Project GLAD
San Marcos Unified School District
People Who Make a Difference
Written By: Gabriella Gomez, Hugo Orozco, and Silvia-Ventura Jacobsen
Level 2
IDEA Pages
Unit Theme-Sub-theme/content areas
 Understand and appreciate the many ways parents, grandparents, and ancestors have made a
difference in others’ lives.
 Students will develop a beginning sense of history.
 Introduction to many people, ordinary and extraordinary who have contributed to their lives and
“made a difference.”
 Cross-cultural sensitivity theme: Compare multi-cultural heroes from long ago and today and
how they made a difference in others’ lives
 Individuals can make a difference in others’ lives
Focus and Motivation
 Passport to visit countries
 Outlined World Map
 Inquiry Charts
 Making a difference motivational awards
 Pictures of students placed on world map
 Observation Charts
 Past and present heroes big book
Closure
 Process charts and learning
 Conference-Portfolios
 Share team explorations and personal explorations (personal timeline)
 Community service project
Concepts
California State Standards
History/Social Science: Learning and working now and long ago
2.1
Students differentiate between those things that happened long ago or yesterday
1. Trace the history of a family through the use of primary and secondary sources
including artifacts, photographs, interviews, and documents
2. Compare and contrast their daily lives with those of parents and grandparents
3. Place important events in their lives in the order they occurred (e.g., on a timeline or
storyboard).
2.2
Students demonstrate map skills by describing the absolute and relative locations of people,
places and environments
1. Locate on a simple letter-number grid system the specific locations and geographic
features of their neighborhood or community (e.g., map the classroom, school).
2. Label from memory a simple map of the North American continent, including the
countries, oceans, Great Lakes, major rivers, mountain ranges. Identify the
essential map elements: title, legend, directional indicator, scale, and date.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
3. Locate on a map where their ancestors live(d), telling when their family moved to the
local community, and how and why they made their trip.
4. Compare and contrast basic land use in basic urban, suburban and rural
environments in California.
2.5 Students understand the importance if individual action and character and explain how heroes
from long ago and the recent past make a difference in others’ lives (e.g. from biographies of
Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert
Einstein, Golda Meir, Jackie Robinson, Sally Ride)
Science:
Earth Sciences
3.0 Earth is made of materials that have distinct properties and provide resources for human
activities.
Vocabulary
history
neighborhood
urban
country
title
alike
town
journey
environments
ordinary
future
heroine
traditions
community
rural
continent
legend
different
city
heirlooms
character
extraordinary
generation
relatives
suburbs
compass rose
artifact
scale
border
heritage
primary source
hero
past
decade
ancestors
transportation
time line
guardian
directional indicator
local community
great-grandparents
secondary source
biography
present
century
English Language Arts Standards
Reading
1.0
Word Analysis, Fluency, and Systematic Vocabulary Development Decoding and Word
Recognition
1.1
Recognize and use knowledge of spelling patterns when reading
1.2
Apply knowledge of basic syllabication rules when reading
1.3
Decode two-syllable nonsense words and regular multi-syllable words
1.4
Recognizer common abbreviations
1.5
Identify and correctly use regular plurals and irregular plurals
1.6
Read aloud fluently and accurately and with appropriate intonation and expression
Vocabulary and Concept Development
1.7
Understand and explain common antonyms and synonyms
1.8
Use knowledge of individual words in unknown compound words to predict their
meaning
1.9
Know the meaning of simple prefixes and suffixes
1.10 Identify simple multiple-meaning words
2.0
Reading Comprehension
Structural Features of Informational Materials
2.1
Use titles, table of contents, and chapter headings to locate information in expository
text
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
3.0
Comprehension and Analysis of Grade Level Appropriate Text
2.2
State the purpose in reading
2.3
Use knowledge of the author’s purpose(s) to comprehend informational text
2.4
Ask clarifying questions about essential textual elements of exposition
2.5
Restate facts and details in the text to clarify and organize ideas
2.6
Recognize cause and effect relationships in a text
2.7
Interpret information from diagrams, charts, and graphs
2.8
Follow two-step written instructions
Literary response and Analysis
Narrative Analysis of Grade-Level-Appropriate Text
3.1
Compare and contrast plots, settings, and characters, presented by different authors
3.2
Generate alternative endings to plots and identify the reason or reasons for, and the
impact of, the alternatives
3.3
Compare and contrast different versions of the same story that reflect different cultures
3.4
Identify the use of rhythm, rhyme, and alliteration in poetry
Writing
1.0
Writing Strategies
Students write clear and coherent sentences in paragraphs that develop a central idea. Their
writing shows they consider audience and purpose. Students progress through the stages of
the writing process.
Organization and Focus
1.1
Group related ideas and maintain a consistent focus
Penmanship
1.2
Create readable documents with legible handwriting
Research
1.3
Understand the purpose of various reference materials
Evaluation and Revision
1.4
Revise original drafts to improve sequence and provide more descriptive detail
2.0
Applications(Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and
experiences. Student writing demonstrates a command of standard American English and the
drafting, research, and organizational strategies outlined in Writing Standard 1.0.
2.1
Write brief narratives based on their experiences:
a.
Move through a logical sequence of events.
b.
Describe the setting, characters, objects, and events in detail.
2.2
Write a friendly letter complete with the date, salutation, body, closing and signature.
Written and Oral English Language Conventions
1.0
Written and Oral English Language Conventions
Students write and speak with a command of Standard English conventions appropriate
to this grade level.
Sentence Structure
1.1
Distinguish between complete and incomplete sentences.
1.2
Recognize and use the correct word order in written sentences.
Grammar
1.3
Identify and correctly use various parts of speech, including nouns and verbs, in writing
and speaking.
Punctuation
1.4
Use commas in greeting and closure of a letter and with dates and items in a series.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
1.0
2.0
1.5
Use quotation marks correctly.
Capitalization
1.6
Capitalize all proper nouns, words at the beginning of sentences and greetings, months
and days of the week, and titles and initials of people.
Spelling
1.7
Spell frequently used, irregular words correctly.
1.8
Spell basic short –vowel, long-vowel, r-controlled, and consonant-blend patterns
correctly.
Listening and Speaking
Comprehension
1.1
Determine the purpose or purposes of listening.
1.2
Ask for clarification and explanation of stories and ideas.
1.3
Paraphrase information that has been shared orally by others.
1.4
Give and follow three-and four-step oral directions.
Organization and Delivery of Oral Communication
1.5
Organize presentations to maintain a clear focus.
1.6
Speak clearly and at an appropriate pace for the type of communication.
1.7
Recount experiences in a logical sense.
1.8
Retell stories, including characters, setting, and plot.
1.9
Report on a topic with supportive facts and details.
Speaking Applications (Genres and Their Characteristics)
2.1
Recount experiences or present stories:
a.
Move through a logical sequence of events.
b.
Describe story elements.
2.2
Report on a topic with facts and details, drawing from several sources of information.
ELD Standards-Grade K-2-California Standards
LISTENING AND SPEAKING
Beginning Level
Comprehension
 Begin to speak with a few words or sentences, using some English phonemes and rudimentary
English grammatical forms.
 Answer simple questions with one- to two- word responses.
 Respond to simple directions and questions using physical actions and other means of nonverbal communication.
Comprehension, Organization & Delivery of Oral Communication
 Independently use common social greetings and simple repetitive phrases.
Early Intermediate Level
Comprehension
 Begin to be understood when speaking, but may have some inconsistent use of Standard
English grammatical forms and sounds.
 Ask and answer questions using phrases or simple sentences.
Comprehension, Organization & Delivery or Oral Communication
 Retell familiar stories and short conversations by using appropriate gestures, expressions and
illustrative objects.
 Orally communicate basic needs.
 Recite familiar rhymes, songs, and simple stories.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Intermediate Level
Comprehension
 Ask and answer instructional questions using simple sentences.
 Listen attentively to stories/information and identify key details and concepts using both verbal
and non-verbal responses.
Comprehension, Organization & Delivery of Oral Communication
 Be understood when speaking, using consistent standard English grammatical forms and
sounds; however, some rules may not be in evidence.
 Actively participate in social conversations with peers and adults on familiar topics by asking
and answering questions and soliciting information.
 Retell stories and talk about school related activities using expanded vocabulary, descriptive
words, and paraphrasing.
Early Advanced Level
Comprehension
 Listen attentively to stories/information, and orally identifying key details and concepts.
Comprehension, Organization & Delivery of Oral Communication
 Retell stories in greater details including characters, setting, and plot.
 Be understood when speaking, using consistent standard English grammatical forms, sounds,
intonation, pitch, and modulation, but may have random errors.
 Actively participate and initiate more extended social conversations with peers and adults on
unfamiliar topics by asking and answering questions, restating and soliciting information.
 Recognize appropriate ways of speaking that vary based on purpose, audience, and subject
matter.
 Ask and answer instructional questions with more extensive supporting elements.
Advanced Level
Comprehension
 Listen attentively to stories/information on new topics and identify both orally and in writing key
details and concepts.
 Demonstrate understanding of idiomatic expressions by responding to and using such
expressions appropriately.
Comprehension, Organization & Delivery of Oral Communication
 Negotiate and initiate social conversations by questioning, restating, soliciting information and
paraphrasing.
 Consistently use appropriate ways of speaking and writing that vary based on purpose,
audience, and subject matter.
 Narrate and paraphrase events in greater detail, using more extended vocabulary.
 Speak clearly and comprehensibly using Standard English grammatical forms, sounds,
intonation, pitch and modulation.
READING-Word Analysis (ELD Standards)
Beginning Level
Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development
 Recognize English phonemes that correspond to phonemes students already hear and
produce.
Early Intermediate Level
Concepts about Print, Phonemic Awareness, Vocabulary and Concept Development
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Produce English phonemes that correspond to phonemes students already hear and produce,
including long and short vowels and initial and final consonants.
 Recognize English phonemes that do not correspond to sounds students hear and produce.
Intermediate Level
Phonemic Awareness, Decoding and Word Recognition
 Produce most English phonemes correctly while reading aloud.
 Recognize sound/symbol relationship and basic word formation rules in phrases, simple
sentences, or simple text.
Concepts about Print
 Recognize and name all upper and lower case letters of the alphabet.
Early Advanced Level
Phonemic Awareness, Decoding and Word Recognition
 Use common English morphemes to derive meaning in oral and silent reading.
 Recognize sound/symbol relationship and basic word formation rules in phrases, simple
sentences, or simple text.
Advanced Level
Decoding and Word Recognition
 Apply knowledge and common morphemes to derive meaning in oral and silent reading.
READING- Fluency and Systematic Vocabulary Development (ELD)
Beginning Level
Vocabulary & Concept Development
 Read aloud simple words in stories or games.
 Demonstrate comprehension of simple vocabulary with an appropriate action.
 Retell simple stories using drawings, words, or phrases.
 Produce simple vocabulary (single words or short phrases) to communicate basic needs in
social and academic settings.
Early Intermediate Level
Vocabulary & Concept Development
 Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and
academic settings.
 Read simple vocabulary, phrases, and sentences independently.
 Read aloud an increasing number of English words.
 Demonstrate internalization of English grammar, usage, and word choice by recognizing and
correcting some errors when speaking or reading aloud.
Intermediate Level
Vocabulary & Concept Development
 Demonstrate internalization of English grammar, usage, and word choice by recognizing and
correcting errors when speaking or reading aloud.
 Use decoding skills to read more complex words independently.
 Use more complex vocabulary and sentences to communicate needs and express ideas in a
wider variety of social and academic settings.
Vocabulary & Concept Development, Decoding & Word Recognition
 Recognize simple prefixes and suffixes when attached to known vocabulary.
Early Advanced Level
Vocabulary & Concept Development
 Recognize simple antonyms and synonyms in stories or games.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Use simple prefixes and suffixes when attached to known vocabulary.
Use decoding skills and knowledge of academic and social vocabulary to begin independent
reading.
Advanced Level
Vocabulary & Concept Development
 Explain common antonyms and synonyms
 Recognize words that have multiple meanings in texts.
 Apply knowledge of academic and social vocabulary to achieve independent reading.
 Read narrative and texts aloud with appropriate pacing, intonation, and expression.
Decoding and Word Recognition
1.10
Generate the sounds from all the letters and letter patterns, including consonant blends
and long- and short-vowel patterns, and blend those sounds into recognizable words.
1.11
1.13
1.14
1.15
1.16
Read common, irregular sight words.
Read compound words and contractions.
Read inflectional forms and root words.
Read common word families.
Read aloud with fluency in a manner that sounds like natural speech.
READING- Reading Comprehension (ELD)
Beginning Level
Comprehension
 Respond orally to stories read to them, using physical actions and other means of non-verbal
communication.
 Respond orally to stories read to them by answering factual comprehension questions using
one- or two-word responses.
 Draw pictures from student’s own experience related to a story or topic.
 Understand and follow simple one-step directions for classroom or work-related activities.
Comprehension & Analysis of Appropriate Text
 Identify the basic sequences of events in stories read to them, using key words or pictures.
Early Intermediate
Comprehension
 Respond orally to simple stories read to them by answering factual comprehension questions
using phrases or simple sentences.
 Draw and label pictures related to a story topic or own experience.
 Understand and follow simple two-step directions of classroom or work-related activities.
Comprehension & Analysis of Grade-Level Appropriate Text
 Orally identify the basic sequence off text read to them using key words or phrases.
 Use the content of a story to draw logical inferences.
Intermediate Level
Comprehension & Analysis of Grade-Level Appropriate Text
 Read and use simple sentences to orally respond to stories by answering factual
comprehension questions.
 While reading orally in a group, point out basic text features such as title, table of contents, and
chapter headings.
 Use the content of stories read aloud to draw inferences about the stories. Use simple phrases
or sentences to communicate the inferences made.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Comprehension
 Write captions of words or phrases for drawings related to a story.
 Understand and follow some multi-step directions for classroom-related activities.
Early Advanced Level
Comprehension & Analysis of Grade-Level Appropriate Text
 Read and use detailed sentences to orally identify the main idea and use the idea to draw
inferences about text.
 Read and orally respond to stories by answering factual comprehension questions about
cause and effect relationships.
 Write a brief story summary (three or four complete sentences).
Comprehension
 Read and use basic text features such as title, table of contents, and chapter headings.
 Read and orally respond to stories and texts from content areas by restating facts and details
to clarify ideas.
Advanced Level
Comprehension & Analysis of Grade-Level Appropriate Text
 Prepare an oral or written summary or other information using a variety of comprehension
strategies with literature and content area texts.
Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique
 Locate and use text features such as title, table of contents, chapter headings, diagrams and
index.
WRITING-Strategies and Applications (ELD Standards)
Beginning Level
Penmanship, Organization & Focus
 Copy words posted and commonly used in the classroom.
Organization & Focus
 Write a few words or phrases about an event or character from a story read by the teacher.
 Write a phrase or simple sentence about an experience generated froma group story.
Early Intermediate Level
Organization & Focus
 Write simple sentences about events or characters from familiar stories read by the teacher.
 Write simple sentences using key words posted and commonly used in the classroom.
Organization & Focus, Evaluation, and Revision
 Write one to two simple sentences.
Intermediate Level
Organization & Focus
 Write short narrative stories that include the elements of setting and character.
 Produce independent writing that is understood when read, but may include inconsistent use of
standard grammatical forms.
 Follow a model; use the writing process to independently write short paragraphs of at least
three lines.
 Write simple sentences appropriate for language arts and other content areas.
 Write a friendly letter of a few lines.
Early Advanced Level
Organization & Focus
 Write short narratives that include elements of setting, character and events.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Use the writing process to write short paragraphs that maintain a consistent focus.
Organization & Focus, Evaluation and Revision
 Produce independent writing using consistent standard grammatical forms, but with some rules
may not be in evidence.
Advanced Level
Organization & Focus
 Write short narratives that include examples of writing appropriate for language arts and other
content areas.
 Write short narratives that describe the setting, character, objects, and events.
Organization & Focus, Evaluation and Revision
 Produce independent writing using correct grammatical forms.
 Use the writing process to write clear and coherent sentences and paragraphs that maintain a
consistent focus.
WRITING- Conventions (ELD Standards)
Beginning Level
Capitalization
 Use capital letters when writing own name.
Early Intermediate Level
Capitalization
 Use capital letters to begin sentences and proper nouns.
Punctuation
 Use a period or question mark at the end of a sentence.
Punctuation, Capitalization, Spelling
 Edit writing for basic conventions and make some corrections.
Intermediate Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of capitalization, periods,
and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order but may have some inconsistent grammatical forms.
Early Advanced Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of capitalization, periods
and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order with some inconsistent grammar forms.
Punctuation, Capitalization, Spelling
 Edit writing for some conventions.
Advanced Level
Sentence Structure, Grammar
 Use complete sentences and correct word order.
Grammar
 Use correct parts of speech, including correct subject/verb agreement.
Capitalization, Punctuation, Spelling
 Edit writing for punctuation, capitalization, and spelling.
Sentence Structure, Grammar, Punctuation, Capitalization, Spelling
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Produce writing that demonstrates a command of the conventions of Standard English.
READING-Literary Response and Analysis (ELD Standards)
Beginning Level
Narrative Analysis of Grade-Level Appropriate Text
 Listen to a story and respond orally by answering factual comprehension questions using oneor two-word responses.
 Draw pictures related to a work of literature identifying setting and characters.
Early Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Orally respond to stories by answering factual comprehension questions, using simple
sentences.
 Recite simple poems.
 Orally identify setting and characters using simple sentences and vocabulary.
Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Use expanded vocabulary and descriptive words for oral and written responses to simple texts.
 Read simple poetry and respond to factual comprehension questions using simple sentences.
Early Advanced Level
Structural Features of Literature
 Read short poems and orally identify the basic element.
Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism
 Read and orally identify literary elements of plot, setting, and characters.
 Read and identify beginning, middle, and end of a story.
Advanced Level
Narrative Analysis of Grade-Level Appropriate Text
 Read and respond both orally and in writing to a variety of children’s literature.
Structural Features of Literature
 Describe the elements of poetry.
Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism
 Compare and contrast literary elements of different authors.
ELD Standards –Grade K-2- California Standards
LISTENING AND SPEAKING
Beginning Level
Comprehension
 Begin to speak with a few words or sentences, using some English phonemes and rudimentary
English grammatical forms.
 Answer simple questions with one- to two- word responses.
 Respond to simple directions and questions using physical actions and other means of nonverbal communication.
Comprehension, Organization & Delivery of Oral Communication
 Independently use common social greetings and simple repetitive phrases.
Early Intermediate
Comprehension
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Begin to be understood when speaking, but may have some inconsistent use of Standard
English grammatical forms and sounds.
 Ask and answer questions using phrases or simple sentences.
Comprehension, Organization & Delivery or Oral Communication
 Retell familiar stories and short conversations by using appropriate gestures, expressions and
illustrative objects.
 Orally communicate basic needs.
 Recite familiar rhymes, songs, and simple stories.
Intermediate Level
Comprehension
 Ask and answer instructional questions using simple sentences.
 Listen attentively to stories/information and identify key details and concepts using both verbal
and non-verbal responses.
Comprehension, Organization & Delivery or Oral Communication
 Be understood when speaking, using consistent Standard English grammatical forms and
sounds; however, some rules may not be in evidence.
 Actively participate in social conversations with peers and adults on familiar topics by asking
and answering questions and soliciting information.
 Retell stories and talk about school related activities using expanded vocabulary, descriptive
words, and paraphrasing.
Early Advanced Level
Comprehension
 Listen attentively to stories/information, and orally identify key details and concepts.
Comprehension, Organization & Delivery of Oral Communication
 Retell stories in greater detail including characters, setting, and plot.
 Be understood when speaking, using consistent Standard English grammatical forms, sounds,
intonation, pitch, and modulation, but may have random errors.
 Actively participate and initiate more extended social conversations with peers and adults on
unfamiliar topics by asking and answering questions, restating and soliciting information.
 Recognize appropriate ways of speaking that vary based on purpose, audience, and subject
matter.
 Ask and answer instructional questions with more extensive supporting elements.
Advanced Level
Comprehension
 Listen attentively to stories/information on new topics and identify both orally and in writing key
details and concepts.
 Demonstrate understanding of idiomatic expressions by responding to and using such
expressions appropriately.
Comprehension, Organization & Delivery of Oral Communication
 Negotiate and initiate social conversations by questioning, restating, soliciting information and
paraphrasing.
 Consistently use appropriate ways of speaking and writing that vary based on purpose,
audience, and subject matter.
 Narrate and paraphrase events in greater detail, using more extended vocabulary.
 Speak clearly and comprehensibly using Standard English grammatical forms, sounds,
intonation, pitch and modulation.
READING- Word Analysis (ELD Standards)
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Beginning Level
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
 Recognize English phonemes that correspond to phonemes students already hear and
produce.
Early Intermediate Level
Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development
 Produce English phonemes that correspond to phonemes students already hear and produce,
including long and short vowels and initial and final consonants.
 Recognize English phonemes that do not correspond to sounds students hear and produce.
Intermediate Level
Phonemic Awareness, Decoding and Word Recognition
 Pronounce most English phonemes correctly while reading aloud.
 Recognize sound/symbol relationship and basic word formation rules in phrases, simple
sentences, or simple text.
Concepts about Print
 Recognize and name all upper and lower case letters of the alphabet.
Early Advanced Level
Phonemic Awareness, Decoding and Word Recognition
 Use common English morphemes to derive meaning in oral and silent reading.
 Recognize sound/symbol relationship and basic word formation rules in phrases, simple
sentences, or simple text.
Advanced Level
Decoding and Word Recognition
 Apply knowledge of common morphemes to derive meaning in oral and silent reading.
READING-Fluency and Systematic Vocabulary Development (ELD)
Beginning Level
Vocabulary & Concept Development
 Read aloud simple words in stories and games.
 Demonstrate comprehension of simple vocabulary with an appropriate action.
 Retell simple stories using drawings, words, or phrases.
 Produce simple vocabulary (single words or short phrases) to communicate basic needs in
social and academic settings.
Early Intermediate Level
Vocabulary & Concept Development
 Produce vocabulary, phrases, and simple sentences to communicate basic needs in social and
academic settings.
 Read simple vocabulary, phrases, and simple sentences to communicate basic needs in social
and academic settings.
 Read simple vocabulary, phrases, and sentences independently.
 Read aloud an increasing number of English words.
 Demonstrate internalization of English grammar, usage, and word choice by recognizing and
correcting some errors when speaking or reading aloud.
Intermediate Level
Vocabulary & Concept Development
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

Demonstrate internalization of English grammar, usage, and word choice by recognizing and
correcting errors when speaking or reading aloud.
 Use decoding skills to read more complex words independently.
 Use more complex vocabulary and sentences to communicate needs and express ideas in a
wider variety of social and academic settings.
Vocabulary & Concept Development, Decoding & Word Recognition
 Recognize simple prefixes and suffixes when attached to known vocabulary.
Early Advanced Level
Vocabulary & Concept Development
 Recognize simple antonyms and synonyms in stories or games.
 Use simple prefixes and suffixes when attached to known vocabulary.
 Use decoding skills and knowledge of academic and social vocabulary to begin independent
reading.
Advanced Level
Vocabulary & Concept Development
 Explain common antonyms and synonyms
 Recognize words that have multiple meanings in texts.
 Apply knowledge of academic and social vocabulary to achieve independent reading.
 Read narrative and texts aloud with appropriate pacing, intonation, and expression.
Decoding and Word Recognition
1.10 Generate the sounds from all the letters and letter patterns, including consonant blends
and long- and short-vowel patterns and blend those sounds into recognizable words.
1.11 Read common, irregular sight words.
1.13 Read compound words and contractions.
1.14 Read inflectional forms and root words.
1.15 Read common word families.
1.16 Read aloud with fluency in a manner that sounds like natural speech.
READING-Reading Comprehension-(ELD)
Beginning Level
Comprehension
 Respond orally to stories read to them, using physical actions and other means of non-verbal
communication.
 Respond orally to stories read to them by answering factual comprehension questions using
one- or two-word responses.
 Draw pictures from student’s own experience related to a story or topic.
 Understand and follow simple one-step directions for classroom or work-related activities.
Comprehension & Analysis of Appropriate Text
 Identify the basic sequences of events in stories read to them, using key words or pictures.
Early Intermediate
Comprehension
 Respond orally to simple stories read to them by answering factual comprehension questions
using phrases or simple sentences.
 Draw and label pictures related to a story topic or own experience.
 Understand and follow simple two-step directions of classroom or work-related activities.
Comprehension & Analysis of Appropriate Text
 Orally identify the basic sequence of text read to them using key words or phrases.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
 Use the content of a story to draw logical inferences.
Intermediate Level
Comprehension & Analysis of Appropriate Text
 Read and use simple sentences to orally respond to stories by answering factual
comprehension questions.
 While reading orally in a group, point out basic text features such as title, table of contents, and
chapter headings.
 Use the content of stories read aloud to draw inferences about the stories. Use simple phrases
or sentences to communicate the inferences made.
Comprehension
 Write captions of words or phrases for drawings related to a story.
 Understand and follow some multi-step directions for classroom-related activities.
Early Advanced Level
Comprehension & Analysis of Grade-Level Appropriate Text
 Read and use detailed sentences to orally identify the main idea and use the idea to draw
inferences about text.
 Read and orally respond to stories by answering factual comprehension questions about
cause and effect relationships.
 Write a brief story summary (three or four complete sentences).
Comprehension
 Read and use basic text features such as title, table of contents, and chapter headings.
Comprehension & Analysis of Grade-Level Appropriate Text & Expository Critique
 Read and orally respond to stories and texts from content areas by restating facts and details
to clarify ideas.
Advanced Level
Comprehension & Analysis of Grade-Level Appropriate Text
 Prepare an oral or written summary or other information using a variety of comprehension
strategies with literature and content area texts.
Comprehension & Analysis of Grade-Level Appropriate Text and Expository Critique
 Locate and use text features such as title, table of contents, chapter headings, diagrams and
index.
WRITING-Strategies and Applications (ELD Standards)
Beginning Level
Penmanship, Organization & Focus
 Copy words posted and commonly used in the classroom.
Organization & Focus
 Write a few words or phrases about an event or character from a story read by the teacher.
 Write a phrase or simple sentence about an experience generated from a group story.
Early Intermediate Level
Organization & Focus
 Write simple sentences about events or characters from familiar stories read by the teacher.
 Write simple sentences using key words posted and commonly used in the classroom.
Organization & Focus, Evaluation and Revision
 Write one to two simple sentences.
Intermediate Level
Organization & Focus
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Write short narrative stories that include the elements of setting and character.
Produce independent writing that is understood when read, but may include inconsistent use of
standard grammatical forms.
 Following a model, use the writing process to independently write short paragraphs of at least
three lines.
 Write simple sentences appropriate for language arts and other content areas.
 Write a friendly letter of a few lines.
Early Advanced Level
Organization & Focus
 Write short narratives that include examples of writing appropriate for language arts and other
content areas.
 Write short narratives that describe the setting, character, objects, and events.
Organization & Focus, Evaluation and Revision
 Produce independent writing using correct grammatical forms.
 Use the writing process to write clear and coherent sentences and paragraphs that maintain a
consistent focus.
WRITING-Conventions (ELD Standards)
Beginning Level
Capitalization
 Use capital letters when writing own name.
Early Intermediate Level
Capitalization
 Use capital letters to begin sentences and proper nouns.
Punctuation
 Use a period or question mark at the end of a sentence.
Punctuation, Capitalization, Spelling
 Edit writing for basic conventions and make some corrections.
Intermediate Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of capitalization, periods,
and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order but may have some inconsistent grammatical forms.
Early Advanced Level
Capitalization, Punctuation, Spelling
 Produce independent writing that may include some inconsistent use of capitalization, periods
and correct spelling.
Sentence Structure, Grammar, Spelling
 Use standard word order with some inconsistent grammar forms.
Punctuation, Capitalization, Spelling
 Edit writing for some conventions.
Advanced Level
Structure, Grammar
 Use complete sentences and correct word order.
Grammar
 Use correct parts of speech, including correct subject/verb agreement
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Capitalization, Punctuation, Spelling
Edit writing for punctuation, capitalization, and spelling
Sentence Structure, Grammar, Punctuation, Capitalization, Spelling
Produce writing that demonstrates a command of the conventions of Standard English.
READING-Literary Response and Analysis (ELD Standards)
Beginning Level
Narrative Analysis of Grade-Level Appropriate Text
 Listen to a story and respond orally by answering factual comprehension questions using oneor two-word responses.
 Draw pictures related to a work of literature identifying setting and characters.
Early Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Orally respond to stories by answering factual comprehension questions, using simple
sentences.
 Recite simple sentences
 Orally identify setting and characters using simple sentences and vocabulary.
Intermediate Level
Narrative Analysis of Grade-Level Appropriate Text
 Use expanded vocabulary and descriptive words for oral and written responses to simple texts.
 Read simple poetry and respond to factual comprehension questions using simple sentences.
Early Advanced Level
Structural Features of Literature
 Read short poems and orally identify the basic element.
Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism
 Read and orally identify literary elements of plot, setting, and characters.
 Read and identify beginning, middle, and end of a story.
Advanced Level
Narrative Analysis of Grade-Level Appropriate Text
 Read and respond both orally and in writing to a variety of children’s literature.
Structural Features of Literature
 Describe the elements of poetry.
Narrative Analysis of Grade-Level Appropriate Text and Literary Criticism
 Compare and contrast literary elements of different authors.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Project GLAD
San Marcos Unified School District
PEOPLE WHO MAKE A DIFFERENCE
(Level 2)
PLANNING PAGES
I.









II.
III.

FOCUS/MOTIVATION
Passports to visit countries
Place student pictures on outline of world map-ethnic roots
Inquiry charts:
-What do we know about people from our past?
-What would we like to know about the people from the past?
Making a difference motivational awards
Observation charts
Ancestors making a difference
History
Extraordinary and Ordinary People’s Influences
Heroes from past and present (multi-cultural heroes)
Individual responsibilities and actions
Past and present heroes big book
Realia
Cognitive Content Dictionary
Poetry and chants
INPUT
 Narrative input of a family immigrating to America
 Pictorial input chart-North America-landforms
 10/2 with primary language groups
 Read Aloud/Shared Book Experiences
 Realia
 Graphic organizers
GUIDED ORAL PRACTICE-Form co-op groups
 T-graph for social skills cooperation
 Co-op groups
 Picture file cards-classifying/categorizing
- list, group, label with picture
- numbered heads together with dice
Poetry-chanting, modeling, highlighting
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Sentence Patterning Chart (a.k.a. Farmer-in-the-Dell)
Process Grid
Heroes
Ancestors
Early Life
How They Made
a Difference?
Effects on
Other
Peoples’
Lives
Our
Special
Thoughts
Abraham
LIncoln
Albert Einstein
J.K. Rowling
Walter
“Buck”Leonard
Ellen Ochoa
Cesar Chavez





Personal interaction for bonding/cooperation
Variety of discussion/exploration groups, primary language and heterogeneous
Ongoing oral processing of charts
Expert Groups
Team maps
IV.
READING WRITING ACTIVITIES
A. Total class modeling
 Model shared reading
 Group Frame
 Model shared writing
 Skills highlighted in context
 Copied and placed in student’s portfolios
 Expository, based on process grid
 Poetry, based on poetry frame
 Narrative, based on legend or input
B. Small Group-Team Tasks- Variety of Groupings:
 Focused reading/partner reading
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
 Shared, guided/leveled, flexible group reading,
 Interactive reading
 Co-op strip paragraph
 Team task-anything modeled by teacher
 Expert groups study skills
 Oral book sharing-in primary language and heterogeneous groups
 Flip chants
 Ear-to Ear reading
 Mind mapping
 Big Books-In many languages
 Reader’s Theater
C. Individual practice and Choice
Reading-Writing using student’s own language
 Silent sustained reading
 Silent sustained writing
 Individual tasks
 Interactive Journals
 Mind mapping
 Learning Logs
 International Library
 Fiction and non-fiction
-Variety of languages
-Read aloud by teacher and students of a variety of literature including student’s work
D. Writer’s Workshop
 Choice
 Mini-lesson and conferencing
 Author’s Chair
-Promotes metacognition
-Nudges
-Questioning/Listening
V.
VI.
EXTENDED ACTIVITIES FOR INTEGRATION-INTELLIGENCES
 Sketching and Writing
 Role-playing and drama
 Guided Imagery
 Experiment(s)
 Poetry
 Music and Movement
 Right brain activities

CLOSURE AND EVALUATION
 Personal exploration/rubric
 Assessments must match outcomes and standards
 Team Exploration-Big Book
 Process charts and learnings
 Portfolios/conferences
 Ongoing assessment
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Alternative Assessment Strategies
-Presentations and demonstrations
-Student generated tests
Teaching of study skills and test taking skills
Project GLAD
San Marcos Unified School District
PEOPLE WHO MAKE A DIFFERENCE
(Level 2)
Sample Daily Lesson Plan
Day 1: Ancestors
FOCUS AND MOTIVATION:
 Cognitive Content Dictionary with Signal Word
 Historian Awards
 Inquiry Charts
-Teacher question -What do we know about our ancestors?
-Turn to your neighbor
-Share
-Teacher charts
 Big Book:
-Process: Same/Different Chart
-Model critical literacy questioning
 Observation Charts
- What would you like to learn about your ancestors?
INPUT:
 Geographical information on a world map
-Outline/label continents and oceans
-Introduce legend, compass rose/directional indicator
-Label countries of origin of student’s family
 10:2
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


Learning Log and ELD Review of World Map
Poetry: “Are These Your Ancestors? Yes Ma’am!”
FOCUS AND MOTIVATION:
 Pass out portfolios
 Pass out passports
INPUT:
 Comparative Input-Past and Present
 Personal interaction
GUIDED ORAL PRACTICE:
 T-Graph: Cooperation
 In teams- Sort picture file cards by past and present and give a title:
-work
-school
-transportation
-obtaining food/clothing
-recreation
-number heads together to share
 Exploration report
 Poetry: “Traditions Bugaloo”
READING/WRITING:
 Interactive Journals
 Flexible group reading
WRITER’S WORKSHOP:
 Set standards, express free choice writing
 Mini-lesson
-Use of mind-mapping, sketching when you get stuck, sp strategy
 Students write, teacher conferences (students may share with each other as they write
 Author’s Chair (model questioning and listening)
-Nudges-“Who tried something new?”, “Who wants to share?”, “Was it scary?”, “How did
it feel?”
CLOSURE:
 Chant and poems
 Review day and charts
 Home-School Connection
Day 2: History
FOCUS AND MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Poetry: History Here, History There
 Historian Award
 Review World Map with word cards
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen

-Add countries, great lakes, major rivers, and mountain ranges to North American
continent
-Identify legend, title, directional indicator, scale and date
Read aloud
INPUT:
 Timeline: Emphasis on Abraham Lincoln
 Poetry-Abraham Lincoln Here There
 Learning Log
-ELD Review
READING/WRITING
 Read Aloud: Abraham Lincoln
 Learning Log/Personal Interaction: “What was the most interesting thing you learned about
Abraham Lincoln?”
 Mind Map: Abraham Lincoln
 Interactive Journals
GUIDED ORAL PRACTICE
 Expert Group (2)
 Team Tasks
WRITERS WORKSHOP
 Mini lesson: Different authors write in different ways
 Students write, share and teacher conferences
 Author’s Chair
CLOSURE
 Home School Connection
 Read Aloud: Big Book
Day 3: Student’s Select
FOCUS AND MOTIVATION
 Cognitive Content Dictionary
 Share Home-School Connection
 Review Abraham Lincoln Input
INPUT:
 Narrative Input: Cesar Chavez
 Expert Groups (2)
 Teacher models team tasks
-Team Tasks during expert groups
-Oral team evaluation (from T-Graph)
-Speech Bubble (Cesar Chavez)

Poetry: “I Know A Hero”
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
GUIDED ORAL PRACTICE
 Sentence Patterning Chart (Farmer-in-the-Dell) “Heroes”
-Read
-Trade
-Flip Chant (Whole Group)
 Process Grid: Whole Group
 Expert Groups
READING AND WRITING ACTIVITIES
 Co-op Strip Paragraph
-Read
-Revise
-Edit
 Interactive Journal
 Team Tasks
--Flip Book
 Reading Group: At/Above Readers: Clunkers and Links
READING/WRITING CHOICE TIME
 Model choices
-Poetry Booklet
-Silent Reading
-Partner Reading
-Read from Portfolio
-Read from Books in Research Center (own language)
 Teacher conferences and flexible grouping
CLOSURE
 Guest Speaker: Representative from Migrant Education
Day 4: Student’s Select
FOCUS AND MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Share Home-School Connection
 Poetry- Marine Cadence
INPUT
 Review Cesar Chavez Narrative with Vocabulary Cards & Conversation Bubbles
 Read-aloud –Non-fiction female hero
-ELD Group Frame
GUIDED ORAL PRACTICE
 Personal interaction
- How are your lives the same/different than the female hero?
READING AND WRITING
 Flexible reading groups
- Clunkers and Links
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen


- Expert Group (1)
Team Tasks
Focused Reading- Read the walls with a person/ Cognitive Content Dictionary/Picture
Dictionary
READING AND WRITING
 Ear-to-Ear Reading (Poetry Packet)
 Listen/Sketch (H.M. 2nd Grade)
Closure
 Process Inquiry
 Home/School Connection
Day 5
FOCUS AND MOTIVATION
 Cognitive Content Dictionary (CCD) with Signal Word
 Share Home/School Connection
 Chant poems
GUIDED ORAL PRACTICE
 Ear-to-Ear reading with Poetry Booklet
-Team oral practice for oral presentation
READING AND WRITING
 Flexible Reading Group
- Emergent/Struggling Reading Group-Cooperative Strip Paragraph
 Finish team tasks
 Team Task
CLOSURE
 Share team tasks
 Letter Home about people who make a difference
 Team evaluation form
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Narrative Input: Cesar Chavez
1. Cesar grew up on his family’s 80 acre ranch in the Arizona desert. Much like other children, Cesar
loved playing with his brother Richard and his cousins who lived on nearby farms. Cesar lived in a
spacious adobe house built by his grandfather. Cesar was even a little afraid when school started. It
took 3 days of coaxing to get Cesar back to school. One of the important lessons Cesar’s mother
taught him and his brothers and sisters was to never fight, but rather use their minds and mouths to
work out conflict.
2. In 1937 when Cesar was 10 years old, a drought was chocking the life out of Arizona. Without
rain, the crops could not grow, Cesar’s family had nothing to sell to make money so they lost
ownership of their ranch. Cesar’s family had no choice. They had to pack up their belongings and
join the hundreds of thousands of people fleeing to California in search of work. Cesar’s life
completely changed. He became a migrant worker, moving from place to place in California picking
whatever fruits and vegetables were in season.
3. Cesar and his family now lived in sheds with dirt floors, many of them filled with garbage. They
had to use outside toilets and had to share water with hundreds of other families. Cesar had no place
to play with Richard. He spent his days working in the fields with his family. When he and his family
had to pick grapes, pesticides, bug killing chemicals, made his eyes sting and his lungs wheeze. The
towns where he worked were worse. Many stores and restaurants had signs that read White Trade
Only, meaning that only white customers were allowed inside. Cesar attended 35 schools, was made
fun of, and dropped out after only 8th grade to work in the fields full-time.
4. It embarrassed Cesar that he did not continue going to school, but working in order to feed his
family was his first priority. Cesar noticed how poorly ranch owners treated their workers. They were
not allowed to rest, were not given water or time to use the bathroom. Any worker who complained
was fired or brutally beaten. When Cesar was working hard in the fields, he thought about his old life,
and working on his own ranch and realized that farm work did not have to be this rough. In his early
20’s he decided to dedicate his life to changing working conditions for migrant farm workers.
5. Cesar decided to convince others to join him in his cause. At first, his meetings did not go
well…he was too shy! But he showed the ability to solve problems and people began to trust him
because he was patient and compassionate. In his struggle for justice, he told people truth was a
better weapon than violence. “Non-violence,” he said “takes more guts.” More and more people
agreed with Cesar. He formed the National Farm Worker’s Association.
6. To protest vineyard owners cutting worker’s pay, Cesar organized a strike, meaning that
thousands of workers walked off the fields, while ripe grapes hung on the vines. Ripe grapes spoil if
they are not picked right away. With no workers, vineyard owners would loose their crops and lots of
money! The company tried to fight back with violence. Cesar and his supporters did not fight back
with violence but rather with their words and minds, just like Cesar’s mom had taught him.
7. He organized a peaceful 300 mile march to the state capitol to ask for the governments help. The
marchers yelled, “Si se puede,” or “Yes. It can be done.” Along the way, the marchers were given
food and water by other farm workers. In the meantime, the grapes in the fields turned white with
mold. The march alerted all of California about how poorly farm workers were treated and Cesar
received much attention. The grape company could no longer stand to loose so much money. They
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
contacted Cesar and asked him to sing a contract that became the first contract for farm workers in
American history. This contract promised a pay raise and better working conditions.
8. Although they had won, Cesar reminded his supporters that the battle was not over. “It is well to
remember, there must be courage but also that in victory there must be humility.” Cesar Chavez was
an ordinary boy, who grew to be an extraordinary man by making a difference in many people’s lives.
He dedicated his life to making sure that farm workers were treated fairly and respectfully by land
owners.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Interactive
Journal
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
My Poetry
Booklet
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
My Learning Log of
People Who Make a Difference
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
You
Text
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Yes Ma’am
By: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon
Are these your ancestors?
Are these your ancestors?
How do you know?
How do you know?
Yes Ma’am.
Yes Ma’am.
They’re related to me.
They lived in the past.
Do you know where they came from?
Do you know where they came from?
How do you know?
Give me some examples.
Yes Ma’am.
Yes Ma’am.
From primary sources.
Photos and heirlooms.
Did they come from many continents?
Did they come from many continents?
Give me some examples.
Give me more examples.
Yes Ma’am.
Yes Ma’am.
Africa and Asia.
Europe and Australia.
Did they make different journeys?
Did they make different journeys?
How do you know?
Give me an example.
Yes Ma’am.
Yes Ma’am.
Some traveled by horse.
Some traveled by ship.
Did they make a difference?
Did they make a difference?
How do you know?
Give some examples.
Yes Ma’am.
Yes Ma’am.
They passed down traditions.
Celebrations and customs.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Yes Sir
By: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon
Are these your ancestors?
Are these your ancestors?
How do you know?
How do you know?
Yes Sir.
Yes Sir.
They’re related to me.
They lived in the past.
Do you know where they came from?
Do you know where they came from?
How do you know?
Give me some examples.
Yes Sir.
Yes Sir.
From primary sources.
Photos and heirlooms.
Did they come from many continents?
Did they come from many continents?
Give me some examples.
Give me more examples.
Yes Sir.
Yes Sir.
Africa and Asia.
Europe and Australia.
Did they make different journeys?
Did they make different journeys?
How do you know?
Give me an example.
Yes Sir.
Yes Sir.
Some traveled by horse.
Some traveled by ship.
Did they make a difference?
Did they make a difference?
How do you know?
Give some examples.
Yes Sir.
Yes Sir.
They passed down traditions.
Celebrations and customs
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Historian Bugaloo
By: Hugo Orozco, Gabriella Gomez, and Silvia Ventura-Cannon
I’m a historian and I’m here to say,
The past is what I study everyday.
I research events in history,
And report them to you academically.
History, heroes, ancestors too,
Doing the historian bugaloo!
History tells us what happened in the past,
Learning all about it will be a blast.
Reading books and historical documents,
Increases our knowledge of events.
History, heroes, ancestors too,
Doing the historian bugaloo!
Heroes make a difference for you and me,
Many have changed the course of history.
From the recent past or long ago,
Their contributions we must know.
History, heroes, ancestors too,
Doing the historian bugaloo!
Important ancestors on your family tree,
Have traveled long distances to this country.
Through continents, oceans, mountains and lakes,
Ancestors have left behind many keepsakes.
History, heroes, ancestors too,
Doing the historian bugaloo!
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
History Here, History There
By; Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon
History here, history there,
History, history everywhere!
Ancient history informing,
Exciting history changing,
Fascinating history unfolding,
And interesting history evolving.
History in the past,
History in libraries,
History on the Internet,
And history all around us.
History here, history there,
History, history everywhere!
History is ________________________________!
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Abraham Lincoln Here, Abraham Lincoln There
By: Gabriella Gomez, Hugo Orozco, and Silvia Ventura-Cannon
Abraham Lincoln here, Abraham Lincoln there,
Abraham Lincoln, Abraham Lincoln everywhere!
Intelligent Lincoln reading,
Articulate Lincoln debating,
Courageous Lincoln liberating,
And compassionate Lincoln forgiving.
Lincoln in a log cabin,
Lincoln in the fields,
Lincoln in the White House,
and Lincoln in Ford’s Theatre.
Abraham Lincoln here, Abraham Lincoln there,
Abraham Lincoln, Abraham Lincoln everywhere!
Abraham Lincoln was _____________!
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Marine Cadence
By: Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon
We just know what we’ve been told
Heroes are good as gold.
Making a difference here and there,
Changing lives because they care.
Sound off - Heroes
Sound off – Extraordinary
Sound off – One, Two, Three, Four, change lives!
Heroes from the past and present,
Strive to make our lives so excellent.
Through science, sports, medicine, and art,
Heroes have proven they are smart.
Sound off - Heroes
Sound off – Extraordinary
Sound off – One, Two, Three, Four, change lives!
Heroes start as ordinary,
Their actions make them extraordinary.
Their accomplishments we study as you can see,
Their names have gone down in history.
Sound off - Heroes
Sound off – Extraordinary
Sound off – One, Two, Three, Four, change lives!
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
I Know
By: Gabriella Gomez, Hugo Orozco and Silvia Ventura-Cannon
I know a heroine,
A very extraordinary heroine,
A very extraordinary heroine named Sally Ride.
Confident, determined and courageous.
Intelligent, scientific, focused,
She is dedicated and inquisitive.
I know a heroine,
A very extraordinary heroine,
A very extraordinary heroine,
Who was the first woman to orbit Earth.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
The Important Book About People Who Make a Difference
By: Gabriella Gomez, Hugo Orozco, and Silvia Ventura-Cannon
The important thing about people who make a difference is that they have improved the
quality of our lives.
Our parents, grandparents and ancestors from long ago, have made a difference in our lives. They
teach us our family history, language and traditions. Many of our ancestors have journeyed long
distances to come to the United States to provide a better quality of life for their descendents.
But the important thing about people who make a difference is that they have improved the
quality of our lives.
(Page 1)
The important thing about people who make a difference is that they have improved the
quality of our lives.
Some people who make a difference are called heroes. Heroes make a difference by solving
problems in our communities and countries. Police and firefighters improve the quality of our lives by
keeping us safe from crime and danger. Some of our presidents have been heroes like Abraham
Lincoln who liberated thousands of people who were slaves.
But the important thing about people who make a difference is that they have improved the
quality of our lives.
(Page 2)
The important thing about people who make a difference is that they have improved the
quality of our lives.
Some heroes are scientists such as George Washington Carver, Marie Curie, Charles Drew, and
Louis Pasteur. These scientists have found cures for diseases, established blood banks, and made
milk safe to drink. Other heroes are inventors such as Thomas Edison, Benjamin Franklin and Bill
Gates. Their inventions include the light-bulb, electricity, and software for computers to work.
But the important thing about people who make a difference is that they have improved the
quality of our lives.
(Page 3)
The important thing about people who make a difference is that they have improved the
quality of our lives.
Authors, musicians, and artists also make a difference by bringing beauty to our lives. J.K. Rowling,
Dr. Seuss, and Roald Dahl have written great works of children’s literature such as Harry Potter, The
Cat in the Hat, and Charlie and the Chocolate Factory. Musicians such as Beethoven, Mozart
and…have composed and performed some of the most beautiful music in the world. Michaelengelo,
Frida Kahlo, and Diego Rivera painted and sculpted extraordinary works of art.
But the important thing about people who make a difference is that they have improved the
quality of our lives.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
(Page 4)
The important thing about people who make a difference is that they have improved the
quality of our lives.
Athletes such Buck Leonard, Fernando Valenzuela, Mary-Lou Retton and Michelle Kwan have
brought pleasure to sports fans and have served as role-models for young people.
But the important thing about people who make a difference is that they have improved the
quality of our lives.
(Page 5)
The important thing about people who make a difference is that they have improved the
quality of our lives.
Individuals, ordinary or extraordinary, can make a difference in other people’s lives. It takes special
courage, responsibility, dedication, and hard work to make a positive contribution to our school, our
community and our world. We can all make a difference!
But the important thing about people who make a difference is that they have improved the
quality of our lives.
(Page 6)
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Home-School Connection
Day 1
Interview a family member. Ask them what countries your ancestors came from. Write
and sketch their answers below.
Intrevista a un miembro de tu familia. Pregúntale de cuál país vinieron. Escribe o haz
un bosquejo de su respuesta.
Parent Signatura/Firma de padre: _____________________________
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Home-School Connection
Day 2
In class we have constructed a timeline of the important events in Abraham Lincoln’s
life. Create a timeline of the important events of your life. Have a family member help
you with any important dates.
En clase hemos construído una línea cronológica de los eventos importantes de la
vida de Abraham Lincoln. Escribe una línea cronológica de los eventos importantes
de tu vida. Pide a un miembro de la familia que te ayude.
Parent Signatura/Firma de padre: _____________________________
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Home-School Connection
Day 3
In class we have been studying about people who made a difference in our lives.
Sketch and write about a person who has made a difference in your life.
En clase hemos estudiado acerca de personas que han mejorado nuestras vidas.
Escribe y haz un bosquejo acerca de una persona que ha mejorado tu vida.
Parent Signatura/Firma de padre: _____________________________
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Home-School Connection
Day 4
Write a letter and add sketches, to your family explaining what you have learned this
week. Share the letter with your family.
Escribe una carta y añade un bosquejo a tu familia explicando lo que haz aprendido en
clase. Comparte la carta con tu familia.
Parent Signatura/Firma de padre: _____________________________
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
World Map
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Ellen Ochoa
Early Life Ellen Ochoa was born on May 10, 1958 in Los Angeles, California. She
always wanted to be an astronaut. She worked hard in school and loved math and
music. In college she studied math and science and went to college for many years
and became an engineer.
Individual Action She helped invent new things and even learned to fly a plane. In
1990, she finally got a chance to be an astronaut. In April 1993, Ellen’s dream came
true. She became the first Hispanic woman to go into space. With four other
astronauts, she traveled in the Space Shuttle Discover. She went into space three
more times in 1994, 1999, and 2002. In space, Ellen did experiments to learn about
the Sun. She also worked on the International Space Station.
How She Made a Difference in Others’ Lives Her inventions help people identify
objects or know what objects are. Now Ellen visits schools and tells school children to
do well in school so that they can be successful. Ellen Ochoa proved that Hispanics
and girls can do whatever they want if they work hard and study.
Character Ellen had to practice and train to improve her skill to be selected by NASA.
She had to pay attention to all the details and she improved her skill through long
hours of drill and practice. Early in her life, Ellen knew she loved science. Because she
knew clearly who she was she developed poise.
Other Ellen lived in La Mesa and went to college in San Diego.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Cesar Chavez
Early Life Cesar Chavez was born in Yuma, Arizona, in 1927. Cesar’s parents
worked on a farm. When he was 10 years old, his family lost their farm. His family,
along with many other farmers, decided they could earn money in California as migrant
farm workers. Migrant farm work was very hard as he and his family traveled all over
California picking crops. They were paid low wages, worked long hours, and had poor
working conditions.
Individual Action Because he knew that farm workers were treated poorly, Cesar
unionized or got the farm workers to cooperate and work together in a labor union
called the United Farm Workers Union (UFW). Once the farm workers were unionized
they demanded that their employers give them better or fair pay and better working
conditions. In addition to unionizing the farm workers, Cesar Chavez hired lawyers to
make sure that farm workers were treated fairly.
How He Made a Difference in Others’ Lives After boycotts, protesting, and marching
the farm workers got their employers to give them better working conditions, and better
pay. They also were able to see a lawyer when they thought their employer was not
treating them fairly.
Character Cesar Chavez knew he had to take action to help farm workers. He was a
shy person who didn’t like to speak but he overcame his shyness because he had to
help farm workers. Even though Cesar took action to help farm workers, when the
growers tried to start fights, Cesar reminded farm workers about self control. Cesar
stayed calm and reminded the farm workers to be peaceful or not to fight.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Other After Cesar Chavez was gone farm workers still remember what they learned
from him. They learned how to cooperate with each other. Cesar Chavez did some
remarkable things for farm workers like go on a hunger strike so that people would
know about the conditions farm worker faced.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Albert Einstein
Early Life Albert Einstein was born on March 14, 1879 in Ulm, Germany. He was a
lonely, shy boy who spent his time daydreaming and thinking. Albert’s father had a
business that sold batteries, generators, and wire. He was fascinated with electricity
and always pestered his father and uncle with questions about electricity. He also
always wondered about the compass and why the needle always pointed north. He
wasn’t interested in sports and did not fit in with the other boys at school.
Individual Action
Albert discovered that light travels very fast and bends as it travels. He learned
that all stars, including the sun, are always moving in space. Later he discovered that
all matter, whether it be a feather or a rock, contains energy.
How He Made a Difference in Others Lives
Scientists today use Einstein’s discoveries on light and matter to learn more
information. In his time he was so famous that he managed to get people interested in
science.
Character
Early in his life, he became a free thinker. He didn’t think like other boys his age.
This free thinking helped Albert Einstein have confidence or to have a feeling his
ideas were good, because he was careful in his thinking and experiments. There were
many people who thought his ideas were wrong but later on they realized Einstein was
correct.
Other
In 1922 Einstein received the Nobel Prize on photoelectrical effect which later
resulted in the invention of the television.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Rosa Parks
Early Life Rosa Parks was born in 1913 in Alabama. During this time it was common
for schools and public places to be segregated. She attended a segregated primary
school. In 1924 she attended a private school where she learned, “… I was a person
with dignity and self respect and I should not set my sights lower than anybody else
just because I was black.” When she turned 16 she had to drop out of school to take
care of her grandmother and later her mother.
Individual Action After Rosa Parks got married she became involved in the civil
rights movement. She wanted African Americans to have the same rights as other
Americans. In 1945 she registered to vote even though many African Americans were
not allowed to vote. Then in 1955 after a long day at work a white American asked
Rosa to give up her seat in the colored section of the bus to him. Rosa refused and
was arrested, jailed, and had to pay a $10 fine and $4 in court costs. The black
community organized and organized a bus boycott for 381 days.
How She Made a Difference in Others’ Lives In 1956 the Supreme Court ordered
the busses to desegregate. All people were now allowed to sit anywhere on busses.
Rosa Parks actions inspired other people to protest and demand that their civil rights
be respected.
Character Rosa showed determination she tried to register to vote several times until
finally she was allowed to vote. She worked hard with her husband to try to improve
the conditions of blacks in our country. She tried to get some innocent men released
from jail.
Other Because Rosa Parks worked hard to make sure that we treat all Americans fairly
in 1980 she received the Martin Luther King Jr. Award. Then in 1996 President Clinton
awarded her the Presidential Medal of Freedom. In 1999 she received the
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Congressional Medal. She is a heroine that reminded us that we must treat all people
in this country with fairness and she helped our country become a better place for all
people to live.
.
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
Heroes/Heroines
Abraham Lincoln
Early Life
Born in 1809 in
Kentucky
Attended ABC school
less than one full year
Read a lot
Saw a slave auction
Albert Einstein
Born 1879 in Germany
Fascinated with
electricity
Lonely boy spent time
daydreaming
Rosa Parks
Born in 1913 in Alabama
Received her primary
education in a segregated
school
Thought she was a
person with dignity and
self respect
Dropped out at 16 to care
for grandmother and then
mother
Born in 1927 in Arizona
Family lost their farm
when he was 10yrs
Family migrated to CA
as migrant farm workers
Cesar Chavez
Ellen Ochoa
Born in 1958 in CA.
wanted to be an astronaut
in school she worked
hard and loved math and
music
In college studied math
and science and became
an engineer
Individual Action
Debated Douglas on slavery
Ran for president and was
elected
Fights to “preserve, protect,
and defend” the Constitution
Issues Emancipation
Proclamation
Delivers Gettysburg Address
Discovered light travels very
fast and bends
Knew all stars are always
moving in space
Stated all matter contains
energy
Registered to vote in 1945
December 1955 refused to give
up her seat to a white man in
the colored section of the bus
Community organized a bus
boycott for 381 days
Made a difference in others’ lives
Character
Educated people about slavery
Enthusiasm
Help keep our country united
Loyalty
Freed slaves in the Confederate states
Reminded people to forgive others
during the war
Other Interesting Facts
Condition for surrender was
must ratify 13th Amendment
Scientists today use Einstein’s
discoveries on light and matter to
learn more information
Got people to be interested in science
Confidence
Free thinker
1922 received the Nobel
Prize on photoelectrical
effect which later resulted in
the invention of the
television
In 1956 the Supreme Court ordered
the busses to desegregate
Inspired other people to protest for
their civil rights
Determination
Hard work
Received in 1980 the Martin
Luther King Jr. Award
In 1966 President Clinton
awarded her the Presidential
Medal of Freedom
1999 received the
Congressional Medal
Started the United Farm
Workers Union (UFW)
Helped farm workers get fair
pay and better working
conditions
Hired lawyers to make sure
workers are treated fairly
She invented new things
First Hispanic woman to travel
to space
Performed experiments to learn
more about the sun
Worked on the International
Space Station
Farm workers received better
working conditions, better pay, and
had lawyers to make sure they were
treated fairly
Action
Self-control
Taught farm workers how to
cooperate
Went on a hunger strike
Her inventions help people identify
objects
Tells children to do well in school so
that they can be successful
Proved to Hispanics and girls that
they can do whatever they want if
they work hard
Skill
Poise
She learned how to pilot a
plane.
She lived in La Mesa and
went to school in San Diego
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen
People Who Make A Difference/Level 2/CA
San Marcos Unified School District
Gabriella Gomez, Hugo Orozco, Silvia-Ventura Jacobsen