1. unfair Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is unfair. Say it with me: unfair. Unfair means “not fair or not treated equally.” I thought it was unfair that my sister got a bigger slice of pizza than I.
2. En español, unfair quiere decir “que no es justo, que no fue tratado igual, injusto.” Me parece que fue injusto que mi hermana recibiera una porción de pizza más grande que la mía.
3. Now let’s look at a picture that demonstrates the word unfair. (Point to the sign.) Littering is unfair because others have to clean up trash they didn’t leave. Litter spoils the environment for everyone. All people should have an equal chance to enjoy clean, safe public places.
PARTNER TALK
4. Work with a partner to make a list of four things. Two should be fair and two should be unfair. Then share your list with the class. If something is fair, we’ll all say, “That’s fair.” If it’s unfair, we’ll say, “That’s not fair!” (Examples could include: taking credit for someone else’s work [unfair], sharing your snack with a friend [fair], not doing your part on a class project [unfair], taking turns on playground equipment [fair]) 5. With your partner, illustrate an example of something that is unfair. At the bottom of your picture, write a sentence telling why it is unfair.
6. Now let’s say unfair together three more times: unfair, unfair, unfair.
unfair

2. ancestors Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is ancestors. Say it with me: ancestors. Ancestors are the people who came before us. We can learn about our past from hearing stories about our ancestors.
2. En español, ancestors quiere decir “nuestros antepasados, ancestros.” Podemos aprender sobre nuestro pasado escuchando las historias de nuestros ancestros.
3. Ancestors in English and ancestros in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word ancestors. (Point to the grandparents.) The grandparents in this photo are the ancestors of the children. Talking to your grandparents and other ancestors is a good way to learn about the history of your family.
PARTNER TALK
5. Many of us have heard stories about our ancestors. Tell a partner a story or a fact about one of your ancestors.
6. Use the word ancestors in a sentence. Work with a partner to complete this sentence frame: One thing we can learn from our ancestors is ____________. Then share your sentence with the class.
7. Now let’s say ancestors together three more times: ancestors, ancestors, ancestors.
ancestors

3. numerous Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is numerous. Say it with me: numerous. Numerous means “many, or a large number.” There are numerous trees in a forest.
2. En español, numerous quiere decir “muchos, un número grande de cosas, numeroso.” Los árboles en el bosque son numerosos.
3. Numerous in English and numeroso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word numerous. (Point to the rows of taxis.) This is a busy city street with numerous yellow taxis. Many people live and work in cities, so a large number of taxis are needed to help everyone get where they need to go.
PARTNER TALK
5. Talk with a partner about some other things that are numerous in the picture. Share your ideas with the class. (Examples include: cars, people, buildings)
6. What are some numerous things in our classroom? Look around to see what we have a lot of. Then make a list of these things with your partner. (Examples include: books, people, pencils, pens, desks)
7. Now let’s say numerous together three more times: numerous, numerous, numerous.
numerous

4. segregation Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is segregation. Say it with me: segregation. Segregation is the separation of people or things. Many doctors’ offices have sick waiting rooms and well waiting rooms. This segregation helps keep healthy people from getting sick.
2. En español, segregation quiere decir “la separación de personas o cosas, segregación.” Muchos consultorios médicos tienen una sala de espera para los enfermos y una sala de espera para las personas saludables. Esta segregación previene que las personas saludables se enfermen.
3. Segregation in English and segregación in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word segregation. (Point to the photo.) In this photograph, there is segregation of the men and the women. The men are in one group and the women are in another.
5. Everyone stand up next to your desk. When I say, “go,” I want the boys to walk to the right side of the room and the girls to walk to the left side. (Say “go.”) This is segregation because the boys are in one group and the girls are in another.
6. With a partner, gather a group of pens and pencils. Show what the segregation of your pens and pencils would look like.
7. Now let’s say segregation together three more times: segregation, segregation, segregation.
segregation

5. avoided Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is avoided. Say it with me: avoided. If you avoided something, you kept out of its way or kept it from happening. I avoided being hungry on my walk by bringing a snack.
2. En español, to avoid quiere decir “evitar algo o prevenir que algo ocurra.” Llevé un refrigerio a la caminata para evitar pasar hambre.
3. Now let’s look at a picture that demonstrates the word avoided. (Point to the shark.) The fish avoided the shark by hiding in the rocks. The shark could not see the fish, so he did not eat them.
PARTNER TALK
4. Work with a partner to make a list of things you can do to avoid getting hurt when riding your bike. Share your ideas with the class. (Examples might include: wear a helmet, ride on bike trails, follow traffic signs, pay attention to where you are going)
5. Now use the word avoided in the sentence frame: I avoided ____________ by ____________. Share your completed sentence with your partner.
6. Now let’s say avoided together three more times: avoided, avoided, avoided.
avoided

6. injustice Key Words Unit 2 ● Week 1 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is injustice. Say it with me: injustice. An injustice is something that is not fair. It is an injustice to others in your group if you don’t do your share of a project.
2. En español, injustice quiere decir “un acto injusto, injusticia.” Si no ayudas con tu parte del proyecto, estás cometiendo una injusticia contra los otros miembros de tu grupo.
3. Injustice in English and injusticia in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word injustice. This coach thought that it was an injustice that his community only had a baseball team for boys. He started a girls’ team so that girls could have a chance to play baseball, too.
PARTNER TALK
5. With your partner, talk about why it is an injustice to other students when someone doesn’t follow the rules. Share your ideas with the class. (It is an injustice because the whole class sometimes gets in trouble when just a few people aren’t doing what they are supposed to.)
6. Work with your partner to use injustice in the sentence frame: It is an injustice when ____________. Read aloud your completed sentence.
7. Now let’s say injustice together three more times: injustice, injustice, injustice.
injustice

7. hand-me-down Function Words & Phrases Unit 2 ● Week 1 TEACHER TALK
1. A hand-me-down is an item that is passed on to another person after being used. Say it with me: hand-me-down. If you have an older brother or sister, you may wear his or her hand-me-downs.
2. En español, hand-me-down se refiere a algo de segunda mano. Si tienes un hermano mayor, quizás usas ropa que a él ya no le queda, ropa de segunda mano.
3. This picture demonstrates the phrase hand-me-down. (Point to the garage sale.) Many people sell their used items and hand-me-downs at yard sales and fl ea markets. They hope people will buy and use the things they no longer need.
CHORAL RESPONSE
4. I’m going to name some things. If you think the thing is a hand-me-down, say “hand-me-down.” If not, don’t say anything.
a new shirt
pants that your sister once wore
a chair your neighbors give you after they buy a new one
5. What are some things that are often given as hand-me-downs? (Call on a few students to respond. Examples: books, toys, clothes, furniture)
6. Repeat the phrase three times with me: hand-me-down, hand-me-down, hand-me-down.
hand-me-down

8. three peas in one pod Function Words & Phrases Unit 2 ● Week 1
TEACHER TALK
1. In English, people may say three things that are very much alike are three peas in one pod. Say it with me: three peas in one pod. If three brothers look or act alike, they can be described as three peas in one pod.
2. En español, three peas in one pod se refiere a tres cosas que se parecen mucho, como tres gotas de agua. Si tres hermanos se parecen mucho, son como tres gotas de agua.
3. This picture demonstrates the phrase three peas in one pod. The sisters in this picture look alike and enjoy doing many of the same things. They are three peas in one pod.
CHORAL RESPONSE
4. I’m going to name some things. If the things are like three peas in one pod, say “three peas in one pod.” If not, don’t say anything.
three small, brown, spotted puppies
a striped shirt, a plaid shirt, and a polka-dot shirt
friends who all like music, dancing, and soccer
a fairy tale, a biography, and an encyclopedia
5. Help me complete these sentences:
The brothers were like three peas in one pod because ____________.
The houses were like three peas in one pod because ____________.
The friends were like three peas in one pod because ____________.
6. Repeat the phrase three times with me: three peas in one pod, three peas in one pod, three peas in one pod.
three peas in one pod

9. keep someone down Function Words & Phrases Unit 2 ● Week 1
TEACHER TALK
1. Keep someone down means “to stop someone from being successful or happy.” Say it with me: keep someone down. The team didn’t let losing one game keep them down. They kept practicing and won the next game.
2. En español, to keep someone down quiere decir “deprimir; impedirle el éxito o la felicidad a alguien.” El equipo no permitió que el fracaso los deprimiera. Siguieron practicando y la siguiente vez ganaron el partido.
3. This picture demonstrates the phrase keep someone down. The girls whispering about this girl (point to girl sitting by herself) are keeping her down. Their unkind words and actions are making the girl feel unhappy and left out.
PARTNER TALK
4. Who are some people you know about who have not let challenges keep them down? Make a list of these people. Share your list with the class.
5. Work with a partner to complete this sentence: It is not nice to keep someone down because ____________. Share your completed sentence with the class.
6. Repeat the phrase three times with me: keep someone down, keep someone down, keep someone down.
keep someone down

10. stand up for Function Words & Phrases Unit 2 ● Week 1 TEACHER TALK
1. When people stand up for something, they are using their words or actions to support a person or cause that they believe in. Say it with me: stand up for. A senator will stand up for the people in his or her state.
2. En español, to stand up for quiere decir “defender a o abogar por una persona o una causa.” Un senador aboga por los residents de su estado.
3. The people in this picture are standing up for what they think is right. They have gathered together and are holding signs to show their support for an end to whaling. They believe that commercial whaling is wrong. These people stand up for an end to whaling.
CHORAL RESPONSE
4. I’m going to name some things. If I say something you’d stand up for, stand up next to your desk and say “I stand up for this.” If I say something you would not stand up for, don’t do anything.
keeping the environment clean
saying unkind things about others
being kind to animals
taking something that doesn’t belong to you
5. Replace the word support with the phrase stand up for in each of the following sentences:
I support building a new park.
I support free speech.
I support the right to a good education.
6. Repeat the phrase three times with me: stand up for, stand up for, stand up for.
stand up for

11. piano bench Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
piano bench

12. crib Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
crib

13. hedge Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
hedge

14. streetcar Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
streetcar

15. frame house Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
frame house

16. backyard Basic Words Unit 2 ● Week 1 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
backyard

17. Basic Words Unit 2 ● Week 1 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.