Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 1, SECOND GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
Second Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
 Distinguish verses from
stanzas.
 Distinguish words that
rhyme.
 Complete verses orally
based on their beginning
and ending.
 Rewrite words in verses
and stanzas
Participate in language games with expressive and aesthetic purposes.
Literary and ludic
Change verses in a children’s poem.
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore illustrated children’s poems.
Predict general sense.
Activate previous knowledge to predict topic
and purpose.
 Identify graphic and textual components.
Participate in the reading aloud of
children’s poems.
 Find out the meaning of words.
 Identify stanzas and verses.
 Identify words that rhyme.
 Identify changes in intonation.
 Practice the spelling and pronunciation of
words that rhyme.
Complete verses orally based on the written
form of their beginning and ending.




Topic and purpose.
Acoustic characteristics: rhyme.
Textual components.
Structure of poems: verses and
stanzas.
 Correspondence between written
and oral language.
 Repertoire of words necessary
for this social practice of the
language.
 Structure of dialogues.
BEING THROUGH
THE LANGUAGE
 Pay attention to
aesthetic purposes of
poems.
 Use language as a
means of creation
Complete written verses.
Identify words that form verses.
 Compare the written form of verses based on
a number of indicators: words, rhyme, etc.
Select a word to complete written verses
Check writing legibility
PRODUCT
VERSE ROULETTTE
Stage 1
Choose a stanza to create a
roulette with its verses.
Stage 2
Make the roulette big enough to
write the verses of the stanza on
it.
Stage 3
Write verses on the roulette
based on a model.
Stage 4
Check that the written form of the
verses is correct and verify the
stanza is complete.
Stage 5
Illustrate the roulette.
Stage 6
Test the roulette and play by
making poems with verses of the
stanza
stage 7
Display the roulette in a visible
place in the classroom.
SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
3A
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES


Stage 1




Stages
2 and 3





Stage
4 and 5



Stages
6 and 7





Expose Ss to different types of roulettes and explain their purpose so that Ss understand what it is. Let them play for a while and as soon as they are
familiarized, tell them they will have to create their own.
Encourage Ss to remember what a rhyme is by saying rhyming words and ask them to stomp their feet or clap their hands whenever they hear a pair of
rhyming words. Use small cards to make the game a little bit more fluent and dynamic. Every time they identify a set of rhyming words give them the chance
to spin the roulette and see what task they have to develop.
Make a contest and organize several teams. Write a word on the board or say it aloud, the S who writes or says a rhyming word first, wins the first round; do
several rounds to have a winner team. You may also ask teams to create their own rhyming words and take turns leading the competition.
Prepare six stanzas for the class, and divide the group into six teams. Encourage Ss to read the verse chorally exaggerating the pronunciation and creating a
new rhythm with the verse: rap, rock, salsa, etc. Ask Ss to choose a stanza and copy it in their notebooks before attempting the roulette.
Have Ss illustrate the verse, encouraged them to identify descriptive words to have a visual idea of what they are saying.
Provide Ss with a model of a stanza so that they understand what it is. Encourage them to practice the stanza, equip your Ss with different stanzas so that
they can tell each other their stanza by switching turns.
Distribute materials to elaborate the roulette and monitor while they are creating their own. Have Ss design a cardboard roulette that is big enough to write the
stanza on for everyone to see.
Separate the verses into four and ask Ss to identify the rhyming words and encourage Ss to say the rhyming words out loud.
Have Ss point at the rhyming words on the board and include some of these rhymes in a short stanza, practice with activity books, big books, or check the
websites suggested in the didactic suggestions section underneath.
Ss work in trios to choose different stanzas. Some members of each team have to write one of each pair of rhyming words on pieces of paper.
Once Ss have designed their roulette, let them share their work with other partners, monitor and promote self-correction; if it is too difficult for Ss to identify
mistakes, provide them with the correct spelling by modeling the word, words or stanzas so that they have the chance to compare their work with the provided
model .
Prepare a handout so that Ss match visual elements to words. Ss may perform this activity as a whole group or in teams. Ask Ss to follow a model so that
they get a clear idea of what to do.
Ss copy verses from their notebooks into the roulette and illustrate them by drawing, or with cutouts. This craft must be enriched with oral repetition of the
verses or stanzas.
Ss paste the rhyming words and the illustrations to finish the roulette and the rest of the team should contribute making sure illustrations are complete and
located logically next to the written forms.
Encourage Ss to share their roulettes, promote an adequate and organized atmosphere so that Ss have the opportunity to play with them.
Ss may sit in a circle on the floor, use a color die to coordinate turns of participation, to produce a piece of the verse or stanza in the roulette.
Tell Ss to spin the roulette; then, with the words selected have them say a verse in different rhythms, switching teams and using different roulettes.
Modify the activity through the use of a common die to decide turns of participation to produce the complete verse or stanza. They may even change the
order of lines or modify verses.
Finally, display the roulettes in the classroom for future participation.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
SUPPLEMENTAL EDUCATIONAL MATERIALS

Big Books
e.g. Faces Big Book 1: Story 4: Ricky and the rabbit
e.g. Faces Big Book 2: Story 5: Emily’s ice cream
e.g. Faces Big Book 3: Story 1: Felicity and the fairies
Thematic Frame
 Seek to promote English learning through the contents of different areas, the exploration of each unit makes it possible to develop language skills in tandem to create
interest in issues that promote the imagination of students and sensitize them.
 Early literacy plays a fundamental part in each unit, taking into account the different learning styles and motivating children to show more self-confidence, which is key
in all areas of development.

Macmillan Early Learners Flashcards
 Motivate students to relate the images and texts through diverse activities
 Implement dynamic and games according to their level increasing the degree of complexity.
 Perform reviews of the vocabulary learned during the sessions.
 Invite students to repeat the words learned making it visible their pronunciation.
 Encourage students to classify images according to the topics covered.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing House
Teacher’s Book
Activity Book
Big Book
“Brilliant! two”
Santillana
pp. 57-69
pp. 52-61
Story
pp. 27-38
“Do it! 2”
University of Dayton
pp. 53-63
pp. 31-37
Story
pp. 26-40
“English 2 grade”
Fernández Editores
pp. 59-69
pp. 47-57
Tale
pp. 18-25
“I’m ready 2”
Macmillan
pp. 67- 57
pp. 46-55
Story
pp.18-25
“Play and do 2”
Trillas
pp. 55-66
pp. 37-42
Favorite stories
pp. 29-42
“Play and Play 2”
Nuevo México
pp. 54-65
pp. 46-55
Fictional
pp. 19-27
“Think in English 2”
Ediciones SM
pp. 55.64
pp. 33-39
Story
pp. 27-38
“Yes, we can! 2”
Richmond
pp. 36-43
pp. 36-43
Fiction
pp. 23-28
nd
WEBSITE RESOURCES
http://learnenglishkids.britishcouncil.org
http://www.esl-galaxy.com/children.htm
www.kidsfront.com/rhymes-for-kids.html
www.bussongs.com
www.smart-central.com
http://pbskids.org/
http://grimmfairytales.com/en/main
www.dltk-cards.com
N.B. Website resources and supporting materials enclosed are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic
sequence according to every particular classroom reality and student´s needs and preferences.
Programa de Inglés en Educación Básica en el Distrito Federal