Lesson
and then tell the class to scan the written information. Organize the class into small teams and read aloud questions a , b , and c . Give them some time to discuss and write the answers. Then, ask some volunteers to share them with the class. Next, to have them distinguish the relation between visual and written information, read aloud question d and elicit answers from different students. After that, draw their attention to the arrows in the right bottom corner to have them recognize graphic connectors and determine the information they link. Read question e aloud and again elicit answers from different students. Invite students to share some other varieties of tamales they know and their preferences. Encourage them also to share on what occasions they usually eat them. Finally, ask: Do you think it is attractive to read infographics? Why or why not? Listen to their opinions and also invite them to share if they have designed infographics before. Differentiated Instruction Activity 1: Use the Speedometer Strategy to catch the attention of kinesthetic students. Explain that they will use their arms to show whether or not they understand the purpose of creating an infographic. Emphasize that it is a way to capture the attention of many readers because you are reinforcing concepts and data using visual resources. It is very important that all your students understand this since the product they will create is an infographic.
What Do You Know About Mexican Food?
1
Look at the infographic. Answer the questions.
Academic and Educational Environment
This is one of the most diverse dishes in Mexican gastronomy . Almost every state in the country has its own version. Let’s Ànd out some interesting facts about it. Preparation The corn dough is Àlled with a stew or fruit. Then, it is wrapped with the leaves of some plants. Finally, it is steam cooked. Social Practice of the Language To interpret and compare information in a graphic Achievements š ([plore illXstrated te[ts aEoXt the ingredients in 0e[iFan gastronoPy. š ,nterpret Zritten inforPation in illXstrated te[ts. š Write sentenFes that desFriEe inforPation in an infographiF. Product: Infographic
(Possible answers)
THE TAMALE Spongy and delicious pre-Hispanic food that is still alive
Tamal , from Nahuatl tamalli , means wrapped.
In pre-Hispanic times, it was used for religious rituals as offerings for the gods.
There are more than 500 varieties of tamales in Mexico.
Did you know that… zacahuil is known as
the ´Ning of tamales.µ It is prepared in the Huasteca Potosina and Sierra Hidalguense. It is so big that 50 people can eat from one zacahuil!
FROM HERE AND FROM THERE: • Bearded Sinaloa shrimp • Colados Yucatán
cochinita pibil
• Uchepos • *reen
Michoacán
milN and sugar
C'M;
porN meat and green tomato sauce
a What is the theme of the infographic? b What is the purpose? c Who is more likely to read it? d How are images and text related? e What do arrows link?
tamales to give general information about their origin and preparation people who like Mexican food They show varieties of tamales. name of tamale, place where it is made, and ingredients
86 Lesson 1
Achievement
Explore illustrated texts about the ingredients in Mexican gastronomy.
Teaching Guidelines
• Anticipate theme, purpose, and audience from graphic and textual components. • Distinguish the relation between visual and written information. • Recognize graphic connectors and determine the information they link. Development What words related to food do you know? Ask: What words related to food do you know? Elicit food vocabulary students already know. 1. Look at the infographic. Answer the questions. Have students identify the Glossary words in this activity and tell them to go to page 110 to read their definitions and give examples. Then, ask them to go back to page 86 and, to have them anticipate theme, purpose, and audience from graphic and textual components, invite volunteers to describe the pictures
Unit 9
T86
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