to attract the audience. Someone who likes History will want to read the text by looking at the images. 5. Imagine that you are going to write a text with the characteristics on the left column. In teams, make a list of the topics you would like to include. This activity will help students work again on theme, purpose, and intended audience. Read the instructions aloud and mention that the topics they choose have to be related to the theme, purpose, and audience. Give an example ( A topic can be “indigenous languages.” It is related to Pre-Columbian Mexico because it is their origin, and Contemporary Mexico because people still speak them. Also, the audience interested in languages will like this topic .). Differentiated Instruction For this activity you can use the Group Based on Goals Strategy to encourage collaboration between students. Make teams of at least four students. Assign each of them one type of audience (people interested in History, culture, languages, or society) to think of special topics for that group. At the end, all the students in the team can share their topics to have a better list. Monitor at all times.
3 Check the topics that are mentioned in the text. di erent cultures getting in contact clothes that people used to wear valuable treasures that ancient cultures had people from past times
• Share facts you know related to the Spanish conquest of Mexico. Time to Shine!
4 In pairs, discuss the fastest ways to find the previous topics.Then, match these elements to their purpose.
They o er visual information about the topics without the need to read everything.
Look at the title. Read the whole text. Look at the pictures. Look up the words you don’t know in the dictionary.
It mentions the general topic.
5 Imagine that you are going to write a text with the characteristics on the left column. In teams, make a list of the topics you would like to include.
Reader Why might we not be very surprised by other cultures? (pp. 54-55)
Theme: Pre-Columbian Mexico and Contemporary Mexico.
The following topics are to talk about what is di erent and similar between ancient and modern Mexico
Purpose: to compare Mexico in both periods
• • •
• • •
Intended audience: people interested in History, culture, languages, society
Step 1
Comic
• Choose three historical moments that your comic will represent. • Choose the audience you would like to read your comic (children, teenagers, adults). • Write down a brief paragraph describing the setting and the plot (where and what is going to happen in your story) for each of the three scenes. Self-evaluation (Check the box or boxes.)
I look at all the graphic components before reading a text. I can identify the theme, purpose, and intended audience.
Tip: Read different types of texts to see how the purpose changes. Ask yourself if the text describes, informs, explains, gives instructions, entertains, or persuades.
47 Unit 5
Have students say as many different cultures as they know. Elicit the answer by asking how
they knew about them.
Achievement
Product: Comic In this unit, students will create a comic in which they will show different important moments in the history of Mexico. In this lesson, students will choose three historical moments. Ask them to take out the list they made for homework and do the first task. Read the second instruction aloud and give them a moment to choose an audience. Read the third instruction aloud and have them collaborate in pairs to write their plots. These activities will be your first evidence in this unit; ask students to file them following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. How do you identify theme, purpose, and intended audience in a text? Invite students to answer the question again but adding what else helps us identify those elements (graphic and textual components, and the smaller topics in the text).
Explore brief historical accounts.
Teaching Guidelines
• Evaluate the function and purpose of graphic and textual components. • Analyze theme, purpose, and intended audience. Development 3. Check the topics that are mentioned in the text. Remind students that a text has smaller topics. Ask them to check the ones mentioned in the text. It’s important to underline where they are mentioned (for example, different cultures getting in contact: We finally arrived at the Great Tenochtitlan ). 4. In pairs, discuss the fastest ways to find the previous topics. Then, match these elements to their purpose. To have students evaluate the function and purpose of graphic and textual components, ask them to discuss in pairs. Explain that the title and the pictures of a text give us fast information about the topics. Next, have students match the elements to their purpose on the right column. Mention that the pictures have the function
Unit 5 • Activity Book p. 47
69
Made with FlippingBook - Online magazine maker