The Strawberry nymph. • Finally, ask to make a
your students, write it on the Ask what they think this reading will be about. drawing alluding to the legend
board and ask them to read it. Write down your impressions on the board. they have read and present
• Ask two or three students to • Subsequently ask to begin reading the legend their drawings to their peers.
hand out the printable guide in individually, giving the necessary time for reading it. Once
Annex 23, FIRST PART. Comment the time is up, ask explicit and implicit questions about the
that today they are going to close text and make a summary on the board with the three
the World Stories Unit and that moments of the reading.
we are going to finish with the • Then ask the students to individually answer the guide in
reading of a legend, and then annex 23 SECOND PART, to do so ask two other children to
answer some questions. distribute the printable guides.
• Ask students to read the instructions and read and
understand before answering.

• legend reading
• Respond to work guide.
EVALUATION ACTIVITIES • Make allusive drawing
• Identify moments of reading.
• ANNEX 23 PRINTED FOR EACH STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

112
129
 CLASSROOM PLANNING
CLASS DESIGN NO:

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Express yourself in a coherent and articulate manner on topics of interest to you: presenting
information
EITHER. Class or narrating an event related to the topic; incorporating descriptive phrases that illustrate what was
learning. said; pronouncing appropriately and using an audible volume; maintaining proper posture.
Understand texts by applying reading comprehension strategies; for example: visualize what the text
describes; ask questions while reading.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Create.

Achievement Describe images.

indicators Write a dialogue.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbook and open it to • Ask some random students to
your students, write it on the page 198. Ask them to look at the image. Give them read their dialogues and
board and ask them to read it. enough time to look closely at the image, describe the monitor the work of all
• Tell your students that they will setting and the costumes, so that they conclude that it is a students.
be starting a new Unit and the last princess and a prince. • Check if your impressions
one for this year, Name the Unit • Later ask them to close their eyes and imagine the given at the beginning of the
and ask what its name tells them. dialogue between the characters. And then share your activity were fulfilled and
Write down your impressions on impressions. which ones were not.
the board. • Ask to take out their notebooks and write down the
•Comment that in this class we dialogue they imagined.
want them to recognize the • Later, suggest that they imagine other similar stories and
central theme and be motivated discuss them with the class.
to work on it, evoking stories
and creating, in this case, a
dialogue, based on the
observation of an image.

• Create a dialog
• Describe images.
EVALUATION ACTIVITIES • Make predictions.
• Writing and reading sentences.
• Work guide 198
• Slate, marker.
EDUCATIONAL RESOURCES • writing notebook
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

113 NO:
CLASS DESIGN
130
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Express yourself in a coherent and articulate manner on topics of interest to you: presenting
information
EITHER. Class or narrating an event related to the topic; incorporating descriptive phrases that illustrate what was
learning. said; pronouncing appropriately and using an audible volume; maintaining proper posture.
Understand texts by applying reading comprehension strategies; for example: visualize what the text
describes; ask questions while reading.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Create, Evaluate.
Describe images.
Achievement
Identify moments in a narrative.
indicators Write a dialogue.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to open their books to page 199. • Close the activity by
your students, write it on the • Encourage students to look closely at the images and then reconstructing the sequence of
board and ask them to read it. invite them to share with their classmates what happens in actions. At first, Juan built
• Comment that they are going to each of them. Choose one volunteer per vignette. himself a harmonica.
look at some images and that in • Help students answer the second question before Afterwards, he played the
an initial evaluation of this unit completing the vignettes. harmonica for a long time.
they are expected to tell a short • Ask them to write brief descriptions, explaining that they Then, he left the harmonica
story based on the vignettes that have little space, so they must summarize their opinions. and his dog Cachupín took it.
will be presented. Suggest that they give each character a name to make the Finally, Cachupín buried the
• reflect on its content and relate story more interesting. harmonica because he didn't
it to your own experiences. • Then ask them to use the answer to question 2 as an like the noise.
explanation for the last bullet. • Finally, relate information
• Invite students to comment orally if they have a pet or from the text to your
know a small animal, to complete the last activity. Then, experiences. Comparison
correct each of the activities out loud. responses with another animal
are expected.
For example: he looks like my
dog Marbles, because he also
buries things in the yard.

• Write sequences of events

• Recognition of moments of reading
EVALUATION ACTIVITIES • Writing and reading sentences.
• Work guide 199.
• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

114 NO:
CLASS DESIGN
131
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Know how to read a calendar.
Read independently and understand non-literary texts (letters and informational articles) to
entertain yourself and expand your knowledge of the world: extracting explicit and implicit
EITHER. Class
information; understanding the information provided by the illustrations; formulating an opinion
learning. about some aspect of the reading.
Search for information on a topic in a source given by the teacher (web page, newspaper section,
chapter of a book, etc.) to carry out an investigation.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Attitudes Reflect on yourself, your ideas and your interests to understand and value yourself.
Demonstrate empathy towards others, understanding the context in which they are situated.
Skills Remember, Understand, Apply, Analyze, Evaluate.
Recognize what a calendar is for.
Achievement
Identify dates on a calendar.
indicators Orally share ideas with others.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Have them check out their books on page 200 of their • Finally, suggest that they
your students, write it on the student book. apply the reading
board and ask them to read it. • Then read the title of the text and encourage students to comprehension strategy
• Ask students if they know what a comment on the use of the calendar, with questions such as Predict, based on the title of
calendar is, write down their the following: What is it for? Where have they seen a the story, the images and what
impressions on the board and calendar? Who uses it? Then, let them search and circle they have commented about
check their answers. your birthday. the calendar.
• Comment that you are going to • Discuss with the class about other important dates, such • Allow time for them to write
work with one and that you will as Christmas, New Year, the Iquique Naval Combat, their predictions in their
learn to recognize important national holidays, etc., and invite them to mark them on the notebook and then share them
dates and the number of months calendar. Do the same with the seasons of the year, starting with their classmates.
and days each one has. with the following questions: In which months is it coldest?
What clothes do we wear in January? At what time of year
do the leaves fall from the trees? Relate the months to their
respective seasons.
• Remind them that the week consists of 7 days, and that
each month is organized into, more or less, 4 weeks. Make
it clear to them
that February is a shorter month, normally 28 days and 29
days in a leap year, and that all other months have
30 or 31 days.
• Encourage them to recognize this on the calendar and do
activity 2.
• Ask for a volunteer to read the vocabulary activity. Then,
encourage them to work as a group on page 201. Highlight
that it is important to understand these words since they
will appear in the story that they will read in some readings
in the next classes.

• Recognize dates on a calendar

• Recognize new words
EVALUATION ACTIVITIES • Relate and discriminate words.
• Share experiences with your peers.
• Work guide 200 and 201.
• Slate, marker.
EDUCATIONAL RESOURCES • Writing notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x
132
 CLASSROOM PLANNING
115 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Understand texts by applying reading comprehension strategies; for example: visualize what the text
EITHER. Class describes; ask questions while reading.
learning. Read independently and become familiar with a wide repertoire of literature to increase your
knowledge of the world and develop your imagination; for example: stories.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate a willingness to share ideas, experiences and opinions with others.
Skills Remember, Understand, Apply, Analyze.
Read independently.
Achievement
Continue reading the text.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Invite students to read independently from pages 202 to • Finally suggest that students
your students, write it on the 2013. Allow enough time for reading. reread the story
board and ask them to read it. • Later invite them to listen to the reading. Since it is a work at home with the support of an
• Motivate students to read, they already know, you can ask comprehension questions adult and if new questions
comment that this will be longer like the following: For pages 202 and 203. What was arise, write them down and ask
than what they usually do, Dobrunka like? Why did the woman dislike her? What them to the teacher.
therefore, remember the rules of worried the woman most now that the girls had grown up? • Comment that the next class
behavior during reading. Tell Pages 204 and 205. What do the 12 seated men represent? they will work with a guide to
them that this is a complex and Why do they wear different colored suits? Why did evaluate what they understood
extensive read. Dobrunka recognize June by his white beard? Why did June from the story read.
• Remind them of the meanings of ask September for help with the violets, and not May?
previously seen vocabulary words. Pages 206 and 207. What do you think of Zloboga's
attitude when Dobrunka gave him the violets? What other
things could we ask of December? How will the woman and
Zloboga react when Dobrunka arrives with the
strawberries?
Pages 208 and 209. What explanation will Dobrunka give
to the months when they see her again in the snow? Why
did the trees turn yellow and fall their leaves when March
helped Dobrunka? How did Zloboga react when her sister
brought her the apples?
Pages 210 and 211. Why did Zloboga's mother try to
convince her not to go out looking for apples? What does
the phrase “spoiled children don't listen to anyone” mean?
Why did June frown and raise her cane?
Pages 212 and 213. What do you think happened to
Zloboga and his mother? Why? What happened to
Dobrunka and the house? What did you think of the
ending?
• Ask students to write down their questions on paper and
collect their questions, then read them and answer them in
front of the class.
• Recognition of sight words.
• Answer explicit and implicit questions.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Reading pages 202 to 213
• Slate, marker.
EDUCATIONAL RESOURCES • Papers, pencils.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x
133
 CLASSROOM PLANNING
116 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Work on understanding the text from the previous class.
EITHER. Class
Understand texts by applying reading comprehension strategies; for example: visualize what the text
learning. describes; ask questions while reading.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
Attitudes personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Create, Evaluate.
Recognize explicit and implicit information.
Achievement
Answer questions related to the text.
indicators Identify words in their context.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Have them take out their workbooks as they will be • Review the answers from the
your students, write it on the answering the questions on pages 214, 215, and 216. board and ask the students to
board and ask them to read it. • Explain the first two questions and ask them to solve them carry out a self-assessment of
• Remember the reading from the individually. Then, invite them to share their answers. the answers they answered in
previous class and allow 5 to 10 • Organize students into groups of 4 and make sure each the groups formed.
minutes to answer questions that team has the necessary materials: pencil, eraser, and a
arise about the reading from the piece of paper. Give them time to write their questions
previous class. regarding the characters in the story.
• Ask which students worked on • Invite them to exchange the cards with other groups and
reading at home and if this comment on their opinions. Highlight the importance of
helped them to have a better clearly expressing the opinion and justifying it.
understanding. • Motivate students to develop the first activity
independently. Remind them of the work done on page 93.
Draw two graphic organizers on the board, one for each
character, and encourage them to copy it, leaving enough
space to complete it. You can enrich this work by making an
organizer of the physical and psychological description of
the character, similar to the one on page 99.
• Comment on questions 2 to 5 and then ask them to write
the comments in their notebooks.
• Ask them to mention the work that Dobrunka did at
home.
• Ask for some volunteers to model the use of commas in
enumeration.
• Propose them to record the differences and similarities of
both texts in their notebooks.

• Use commas in enumeration.

• Recognition of words in their context.
EVALUATION ACTIVITIES • Team work.
• Writing and reading sentences.
• Work guide 214, 215 and 216.
• Slate, marker.
• pencil eraser
EDUCATIONAL RESOURCES • Piece of paper
• Workbooks.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

117 NO:
CLASS DESIGN

134
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Search for information on a topic in a source given by the teacher (web page, newspaper section,
chapter of a book, etc.) to carry out an investigation.
EITHER. Class Express yourself in a coherent and articulate manner on topics of interest to you: presenting
learning. information
or narrating an event related to the topic; incorporating descriptive phrases that illustrate what was
said; pronouncing appropriately and using an audible volume; maintaining proper posture.
Actively participate in group conversations about texts read or heard in classes or topics of interest:
Attitudes expressing their ideas or opinions; asking questions to clarify doubts; showing empathy in situations
expressed by others and respect for taking turns.
Skills Remember, Understand, Apply, Analyze, Create, Evaluate.
Discuss your opinions with your peers.
Achievement
Express your preferences.
indicators

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask to open your workbooks on page 217. • Finally, explain the activity in
your students, write it on the • Discuss with students the illustrations in the unit entries the Challenge capsule.
board and ask them to read it. and the cover of the textbook. • Encourage them to give Encourage them to search
• Tell your students that in today's their opinion about these works and reflect on how they online, in the school library,
class they are expected to get were created. Invite them to read about the author of these and at home, and then share
closer to the creative process of images. the material with the class, and
the works, for this they will • Check your understanding of the text by asking questions relate it to each station.
introduce the illustrator of the such as the following: Why do you think he tells us about his
cover and the beginnings of the kitchen photography? Since when did he want to be an
book's unit through a short first- illustrator? What other things would he have liked to be?
person story. Explain what you What do you think of these? professions or trades? Do you
mean in the first person and give think he chose his occupation well? What types of drawings
examples of it. does Martín not like to make? What does he mean by the
• Comment that two relative “magic wand pencil”?
activities are also presented • Present the book Traditional Games by María Angélica
to poetic folklore: the suggested Ovalle, comment that this work aims to rescue the
reading of tongue twisters, games traditional games of many generations in our country, such
and songs typical of Chile and the as Little Blind Hen, La Ronda de San Miguel and El
search for riddles related to Pimpirigallo. Use this book to enhance, in a playful way,
natural phenomena, to reinforce oral expression work and reading fluency.
what has been seen about the
weather in the different seasons
of the year.

• Answer explicit and implicit questions.

• Recognition of typical Chilean games
EVALUATION ACTIVITIES • Search for information in other sources (internet).
• Perform reading
• Reading page 217.
• Slate, marker.
EDUCATIONAL RESOURCES

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

118 NO:
CLASS DESIGN
135
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Read independently and understand non-literary texts (letters and informational articles) to
EITHER. Class entertain yourself and expand your knowledge of the world: extracting explicit and implicit
learning. information; understanding the information provided by the illustrations; formulating an opinion
about some aspect of the reading.
They identify a sound or sound patterns in heard sentences.
Attitudes They recognize the beginning and ending sounds of words.
Skills Remember, Understand, Apply, Analyze, Evaluate.

Achievement Recognize gue-gui-güe-güi sound.

indicators Write words with gue-gui-güe-güi.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to read the text on page 218 of the • Finally, ask students to complete
your students, write it on the student's book. the following printable guide.
board and ask them to read it. • Motivate students to look at the images and apply
• Comment that this class is the reading comprehension strategy: Relate the text to
intended for students to expand others they already know.
their knowledge of the world by • Remember again what we saw in previous units about
reading curious facts about the sound of the letter g in the syllables ge, gi, gue and
animals. Also, they must gui.
recognize the sound of the • Explain to them that to pronounce the vowel u we
syllabic combinations güe and add the creams over it, as if they were two little dots
güi, so that they can use them in that are drawing the reader's attention. • Write some
writing and improve their examples on the board (umbrellas, guagüita, stork,
reading fluency. shame, etc.).
• Remember the letters as • Ask for some volunteers to read the text aloud and
worked in the previous units and take turns, correcting whenever necessary.
copy them on the board.

•Recognize gue-gui-güe-güi sound.

Write words with gue-gui-güe-güi.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and reading sentences.
• Printable work guide
• Reading page 218.
EDUCATIONAL • Slate, marker.
RESOURCES • Pencil mine.
• Eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

119 NO:
CLASS DESIGN
136
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Know the characteristics of email.
Read independently and understand non-literary texts (letters and informational articles) to
entertain yourself and expand your knowledge of the world: extracting explicit and implicit
EITHER. Class
information; understanding the information provided by the illustrations; formulating an opinion
learning. about some aspect of the reading.
Search for information on a topic in a source given by the teacher (web page, newspaper section,
chapter of a book, etc.) to carry out an investigation.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Skills Remember, Understand, Create, Apply, Analyze, Evaluate.
Recognize characteristics of an email.
Achievement
Know advantages and disadvantages of emails.
indicators Write an email.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbooks and open them • Finally ask your students to
your students, write it on the to page 219. reflect on Identify the type of
board and ask them to read it. • Choose a volunteer to read the first text. Then, encourage text, they are expected to
• Comment that during this class them to develop the two activities orally, and share their answer that it is: an e-mail or
the specific objective is for experiences regarding this type of texts with questions such email.
students to know the usefulness as: Have they ever received or written an e-mail? To whom? Then identify the purpose of
of e-mail and identify its For what purpose? ; What precautions should we take to the text, for example that we
structure. send an e-mail? use it to communicate with
• Also, tell them that they will • Explain each of the parts that make up an e-mail (header, people who are far away, when
work on core reading body, signature) with questions such as the following: Who we don't have their phone or
comprehension and, is this e-mail addressed to? How do we know? Who wrote we want to send something in
fundamentally, creative writing it? What does it need? ´ writing more quickly.
based on a given situation. • Ask students to write an email. From some examples, such
as:
Dear Dobrunka,
I'll talk to my friend December so that together we can help
you get some watermelons. Go tonight to the place where
we always meet.
A hug, January.
• Finally, in relation to e-mail, comment on the following
advantages: it is free and its sending and receiving are
immediate. Also comment on its disadvantages, such as: the
need for a computer with Internet access, which is not
found everywhere.

• Recognize characteristics of an email.

• Write an email.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and reading sentences.
• Work guide 219
• Slate, marker.
EDUCATIONAL RESOURCES • Computer.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

120 NO:
CLASS DESIGN

137
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Write complex sentences to dictation.
EITHER. Class
Work on vocabulary.
learning. Reflect on your successes and mistakes.
Reflect on yourself, your ideas and your interests to understand and value yourself.
Attitudes Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.

Remember, Analyze, Understand, Evaluate.

Skills
They write the dictated sentences correctly.
Achievement They review and correct grammatical errors.
indicators Present good spelling.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Try to ensure that the dictated sentences go in gradual • Finally, invite them to
your students, write it on the board complexity from less to more extensive, being able to comment on the most frequent
and ask them to read it. evaluate literal and accentual spelling. errors they had in the dictation
• Students and parents are notified in • It is also requested to create a rewriting exercise that and reinforce the dictated
advance that a Dictation will be meets the objective of “realizing the error”, so that letters and sentences.
carried out, they are explained how it learning emerges later. • Evaluate the dictation and
will be carried out and how they • Start dictation. Write the following sentence in front send it home for review with
should study with the students. of number 1: The legends of our country show us a great parents and guardians.
• Use dictation to also evaluate repertoire of our culture and popular beliefs.
spelling. • Go around the stalls and observe the children's
• For the dictates suggested in the performance.
planning to be effective and efficient, • Give some time to write the sentence and continue
we suggest that in their with #2, following the same exercise until completing
implementation they acquire a higher 10 sentences.
level of demand for the most • Ask the children to put down their pencils and remain
advantaged students. For this, the silent.
competencies and abilities of the • Review the dictation with the children, write the
students must be evaluated and those sentences on the board and ask the students to review
who need support must be theirs and see their successes and errors, ask them to
supported. are more disadvantaged correct their dictation and remove it, then ask them to
with learning strategies. write the sentences on the board in their notebooks.
•After this explanation, invite the
students to save everything and
prepare for the dictation, hand out
the dictation sheet, numbered from 1
to 10.
• Divide the dictation into groups,
only if necessary, according to the
students' abilities.

•Write to dictation.
EVALUATION ACTIVITIES •Correct spelling errors.
•Writing complex sentences.

•Writing notebook.
EDUCATIONAL RESOURCES •Sheets, lead pencil, eraser.
•Blackboard, marker, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

138
 CLASSROOM PLANNING
121 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Remember synonyms and antonyms.
EITHER. Class Demonstrate understanding of the narratives read: extracting explicit and implicit information;
learning. reconstructing the sequence of actions in the story; identifying and describing the physical
characteristics and feelings of the different characters
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Know, Understand, Apply, Evaluate.
Achievement They differentiate between synonyms and antonyms.
indicators They write synonyms and antonyms.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Invite students to know the difference between synonyms • Finally, review the cards with
your students, write it on the and antonyms, define them and ask them to give you the students from the
board and ask them to read it. several examples. blackboard.
• Invite your students to sit in their Submit this printable work sheet. • Ask to take out their
places and remain silent. workbooks and ask them
• Comment that today you are individually to write two
going to work with the concepts synonyms for words of their
of synonyms and antonyms. choice and two antonyms.
• Ask if anyone knows or
remembers the concept, explain
that synonyms are a grammatical
category that is used to name the
same thing, but in another word,
for example: pretty-beautiful,
while antonyms are the opposite,
such as: clean -dirty.
• Write some examples on the
board.
Ask students to work the worksheet in pairs.

• Writing synonyms and antonyms.

• Recognition of words that mean the same and opposite.
EVALUATION ACTIVITIES • Relate and discriminate words.
• Writing and reading sentences.
• Guide 9 PRINTED COPY FOR EACH STUDENT
• Slate, marker.
EDUCATIONAL RESOURCES • Writing notebook.
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

122 NO:
CLASS DESIGN
139
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Understand texts by applying reading comprehension strategies; for example: visualize what the text
EITHER. Class describes; ask questions while reading.
learning. Read independently and become familiar with a wide repertoire of literature to increase your
knowledge of the world and develop your imagination; for example: stories.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes They identify a sound or sound patterns in heard sentences.
They recognize the beginning and ending sounds of words.
Skills Understand, Remember, Evaluate, Analyze, Create.
Extract explicit and implicit information.
Achievement
Issue opinions.
indicators Reconstruct action sequences.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Ask students to take out their workbooks and open them • Finally, ask to write to
your students, write it on the to page 220. Remind them that they will work individually. express your ideas Example
board and ask them to read it. • Comment that the reading is up to page 222 and that answer: the snail had eyes of a
• Comment that this class seeks to later they will answer some questions related to the text. frog, feet of a chicken, wings
observe the students' ability to Encourage them to read the questions first and ask their of a dove
extract information in a reading, questions. and bee antennae.
as well as recounting the three • Allow enough time for them to read silently. Then ask to • Correct the writing of the
narrative moments in writing. The extract explicit information. Example: A carp convinced words with: güe, güi. For
use of commas in enumeration in him. example: the baby cried a lot;
the context of a description of a Ask them to give an opinion. Responses like the following storks fly high; My stomach
fictional character, and the use of are expected: I think it is very bad, because when someone hurts, I'll have a little water;
güe and güi in a text will also be is lent something, they must return it; promises must be My friend is very picky. Correct
evaluated. kept. the activity on page 223 out
• Later invite them to work, page 223. loud.
Requesting to reconstruct sequence of actions. What
happened? The New Year was celebrated. When I pass? A
long time ago. Where did it happen? In China.
• Finally ask to reconstruct a sequence of actions and write
it in their notebooks. For example Home: the dragon
wanted to look good for the New Year celebration and
asked the peacock for its antlers.
Development: the peacock refused, until a carp convinced
him and passed his antlers to the dragon. The dragon
received congratulations from all the people and even the
emperor granted him the gift of flying.
Outcome: The peacock asked the dragon to give him back
his antlers, but the dragon did not do so. The peacock,
angry, began to scream and chase the dragon, and since
then he does that when he is upset.
• Writing and reading the letters seen.
• Recognition and writing of moments of reading
• Relate and discriminate words.
EVALUATION ACTIVITIES • Express opinion
• Recognize güe, güe.
• Work guide 223
• Reading pages 220-222.
EDUCATIONAL RESOURCES • Slate, marker.
• Writing notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x
123 NO:
CLASS DESIGN
140
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Demonstrate understanding of the narratives read: extracting explicit and implicit information;
EITHER. Class
reconstructing the sequence of actions in the story; identifying and describing the physical
learning. characteristics and feelings of the different characters; recreating, through different expressions
Demonstrate a willingness to share ideas, experiences and opinions with others.
Attitudes Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.

Achievement Present a summary of a story.

indicators Describe characters.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Encourage the formulation of predictions by observing • Invite them to remember the
your students, write it on the the title of the work. stories read during the year.
board and ask them to read it. • Ask for a volunteer to remember the characteristics of a Then, encourage them to
• Also comment that in this class story and invite them to listen to the story silently. choose just one story, share it,
oral comprehension of a story will • Then hand out annex 4 in print and ask the students to especially some of those
be developed and the read it carefully. stories, choose their favorite
identification of characters based •Motivate them to read the questions before listening to and comment on the reasons
on their character will be the story, in order to focus their attention on the for their choice.
reinforced. mentioned elements. From page 224 extract explicit and Explain each of the steps they
description. Regarding oral implicit information, ask them to carry out this activity must follow to present a
production, students will present individually. favorite story.
a story, revealing basic elements, • Finally, on page 225, ask them to choose the story they
such as title, characters, setting liked the most to share it with the class and explain in a 3-
and problem, and sharing their minute presentation why they liked it.
opinions about the work in a well- Ask them to follow the instructions on page 225.
founded manner.

• Choose a story.
• present a story
EVALUATION ACTIVITIES • Describe characters.
• Recognize basic elements of the story.
• Work guide 224 and 225.
• Annex 4.
• Slate, marker.
EDUCATIONAL RESOURCES • writing notebook
• Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

124 NO:
CLASS DESIGN
141
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Write a letter.
Express yourself in a coherent and articulate manner on topics of interest to you: presenting
EITHER. Class
information
learning. or narrating an event related to the topic; incorporating descriptive phrases that illustrate what was
said; pronouncing appropriately and using an audible volume; maintaining proper posture.
Write complete sentences to convey messages.
Attitudes They write messages to others.
They write understandable sentences.
Skills Remember, Understand, Evaluate, Relate, Create.

Achievement Recognize characteristics of a letter.

indicators Write a letter.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Help students identify that an e-mail differs from a letter • Finally, review the
your students, write it on the in the sending time, and recognize the elements that are preparation of the students'
board and ask them to read it. needed to send it (name, last name and address). letters individually and provide
• Comment that what is expected • Ask for two volunteers to read the content and recognize general feedback from the
of students in this class is that they the structure of the letter. To do this, rely on the work board.
reinforce writing by producing a guides on pages 226 and 227 of the student book. • Give additional support to
letter. • Check understanding with the following questions: Who those students who had
Ask them if they remember what wrote the letter? With what intention? Who did he write it greater difficulty.
characteristics a letter should to? Where was the dragon when he wrote the letter?
have. Remember along with them. • Motivate them to write a letter by following the steps of
• They are expected to develop the writing process. Clarify any doubts that arise during the
their creative capacity by relating development of the written production.
real-life events, expressing • To evaluate student performance, use the Rubric for
feelings and respecting the Assessing Letter Writing on page 179. Previously, explain to
structure of this type of text. them what the dimensions and levels of performance that
will be evaluated consist of.

• Writing and reading a letter.

• Relate and discriminate words.
EVALUATION ACTIVITIES • Writing and reading sentences.
• Work guide 226 and 227
• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

125 NO:
CLASS DESIGN

142
 CLASSROOM PLANNING

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Read a biography.
Understand texts by applying reading comprehension strategies; for example: visualize what the text
EITHER. Class
describes; ask questions while reading.
learning. Read independently and become familiar with a wide repertoire of literature to increase your
knowledge of the world and develop your imagination; for example: stories.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness to share ideas, experiences and opinions with others.
Skills Remember, Understand, Evaluate, Relate, Create.

Achievement Read a biography.

indicators Search for information on the internet.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Encourage students to look at the images and the title of • Close the activity by
your students, write it on the the reading. Propose them to ask questions from the text remembering what you
board and ask them to read it. about what they want to know about van Gogh, as a observed in works of art and
• Remind them of the reading comprehension strategy. the reading of the
characteristics of the seasons of • Tell them that the reading on page 230 consists of a short biographical text about
the year and the activities they biography and several letters. Then, allow enough time for Vincent van Gogh.
did on page 200. them to read silently. • Also remember the reading
• Have them open their books to • Finally, invite them to do the internet activity as a group. of the cards related to the
page 228 to answer the questions • Explain the activities to them and ask them to carry them theme of the central reading
before reading. out individually. and the purpose of developing
• Then, comment on the • Do the first activity on page 233 with the students. the aesthetic sense, the ability
importance of supporting your Suggest that they underline part of it with a different color to recognize, represent and
answers. and then circle the elements of the painting with the same make a description, and know
• Motivate them to describe out color. words that are related to art.
loud each of the works of art • Organize a visit to the library to research van Gogh and do
presented and identify the season the last three activities.
of the year to which they are • Designate a space in the classroom for students to display
related. their creations.
• Afterwards, read the instructions
on page 229 with them and ask
them to answer the questions.

• Biography reading.
• Answer explicit and implicit questions.
EVALUATION ACTIVITIES • Conduct research on the internet.
• Work in a group.
• Work and reading guide pages 228 to 233.
• Slate, marker.
• Computer
EDUCATIONAL RESOURCES • Internet.
• Color highlighters.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

143
 CLASSROOM PLANNING
126 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Express yourself in a coherent and articulate manner on topics of interest to you: presenting
information
EITHER. Class or narrating an event related to the topic; incorporating descriptive phrases that illustrate what was
learning. said; pronouncing appropriately and using an audible volume; maintaining proper posture.
Understand oral texts, such as stories, to obtain information and develop curiosity about the world:
answering questions about explicit and implicit information.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness to share ideas, experiences and opinions with others.
Skills Remember, Understand, Evaluate, Relate, Create.

Achievement Make predictions.

indicators Use reading comprehension strategies.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Invite students to read the title of the reading, to do so • Finally, after they look in the
your students, write it on the ask them to open their workbooks to page 234, ask them to library for other Toad and
board and ask them to read it. look at the illustrations. Toad stories, ask them to
• Tell your students that in this • Then propose to them to apply the reading choose one to read and with
class they are going to read a comprehension strategies so that they relate to other materials such as plasticine,
story based on friendship, in readings in this unit and make predictions about the story. gender or another,
which Toad writes a letter to • Organize a visit to the library to see other works by Toad characterize the characters.
Toad. and Toad, and thus choose the fragment they will • Ask them to present to the
• They will investigate other represent. class a brief recreation of the
stories where these same • Encourage reading as a pleasure of learning new things part they liked the most from
characters participate, and they and the enjoyment of reading. the story.
will be able to recreate them with
materials such as plasticine,
gender or others, thus giving
them a playful connotation at the
time of reading.

• Make predictions.
• Choose texts from the library
EVALUATION ACTIVITIES • Relate readings
• Make creations from reading.
• Reading pages 234 to 237.
• Slate, marker.
• Books
EDUCATIONAL RESOURCES • Plasticine, gender.
• Glue.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

144
 CLASSROOM PLANNING

127 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

EITHER. Class
Read silently books chosen individually by the students.
learning. They comment on what they have read among their peers and present in front of the class.

Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Remember, Understand, Analyze, Create, Evaluate.
Skills
They read a text individually.
Achievement
Summarize a read text.
indicators They discuss a text as a group.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with •Ask each student to go to the classroom library and •Finally, ask each student to write
your students, write it on the board choose, according to their preference, one of the a summary of what they read in
and ask them to read it. books that are in it. their notebooks and make a
• Write and read with the students • Students autonomously choose books of interest drawing alluding to their reading.
the objective of today's class. from the classroom library. •Review each student's notebooks
• Perform an activation of prior •Once everyone chooses their book, they are asked and comment on their work.
knowledge, asking students, How to read silently an excerpt from the text or story, as • Choose a book at random from
many of you read at home? Why do chosen. those selected by them and read it
you think it is important to read? the •Later, they are asked to get together in groups of to the students to close the class,
students give their opinion. four students and comment on the text read. we remember reading opens a
• Comment on the importance of new world for us.
reading and the great information
and knowledge that different types of
texts provide us.
• Comment on what types of texts
you have seen in the unit.
•Ask the students' opinions and write
down their impressions on the board.

•Comment on the individual reading as a group.

•Write a summary of what you read.
EVALUATION ACTIVITIES •Make a drawing alluding to your reading.

•Blackboard, marker,
•Student notebook,
EDUCATIONAL RESOURCES •various reading books, use of classroom library
•Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

145
 CLASSROOM PLANNING

128 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

EITHER. Class Search for information on a topic in a source given by the teacher (web page, newspaper section,
learning. chapter of a book, etc.) to carry out an investigation.
Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Attitudes Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Know, Analyze, Evaluate, Create.
They select a topic.
Achievement
Understand definition of dissertation
indicators They write the instructions.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Write the definition of Dissertation on the board and read • Finally, ask them to write the
your students, write it on the it aloud with your students: Remind them that the topic of their interest in their
board and ask them to read it. dissertation consists of an oral presentation in which a topic notebooks and ask them to
• Ask students how many times is developed with the intention of thoroughly analyzing one prepare a dissertation on that
they have had to give a or more of its aspects, presenting a point of view and invite topic. To do this, follow the
dissertation. new reflections. following instructions.
Discuss with them they prepared Discuss each part of the definition with them so it is clear. What support material did you
for the dissertation. Listen to their • Then invite students to write the title of their dissertation request?
impressions and experiences and the most important points in their notebooks. Write on a sheet of paper
about the topic worked on in the • Subsequently, hand out magazines and newspapers so where you acquired the
Unit. that they can see different types of information and ask to information and by what
• Show a video or an image of a search them for a topic of interest. means.
dissertation downloaded from the • Then ask each child about their preferences and why the • Check that all students have
web, where children speak and characteristics discussed on the topic catch their attention. written the instructions in their
comment together on what they notebooks and support those
observed. who have the most difficulty.

•Comment definition of Dissertation.

• Write information.
EVALUATION ACTIVITIES •Theme selection.

•Blackboard, marker.
•Writing notebook.
•Lead pencil, eraser.
EDUCATIONAL RESOURCES •Magazines, newspapers.
•Cardboard
• Data.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

146
 CLASSROOM PLANNING

129 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

EITHER. Class Freely invent a Story based on a given illustration, taking care of the spelling.
learning.
Read stories and poems comprehensively, enjoying their content.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
Attitudes knowledge that can be obtained through it.
Demonstrate a willingness to share ideas, experiences and opinions with others.

Understand, Recognize, Analyze, Apply, Create.

Skills
They write their own texts.
Achievement They use spelling aspects.
indicators They recognize proper and common nouns.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • They are asked to write a story or short story based on the • Then ask some students at
your students, write it on the following illustration. random to read their
board and ask them to read it. compositions and review the
• It is commented that the work of the other students.
purpose of the activity is for them • Finally, invite them to
to be able to produce their own develop their creativity and
literary forms, but that to do so organizational skills by setting
they must pay attention to and up an exhibition with their
review the calligraphic and work and the school
orthographic aspects of a text community is invited to visit it.
very well.
• For this activity, remember the
orthographic aspects worked on
in previous classes, regarding They are asked what elements are in the image and they
points, signs and letters seen. are written down on the board.
• An image chosen according to • Then you are asked to write a one-page text with a
the units treated is pointed out beginning, development and end.
and shown to the students. • Common and proper nouns are asked to highlight with
colors.
• Subsequently, they are asked to draw common and
proper nouns on a block sheet, given by you, related to the
text they created.

• Write a text.
• Comment on an image.
• Recognize nouns.
EVALUATION ACTIVITIES • Use spelling aspects.
• Use punctuation aspects.

• Writing notebook
ILLUSTRATION ANNEX 24 PRINTED
• Image.
EDUCATIONAL RESOURCES • Blackboard, marker.
• Lead pencil, eraser.

147
 CLASSROOM PLANNING

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

130 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

EITHER. Class
Know the meaning of new words, by reading texts.
learning.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Demonstrate willingness and interest in sharing ideas, experiences and opinions with others.
Attitudes Demonstrate willingness and interest in expressing oneself creatively through oral and written
communication.
Carry out tasks and work in a rigorous and persevering manner, in order to develop them in an
appropriate manner to the purposes of the subject.
Skills Understand, Recognize, Evaluate, Analyze.
They recognize the meaning of new words.
Achievement They increase their vocabulary.
indicators They write meanings.
They comment on the meanings of new words with their words.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Start reading the data on the printable page with them • Subsequently ask the
your students, write it on the and discuss with the students the meaning of the words and students to explain in their
board and ask them to read it. underline the correct one. own words the meaning of the
• Ask if they remember what it concepts searched in the
means to increase vocabulary. • dictionary. Each student is
Explain what it means to acquire asked a random word, it does
knowledge of new words and not matter if some students
integrate them into your speech. repeat them.
• Remember that to know the • Review the writing
meaning of new words we use the notebooks, while students
dictionary. Comment again about discuss with their benchmates.
how to look up words
alphabetically.
Ask them to choose any word and
do the exercise with them.

• Ask to take out your writing notebook and write after the
title, I increase my vocabulary, the highlighted words and
look for a brief definition for each of them.
• Then ask them to construct coherent sentences using
these words.
• Look for words in the dictionary.
• Make sentences.
EVALUATION ACTIVITIES
•Blackboard, marker.
ANNEX 25 PRINTED COPY FOR EACH STUDENT
EDUCATIONAL RESOURCES •Pencil, eraser.

148
 CLASSROOM PLANNING

• Writing notebook.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x

131 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Evaluate the Unit.
EITHER. Class Actively participate in group conversations about texts read or heard in classes or topics of interest:
learning. expressing their ideas or opinions; asking questions to clarify doubts; showing empathy in situations
expressed by others and respect for taking turns.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness to share ideas, experiences and opinions with others.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Evaluate acquisition of unit contents.
Achievement
Extract implicit information and explicit information.
indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• Discuss the class objectives with • Motivate students to read the traditional Chilean story • Review the text, preparing a
your students, write it on the The King Has Cachito, from page 138 of the reading book, summary with the three
board and ask them to read it. ask them to do it individually and in an atmosphere of moments of reading, writing
• Tell them that in these two silence and tranquility. Help them ask questions about what them on the board.
classes the goal is for students to happens in the story as they read.
learn another traditional Chilean • Encourage students to extract explicit information, e.g.
story, answer reading He has little bits on his head.
comprehension questions, and Relate information from the text to your experiences, such
master new vocabulary words. as: Yes, sometimes things happen to me that I am
To do this, they will answer embarrassed to let others know about.
questions about explicit Extract explicit information, what do you think?...
information and Give an opinion. They are expected to write advice like the
Implicitly, they will write a letter following: Dear king, it is best that you accept the little bits
posing as a character and will that you have in your head.
represent the story as a group. • Work on questions for students throughout the text,
• From these evaluations we will reinforcing reading and understanding.
see how much they have learned.

• Evaluate acquisition of unit contents.

• Extract implicit information and explicit information.
EVALUATION ACTIVITIES • Recognize main ideas.

149
 CLASSROOM PLANNING

• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

132 NO:
CLASS DESIGN

Language and
SUBJECT COURSE Second basic. SEMESTER 2°
communication.
TEACHER) DATE HOURS 2

Unit/content Unit 6. STORIES FROM THE PAST.

Evaluate the Unit.
EITHER. Class Actively participate in group conversations about texts read or heard in classes or topics of interest:
learning. expressing their ideas or opinions; asking questions to clarify doubts; showing empathy in situations
expressed by others and respect for taking turns.
Demonstrate interest and an active attitude towards reading, aimed at enjoying it and valuing the
knowledge that can be obtained from it.
Attitudes Demonstrate willingness to share ideas, experiences and opinions with others.
Demonstrate respect for diverse opinions and points of view, recognizing dialogue as a tool for
personal and social enrichment.
Skills Remember, Understand, Apply, Analyze, Evaluate, Create.
Evaluate acquisition of unit contents.
Achievement
Extract implicit information and explicit information.
indicators Recognize main ideas.

LEARNING ACTIVITIES
Start Development Closing
• • Discuss the class objectives to • Remember the reading from the previous class and make • Review answers from the
your students, write it on the a brief summary with the students. board with students.
board and ask them to read it. • Subsequently ask for a volunteer to read the activities on Ask everyone to check their
• Tell them that we are going to page 242 and allow time for them to ask their questions. answers and correct their
continue the evaluation from the • Then, invite them to answer the activities in their work.
previous class and that they will notebook, guide their work. •Review the Unit guidelines
answer reading comprehension • Finally, correct out loud, from the board and make it easy and allow time for them to ask
questions and master new for them to correct their answers. questions about the evaluation
vocabulary words. • Tell them that on page 243 they must write a letter or other content of the Unit.
To do this, they will answer considering the writing elements learned over the course of
questions about explicit the school year.
information and
implicitly, they will write a letter
posing as a character and
represent the story as a group.
• From these evaluations we will
see how much they have learned.

• Evaluate acquisition of unit contents.

• Extract implicit information and explicit information.
EVALUATION ACTIVITIES • Recognize main ideas.

150
 CLASSROOM PLANNING

• Slate, marker.
EDUCATIONAL RESOURCES • Lead pencil, eraser.

BLOOM – ANDERSON LEVELS WORKED

REMEMBER GRASP APPLY ANALYZE ASSESS CREATE

x x x x x x

151