Copia de 6th Lead Tres

6th Grade
Aluzo Online Activities S&S

Book 3
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Amco Planning Calculator by Lesson Target Time 60 MIN Dashboard
Lesson 1 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Total minutes
Daily Routine 35 10 10 10 10 10 10 10 105
PHSV 20 20 20 0 0 0 0 0 60
Listening C 0 0 20 0 0 0 0 20
Oral Exp 0 0 25 0 0 0 0 25
Reading 0 0 0 45 30 20 0 95
Writing 0 0 0 0 0 0 0 45 45
Language 0 25 25 0 0 15 25 0 90
Cool Down 5 5 5 5 5 5 5 5 40
Total minutes 60 60 60 60 60 60 60 60 480
Remaining time 0 0 0 0 0 0 0 0
Additional Online Activities
Daily Routine 10 10 10 10 10 10 10 10 80
PHVS 20 20 20 0 0 0 0 0 60
Listening Comp 0 0 20 0 0 0 0 20
Oral Expression 0 0 25 0 0 0 0 25
Reading 0 0 0 45 30 20 0 95
Writing 0 0 0 0 0 0 0 45 45
Language 25 25 25 0 0 15 25 0 115
Cool Down 5 5 5 5 5 5 5 5 40
Total minutes 60 60 60 60 60 60 60 60 480
Daily Routine 10 10 10 10 10 10 10 10 80
PHVS 20 20 20 0 0 0 0 0 60
Reading 0 0 0 45 30 20 0 95
Writing 0 0 0 0 0 0 0 45 45
Language 25 25 25 0 0 15 25 0 115
Cool Down 5 5 5 5 5 5 5 5 40
Total minutes 60 60 60 60 60 60 60 60 480
Daily Routine 10 10 10 10 10 10 10 10 80
PHVS 20 20 20 0 0 0 0 0 60
Reading 0 0 0 45 30 20 25 120
Writing 0 0 0 0 0 0 0 20 20
Language 25 25 25 0 0 15 25 0 115
Cool Down 5 5 5 5 5 5 5 5 40
Total minutes 60 60 60 60 60 60 60 60 480
Wrap Up Day 33 Day 34 Day 35 Day 36 Total minutes
Daily Routine 10 5 5 5 25
PHVS 0
Listening Comp 0
Oral Expression 0
Reading 0
Writing 25 20 20 20 85
Language 20 20
Unit Assessment 30 30 30 90
Cool Down 5 5 5 5 20
Total minutes 60 60 60 60 240
Remaining time 0 0 0 0
close lesson?
read entrep mindset

Lesson 1 Day 1 Day 2 Day 3 Day 4 Day 5
Daily Routine Book delivery
PHVS 3, 4 5, 6 7-9
Listening C 10
Oral Exp 11
Reading 12 - 14
Writing
Entrepreneur Mindset
Language 72, 73 74, 75
Cool Down
Aluzo Online Activities Word Review

Daily Routine
PHVS 19, 20 21,22 23 - 25
Listening C 26
Oral Exp 27
Reading 28-30
Writing
Language 78, 79, 80 81 82, 83
Cool Down

Daily Routine
PHVS 35, 36 37, 38 39 - 41
Listening C 42
Oral Exp 43
Reading 44-46
Writing
Language 86, 87 88 - 90 91, 92
Cool Down

Daily Routine
PHVS 51, 52 53, 54 55 - 57
Listening C 58
Oral Exp 59
Reading 60, 62
Writing
Language 95 96, 97 98 Review
Cool Down
Language
Review
Wrap Up Day 33 Day 34 Day 35 Day 36

Daily Routine
PHVS
Listening C
Oral Exp
Reading Entrepreneur Entrepreneur Entrepreneur
Mindset Mindset Mindset
Writing 67 68 69 70
Language 100 Review
Online Unit Language & Reading & Writing

Assessment Spelling Listening Assessment
Assessments Assessments
Cool Down
Dashboard
Day 6 Day 7 Day 8
15, 16 17
18
EM Practice
Catch-up 76, 77
Language
Review
Day 14 Day 15 Day 16
31, 32 33
34
EM Practice
Catch-up 84, 85
Language
Review

47, 48 49
50
EM Practice
Catch-up 93, 94
Language
Review
63, 64 65
66
EM Practice
Catch-up* 99 Review
Lesson 1 (Days 1 - 8) 6th B3
Day Date 60 min 90 min Subject Students will be able to Pages MI
activate the switching

process, practice oral
expression, develop
10 10 Daily Routine emotional intelligence IE, IA
get excited about the new

25 55 Book delivery book, explore possibilities VS, IE, IA
J
A
N
ONE
2
3 K, VL
T
H
VL,VS
Phonology: distinguish different sound
Word List, patterns in words,
Working With reproduce words with
20 20 Sounds correct pronunciation 3, 4 VL, IE
review words from today's

5 5 Cool Down lesson VL
Total minutes 60 90
process and practice oral
10 10 Daily Routine expression VL, IE
VL, K
J Spelling:
VS
Writing Our
A Words, You Can write words correctly,
20 20 Do It! memorize spelling patterns 5, 6 LM, VL, IE
N
TWO
2 VL
4
T VL
H
Identify and use synonyms
25 25 Language and antonyms properly 72, 73 VL
Build understanding of
synonyms and efficiently
0 30 EXTENSION use a thesaurus VL
5 5 Cool Down Reflect upon today's work VL, IE
Total minutes 60 90

expression by discussing
10 10 Daily Routine feelings VL, IE, IA
VL
relate vocabulary words to
their definitions, use words VL, IE
correctly in context,
Vocabulary: showing correct
Using Our application of the words’
10 10 Words meanings 7 VL
J
A
N
reproduce words with
J 5 5 Home Schooling correct pronunciation 8 VL
A
Spelling:
N 5 5 Dictation assess SS' spelling skills 9 VL, VS
THREE
Word List:
Pronunciation,
Spelling, assess SS’ pronunciation,
2 Vocabulary spelling & vocabulary skills 9 VL, VS
5
T VL
H
apply knowledge of VL
grammatical patterns and
rules in context (writing,
speaking, etc.) using modal
25 25 Language verbs 74, 75 VL
extend application of
0 30 EXTENSION modal verbs 75 VL, IE, K
5 5 Cool Down reflect upon today's work VL

Total minutes 60 90

10 10 Daily Routine expression VL, IE
VL
VL
J
A 20 20
Listening identify the main ideas and
Comprehension details of a recorded text 10 VL, IE
N
FOUR
IA
apply knowledge of
2 vocabulary and language to
a speaking activity (debate,
6 role-play, partnered
conversation, etc.) express
T 25 25 Oral Expression their preferences 11
A
N
FOUR
apply knowledge of
2 vocabulary and language to
a speaking activity (debate, IE, IA, VL
conversation, etc.) express
T 25 25 Oral Expression their preferences 11 IA
H
create a plan for reaching a

0 30 EXTENSION goal IE, IA, VL
5 5 Cool Down reflect upon today's work VL

Total minutes 60 90

10 10 Daily Routine expression N, VL
J
A
N
FIVE
2
comprehend and identify
6 the main ideas and details
T of a text and make
assumptions based on
H 45 45 Reading previous knowledge 12 - 14 VL, IE, IA
ask and answer questions

based on an informative
text, gather resources to
0 30 EXTENSION research a topic IE, VL, VS
recall elements of today's

5 5 Cool Down class IE, IA, VL
Total minutes 60 90

J expression by introducing
10 10 Daily Routine themselves IE, VL, N
A VL, IE
comprehend and identify
N Reading:Check the main ideas and details
Your of a text, to further VL, IE
SIX
Understanding, understanding by learning

3 30 30
Enrich: Going the meaning and use of
Deeper similes in the language. 15, 16 VL, IA, IE
0 apply knowledge of
T grammatical patterns and
H speaking, etc.) using
wrap up today's
K, VL, IE,
15 15 Language previously learned topics n/a (Catch-up) VS
information recalling
0 30 EXTENSION concepts learned concepts
Review language in a fun VL, IE
way promoting brain
5 5 Cool Down connections VL, IE
Total minutes 60 90

expression and discussing
10 10 Daily Routine positive qualities VL, IA, IE
VL, IA, IE
J
VL, IE, IA
A generate, evaluate or
N analyze ideas
SEVEN
Reading: Visible brainstorming new

25 30 Thinking solutions 17 VL,IE
3
1
VL
T
H apply knowledge of
grammatical patterns and VL, IE
speaking, etc.) using modal
20 25 Language demonstrate
verbs 76-77 VL
understanding of the
Language language structure. 77 VL
0 30 EXTENSION write a description IE, VL, IA
5 5 Cool Down reflect upon today's work
Total minutes 60 100

10 10 Daily Routine expression VL, IE, IA
F
E
B
EIGHT
apply knowledge of
Writing: Write vocabulary and language to
45 45 About it! practice creative writing 18 VL, IE, IA
1
S
T 0 30 EXTENSION VL, VS, IE
creatively present information
identify one thing SS liked

the most in class and one
thing they found
5 5 Cool Down challenging IA
Total minutes 60 90
Type Strategies and Activities DLC Assessment
T and TH will prepare some descriptive cards in advance. T will stand

on one side of the room holding a card and TH will stand on the
other side with a card that says the opposite. For example: class
clown/shy and quiet, talker/listener, performer/observer. With each
pair SS line up based on where they feel they fall on the spectrum
Emotional (close to one side, in the middle, or somewhere in between). Discuss
Intelligence the qualities and why people stood where they did.
Explain that the new book is all about Argentina. Show images of
Argentina that show some examples of the landscape and its people.
Ask SS to talk to a partner about everything they know about
Argentina and share some facts with the class. Then, pass out the
books and let SS look through. Each pair should come up with one
observation and one question about something they see in the book.
Tongue Twister routine: Play Sparks' Tongue Twister. (TT) The first
time SS only listen to it. Play it again and pause every sentence so SS
can repeat it. Play it a third time without sound so SS can prctice
pronouncing it. Remind SS that they must first pronounce it correctly
before they can work on their speed. Give SS a minute to practice
the tongue twister. Then have a TT competition.
Pre-Activity
Follow the auditory discrimination routine:

• Play audio (track 1) and have SS listen to it, quietly.
• Play audio again, and have SS locate words in the list.
("Jumping-finger").
• Play audio and have SS arrange words by number.
• Ask SS to identify the missing word.
• Play audio and have SS repeat words, loud and clear.
• Play the second audio (track 2). SS listen and circle the spelling
word in the sentence.
Activity Ss follow directions of Working with Sounds to complete the page.
Check the answers for the top of the Working with Sounds page.
Then SS get into teams to complete the activity on the bottom of
Post-Activity page 4. Have teams check their answers with each other.
SS must read all the words with three syllables as quickly as they can.
They can practice for two minutes. Then, T calls on SS to practice
saying all the words with three syllables.
Follow the Writing Our Words routine:
Greet
• SS. Identify
Play today's
the lesson's date,
track, do rolland
SS listen callpronounce
and completeeachDR. TH Play
word.
should bring in some images from magazines of different
the track once more. SS will write the words on page 5, in the order people. TH
posts many images up on the
they hear them on the first column. board and describes one using words
•that could describe
SS turn multiple
their books people
upside down.(i.e. woman, brown hair, tall)
with
• aSS
few words
write the that canagain
words only but
refer to one person.
following SS guess which
T or SS suggestions to
Language person TH is describing. Then, a S describes a new
keep it more interesting and fun. Suggestions: use different person andcolored
Function another studentthe
pencils, change guesses
orderwho it is.
of the words (by size, by number of
syllables, etc), ask SS to use their non-dominant hand to write them,
Pre-Activity use cursive, abc order, etc.
Complete the "You Can Do It!" activities on page 6. SS should review
Activity their word list, then finish the activities on page 6 independently.
SS get into groups of three. One S will make up a new mathematical
Post-Activity code for the words, then tell their teammates the rules and ask how
much a certain word is worth. For example, vowels are worth three
points,
Quicklyconsonants are worth
review the concept ofone point, how
antonyms many points
and synonyms. is say a
T will
word and choose a S to say the opposite. Then, T says a word and
Pre-Activity asks a S for a word that means almost the same thing.
SS complete the VL activities on page 72 independently.
Check SS'
independent
Activity work
T explains the concept of contrasting ideas. SS complete the
activities on page 73. Check SS'
independent
Post-Activity work
SS get into pairs. Each pair writes a short paragraph to describe

themselves then switches papers. SS will underline words in each
Stand
others'inpapers
a circle. One
that S says
could beaimproved
word andwith
the person next SS
a synonym. to should
them can
either
choosesay a synonym
at least or an SS
five words. antonym for the word.
use a thesaurus The next
to replace theS does
the same for
underlined the new
words andword. Continue
then share around thethey
the synonyms circle untilwith
found a S the
cannot
class. come up with a synonym or antonym. T keeps track of how
many words were in the chain. Repeat the activity and see if SS can
get more words in their synonym/antonym chain.
TH does roll call. TH presents the words 'assertive' and 'bossy' and
the difference between them. Then asks SS to talk in pairs about the
following questions: When was a time when you were not assertive
Emotional enough and you should have been? When was a time when you
Intelligence were too bossy? After some discussion, SS can share their answers.
Review the definitions of the words from this section. Reread the
sentences from page 3. SS use the context of these sentences to
predict what these words mean and see which words they can find
Pre-Activity synonyms for.
Complete the two VL activities on page 7. Check the answers as a
class. Clarify the meanings of any words that SS have trouble with.
Activity
Play the Game Zone at the bottom of page 7.
Post-Activity
Display the lesson words. Use name sticks to pick SS. S says the word
T points out on the board. Check SS' pronunciation. Check HS page
(done @home).
T dictates the lesson words. Then, SS switch books to check them.
Invite one or two SS to give a sentence with the word, spell it or give
Instruct
a relatedstudents
word. to complete the Pronunciation practice and the
Spelling & Vocabulary Quiz independently. Remind them they can
take their time to think about their answers. They will have the chance
to check their answers before finishing the quiz. If time allows, review
answers.
Review the use of modal verbs. SS should have watched the Flipped
Classroom video before this lesson. Read through the description of
Pre-Activity modal verbs at the top of page 74 and the examples in the box.
Complete the VL activity at the bottom of page 74. Check the

Activity answers as a class.
Read through the examples of using modal verbs to ask a question.
SS complete the activity on page 75 independently. Check SS
independent
Post-Activity work
SS each write a list of questions about things they

may/can/should/would do in the classroom, for example: May I
stand on the table? Should I run through the class? Can I use a
pencil? Would you hand me that book? SS walk around the class and
ask each other their questions, answering each other in complete
sentences. If there is more time, choose another setting to have SS
write questions for. For example, write a question for each modal
verb about being on the beach or at an amusement park.
SS line up. T says one word from the list and the first S must use that
word in a sentence and then move to the back of the line. Each S will
make a sentence with at least two words.
T displays the quote from the English Section cover page on the
board: "What you get by reaching your destination is not nearly as
important as what you will become by reaching your destination."
Growth Conduct roll call by asking SS to give own explanation for the
Mindset meaning of the Growth Mindset Quote. Discuss briefly.
Pre-Activity SS discuss the warm-up prompt at the top of page 10. T plays track 3.
T plays track once again. SS listen carefully to catch details. SS
Activity answer questions about the dialogue. Check and discuss.
SS listen to the track once more. While they are listening they write
down two new questions about what they hear. Then SS will ask the
questions to the class and see if their classmates can answer from
memory. Keep track of any questions they could not answer. Then,
Post-Activity listen again to find the answers.
Complete the IA activity on the top of page 11 and share answers as
Pre-Activity a class.
Complete the Teamwork activity. Each team should then share the
volunteer project they came up with and give each other feedback
Activity on the ideas.
Complete the Self-Assessment at the bottom of page 11.
Post-Activity
Using the feedback their classmates gave them, each team revises
their plan for their volunteer project. They should add details, think
about the timeline of the project, and whether it is realistic for them
to complete it. In the last ten minutes, SS can share their project
improvements and discuss which projects they think are possible and
IE, IA, VL why.
Each S writes down two sentences that use numbers (for example,
an address, a time, or a phone number) and gives them to the TH.
The TH will read two of the sentences. Then ask a question that
requires SS to recall one the numbers they heard. TH will call on SS
using the name selector.
TH does roll call and DR. TH will bring in multiple stories from around
the world from the current newspaper and post them around a
world map on the board or on the floor. SS will walk around and read
the stories to find the setting. Then they will use a piece of string to
connect the story to where it takes place on the map. After all the
stories have been marked with string, SS can discuss which news
Current Events stories they found most interesting.
T displays Sparks' images, SS explain what topic they consider related

to each image. Use the Activate Your Brain questions to introduce
the story, let SS share their answers. Make sure to clear meaning of
Pre-Activity any difficult word/words to assure comprehension.
Play the story's track and SS follow the reading. Pause the track at
the end of every page and use the name selector of your choice to
ask the questions from the Check for Understanding section. Give SS
Activity two minutes to complete the Grammar Check box.
On the board, make a chart of interesting facts that the SS learned

from the story and questions that the SS have (topics they want to
Post-Activity learn more about) after reading the story.
Split into small groups based on interest in the topics that the SS
wanted to learn more about from the chart on the board. Using the
internet, books, or other resources, SS should find material that
answers their questions and then present their findings to the class.
Before leaving the class, SS must share something they found
interesting about Eva Peron or a connection between Eva and
another person they know about. Everyone must share something
unique.
Greet SS and assign new TH for the next two days. TH performs DR
and helps out. TH will bring in a map or display a map from the
internet of their community. SS will ask questions about how to get
Language from one place in the community to another. SS will use the map to
Function Tanswer
tells SSeach
to imagine
others' there were some SS absent yesterday and that
questions.
they need to retell the story to them. As a class, discuss the key
Pre-Activity points of the story orally.
SS complete the activities on page 15 independently. Check the
Activity answers as a class.
SS complete the activities on page 16 with a partner. Share the
answers with a class. T will encourage discussion regarding SS
Post-Activity If
Theyour class
students
answers isbrainstorm
to the on track,
final then
a liststudents
IE activity. of topicscan work
that theytogether to make
have learned in this
posters showing how to use each of the Language concepts
lesson so far. Rank the topics from hardest to easiest by voting on
Pre-Activity presented
the difficulty so of
far.the
T can assign SS their groups, or they can be
topics.
selected randomly. If the class needs extra work on any skills or
Activity SS make
needs to acatch
language
up toquiz
the with
pacing ten questions
guide, then Trelating
can doto theinstead.
that topics
they have learned so far. They will trade quizzes
Review any other content SS show difficulty with through a fun, with another
Post-Activity student
hands-onand answer each other's questions and grade each others'
activity.
quizzes. If a S misses an answer on their partner's quiz, the creator of
the quiz will explain the concept to their partner.
Each S shares one question they would ask if they were to interview
Eva Peron and poses the question to the class. SS can share their
ideas of what they think she would have answered.
TH assists with roll call and completing the DR. TH explains the
activity. Each S will tape a piece of paper to their back. SS will walk
around and write one positive word on their classmates papers to
describe that classmate. After a few minutes, SS will remove their
papers
Discussand the read
leader what theircountry
of your classmates wrote
as well aboutwell-known
as other them. TH leads a
brief discussion of how it feels to give and receive
leaders from around the world. Discuss their positive and negativecompliments.
Emotional qualities. T will lead a discussion about what qualities make a strong
Intelligence leader as well as what qualities do we hope our leaders do not
possess.
Pre-Activity
SS work in pairs or small groups to complete the Visible Thinking
Activity activity on page 17.
Share each pair/group's answers from page 17. Then split into
groups based on the answer to the final question. Have a mini-
debate where SS defend whether they would like to have a fanatical
Post-Activity leader.
Review the concept of modal verbs. SS share which modal verbs they
can remember and give examples of how to use them in sentences
Pre-Activity and questions.
SS complete the activities on page 76 and 77 independently.
Check SS
SS work in pairs to create an ideal candidate to be a leader either of independent
Activity their school, community, or country. Each pair will come up with a work
fictitious person who is running for a leadership position. Pairs will
list the qualities
Instruct
SS complete the their
students leader
Skillspossesses
to complete
Writing atand
the Language
activity thebe prepared
Quiz
bottom to present
independently.
of page 77. SS
Post-Activity their
Remind leader
get into them tothey
theand
partners class. SS will
canshare
take their
their ask each
time
letters other
totothink
checkquestions
about toanswers.
theirtheir
work. challenge
the
Theyleader theythe
will have created.
chanceThen, SS will
to check anonymously
their vote finishing
answers before for one ofthe
the
quiz.fictitious characters
If time allows, to win
review but cannot vote for their own. After
answers.
the vote, T leads a discussion about why the SS chose the leader they
did.
SS share three qualities they think make a good leader and two
qualities they do not want to see in a leader.
Greet SS. TH, assigned today, does roll call and DR. T displays the
Growth Mindset Quote again and asks SS if their understanding of
this quote has changed throughout this unit. Discuss what this quote
Growth means as a class. TH can write down key words they hear during the
Mindset discussion.
Discuss the things Eva Peron did to help the poor in her country.
Pre-Activity Discuss some issues facing your community or country.
Activity SS will complete the writing activity on page 18.
In small groups, SS share their answers to the writing prompts and
give each other feedback or ask questions to help SS clarify their
Post-Activity ideas. DA
SS will write a speech as if they were the leaders of their country to

present their ideas from the writing. SS create a visual to support
their ideas as well. SS will break into groups and share their short
speech along with their visuals.
Each S will share one thing from class they found challenging and
also the part of class they liked the most.
Digital Resources Materials @Home Aluzo Online Activities
cards with
descriptors
images of
Argentina
Sparks: Tongue
Twister
Track 1, 2
magazine
images of
people
Track 1
Flipped Classroom video: Modal

Verbs
Home Schooling Lesson 1, practice

with Online Phonology (Google
Doc)
AMCO's CS name
selector
Word List:
Pronunciation,
Spelling, Vocabulary
English Skills - Growth

Mindset Quote
Track 3
Track 4
AMCO's name selector
world map
news stories
from around
the world
yarn
tape
Sparks: resources
Reread the story. Highlight any
tricky words, phrases, or details
that you didn't understand and
bring them to review in the next
Track 5 class
internet access
computers
optional chart
paper
AMCO's CS name presentation
selector materials
sheets of
paper
tape
Language Quiz:
Antonyms and
Synonyms, Modal
Verbs
Mindset Quote
e Activities
Day Date 60 min 90 min Subject Students will be able to Pages
activate the switching process,

practice oral expression, discuss
10 10 Daily Routine current events
F
E
distinguish different sound
B Phonology: Word patterns in words and
NINE
List, Working With reproduce words with correct

20 20 Sounds pronunciation 19, 20
2
N
D
apply knowledge of
grammatical patterns and rules
in context (writing, speaking,
25 25 Language etc.) using if clauses 78, 79, 80
reinforce the use and

0 30 EXTENSION knowledge of if clauses
reflect upon today's learning

5 5 Cool Down experience
Total minutes 60 90
activate the switching process

10 10 Daily Routine and practice oral expression
Spelling: Writing
Our Words, You write words correctly
20 20 Can Do It! memorize spelling patterns 21, 22
F
E
B
TEN
3
T
in context using relative
25 25 Language pronouns 81
apply knowledge of spelling

0 30 EXTENSION patterns
use language to share thoughts
5 5 Cool Down and ideas
Total minutes 60 90

and practice oral expression by
sharing personal
10 10 Daily Routine accomplishments
relate vocabulary words to their

definitions
use words correctly in
context, showing correct
Vocabulary: Using application of the words’
10 10 Our Words meanings 23
relate vocabulary words to their
definitions
use words correctly in
context, showing correct
Vocabulary: Using application of the words’
10 10 Our Words meanings 23
F
E 5 5 Home Schooling
reproduce words with correct
pronunciation 24
B
ELEVEN
5 5 Spelling: Dictation assess SS' spelling skills 25

Word List:
7 Pronunciation,
T Vocabulary spelling & vocabulary skills 25
apply knowledge of
25 25 Language etc.) using past tense 82, 83
review the meaning of the

0 30 EXTENSION words from the word list

Total minutes 60 90

and practice oral expression
10 10 Daily Routine discussing meaningful messages
F
E 20 20
Listening
Comprehension
identify the main ideas and
details of a recorded text 26
B
TWELVE
8
T interact in an authentic
H 20 20 Oral Expression
environment through discussion
with peers 27
E
B
TWELVE
8
T interact in an authentic
environment through discussion
with peers 27
interact using language

0 30 EXTENSION appropriate for a given situation

Total minutes 55 85

10 10 Daily Routine discussing current events
F
E
THIRTEEN
B
9
T
H comprehend and identify the
main ideas and details of a text,
to infer based on previous
45 45 Reading knowledge 28 - 30
retell the plot of a fictional story

0 30 EXTENSION in a creative way
5 5 Cool Down reflect on today's activities

Total minutes 60 90

and practice oral expression
and fluency by giving
10 10 Daily Routine suggestions
F
E Reading:Check
OURTEEN
Your comprehend and identify the

B Understanding, main ideas and details of a text
Enrich: Going discussing printed information
30 30 Deeper presented in the reading 31, 32
9
F
E Reading:Check
FOURTEEN
Your comprehend and identify the
B Understanding, main ideas and details of a text
Enrich: Going discussing printed information
30 30 Deeper presented in the reading 31, 32
9
T
apply knowledge
etc.) using of learned
previously
15 15 Language grammatical
topics patterns and rules n/a (Catch-up)
in context using previously
0 30 EXTENSION learned topics
5 5 Cool Down
Total minutes 60 90

F 10 10 Daily Routine discussing emotions
E
B
FIFTEEN
generate, evaluate or analyze

Reading: Visible ideas reflecting on similarities
30 30 Thinking and differences 33
1
T grammatical patterns and rules
H 25 25 Language etc.) using the past tense 84, 85
demonstrate understanding of
Language the language structure. 85
apply knowledge of past tense
0 30 EXTENSION verbs to writing
5 5 Cool Down reflect upon today's class


10 10 Daily Routine and practice oral expression
F
E
B
SIXTEEN
apply knowledge of vocabulary

Writing: Write and language to practice
45 45 About it! creative writing 34
1
3
T
H
E
B
SIXTEEN
1
3
T extend understanding of story
through exploration of an
H 0 30 EXTENSION alternative point of view

Total minutes 60 90
MI Type Strategies and Activities DLC
T greets students and TH does roll call. TH prepares some information
about extreme weather from around the world such as hurricanes,
tornadoes, floods, etc. SS discuss how they can prepare for different
types of weather and how they can help communities affected by
extreme weather conditions.
VL, N CE-Weather
M, K, VL Pre-Activity Follow the TT routine and practice the second TT from Sparks.

• Play the second audio (track 7). SS listen and circle the spelling word
in the sentence.
K, VL Activity Ss follow directions of Working with Sounds to complete the page.
Complete the self assessment on page 20. SS go around the class and ask
each other what they wrote for the Self-Assessment in order to practice
VL, K, IE Post-Activity the words with which they are the least comfortable.
T starts by asking the class a "What would happen if...?" question. For
example, "What would happen if the electricity went out?" SS can
answer with multiple ideas. Then SS pose different questions to the class.
T goes through the explanation of if clauses from page 78 and complete
VL Pre-Activity the activity at the bottom of the page together.
SS complete the exercises on page 79 and 80 on their own.
VL Activity
SS share their answers to the VL activity from the bottom of page 80.
Discuss whether different answers are acceptable and which answer the
VL Post-Activity class thinks fits the sentence the best.
Each S prepares half of ten different sentences using if clauses. Then, SS

trade with a partner and complete the other half of the sentence. SS can
VL, IE share the sentences they wrote with the class.
Speed reading! In groups of three, SS race to see who can read the word
list the fastest. SS must time their partners as they read and can add five
seconds to their time for each mispronounced word. Before leaving, SS
share their time with T and share which words, if any, they
VL mispronounced.
• Play the lesson's track, SS listen and pronounce each word. Play the
TH, assigned
track today,
once more. SS does the DR
will write theand roll in
words call.
theTHorder
prepares
they pictures
hear them of on
animals
the first and objects on slips of paper. In pairs, SS will choose one slip of
column.
paper
• and
SS describe
turn it to their
their books partner
upside down.without saying what it is. The
partner
• must draw it exactly based on the description.
SS write the words again but following See whose
T or Ss suggestions to keep it
Language drawings most accurately match the chosen picture.
more interesting and fun. Suggestions: use different colored TH leads pencils,
a brief
VL, VS Function discussion
change theon the of
order bestthestrategies
words (byfor describing
size, by number animals and objects.
of syllables, etc), ask
SS to use their non-dominant hand to write them, use cursive, abc order,
Pre-Activity etc.
Complete the VL activities on page 22 independently. Check the answers
Activity together.
Complete the Teamwork activity from page 22 as a class.
IE, VL Post-Activity
T gives small groups of SS three to five sentences that have been cut into
four parts: the beginning of the sentence, a relative pronoun, the rest of
the clause that starts with the relative pronoun, and the end of the
sentence. Tell SS how many sentences they should be able to make.
When the T says, "Go!" teams race to reassemble all of the sentences. T
VL, IE Pre-Activity goes through the relative pronoun information at the top of page 81.
VL Activity Complete the VL activity on page 81.
Complete the Writing Skills activity.
VL Post-Activity
SS get into pairs and sort the words from the list into any categories
based on pronunciation or spelling. SS can sort the words however they
want: number of letters in the words, number of syllables, amount of
vowels/consonants, same beginning/ending letter, etc. After sorting the
words, SS present their sorting method to the class. Then, T leads a
discussion of which method will be most helpful as SS are studying the
spelling of their words.
VL, LM SS stand in a circle and share what they found interesting about today's
class. If other SS agree, they can stomp their feet. If they do not agree
IA, K, IE they can wave their hands in the air. Ideas should not repeat.
TH does roll call. TH talks about long-term and short-term goal setting. SS
pair up and discuss some long term goals they have for themselves, then
share with the class. TH explains that each S will set a personal short-
Emotional term goal that they want to attain by the end of class. SS discuss different
IA, IE, VL Intelligence goals and how they can achieve them.
Reread through the sentences on page 19. Each S marks two or three
sentences where the meaning of the word is not clear to them. T writes
all the marked words on the board and SS help each other interpret the
VL Pre-Activity meaning of the unknown words.
Complete the VL activity on page 23.
VL Activity
Play the Game Zone activity from the bottom of page 23 in small groups.
VL, IE Post-Activity
Display the lesson words. Use name sticks to pick SS. S says the word T
points out on the board. Check SS' pronunciation. Check HS page
VL (done@home)
Dictate lesson words. Then grade the quizzes.
VL, IA
Instruct students to complete the Pronunciation practice and the Spelling
& Vocabulary Quiz independently. Remind them they can take their time
to think about their answers. They will have the chance to check their
VL, IA answers before finishing the quiz. If time allows, review answers.
Ask SS to share what they learned from the Flipped Classroom video
about past tense verbs. As a class, brainstorm as many irregular past
Pre-Activity tense verbs as SS can think of. Complete the activity on page 82.
T goes through the information on page 83 about past progressives. SS

Activity complete the VS activity independently.
A S goes to the front of the room and completes an action (dancing,

sharpening a pencil, washing her hands, etc.) then asks, "What was I
VL, VS, K Post-Activity doing?" SS must answer using a past progressive.
SS write sentences using as many words from their list as possible within
one sentence. The sentences can be funny, but they must make sense. SS
share their sentences and see who came up with the sentence that
VL, IE properly uses the most vocabulary words.
Before leaving the class, SS must share which words from their list they
have a
hard time using in a sentence. Then they must share one study tip with
VL,IE, IA the class.
Greet SS and assign TH for the next two days. Invite them to read the
Mindset while T displays the Growth Mindset Quote once again. This
time, invite SS to make a drawing showing or depicting the meaning of
the phrase. When done, SS can start sharing and explaining their work to
Growth peers. Continue with this activity and presentation of drawings session
VL, IA, VS Mindset 16.
Answer the warm-up questions from page 26.
VL, IA Pre-Activity
Play the corresponding track and have SS listen. Answer book page
VL Activity individually. Listen once again to review choices.
SS exchange books and correct as a class. Then, SS complete the self-
VL, IE Post-Activity assessment individually.
Complete the partner work activity at the top of page 27.
VL, IE, IA Pre-Activity
SS get into pairs to complete the Oral Expressions activity.
VL, IE Activity
SS team up with another pair to present the information they learned
VL, IE Post-Activity from their partner in the Oral Expressions activity.
SS get into groups of four. T gives each group multiple actions that relate
to camping (setting up a tent, building a fire, cooking marshmallows,
going fishing, etc.) Two SS will act out some of the scenes, the other two
SS will narrate what their classmates are doing. Then switch roles.
IE, K, N
Each S must answer the following questions: Would you like to go on a

camping trip? If not, what would you like to do instead? If so, what would
IA, VL you do while camping?
TH does roll call and DR. TH brings in multiple newspapers or prepares

some news websites for SS to look at. In groups of three, SS look through
the newspapers/news sites and make a graph about what types of news
they see: informative, positive, inspirational, sad, etc. They can choose
the categories they think are most appropriate. TH leads a discussion
about what types of news they see the most of in the paper and why
VL, IA, IE Current Event they think that is.
T displays Sparks video and class discusses the impressions about it. Use
the Activate Your Brain question to introduce the story, let SS share their
answers. Make sure to explain the meaning of any difficult word/words
Pre-Activity to assure comprehension.
Play the story's track and SS follow the reading. Pause the track at the
end of every page and use the name selector of your choice to ask the
questions from the Check for Understanding section. Give SS two
Activity minutes to complete the Grammar Check box.
T asks each S to write whether they think Gaucho Gil is a hero and why or
VL, IA, IE Post-Activity why
SS not.inShare
work SS to
groups answers and
reenact thediscuss this
story of topic. Gil. They can use a
Gaucho
drama, a song, or drawings to support their retelling of the story. SS
present their group's depiction of the story to the class or to another
VL, K, M group.
Each S must rate the story on a scale of 1-10 and explain why they rated
IA, VL it how they did.
T greets SS. TH completes DR. TH draws seven boxes in a row on the

board to represent the days of a week. TH gives an example of how to
give details of time and place by presenting an event and writing it in one
of the boxes. The event can be real or fictitious. SS will volunteer to fill
more events into the weekly calendar. When there is at least one event
Language Tinasks
eachSSbox,
to share what
SS take they
turns remember
asking about
questions thewhen
about story an
(Play the will
event tracktake
VL, IE, IA Function again
place. if needed.). TH writes basic information about the story on the
board for SS. SS can use this information to help them complete the VL
VL, IE, IA Pre-Activity activity on page 31.
VL, IA Activity SS complete the Enrich: Going Deeper activities on page 32.
SS share the song they wrote for the M activity from page 32.
VL, IA, M Post-Activity If your class is on track, then students can work together to make posters
showing how to use each of the Language concepts presented so far. The
SS brainstorm
teacher a listthe
can assign of topics thattheir
students theygroups,
have learned
or theyincan
thisbelesson so far.
selected
Pre-Activity Rank the topics from hardest to easiest by voting on the difficulty of the
randomly. If the class needs extra work on any skills or needs to catch up
Activity topics.
to the pacing guide, then the teacher can do that instead.
Review any other content SS show difficulty with through a fun, hands-on
activity.
Write a paragraph using a language concept assigned by T. SS can all

K, VL, IE Post-Activity write paragraphs using one language topic (i.e. the paragraph must
contain four examples of relative pronouns) or different SS can be
VL assigned a language topic based on what they most need to practice.
T asks each S their favorite and least favorite parts of the story and why.
VL SS should not repeat a reason that their classmate already used.
TH does the DR. TH will present a statement for discussion: If I am

working in a team, I should put the needs and thoughts of my team
before my own needs and thoughts. SS will take five minutes to discuss
this statement in a group based on how much they agree or disagree
Emotional with it and why. Then, TH leads a three minute discussion in the class to
IA, IE, VL Intelligence share their group's ideas.
Brainstorm features of gauchos, cowboys, and knights.
VL, IE Pre-Activity
VL, IE, VS Activity Complete the Visible Thinking activity as a group.
Each group shares their answers with the class. SS can add new ideas to
VL, IE Post-Activity their chart as they listen to their classmates answers.
T goes through the information of using past perfect tense from the top
VL Pre-Activity of page 84.
VL Activity SS share theirthe
complete thoughts onon
activities thepage
similarities and differences of past simple,
84 and 85.
Instruct students and
past progressive, to complete the Language
past perfect tenses andQuiz
shareindependently.
tips on how to Remind
VL Post-Activity them they can
remember howtake their
to use time to think about their answers. They will
them.
SS write
have theachance
paragraph that uses
to check their at least two
answers pastfinishing
before simple verbs, twoIfpast
the quiz. time
VL progressive,
allows, reviewand two past perfect. Then, SS trade with a partner and
answers.
underline the sentences using three different colors to show which types
VL of verbs
SS are being
must answer theused.
question: Are you most interested in reading a story
about a gaucho, a cowboy, or a knight? Why? Reasons given to support
IA, VL answers should be different for each student.
Greet SS. TH does roll call and carries on DR. T displays the Growth
Mindset Quote from the English Skills cover one last time. Continue
Growth presenting their works from the previous Growth Mindset DR. If SS agree,
VL, IE, VS Mindset they can vote for the one that portrays the quote the best.
Review the details of the story. SS share some questions they may still
Pre-Activity have after reading the story.
SS complete the writing activity and self-assessment on page 34
Activity independently.
VL, IA Post-Activity SS present their piece of writing to the class and put it in their portfolio.
Imagine what Estrella would have thought of the events of Gaucho Gil's
story. With a partner, SS choose a part of the story to retell through
Estrella's point of view. They can tell their story orally, use illustrations to
explain, write a paragraph, create a song/drama or present her point of
view however they find most interesting. Share the new story details
VL, K, IE, IA, M with the class.
T plays music as SS walk around the class. When the music stops, SS find
a partner and share what they like most about writing and what they find
most challenging. At the end of the activity, T asks what were the most
VL, IA, IE, K, M common challenges and preferences SS heard from each other.
Assessment Digital Resources Materials @Home Aluzo Online Activities
information on
extreme
weather
photos of the
effects of
extreme
weather
Sparks: Tongue Twister
Tracks 6, 7
Check SS
independent
work
timer
sheets of
paper
AMCO's CS name
selector
pictures of
various
animals and
objects
Home
Schooling L 2
Flipped
Classroom
video: Past
Tenses
Digital Connection
AMCO's CS
name selector
FA
Word List:
Pronunciation,
sheets of
English Skills - Growth paper
Mindset Quote colored pencils
Track 8
a list of actions
relating to
camping for
each group of
four
multiple
newspapers or
access to
internet news
sites
Sparks: resources
Track 10
Retell the
story of
Gaucho Gil to
your family at
home
optional chart
paper
Language Quiz: If
Clauses, Relative
Pronouns, Simple,
Perfect, Progressive
Past

Mindset Quote
FA Writing
Students will be able

Day Date 60 min 90 min Subject Pages
to

expression regarding
10 10 Daily Routine the weather
F
E
SEVENTEEN
1 distinguish different
4 sound patterns in
Phonology: Word words. Reproduce
T List, Working words with correct
20 20 With Sounds pronunciation. 35, 36
H
apply knowledge of
grammatical patterns
and rules in context
(writing, speaking, etc.)
using different types of
25 25 Language past tense verbs 86, 87
apply knowledge of
past tense verbs in
0 30 EXTENSION context
reflect on personal
5 5 Cool Down learning
Total minutes 60 90
process and practice
10 10 Daily Routine oral expression
F
E Spelling: Writing write words correctly
Our Words, You memorize spelling
EIGHTEEN
B 20 20 Can Do It! patterns 37, 38
apply knowledge of
1 grammatical patterns
5 (writing, speaking, etc.)
using wh- questions in
T 25 25 Language different tenses 88, 89, 90
H
apply knowledge of
wh- questions in a
0 30 EXTENSION conversation
review spelling from
5 5 Cool Down today's lesson
Total minutes 60 90

oral expression by
building emotional
10 10 Daily Routine intelligence
relate vocabulary
words to their
definitions. Use words
F showing correct
E 10 10
Vocabulary: application of the
Using Our Words words’ meanings 39
INETEEN
1
6
F
E
NINETEEN
B
5 5 Home Schooling correct pronunciation 40
1
6 5 5
Spelling:
Dictation assess SS' spelling skills 41
Word List:
T Pronunciation, assess SS’
H Spelling,
Vocabulary
pronunciation, spelling
& vocabulary skills 41
apply knowledge of
25 25 Language using reported speech 91, 92
apply knowledge of the

meaning of vocabulary
0 30 EXTENSION words
reflect upon today's

5 5 Cool Down work
Total minutes 60 90

F
E
identify the main ideas
B
TWENTY
Listening and details of a

20 20 Comprehension recorded text 42
vocabulary and
0 language to a speaking
activity (debate, role-
T play, partnered
conversation, etc.)
retelling information 43
0
T
H
extend oral
0 30 EXTENSION presentation
5 5 Cool Down recall today's topics

Total minutes 60 90

F
E
TWENTY-ONE
2
1 comprehend and
T and details of a text, to
infer based on previous
H 45 45 Reading knowledge 44-46
complete research to
deepen understanding
0 30 EXTENSION of a topic
wrap up class by
5 5 Cool Down sharing SS' favorite part
Total minutes 60 90

oral expression by
F 10 10 Daily Routine practicing vocabulary
comprehend and
TWENTY-TWO
E identify the main ideas

Reading:Check and details of a text, to
B Your further understanding
Understanding, by comparing,
Enrich: Going contrasting, analyzing,
2 30 30 Deeper apply knowledge
identifying, etc. of
47, 48
1 and rules in context
T using review activities
H of previously learned
demonstrate mastery n/a (Catch-up)
15 15 Language skills
of previous language
0 30 EXTENSION concepts
T
H
5 5 Cool Down recall today's topics

Total minutes 60 90

oral expression by
discussing
10 10 Daily Routine responsibility
F
TWENTY-THREE
generate, evaluate or
E Reading: Visible analyze ideas in the
B 30 30 Thinking reading 49
2
2
T
H
apply knowledge of
25 25 Language demonstrate
using passive voice 93, 94
understanding of the
Language language structure. 94
creatively present
0 30 EXTENSION information
5 5 Cool Down work

oral expression stating
10 10 Daily Routine personal point of view
F
E
TWENTY-FOUR
2
3
apply knowledge of
T vocabulary and
E
TWENTY-FOU
B
2
3
apply knowledge of
T vocabulary and
Writing: Write language to practice
H 45 45 About it! creative writing 50
express information in
0 30 EXTENSION a variety of formats

5 5 Cool Down work
Total minutes 60 90
After completing DR and assisting with roll call, TH displays

weather.com or another weather website. SS will look through the
current news regarding the weather. They should discuss the
headlining weather events, find the weather prediction in their
community for the week, and find the current weather somewhere
Current Events in a different hemisphere. TH lists new vocabulary words the class
IE, IA - Weather sees on the board.
VL, VS Pre-Activity Follow the TT routine and practice the third TT from Sparks.

K, M, VL Activity SS follow directions of Working with Sounds to complete the page.
SS find examples of words that have similar sounds but not similar
spellings. For example, horseshoe and frustration both have a 'sh'
sound but are spelled differently. SS work in pairs to find examples,
VL, IE, IA Post-Activity then share with the class.
Review the different types of past tenses. T states a tense such as
past progressive, and SS must give an example of a sentence in that
VL Pre-Activity tense.
VL, IA Activity Complete the past tense review activities on pages 86 and 87.
Check answers to review activities. Share answers from Self-
VL, IA Post-Activity Assessment in small groups.
SS work in pairs. Each S designs an interview using two questions

from each type of past tense verb reviewed. SS ask and answer each
other's questions. If there is time, they can change partners and
IE, IA, VL repeat the activity.
Each S writes down the three words they find most difficult to
pronounce and practices saying their three words, five times each
before leaving the room.
VL, K
• Play the lesson's track, SS listen and pronounce each word. Play
the
Greet SS. once
track more.DR
TH guides SSand
will roll
write the
call. THwords in the
displays order they
a calendar hear
on the
them on the first column.
board and models how to express plans using 'will' or 'going to' and
•the date.SS turn their books
TH should upsideexamples,
give three down. then ask SS to share their
Language •plans SSfor write
the the words
month. The again
plans but
can following
be real Tfictitious
or Ss suggestions to
Warm
keep itup
moreyourinteresting
writing muscles!
and fun. T calls five or
words
Suggestions: and
use
butSS
the
different
must
must
colored
VL, IA, IE Function include
write an best
it as event, a date andquickly
time, and thecan.
verb 'will'allorfive
'going to'.
pencils, changethey can as
the order of the words as the
(by size,After
by numberwords of
have been called, SS should try to read their writing
syllables, etc), ask SS to use their non-dominant hand to write them,to themselves to
Pre-Activity read the five words. Then,
use cursive, abc order, etc. T spells the words to the class.
Next, SS can work independently or in pairs to complete the "You
Activity Can Do It!" activity on page 38.
Check the answers from page 38. Share answers from the self
VL, K, IE, LM Post-Activity assessment. T writes makes two columns on the board for the words
SS find most difficult and easiest. SS discuss which words they all
think
T asksarethemost
classdifficult
a seriesand
of Whsome strategies
questions thentoasks
helpSSeach
what other learn
all the
questions have in common. T writes the five Wh question words on
VL Pre-Activity the board.
VL, IE Activity SS complete the VL activities on pages 88-90.
VL Post-Activity Play the Game Zone activity from page 89.
SS get in pairs. SS design a character and scenario with their partner.

They must decide on details about their character and can either
write them down or discuss them orally. The characters and
scenarios can be serious or silly. Two pairs come together and ask
each other the five wh- questions about each other's characters. The
first round of questions can be in present tense, then SS complete
SS line up.
another T asks
round in the
pastfirst S toand
tense, spell one of
a final the words
round thattense,
in future was each
VL, IE, IA identified as difficult
with a different pair. on the Self Assessment. If the S spells it
correctly, they can leave the class, if not they can look at the word on
VL, IA the board and read its spelling two times before leaving the class.
TH completes the roll call and works through the DR. TH asks SS to
write down a stressor or a problem they are facing. This can remain
private. Then TH asks SS to share strategies for dealing with
problems or stress. Some questions to guide the discussion could be:
Who do you turn to when you have a problem? What strategies have
you used in the past to solve problems? What are general habits that
can reduce our stress? After the discussion, SS should write down a
plan for dealing with the problem they wrote down originally.
Emotional
VL, IE Intelligence
Without looking at the book, SS try to remember as many words as

they can from their list. T or TH writes the words on the board. SS
read through the words and T circles the ones they think they know
IE, VL Pre-Activity the meaning for already.
Complete the Teamwork and the VS activity on the Using our Words
VL, IE Activity page.
Play the Game Zone activity from page 39.
VL, K Post-Activity
T points out on the board. Check SS' pronunciation. Check HS page
VL (done@home)
Dictate lesson words. Then grade the quizzes.
VL, IE Instruct students to complete the Pronunciation practice and the

take their time to think about their answers. They will have the
chance to check their answers before finishing the quiz. If time
VL, VS allows, review answers.
Review the information in the blue box on page 91 and the

Pre-Activity information at the top of page 92.
Activity SS complete the activities on pages 91 and 92.
SS make a circle. T whispers something into the ear of the first S. S

reports the speech to the class using the same tense as the speaker,
then whispers a sentence to the next S who reports what they said.
VL, IE Post-Activity Continue around the circle.
SS write a sentence using each of the words from their list but leaves
a blank where the word will go. SS switch papers and fill in the
VL correct word in their partner's paper.
T asks SS what their favorite part of the class was. SS whisper their
answers to a partner. SS share their partner's answers using reported
VL speech.
Greet SS and inviteTH (previously selected by T) to do the DR this

session and help out with the roll call. Display the Growth Mindset
Quote shown in the Language Skills section: "The larger the ship, the
Growth larger the storm." TH reads the quote. SS discuss what they think this
VL, IA, IE Mindset quote means.
T shares examples of photos they have taken while on vacation. SS

discuss the warm-up question about what they like to take photos of
VL, IA, IE Pre-Activity while on vacation.
Play the corresponding track and have SS listen. Answer book page
VL Activity individually. Listen once again to review choices.
Check answers from page 42. Discuss any questions that may have
IE, IA Post-Activity been troublesome.
SS share places they have traveled before and share where they
VL, IA, IE Pre-Activity went, what they saw, and what they did there.
IE, VL Activity SS complete the Partner Work and Oral Presentation from page 43.
SS complete the IE activity from page 43 independently.
IE, VL, IA Post-Activity
SS get back into their pairs from the oral presentation. After hearing
all the presentations, SS should go back through their work and make
improvements. Then, each pair designs a storyboard to accompany
their oral presentation. The board should include drawings that
VL, IA, K, IE summarize each section of their presentation.
SS share which trip they are most interested in based on the class
VL, IE, IA discussion and why they find it interesting.
TH does roll call and DR. TH has previously prepared articles from the
newspaper. SS work in small groups. TH gives each group five articles
and five headlines. Groups must race to match the articles to the
headlines. Then, each group will choose one article to summarize for
the class.
VL, IA, N Current Events
T displays Sparks' video. SS discuss what they saw. Use the Activate
Your Brain questions to introduce the story, let SS share their
Pre-Activity answers. T or TH will record the KWL chart on the board.
Activity two minutes to complete the Grammar Check box .
Complete the KWL chart that was created in the Activate Your Brain
activity. Add any new questions SS have to the "Want to Know"
VL, IE, IA Post-Activity section after reading.
SS use the internet or another resource to answer the questions in

the "Want to Know" section of the KWL chart. SS then share what
IE, VL they found with the class.
Each S must share their favorite part of the story and the fact they
VL, IA find most interesting about Iguazu Falls.
TH does DR and assists with roll call. TH instructs SS to scan through

the story. Each S should find 3-5 new or interesting words. All SS
Language Without
share thelooking
words at thewere
that book, T asks
new SS to answer
or interesting wh- questions
to them and challenge
VL, IE Function about the reading: Who is in the story?
each other to use these in sentences. What is the story about?
When does the story take place? Where does most of the action
VL Pre-Activity happen? Why are the Iguazu Falls special?
Complete the activities on pages 47 and 48.
VL, IE, N Activity
SS share their answer to the IA activity on the bottom of page 48.
Without looking
Take a class voteat
onthe
thebook,
effectT they
asks found
SS to brainstorm
the most what they have
VS, IE, IA Post-Activity learned in this
clever/interesting.language unit. TH writes down all the topics SS name.
Then, check the book to see if SS left any topics out. Make sure the
Pre-Activity list on the board is complete.
SS get into groups based on how many topics the T wants to review.
Activity Each group will be responsible for doing a mini lesson on the topic
VL, IE, VS, IA,
M Post-Activity Tassigned
SSchooses
present
totopics
them.the
SS whole
theirthey
topics
can make
to is
theclassa needs
poster,the
class.
usemost
a song, or present
review of or their
topic however
chooses small groups think most
of topics useful.
based on S needs. Review these
VL, IE topics with extra practice.
SS must share their favorite character from "Waterfalls of Wonder"
and why that character is their favorite. SS may not repeat reasons
VL, IA given by other SS.
TH does roll call and assists in DR. TH introduces the word

'responsibility'. TH asks SS to share their responsibilities in different
areas of life- at home, at school, in their community. TH talks about
ways we must be responsible for ourselves and for others. TH
Emotional challenges SS to share one way they want to take on more
VL, IA, VS Intelligence responsibility in the future.
T shows images of various famous places around Argentina. SS share
what they see and what questions they have about the images.
Pre-Activity
Activity SS complete Visible Thinking activity from page 49.
VL, IE, VS, IA Post-Activity SS share which place they chose and what they learned about it.
T shows objects or images of objects and makes passive statements

about them. For example, This pencil was broken. This paper was
ripped. The was painted by hand. Then asks the class who did each
action. SS will not be able to answer because T has used passive
voice to make these statements. T asks SS to share what they know
about passive voice from viewing the Flipped Classroom video, then
IE, VL Pre-Activity goes through the information at the top of pages 93 and 94.
VL Activity SS complete the VL activities on pages 93 and 94. Check as a class.
SS stand in a circle. One S says a sentence in either active or passive
voice then tosses a ball to another S who must repeat the sentence
in the opposite voice. That S says a new sentence and continues to
toss the students
Instruct ball until to
each S has had
complete theaLanguage
turn. Quiz independently.
K, VL Post-Activity SS use the information gathered
Remind them they can take their time in theto
Visible
thinkThinking activity
about their to
answers.
design
They willa presentation
have the chanceabout
to the place
check they
their chose.before
answers They can choose
finishing the
VL to present
quiz. If timetheir information
allows, in a speech, song, a poster, or any other
review answers.
creative method. If more than one S selected a place, they can work
VL, IE together to create their presentation.
SS share which place in Argentina they found most interesting and
VL, IA, IE why based on what was shared in the Visible Thinking activity.
TH, assigned today, does roll call and DR. TH reads the Growth
Mindset Quote from the Language Skills section for the class and
asks SS to think of examples that demonstrate the quote, "The bigger
the ship, the bigger the storm." SS share examples from their real life
Growth or can invent examples. TH leads a discussion on whether SS feel
VL, IA Mindset inspired by this quote.
T asks if SS have ever received or sent a postcard. Discuss how a
postcard is the same as and different than a regular card or letter.
VL Pre-Activity
SS complete the "Write About It!" activity on page 50.
VL, VS, IE Activity

Share writing with the class.
VL, IA, IE Post-Activity

SS complete a writing activity using the same prompt from page 50
but instead of writing a postcard they should write in a different
VL, IE format. They can choose to write a blog post, a letter, a school essay,
or a review for a travel website. SS discuss what was different about
Each S shares what they like most about writing and what they find
VL, IE most challenging.
Assessment Digital Resources Materials @Home Aluzo Online Activities
weather.com or a
similar weather
related website
Sparks: Tongue
Twister
Tracks 11, 12
Track 11 Home Schooling L3
FA
Word List:
Pronunciation,
Language Skills -
Growth Mindset
Quote
T's photos
from vacation
FA Listening
Comprehensio
n Track 13
Track 14
FA Oral
Expression
newspaper
articles cut out
with separated
headlines
prepared by
TH
Sparks: resources
Track 15 name selector
internet access
chart paper
post it notes
optional chart
paper
images of
places around
Argentina- can
be digital or
printed
objects or
images of
objects to
discuss in
passive voice
.
ball Language Quiz: Past

Tenses, Wh-
Questions, Reported
Speech, Passive Voice
Language Skills -
Growth Mindset
Quote
FA Writing
e Activities
Day Date 60 min 90 min Subject Students will be able to Pages

expression through a
10 10 Daily Routine discussion of current events
F
TWENTY-FIVE
E
B
Phonology: distinguish different sound
2 Word List, patterns in words and
7 20 20
Working With
Sounds
correct pronunciation 51, 52
T
H
apply knowledge of
speaking, etc.) using passive
25 25 Language and active voice 95
categorize words using

syllables, identify words
0 30 EXTENSION with missing syllables
review the concepts

5 5 Cool Down learned in this class
60 90

expression by introducing
10 10 Daily Routine each other
Spelling: Writing
Our Words, You write words correctly
20 20 Can Do It! memorize spelling patterns 53, 54
F
E
TWENTY-SIX
8 rules in context (writing,
speaking, etc.) using
T 25 25 Language adverbs of time 96, 97
H
demonstrate understanding
Language of the language structure. 97
0 30 EXTENSION review spelling

5 5 Cool Down recall class information
Total minutes 60 90

expression by
10 10 Daily Routine understanding emotions
relate vocabulary words to

their definitions. Use words
M 10 10
Vocabulary: showing correct application
Using Our Words of the words’ meanings 55
A
Y-SEVEN
R
C
H
M
TWENTY-SEVEN A
R 5 5 Home Schooling correct pronunciation 56
C
Spelling:
H 5 5 Dictation assess SS' spelling skills 57
Word List:
Pronunciation,
1 Vocabulary spelling & vocabulary skills 57
S
T
apply knowledge of
Language speaking, etc.) by reviewing
25 25 Review language concepts 98
review the meaning of

0 30 EXTENSION vocabulary words

Total minutes 60 90

10 10 Daily Routine expression
M
A
TWENTY-EIGHT
R Listening identify the main ideas and

20 20 Comprehension details of a recorded text 58
C
vocabulary and language to
a speaking activity (debate,
N conversation, etc.) by
practicing the language to
D 25 25 Oral Expression share information 59
2
TW
N
D
present information in a
0 30 EXTENSION creative way

Total minutes 60 90

expression by evaluating an
issue that impacts the
10 10 Daily Routine world
M
TWENTY-NINE
A
R
C
H
3 comprehend and identify

T the main ideas and details
H of a text, to infer based on
45 45 Reading previous knowledge 60-62
complete and present

research to support
0 30 EXTENSION learning
5 5 Cool Down reflect on today's lesson

Total minutes 60 90

expression by asking
10 10 Daily Routine permission
Reading:Check
THIRTY
Your comprehend and identify

Understanding, the main ideas and details
Enrich: Going of a text
30 30 Deeper 63, 64
Reading:Check
THIRTY
Your comprehend and identify
Understanding, the main ideas and details
Enrich: Going of a text
30 30 Deeper 63, 64
apply knowledge of
speaking, etc.) using review
15 15 Language activities n/a (Catch-up)
improve their knowledge of
0 30 EXTENSION difficult language concepts
review the story read in
MARCH 3TH 5 5 Cool Down class
Total minutes 60 90

expression by discussing
10 10 Daily Routine how they are feeling
M
A
THIRTY-ONE
generate, evaluate or
R analyze ideas and events
C Reading: Visible happening around the
H 30 30 Thinking world 65
6
T
H
Language review learned topics and
25 25 Review practice 99
0 30 EXTENSION ask and answer questions
reflect upon personal
5 5 Cool Down progress

M process and practice oral
10 10 Daily Routine expression
A
THIRTY-TWO
R
C apply knowledge of
H vocabulary and language to
practice creative writing
applying adjectives to
7 Writing: Write enhance the writing
45 45 About it! product 66
T
H present information in a
0 30 EXTENSION creative way
7
T
T
H
5 5 Cool Down reflect on today's learning

Total minutes 60 90
TH does roll call and completes the DR. TH will prepare a variety of
local, national, and international news stories. TH passes out the
stories to groups of SS. SS look through their articles and sorts them.
TH makes a three column chart on the board and asks SS to bring up
their articles and place them in one of three categories (local,
national, and international). SS discuss what they notice about the
VL, VS Current Events different types of news stories in the paper.
K,VL Pre-Activity Follow the TT routine and practice the fourth TT from Sparks.

• Play audio (track 16 ) and have SS listen to it, quietly.
Ss follow directions of Working with Sounds to complete the VL
K, VL Activity activity on the page.
Complete the Teamwork activity on page 52. SS share which words

their team had the hardest time pronouncing and the class practices
K, VL Post-Activity the pronunciations slowly together.
S volunteers to make a passive statement with a subject at the end.
For example, "A vacation was taken by my family." Another S must
change the statement into an active statement, then make a new
passive statement. Continue until about ten sentences have been
VL Pre-Activity reviewed.
Complete the VL activity from page 95. Check the responses
VL Activity together.
Choose a few articles from the DR. SS read through the articles and
look for examples of passive and active voice. They should try to find
at least three of each. Discuss whether students see passive or active
VL, IE Post-Activity voice used more often and talk about why that might be.
SS make a chart with the numbers two through six to show how
many syllables are in each of their words. Then, in pairs, SS say a
word with a syllable missing and their partner much identify which
VL, IE word they are saying.
SS must make one active statement and one passive statement to
describe something they did in class today.
VL, K, IE
TH does roll call and completes the DR. TH asks class to brainstorm a
list of greetings and goodbyes and reviews information we generally
Language give when meeting someone new (our name, age, grade, hometown,
VL, IE Function etc.). SS complete a role play to review polite greetings.
Play track 16. SS listen to the word and pronounce it. Complete book
VL, K Pre-Activity page 53 together.
SS complete page 54 independently.
SS make two short riddles about some additional words on their list,
VL, VS Activity following the format of the final VL activity on page 54. SS move
around the room and pose their riddles to each other in order to
VL, IE Post-Activity review the spelling of the words on their list.
T poses some questions to SS about when they did different thing. T

writes down the adverbs of time they use in their responses. Then, T
goes through the information at the top of page 96 and 97 to
VL Pre-Activity introduce adverbs of time.
SS take turns using the adverbs of time that are introduced in

VL Activity sentences orally. Then completes the activities on pages 96 and 97.
Check responses to page 96 and 97. SS get in pairs and take turns
IE, IA, VL Post-Activity saying sentences using the adverbs of time from this section.
Instruct students to complete the Language Quiz independently.

Remind them they can take their time to think about their answers.
They will have the chance to check their answers before finishing the
VL quiz. If time allows, review answers.
SS spend five minutes reviewing the spelling of the words from the
list. Then in pairs, SS play hangman. For the last ten minutes, SS quiz
each other on the words. SS write down any words they are
VL, IE, IA struggling to spell and make a plan to practice more at home.
Before leaving, T tells each S two adverbs of time. The S makes two
VL true statements using the assigned adverbs of time.
TH completes roll call and completes DR. TH introduces the word

respect. SS share what they think this word means and give
examples of how they show respect in different settings. SS also
share examples of times they were not respected and how it made
Emotional them feel. SS make a list of ways they can be respectful in a
VL, IE Intelligence classroom environment. TH records this list.
Reread the sentences on page 51. SS share what theme(s) they
VL Pre-Activity notice among the words.
VL, IE Activity Complete the partner work and VL activities on page 55.
SS play the Game Zone activity from page 55.
IE, VL, VS Post-Activity

T points out on the board. Check SS' pronunciation. (done @home in
VL the previous class)
Dictate the lesson words on page 51. Then grade the quizzes.
VL, IA Instruct students to complete the Pronunciation practice and the

take their time to think about their answers. They will have the
Create
chance five groups.
to check T gives
their eachbefore
answers groupfinishing
a mind map with one
the quiz. of the
If time
VL, VS yellow highlighted words
allows, review answers. from page 98 written in the center. Each
group must brainstorm everything they can about their topic on the
mind map. This should include a definition of the concept, examples,
rules, and any questions they may have. Each group presents their
VL, IE Pre-Activity topic to the class to begin the language review.
VL, IE Activity SS complete the Unit Review on page 98.
Trade books and correct answers together. After correcting, SS share

any questions they have about answers they may have missed and
offer each other feedback. T should allow SS to guide each other
VL Post-Activity through the review as much as possible.
SS create flash cards of their vocabulary words with a word and a

drawing (when possible) on the front of the card and the definition
and a sentence on the back of the card. SS can quiz each other using
VL, VS their cards if there is enough time.
SS share what they found interesting about today's class and one tip
VL, IA for studying vocabulary words.
Greet SS. TH does the roll call and DR. TH reads the Growth Mindset
Quote from the Language Skills Section. SS discuss how they think
Growth this quote can help them build a growth mindset. Then, TH leads a
VL, IA, IE Mindset discussion about overcoming obstacles, regardless of their size.
Discuss the Warm-up question about what SS want to be when they

grow up. Brainstorm different jobs people they know have as well as
VL, IE Pre-Activity what they find interesting about each.
Listen to the track and answer questions. Listen one more time to
VL Activity review answers.
SS writes sentences about three different events that are occuring at
three times. For example: "I will go to a tennis match at 1:15. I have a
dentist appointment at 5:45. I will eat dinner at 8:10." T reads a set
of sentences aloud and asks a question that can be answered with a
VL Post-Activity time.
Discuss the different careers SS heard about in the listening activity.
VL, IE, IA Pre-Activity Review the list of careers they brainstormed at the start of class.
IA, IE, VL Activity Follow directions to complete the activities on page 59.
Each group shares what career they voted on and why. T leads
discussion about what debate strategies are most useful when trying
IA Post-Activity to convince your group of an idea.
SS imagine they are working in the career they hope to have when
they grow up. Each S creates an oral presentation about their career
including information about what they do each day, how they got
their job, and the pros and cons of their job. They will present this
information to the class or in small groups as if they are at a career
fair. SS may need to use the computer to research their desired
VS, VL career further.
SS get into pairs. They must state which career their partner would
VL, IE, IA be good at and explain why they chose that career for them.
Greet SS. TH proceeds with DR and roll call. TH displays an

international news website. SS read headlines to try to find an article
about each of the following topics: a political event, a weather event,
a tragic story, a funny story, a sports event, and any other topics the
TH suggests. SS discuss which types of stories they see the most of
VL, IE Current Events and which are the hardest to find.
T displays Sparks video about Dinosaur's Valley in Argentina. Use the

Activate Your Brain questions to introduce the story, let SS share
Pre-Activity their answers.
Activity two minutes to complete the Grammar Check box.
Make a list of key facts and details from the reading. These can be
things that the SS think are very important, very interesting, or things
that they want to learn more about. Post the list in the classroom for
VL, IA, IE Post-Activity future reference.
SS work in pairs or small groups. Each group thinks of a question they

have about something they learned in the story. They will further
research their question and then present their findings to the class in
IA, VL, VS any creative way they choose.
SS share what they find interesting about Dinosaurs' Valley and
VL, IA whether they would like to visit.
TH does roll call and completes the DR. TH brings in pictures of a

variety of dinosaurs and passes them out to SS. SS take two minutes
to think of a few sentences to describe their dinosaur. SS walk
around and describe their dinosaurs to each other. For the last two
Language minutes of DR, TH makes a list of the words SS heard the most
VL, IA, VS Function Tfrequently
makes a three column
to describe chart on the board that has space for
dinosaurs.
beginning, middle, and end. SS list at least three things they
VL, IE Pre-Activity remember from each part of the story.
SS complete the activities on pages 63 and 64.
VS, VL, IA Activity
SS share their answers to the IA activity on page 64. After many SS
have expressed their points of view, see if any SS change their minds
VL, IE, IA Post-Activity List
about all their
the topics from this Language unit on the board. Ask students
answer.
to come up with one sentence to best describe the most important
Pre-Activity Tpart
decides which
of each topics need to be reviewed or catches up if
topic.
necessary. T uses games or mini-lessons to review all material from
Activity this unit.
SS share what they feel most confident about from the language unit
VL, IA, IE Post-Activity and what they still want to review.
T uses extension time to continue reviewing the concepts students
VL identified as troublesome.
SS share a three sentence review of "Journey to Dinosaurs' Valley"
VS, VL, IE that expresses whether they liked the story and why.
TH does roll call and then completes the DR. TH asks SS to

brainstorm as many words as they can to describe their emotions.
Then, SS work in pairs to describe a time they or someone they knew
felt each emotion. If a S doesn't have an example of a time they
Emotional experienced a particular emotion, they can think about what
VL, IE, IA Intelligence scenario might cause that emotion.
Brainstorm what the class has learned about Argentina. Discuss
VL, IA, IE Pre-Activity different areas and landmarks in the country.
IE, VL Activity Complete the Visible Thinking activity on page 65.
SS share their responses to the Self-Assessment from page 65 with a
IE, IA, VL Post-Activity partner or with the class.
T writes the words that are highlighted in yellow from pages 99 on the
board. SS get into small groups and brainstorm all they can from
each topic with their group. Each group shares an overview of what
VL Pre-Activity they discussed.
VL Activity SS complete unit review.
VL Post-Activity SS trade
createbooks
a review
andquiz that
grade covers
each the unit
other's topics from pages 98 and 99.
reviews.
Then trade quizzes with a partner and grade. T can also use this time
VL, IE SS share how
to review they felt about
the Language topicsthe Unit Review.
in small, targetedThey name one topic
groups.
of the Language section they want to study more and one they feel
IE, IA most confident about.
T welcomes SS. TH does the roll call and DR. T asks SS to make a
picture portraying the meaning of the Growth Mindset Quote.
When finished, invite SS to share and see which picture shows the
meaning of the quote the best.
Growth
VL, IA, VS Mindset
Review the job of a paleontologist. T presents information about this

career and the subjects people need to study in order to pursue a
Pre-Activity career in paleontology.
Activity SS complete the writing activity on page 66.
SS share their email with the class. T lists all the persuasive reasons
SS came up with. SS discuss which points they find most persuasive
VL, VS Post-Activity and reflect on how they can improve their writing in the future.
SS trade books and reread another S's writing. Then, each S writes a
response to the email with comments and questions from the point
VL, IE of view of a student who may have received Dr. Agonia's email.
SS must give at least two different SS a compliment on the writing
IA they shared in class.
Digital
Assessment Materials @Home Aluzo Online Activities
Resources
TH prepares
news articles
Sparks: Tongue
Twister
Tracks 16, 17
Check SS Track 16
independent Home
work Schooling L4
Language Quiz:
Passive Voice,
Adverbs of Time
AMCO's CS name
selector
FA
Word List:
Pronunciation,
blank flash
cards or small
pieces of
paper
name selector
Language Skills -
Growth Mindset
Quote
Track 18
FA Listening
Comprehension
Track 19
FA Oral
Presentation
internet access
Sparks: resources
Track 20
AMCO's CS name
selector
internet access
large
paper or
poster boards
drawing
materials
.
FA
Language Skills -
Growth Mindset
Quote
large paper or
poster boards
drawing
materials
Wrap Up (Days 33 - 36) 6th B
Students will be able

Day Date 60 min 90 min Subject Pages MI
to

expression, develop
10 10 Daily Routine emotional intelligence VL, VS, M
Oral Expression demonstrate oral

0 0 Test expression skills gained VL, IE
M
A
R
THIRTY-THREE
C apply knowledge of
H Writing Lab:
Observe the
vocabulary and
language to practice
25 25 Model descriptive writing 67 VL, IE, VS
7
T VL, IE, IA
H
apply knowledge of VL, IE, K

Language and rules in context
20 20 Review (writing, speaking, etc.) 100 VL, IE
produce examples that

show the correct use of
0 30 EXTENSION grammatical structures VL, IE
use complete sentences
5 5 Cool Down to express emotions IA, VL
Total minutes 60 90
feel relaxed and

focused during the
5 5 Daily Routine exam VL, IA, IE
M
A demonstrate
knowledge and
R
THIRTY-FOUR
competence in
Test: Language grammatical structures
C 30 30 and Spelling and spelling Assessment VL, IE, IA
H VL, IA, VS
8 VL, IA, VS
apply knowledge of
T vocabulary and
H 20 20
Writing Lab: Pre- language to practice
Writing descriptive writing 68 VL, IA, VS
demonstrate oral
Oral Expression expression skills
0 0 Test attained VL, IE
comprehend and
0 30 EXTENSION give advice of
and details anda text VL, IA
recommendations for a
5 5 Cool Down given situation IE, IA, K
Total minutes 60 90
feel relaxed and
focused during the
5 5 Daily Routine exam IA, N, M
M
A
evidence reading and
R Test: Reading listening
THIRTY-FIVE
and Listening comprehension skills

C 30 30 Comprehension attained VL, IA, VS
H
8
T
H
Writing Lab: apply knowledge of
Start Writing vocabulary and
and Review Your language to practice
20 20 Draft (Revising) descriptive writing 69 VL, IA, VS
demonstrate oral
0 0 Test acquired VL, IE
use information from a

text and relate it to
0 30 EXTENSION real-life examples VL
give advice and

recommendations for a
5 5 Cool Down given situation VL, VS, IA
Total minutes 60 90
feel relaxed and
focused during the
5 5 Daily Routine exam VL, IA
M
A
R
THIRTY-SIX
C
H demonstrate writing
30 30 Test: Writing skills attained Test VL, IA
8
T
H Writing Lab:
Check Your apply knowledge of
Writing (Editing)
vocabulary and
and Final Draft language to practice
20 20 (Publishing) descriptive writing 70 VL, IA, VS
demonstrate oral
0 0 Test attained Assessment VL, IE
use graphic organizers

0 30 EXTENSION to express their ideas VL, IA

5 5 Cool Down work VL, IA, IE
Total minutes 60 90
Type Strategies and Activities DLC Assessment
Greet SS and do DR as usual. TH put SS into groups of four. SS must
come up with 5 headlines to share some current events they know
about. They must choose at least one school related event, one local,
one national, and one international event as well as a second event
from a category they choose. SS will summarize each event into a
catchy headline. Each group will share their five headlines with the
class.
You can assess your SS' oral expression skills individually, in pairs, or
in teams of three. Give each S or team a prompt to develop a
conversation (refer to test). Each S or team has two minutes to
present their conversation. Use the provided rubric to assess your SS.
There is not an assigned time during your session to orally assess SS.
We suggest doing it while they work on the Writing Lab. Remember
to change the prompt so SS don't know what they are going to be SA Oral
talking about. Expression
Ask SS the following questions: Do you know what a blog is? Have
you ever read one? If so, what was it about? If not, what do you
think they are for? Encourage SS to share their answers with the
Pre-Activity class.
Tell SS to open their books on p. 67. Read the blog about Patagonia.
Encourage SS to identify the blog's characteristics. Have SS follow the
Activity instructions to complete the exercise at the bottom of the page.
Choose SS randomly to share their answers.
Post-Activity FA Writing
SS pair up to study the Language topics of the book. (Give them ten
minutes, recommend them to focus on the topics that they find the
Pre-Activity hardest)
Play a review game. Split the class in two teams. T writes different
point values out of order, in different sizes, but close together in
increments of tens up to 100 on the board. T asks a review question.
If S gets the answer correct they have a chance to throw a sticky ball
or another object at the board, trying to get as many points as
possible. If the S answers incorrectly the other team has a chance to
answer. TH can keep track of how many points each team earns. T
Activity can take note of questions and topics that were difficult for SS.
SS answer page 100 individually. Exchange books and correct

Post-Activity altogether. T answers any questions SS might have. FA
Using the items SS had the most trouble with, continue to review the
language concepts using the game.
SS share a topic they feel very confident about and another they
want to practice more.
Ask SS how they feel about the exam they have to complete today.
To prepare for the exam, have SS do a few breathing exercises. Give
them the following instructions:
- Breathe in through your nose slowly.
- Hold your breath for 4 seconds.
- Breathe out through your mouth slowly.
- Wait 4 seconds and start again. Repeat this routine four times.
You can also play relaxing music while doing this breathing exercise.
Emotional This iseach
Give a great
S anway forBefore
exam. your students
startingtotherelax
testand
ask focus
every on
S totheir
write
Intelligence upcoming
their nameexam.
and date. Then, together read the instructions from every
section and have SS rephrase them to ensure SS understand what
they
Choosemust20 do and from
words avoidall
constant interruption.
four lessons and dictate them (we suggest
choosing
Tell SS that time's up. Ask them to checkThen,
five words from each lesson). theirhave
examSSfor
continue with
any missing
Pre-Activity the Language assessment in silence.
information they might have forgotten to fill out. Pick up the exams. SA
Have SS cool down by letting them stretch out while breathing in and
Activity out.
Choose a few SS randomly to recall information from the blog they
Post-Activity read on the previous session.
Tell SS to open their books on p. 68. Follow instructions to complete
Pre-Activity the page.
Switch books with a partner to check for spelling and/or grammar

mistakes. If there's time left, choose a few SS randomly to share their
Activity answers with the class.
Continue assessing your SS on their Oral Expression skills using the SA Oral
Post-Activity provided rubric. Expression
Activate SS' entrepreneur's minds by reading the quote for the

lesson: "A hard thing is done by figuring out how to start." Give SS
one minute to reflect before sharing their thoughts. Open the
Entrepreneurial Mindset story "Building Health" Read the story
together. Pause after each page and ask SS the Check for
Understanding questions. Identify beginning, middle, and ending of
the story.
SS share one tip for staying mindful during meditation. Then,
complete a three minute meditation before calmly leaving class.
This is a great way for your students to relax and focus on their
Growth Mindsetupcoming exam.
Give
Ask SSeach S an
to go p. exam. Before
3 Listening starting the test
Comprehension. askthem
Tell every
toSlisten
to write
their name
carefully to and
Trackdate. Then,
1. Give together
them a few read the to
minutes instructions
complete from every
exercise A.
section and have SS rephrase them to ensure SS understand
Play Track 1 again so SS can complete any missing information. Play what
Pre-Activity they
Trackmust
2 anddohave
andSS avoid constant
listen interruption.
carefully. Give them a few minutes to
complete exercise B. Play Track 2 again so SS can complete any
missing information. Instruct SS to complete the Reading
Activity Comprehension portion of the exam. SA
Tell SS that time's up. Ask them to check their exam for any missing
information they might have forgotten to fill out. Pick up the exams.
Have SS cool down by letting them stretch out while breathing in and
Post-Activity out.
Ask SS to open their books on p. 68. Tell them to read the ideas they
wrote. This is a great time for them to add any new ideas or change
Pre-Activity some of the ideas they already wrote.
Ask SS to turn to p. 69. Tell them to use the ideas from the
brainstorming they did on the previous page to write their first draft.
Activity Then, have SS use the checklists below to revise their writing. FA Writing
Ask SS to exchange books with a partner. Have them check each

other's message. Encourage SS to give their peers positive feedback
Post-Activity and suggestions on their writing.
provided rubric. Expression
Project the Entrepreneur Mindset quote. Ask SS to think about how

this quote relates to the story "Building Health." Recall information
from the story like main idea, main characters, important details, etc.
If you see your SS are having trouble remembering the story, have
them read it one more time. Have SS follow instructions to complete
the first two activities. Invite SS to share their answers with the class.
Have SS shared how they felt during today's assessment. Encourage
them to share tips and strategies on how to stay relaxed or how to
get ready for the reading and listening comprehension exams.
Language This is a great way for your students to relax and focus on their
Function upcoming exam.
Give each S an exam. Before starting the test ask every S to write
their name and date. Then, together read the instructions from every
section and have SS rephrase them to ensure SS understand what
they must do and avoid constant interruption.
Give each S a separate sheet of paper. Instruct SS to choose a
prompt. They will have 15 minutes to write a paragraph. Remind SS
to use their best handwriting.
Pre-Activity SA
Tell SS that time's up. Ask them to check their paragraph for any
missing information they might have forgotten to fill out. Pick up the
exams. Have SS cool down by letting them stretch out while
breathing in and out. Use the remaining time to finish evaluating oral
Activity expression.
Ask SS to open their books on p. 69. Instruct them to read and check
their writing one last time. This is the perfect opportunity to add
Post-Activity details or change a few things in their writing.
Tell SS to turn to p. 70. Have them write a revised version of their
work. Once they are finished, it's time or them to proofread their
Pre-Activity work.
Finally, give each SS a separate sheet of paper. Tell SS to write the
final draft. If there's time left, encourage SS to share their writing
Activity with the rest of the class. FA Writing
Post-Activity provided rubric. Expression
Have SS recall the main ideas from the story. If you feel your SS still
are still having trouble identifying the main ideas or some important
details, have them read the story again. Follow the instructions to
complete the last two exercises. Choose a few SS randomly to share
their work with the rest of the class.
SS pair up and face each other. Ask SS to share with their partners
the thing they found most difficult in the unit, and the thing that
they liked most doing in class that enables them to learn and
consolidate new knowledge. Then SS give each other tips to improve
the work they found challenging (example: tips to study).
Digital Resources Materials @Home Aluzo Online Activities
Summative
Assessment
Calculator (SAC) Book 3 Exams
Assessment Module
AMCO's Writing Process Poster
sticky ball or
other object to
throw at the
board
Summative
Assessment
Calculator (SAC) Exams
Assessment Module
Summative
Assessment
Calculator (SAC)
Entrepreneur
Mindset
Summative
Assessment
Calculator (SAC) tests
Assessment Module
Summative
Assessment
Calculator (SAC)
Entrepreneur
Mindset
Summative
Assessment
Calculator (SAC)
Assessment Module
Summative
Assessment
Calculator (SAC)
Entrepreneur
Mindset
6th B3 Listening Comprehension Scripts
Lesson 1 Track 3, 4 Volunteering
Tim: Hey, Jessica! How are you doing?
Jessica: Hi, Tim. I’m great! Do you live around here?
Tim: Yes, I live on the corner of Smith and 75th Street. Do you live close by? I’ve never seen you in this neighborho
Jessica: No, I live near 38th Street. I am just on my way to the hospital on 71st Street.
Tim: The hospital? Is everything OK?
Jessica: Yes, I’m fine! I volunteer at the hospital every Tuesday and Thursday from 4:30-7:00.
Tim: That sounds great! What kind of things do you do there?

who are sick. There are 13 kids who I get to work with every week. Next week, three of them will get to go home. I w
but it’s great to see them getting better!
Tim: Wow, that sounds like a rewarding job! I would love to sign up to volunteer. How can I get started?
Jessica: We could really use your help. You can call my boss, Linda. Her phone number is 813-569-2470.
Tim: 813-569-2470. Got it. I will give Linda a call soon, and hopefully, I can come volunteer with you by the end of S
Lesson 2 Track 8, 9 Camping in the Countryside
Jake: Hey, Brenda, how’s it going?
Brenda: It’s great now that it’s Friday afternoon!
Jake: Definitely! What are you up to this weekend?

Brenda: I’m going camping in the countryside! All my cousins are getting together for a big family trip. We’ll pitch ou
make our own fires, and even ride horses!
Jake: Wow, it’s like you’re a band of gauchos from the old days!
Brenda: Yup, that’s the point! We’ve made some rules for the weekend. No computers and no cell phones allowed!
to just get away from the city and spend some time in nature.
Jake: Cool. I heard there’s supposed to be a meteor shower on Saturday night. You should bring a telescope!
Brenda: I don’t have one. Maybe you’d like to come along and bring yours.
Jake: Really? Do you have room for one more gaucho?
Brenda: Sure, the more the merrier! Just run home and pack a bag. My dad can pick you up! What’s your address?
Jake: I’m at 8241 Sycamore Street.
Brenda: Let me write that down. Can you spell your street name?
Jake: Sure, S-y-c-a-m-o-r-e. I should be ready in about an hour. Can’t wait!
Brenda: See you soon!
Lesson 3 Track 13, 14 Hiking on a Hot Day
Lucy: Mark, we’ve been hiking for three hours already. It’s so hot out here! What do you say we take a break?
Mark: Lucy, you read my mind! I’d love to find a nice, cool place for a swim. I thought I heard some water a while ba
find it?
Lucy: That sounds perfect! I could use a dip in the river!
Mark: OK, let me have a look at the map. I think if we take a left at the broken tree, we will be near the waterfall.
Lucy: Did you bring your swim suit?
Mark: Yes, and I have my waterproof camera. I bet we could get some good shots in the waterfall!
Lucy: I would love that! Have you gotten any other good photos? My cousin, Alyssa, would love to see some picture
get back.
Mark: Yes, I got a few of the toucan we saw this morning. I also saw a howler monkey in the tree this afternoon.
Lucy: We’ve seen a lot of animals!

Mark: I’ve been trying to get photos of the plants as well. I got a beautiful shot of an orchid. Those are my mom’s fav
flowers!
Lucy: She will like that. Hey, I see the waterfalls! Let’s go swim!
Mark: Sounds great to me!
Lesson 4 Track 18, 19 The Career Fair
Jane: Hey, Max! How’s it going?

Max: Hi, Jane! It’s going well. How are you doing?
Jane: I’m great. I’m so excited for the career fair today! Which speakers did you sign up for?
Max: At 8:30, I’ll go to a presentation about dentistry. Then, at 10:15, I will learn about photography. I also signed up
presentation about paleontology.
Jane: Wow, those all sound so interesting!
Max: What about you?

Jane: At 9 o'clock, I will go to a session on construction. Then, at quarter to 12, I will learn about architecture. For m
session, I’ll see the graphic designer present, at half past 1.
Max: Sounds like a fun day. Have you seen who is doing the graphic design presentation? I don’t have time to atten
to go ask him a few questions!
Jane: Actually, it is a her! She’s tall with wavy, long hair. She is wearing a yellow sweater and pink pants.
Max: Thanks, hopefully I can catch her sometime today to ask some questions.
Jane: I heard the paleontologist is really interesting. Do you know who it is?
Max: His name is Dr. Agonia. He is short with white hair. He has black glasses and is wearing a white coat, but he d
like a mad scientist from the movies!
Jane: Great, I’ll look for him. We better get going. It’s nearly 8:30! Have a great time!
Max: You too! See you around!

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6th Grade

Aluzo Online Activities S&S

Planning Calculator Unit Plan

Daily Plan Lesson 1 Daily Plan Lesson 2

Daily Plan Wrap Up

How to Use Planning Solution L&S Transcripts

Daily Plan Lesson 3 Daily Plan Lesson 4

ment, so you will only be able to view this document.

Total minutes 60 60 60 60 60 60 60 60 480

Total minutes 60 60 60 60 60 60 60 60 480

Total minutes 60 60 60 60 60 60 60 60 480

Total minutes 60 60 60 60 60 60 60 60 480

Total minutes 60 60 60 60 240

read entrep mindset

Lesson 2 Day 9 Day 10 Day 11 Day 12 Day 13

Lesson 3 Day 17 Day 18 Day 19 Day 20 Day 21

Lesson 4 Day 25 Day 26 Day 27 Day 28 Day 29

Wrap Up Day 33 Day 34 Day 35 Day 36

Online Unit Language & Reading & Writing

Day 6 Day 7 Day 8

Day 14 Day 15 Day 16

Day 22 Day 23 Day 24

Day 30 Day 31 Day 32

activate the switching

get excited about the new

review words from today's

activate the switching

5 5 Cool Down reflect upon today's work VL

activate the switching

create a plan for reaching a

5 5 Cool Down reflect upon today's work VL

activate the switching

ask and answer questions

recall elements of today's

activate the switching

Understanding, understanding by learning

activate the switching

Reading: Visible brainstorming new

activate the switching

identify one thing SS liked

T and TH will prepare some descriptive cards in advance. T will stand

Follow the auditory discrimination routine:

SS get into pairs. Each pair writes a short paragraph to describe

Complete the VL activity at the bottom of page 74. Check the

SS each write a list of questions about things they

T displays Sparks' images, SS explain what topic they consider related

On the board, make a chart of interesting facts that the SS learned

SS will write a speech as if they were the leaders of their country to

Flipped Classroom video: Modal

Home Schooling Lesson 1, practice

English Skills - Growth

activate the switching process,

List, Working With reproduce words with correct

reinforce the use and

reflect upon today's learning

activate the switching process

apply knowledge of spelling

activate the switching process

relate vocabulary words to their