New Sunrise Preschool A Teacher's Guide Unit 1

9 • Scissors • Pencils • Colors • School supplies • Photocopiable Pages Materials Psychomotor • Uses different school supplies appropriately. • Identifies limits in a figure and colors within the lines. Cognitive • Colors a model, correctly following the instructions. • Observes and identifies similarities and differences between various objects. • Integrates opposite concepts to his/her cognitive scheme and organization. Affective • Differentiates shapes, sizes, and directions in space developing notions of spatial orientation to broaden diverse abilities, such as, coloring, painting, sculpting, etc. Linguistic • Identifies the object he/she is coloring. • Shows improvement regarding the association of ideas and pronunciation. Progress Indicators and Assessment Key • same • different Extended • We are the same! • We are different! Vocabulary and Expressions Lesson 3 Math Warm up Prepare some school supplies to teach the concepts same and different . For example, show to the class two pencils that are the same; say: They are the same , and then show two pencils that are different, in color or in size, and say: They are different . Repeat this procedure a couple more times with other school supplies and then instruct pairs to find, on their own, two objects that are the same and two that are different. Check their work. Presentation Draw two small circles of the same color and size on the board, and say: Same . Then, draw and color a small circle and a big circle, using different colors for each, on the board, and say: Different . Next, provide pairs with pieces of paper. Help students to draw and color either circles that look the same or circles that look different. Have the pairs stand in front of the class, show their work, and say: Same or Different , accordingly. Practice Ask students to open their books on page 9. Give them time to look at the illustrations and then draw their attention to the pictures of Rommy presenting the concepts same and different . Play the audio, point to the corresponding speech bubble, and have students repeat the sentences. Draw students’ attention to the illustrations of squirrels and ask students to point out the couple that is the same one. Once all students have chosen the correct couple, guide them to color squirrels using only one colored pencil, it could be their favorite one. Then, draw their attention to the illustrations of the rabbits and follow the same procedure, but now looking for the different couple. Application Invite pairs of students to play a game in front of the class. Help one of the members of the pair to choose a couple of objects (different or equal in size) and put them in a bag. The other member of the pair should put a hand in the bag to determine if the objects are the same or different. Continue playing with more couples. Very young students understand concepts more easily when they experience them with concrete objects rather than with oral explanations alone. Teaching Tip You should check pairs’ work in order to make sure that they are following instructions, since young students are not always aware of their weaknesses or able to communicate fluidly with you. Use a mistake from any student to provide appropriate feedback to the whole class, not only the specific student. Teaching Tip Distribute copies of Photocopiable Page T211 to students. Ask them to look at the illustrations. Explain that the mouse is Rommy, the mascot, and the other five are characters in the short story We Are Different! Then, ask students to cut out the cards. Show each of them, say the name of the animal, and have students repeat after you. Finally, check page 15 of the Student’s Book with the class and have students color the animals accordingly. Check their artwork. Photocopiable Activity Have students get together in pairs to play a memory game. Ask them to put the cards that they just cut out from the photocopiable page together. In, pairs, they should shuffle the cards and place them on a desk facing downwards. Then, demonstrate how to play the game, placing the cards on the desk facing upwards, so everyone can see and match all the pictures. Explain to students that they should take turns turning two cards over and checking if they match. If the pictures match, they have to say: Same ; and if they do not, they have to say: Different . Tell them that they should try to remember exactly where the pictures are, so that they can match them on their next turn. Extra Activity Week 1