about the strategies they have been using in the last units to find out the meaning of the words they don’t understand (infer it through the context and use a dictionary). Monitor while they write their words and definitions to offer any help they may need. When all pairs have finished, have them get organized into small teams by getting together with another pair. Explain they will ask questions about new words and expressions the other team wrote so they will be able to include them in their repertoires. Have students underline all the foods mentioned on pages 104-105 and write them on the board (corn, chili peppers, beans, avocados, squash, tomatoes, sweet potatoes, cacao). Ask them if these foods are still used in Mexican modern cuisine. Product: Infographic In this unit, students will design an infographic to describe a Mexican dish. In this lesson, students will work in teams to write a list of Mexican dishes and they will vote to choose one. Organize the class into teams, read the first instruction aloud, and have them draft their lists on a sheet of paper. Once they have them ready, they should vote to choose the dish that they will describe in their infographic. Then, read the second instruction aloud and explain that for homework they should research information about that dish. Remind them about the research skills they learned in Unit 3 (they can research in books, surfing the web, or asking specialists, in this case, their relatives). Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. What words related to food do you know? Invite students to answer the question including the words they learned in this lesson. Differentiated Instruction Product: Use the Gather Background Information Strategy before teams start working. Ask: Where’s your family from? What dishes are traditionally served at home? Invite students to share.
2 Use words from the box to identify the aspects that are included in each section of the infographic.
a
headline
b
introduction
word origin
d
examples interesting facts history word origin preparation numbers headline introduction
c
history
preparation
f
numbers
e
h
interesting facts
g
examples
Reader What Zere the Post iPportant foods in anFient 0e[iFan FXisine? (pp. 11-1)
3 Circle words you don’t understand and create a glossary. Then, work with another pair to ask them for the words they included.
Step 1
(Answers may vary.)
Infographic
• Write a list of Mexican dishes and vote for one. • For homework, research information about the dish you chose. Self-evaluation Re ect upon the following questions: • What did I do to explore illustrated texts about the ingredients of Mexican gastronomy? • Which of the strategies helped me the most to get a general idea?
What can I do to improve?
87 Unit 9
Achievement
Explore illustrated texts about the ingredients in Mexican gastronomy.
Teaching Guidelines
• Establish textual organization patterns. • Ask questions about new words and expressions to include them in their repertoires. Development 2. Use words from the box to identify the aspects that are included in each section of the infographic. Have students go to page 86 to watch how the text is organized. Explain that each graphic resource is used to present a specific aspect. Then, go to page 87 and ask a volunteer to read the words in the box to check comprehension. Organize the class into pairs and give them some time to perform the task in order to establish textual organization patterns. 3. Circle words you don’t understand and create a glossary. Then, work with another pair to ask them for the words they included. Students will continue working in pairs to create their glossaries for the infographic. Ask them to talk
Unit 9
T87
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