Lesson
have always asked themselves these questions: Where do we come from? Is the past important? How much have we changed?”). Ask them what the title and questions are talking about ( the past ) and mention that we usually find the general topic at the beginning of texts. Tell students to scan the text to identify glossary words. Have them go to page 108 and invite some volunteers to read the definitions aloud. Tell them they are going to read accounts of Europeans describing Aztecs and Native Americans. Finally, play Track 19 and have students listen and read the text. Differentiated Instruction For this activity you can use the Think-Pair-Share Strategy before they offer opinions about the questions because they might be challenging. Try to pair shy students with talkative ones to discuss the questions. Then, when students share their opinions as a whole class, you can ask the quiet students directly. 2. Work in pairs to underline the correct answer using the clues. Illustrate that archaeologists find hidden treasures after digging and digging. You can give examples about Aztecs, Maya, Egyptians, or any other cultures from the past. Explain that a text has more things than only information. The hidden treasures of a text are called theme, purpose, and audience. Write these three concepts on the board. Tell students they already anticipated the theme at the beginning of the lesson and that they are going to read some clues to find the treasures. Have some volunteers read the clues in Activity 2, and have students work in pairs. They have to read the questions and all the options carefully before they choose an answer. Remind them that archaeologists dig a lot, so they have to think a lot and maybe read the text again. After they do the activity, emphasize that knowing the purpose is very important when we read and write. To continue with the illustration, say that not having a purpose is like digging where we know that we are not going to find anything. For homework, ask them to make a list of five or seven very important moments in the history of Mexico they are interested in and bring it next session. You can ask them to do this as a timeline.
How is Mexican Culture Similar or Different to Other Cultures?
Recreational and Literary Environment
Humans have always asked themselves these questions: Where do we come from? I s the past important? How much have we changed? To answer them, we need to travel to ancient times. We don’t have a machine to do that, but fortunately, archaeologists have discovered many historical accounts where we can nd amazing and valuable information. Let me share with you some of the ones I have found myself. “We nally arrived at the 1 Read the title and the questions on the first paragraph. Share what you think of them.Then, listen to the text and follow along. 19 108 People from the Past Part 1
Social Practice of the Language To read historical accounts to compare cultural aspects from Mexico and other countries Achievements •Explore brief historical accounts. • Read historical accounts. • Express similarities and dierences of historic and cultural aspects between Mexico and other countries. • Compare historic and cultural aspects between Mexico and other countries. Product: Comic
When we got there, he beckoned my captain with great respect.” “They go all naked, covering only
their private parts. I n the winter they wear deer skins. Their hair is black and their skin is brown, and they like painting it. Men and women have long hair, and they use something similar to a crown with a lot of feathers. They don’t have vessels as we do, but they use small rafts to move along the rivers in a swift way.
Great Tenochtitlan. The people are not like us. Men wear a kind of cloak made of cotton, and a sort of apron that hangs down to the knee. Women wear skirts
and sometimes they don’t cover their breasts. Their king has a name di cult to pronounce. His castle is very di erent than ours, but it is still incredible.
2 Work in pairs to underline the correct answer using the clues. a What is the theme of the text? i Archaeology ii ancient clothes
iii the importance of learning about the past
Clue: The theme is the most important topic in a text.
b What is the purpose of the text? i to entertain the reader
ii to inform about historical accounts iii to give instructions to
become an archeologist Clue: The purpose is the reason why it was written.
c Who is the intended audience of the text? i people interested in History iii native Americans Clue: The intended audience is the people who the text was written for. ii fashion designers
46 Lesson 1
Achievement
Explore brief historical accounts.
Teaching Guidelines
• Activate previous knowledge to anticipate the theme. • Analyze theme, purpose, and intended audience. Development How do you identify theme, purpose, and intended audience in a text? Ask the question aloud and invite students to share what they remember from Unit 2. 1. Read the title and the questions on the first paragraph. Share what you think of them. Then, listen to the text and follow along. 19 108 To activate previous knowledge, draw students’ attention to the title and the questions at the
beginning of the text. Ask them to offer opinions about the questions. To anticipate the theme, tell students to underline the important words on the title and the questions (“People from the Past- Part 1. Humans
68 Unit 5 • Activity Book p. 46
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