Lesson
back every year to our world, and the Day of the Dead comes from a pre-Hispanic tradition in which they believed that the dead come back to visit their living families). Which activities are carried out in each of them? (in Halloween, kids wear costumes and ask for treats, while on the Day of the Dead, families set up ofrendas in their homes and cemeteries). Have you ever participated in these activities? etc. 2. Work in pairs. Fill in the chart with information you can see in the pictures. 109 You could organize the class into pairs and draw their attention to the chart; have them identify glossary words and invite them to read their definitions on page 109. Then, ask one volunteer to read aloud the other aspects to make sure all students understand what they refer to. Give pairs some time to observe the pictures from the previous activity to identify information that is seen in them and register it in the chart. Check by drawing the chart on the board and asking volunteers to fill it in. Learning to Do 118 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 3. Work in small groups. Watch the pictures and focus on two different aspects that can be compared. Share sentences in which you compare two elements of each aspect. Then, compare more than two elements. Write them down and compare them with the ones that other groups have. You may read instructions aloud. Then, suggest that students get organized in small groups and choose one of the aspects from the chart to write one comparative and one superlative sentence. Monitor while they work to offer help if required. When all groups have finished, invite them to read their sentences aloud. Read the task in the Time to Shine! box and invite different students to share their descriptions. Differentiated Instruction For this activity you could use the Open-ended Statement Strategy to indicate to students which aspects they can compare by using comparatives and superlatives. Say the beginning of the sentences provided as possible answers in this guide and have students complete them.
Lesson
1 Listen and write a title for each picture.Then,share with your class what you know about these two customs. 27
2 Work in pairs. Fill in the chart with information you can see in the pictures. 109
Aspect
First Picture
Second Picture
number of kids surroundings time mood actions performed clothing costume colors objects
3 Work in small groups.Watch the pictures and focus on two different aspects that can be compared. Share sentences in which you compare two elements of each aspect.Then, compare more than two elements.Write them down and compare them with the ones that other groups have. 118
How do I compare one thing to another or one thing to a group? For information about this theme, go to page 118. 118
• Describe how Dia de Muertos is celebrated in your community. Time to Shine!
80
Achievement
Describe and contrast details.
Teaching Guideline
Identify information that is seen in the pictures.
Development Which aspects of a picture can you compare and contrast?
Write on the board: Which aspects of a picture can you compare and contrast? Invite students to reflect upon the answer by recalling the aspects they have compared in the previous lessons. 1. Listen and write a title for each picture. Then, share with your class what you know about these two customs. 27 You may read instructions aloud; draw students’ attention to the pictures and play Track 27 for them to write the titles. Then, invite all students to participate sharing what they know about these two customs. You may guide them by asking: Where and when is each of them celebrated? (in the US on October 31 and in Mexico on November 2). What is their history? (Halloween comes from a Celtic tradition in which they believed that the spirits of dead people come
108 Unit 8 • Activity Book p. 80
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