english.discoveryenlaescuela.com · Web viewFILL IN THE MISSING WORDS IN THE PARAGRAPH BELOW AND...

TITLE: DISCOVERY ATLAS: MEXICO

LENGTH: 60 Minutes

GRADES: 4-5, 6-8

SUBJECTS: SOCIAL SCIENCES

DESCRIPTION:

Teaching strategy: Summary

· This program synthesis offers relevant information about the documentary. It emphasizes key concepts, principles and terms, and the main argument.

Mexico is a country of contrasts, of infinite riches, diverse customs, captivating landscapes and exquisite food. Mexico is a magical country that combines the ways of its ancestors with modern-day customs and cultures. Mexicans are a warm people proud of their flag and their culture, and who invite others to share it.

CREDITS: Monica Fuhrken

OBJECTIVE:

Teaching strategy: Objective

· Establish the conditions, types of activities and system for evaluating student learning and meeting expectations for the lesson’s outcome.

Students will explore Mexican customs, beginning with those dating back to pre-Hispanic civilizations. Mexico invites us to savor its traditional dishes and cuisine, along with the tourist attractions, music, customs and sports that reflect its cultural beliefs. We’ll get to know the Mexican people, who open their doors to admiring eyes.

I. PREVIOUS KNOWLEDGE

Teaching strategy: Activation of previous knowledge

· Introductory and contextual information that allows the instructor to gauge students’ knowledge of the subject in question and encourage the learning process. This exercise serves as a cognitive bridge between old and new information.

Answer the following questions:

1. What do you know about Mexican traditions?

2. Which Mexican foods have you tried?

3. What would you like to know about pre-Hispanic cultures in Mexico?

II. WATCH MINUTES 0:10 THROUGH 2:49 OF THE VIDEO. RESEARCH AND ANSWER THE FOLLOWING QUESTIONS:

· Teaching strategy: Key words that trigger analytical reasoning

This exercise leads students down a specific line of thinking, allowing them to demonstrate defined and identifiable types of learning.

1. Why is Mexico a country of 140 languages?

2. Where does the name Mexico come from?

3. What does the term “Mexica” mean?

4. Name some of the civilizations that lived in Mexico before the Spanish conquest.

5. How many states make up modern Mexico?

6. What is Mexican food like?

7. What about Mexican customs?

8. Which countries conquered or tried to conquer Mexico?

9. How can the spirit of the Mexican people be described, and why?

10. How can Mexican history be described?

11. What is the meaning of the word “tradition?”

12. What is a rite?

III. WATCH MINUTES 3:21 THROUGH 4:31 OF THE VIDEO. FILL IN THE MISSING WORDS IN THE PARAGRAPH BELOW AND PUT THEM IN ORDER TO FORM AN ACROSTIC WITH THE WORD “CEREMONIAL.”


· This exercise encourages the detection and codification of main information by emphasizing relevant elements in the curriculum content.

· Learning strategy:

· This exercise helps improve spelling and vocabulary by having students find words with letters that spell the key term.

Mexico is a country in a constant state of 1. _________ Eighty-nine percent of the population is Catholic and this is its most sacred spot. On the twelfth of 2. __________every year, thousands of the faithful gather to 3. ________ at the Basilica of Guadalupe. 4. _______ holds that the Virgin 5. _______visited an Indian peasant named Juan 6._______and told him to build a chapel there. When others asked for proof of the miraculous visitation, he returned to the site one cold December day with an armful of roses. When he opened his cloak, the priest was 7. _________ to see an 8. _________of the Virgin. The 9. _______hangs in the 10. _________ to this very day.

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IV. WATCH MINUTES 4:32 THROUGH 5:21 OF THE VIDEO AND MATCH THE STATEMENTS IN EACH COLUMN.

· Teaching strategy: questions accompanying the video

· This exercise encourages the detection and codification of main information.

· This exercise helps students use the rich vocabulary in the video.

1. ( ) The faithful flock there to A. Masses

2. ( ) Everyone prays for a B. prayer

3. ( ) They file past in C. Mexico

4. ( ) 8 million people D. the Virgin, Fuentes says

5. ( ) The priests hold a series of E. worship

6. ( ) Other Masses are held F. novelist

7. ( ) To honor the Virgin is to honor G. around the country

8. ( ) Carlos Fuentes is a H. miracle

9. ( ) Carlos Fuentes is not I. believe in the Virgin, Fuentes says

10.( ) To be Mexican is to believe in J. around the country

11.( ) Other Masses are held K. visit annually

12.( ) To be Mexican is to L. Mexican

V. WATCH MINUTES 5:22 THROUGH 9:27 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE:

Teaching strategy: Semantic network

· The use of this type of diagram to fill in information is ideal for integrating mathematics with language.

· Plotting the coordinates will help students not only build the words they need for their answers but also familiarize them with basic graphing concepts.

Follow the example:

A feline: C A T

(2,3) (1,5) (3,4)

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1. A different ritual is held in..., Guerrero.

____ ____ ____ ____ ____ ____ ____ ____

(1,5) (1,5) (2,2) (2,3)

2. Acapulco was ... in the mid twentieth century.

____ ____ ____ ____ ____ ____

(1,2) (5,1) (2,2) (5,3)

3. Tourists flocked to Acapulco for the ... and the scenery.

____ ____ ____

(5,3) (2,4)

4. Watching the cliff divers is a … in Acapulco.

____ ____ ____ ____ ____ ____

(3,1) (1,1) (2,2)(1,5)

5. The divers risk their lives for …, honor and a few dollars.

____ ____ ____ ____ ____ ____

(1,2) (5,1) (1,1) (4,2)

6. They also do it for the ….

____ ____ ____ ____ ____ ____

(5,4) (3,1) (2,5)

7. José Luis, a famous Acapulco diver, is nicknamed the ...

____ ____ ____ ____ ____

(1,4) (2,4) (4,1)

8. The cliff the divers jump off of is called La ...

____ ____ ____ ____ ____ ____ ____ ____

(1,3) (2,2) (3,3) (1,5) (5,5)

9. The divers put their faith in the … of Guadalupe .

____ ____ ____ ____ ____ ____

(4,5) (1,1) (3,5) (1,1)

10.For 80 years, all of the divers have been ….

____ ____ ____

(5,1) (2,4)

11. Iris Álvarez is “the Knife’s” ….

____ ____ ____ ____ ____ ____ ____ ____

(5,5) (2,2) (3,5) (3,4) (4,1)

12. Iris is the first … to dive from this height.

____ ____ ____ ____ ____

(4,3) (1,5) (2,4)

13. “The Knife” is also Iris’s ….

____ ____ ____ ____ ____ ____ ____

(3,4) (3,1) (1,1) (4,1)

14. “The Knife” … every day.

____ ____ ____ ____ ____ ____ ____ ____ ____

(4,4) (3,1) (2,3) (3,4) (2,3)

15. “The Knife” dives from a … of 18 meters.

____ ____ ____ ____ ____ ____

(5,4) (4,1) (3,5) (5,4)

16. The driver enters the water …. first.

____ ____ ____ ____ ____

(1,2) (5,3) (5,3)

17. Iris’s dive is higher than any … dive.

____ ____ ____ ____ ____ ____ ____

(2,1) (2,5) (5,1) (1,1)

18. Divers need to … off harder at a height of 22 meters.

____ ____ ____ ____

(4,4) (5,3)

19. Iris will try her first … on December 11.

____ ____ ____ ____

(1,1) (4,5)

20. December 11 is the eve of the … of Guadalupe.

____ ____ ____ ____ ____ ____ ____

(5,1) (1,1) (2,3) (2,5)

VI. WATCH MINUTES 9:28 THROUGH 12:22 OF THE VIDEO. FILL IN THE DIAGRAM WITH INFORMATION ABOUT MEXICO’S PRE-HISPANIC RUINS AND THEIR CHARACTERISTICS

· Teaching strategy: Charts and diagrams

· This type of diagram helps students develop a main idea or concept with supporting details. Answers will vary according to the student’s capacity to organize, identify and integrate information coherently.

DIAGRAM

Choose a segment of the video. Fill in the spaces with information about the

characteristics of Mexico’s pre-Hispanic ruins

A.

C.

B.

F.

D.

Pre-Hispanic Ruins

E

VII. WATCH MINUTES 12:23 THROUGH 13:43 OF THE VIDEO. FOLLOW THE INSTRUCTIONS TO OBTAIN THE CORRECT WORD.



This exercise allows students to use the rich vocabulary in the video.

1. founder – er + ed = ___________

1. festivities - ities + als =___________

1. holiness - iness + y =_____

1. civilization - ation + e =___________

1. religion – ion + ious =__________

1. decoration - tion + te =__________

1. astronomy - y + er =___________

1. symbolize - ize + ic = __________

1. cultivate – e + ion =____________

VIII. WATCH MINUTES 13:44 THROUGH 17:29 OF THE VIDEO. READ

THE FOLLOWING STATEMENTS AND DECIDE WHETHER THEY ARE TRUE (T) OR FALSE (F).

· Teaching strategy: Analogies

· Having students distinguish between true and false statements can improve their concentration.

· This exercise helps students evaluate the accuracy of a statement, interpret information, analyze data, etc.

1. ( ) Pan de muerto is made just once a year.

1. ( ) The decapitated figures represent the spirits of dead children.

1. ( ) The people of Pátzcuaro make crowns of flowers.

1. ( ) Offerings are left to persuade the dead to return.

1. ( ) The indigenous tribes did not honor their dead before the Spaniards

came.

1. ( ) The Catholic Church tried to do away with festivals honoring the dead.

1. ( ) Only the indigenous ceremonies honoring the dead endured.

1. ( ) Mexicans currently celebrate All Saints Day and Day of the Dead.

1. ( ) Each candle lit represents one of the dead.

10.( ) Mexicans have their own version of the family tree.

11.( ) Mexico has no legends of its own.

12.( ) At night the church bells call the spirits.

IX. WATCH MINUTES 17:30 THROUGH 19:31 OF THE VIDEO. FILL IN THE CHART WITH INFORMATION ABOUT THE RITUALS FOLLOWED IN MEXICAN WRESTLING.



DIAGRAM

Choose a segment of the video. Fill in the spaces with information about

the rituals involved in Mexican wrestling.

TOPIC: MEXICAN WRESTLING

EVENT 1:

EVENT 2:

EVENT 3: I

EVENT 4:

EVENT 5:

EVENT 6:

EVENT 7:

X. WATCH MINUTES 19:32 THROUGH 22:35 OF THE VIDEO. FILL IN THE DIAGRAM ABOUT THE WRESTLER KNOWN AS “THE MAN WITHOUT A NAME.”



DIAGRAM


the wrestler known as “The Man without a Name.”

A.

C.

B.

J.

D.

The Man without a Name

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E.

F

I.

XI. WATCH MINUTES 24:11 THROUGH 25:00 OF THE VIDEO. COMPLETE THE SENTENCES BY DECODING THE ANSWERS.



A = #

J = ;

S = }

B = %

K = <

T = ~

C = &

L = >

U = ¡

D = (

M = ?

V = ¢

E = )

N = @

W = £

F = *

O = \

X = ¨

G = -

P = ]

Y = «

H = /

Q = ^

Z = »

I = :

R = {

1. Mexico is one of the world’s 10 biggest …. producers. \ : > ______

1. Oil fields can be found on the … of the Gulf. } / \ { ) } ________

3. The oil fields produce more than 3 million … of oil per day. % # { { ) > }

______

4. Mexico earns more than 100 billion … annually from oil. ( \ > > # { }

_________

5. Mexico has a …, dry climate. £ # { ? __________

6. Mexico has many magnificent examples of … architecture. & \ > \ @ : #

> __________

7. It is home to ancient …. { ¡ : @ } ________

8. The country also has a wide expanse of …. % ) # & / ) } _________

9. Mexico has extensive … preserves. £ : > ( > : * ) _________

10. Thousands of … spend billions of dollars in Mexico each year.

~ \ ¡ { : } ~ } __________

XII. WORD SEARCH

Find the following words:

· Teaching strategy: questions accompanying the video

· This exercise encourages the detection and codification of main information by emphasizing relevant elements of the curriculum.

· Learning strategy: Focusing on a single concept can help students maintain their concentration.

conquestcountrycustomscuisinepopulation

traditionchocolatefamilyfaithMexican

divercliffceremonialempireAztec

templedeathcupolaskullflower

Spainmariachitombvalleyindependence

wrestlermagicmaskoilbutterfly

hibernatemigrateherbschromosome conception

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XIII. WATCH MINUTES 28:47 THROUGH 30:47 OF THE VIDEO. FILL IN THE DIAGRAM WITH INFORMATION ABOUT MONARCH BUTTERFLIES AND THEIR ANNUAL WINTER MIGRATION TO MEXICO.



DIAGRAM

Choose a segment of the video. Fill in the spaces with information about monarch butterflies and their annual winter migration to Mexico.

1.

2.

9.

8.

5.

4.

3.

6.

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XIV. WATCH MINUTES 30:47 THROUGH 32:35 OF THE VIDEO AND FILL IN THE DIAGRAM WITH INFORMATION ABOUT MARIACHI MUSIC.



DIAGRAM


the rituals involved in Mexican wrestling.

1.

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XV. WATCH MINUTES 32:36 THROUGH 36:00 OF THE VIDEO. USE THE TABLE BELOW TO FIND THE COORDINATES OF THE MISSING LETTERS. WRITE THE COORDINATES IN PARENTHESES UNDERNEATH EACH LETTER. FOLLOW THE EXAMPLE:

Teaching strategy: Semantic network

· The use of this type of diagram to fill in information is ideal for integrating mathematics with language.

· Plotting the coordinates will help students not only build the words they need for their answers but also familiarize them with basic graphing concepts.

Follow the example:

A feline: C A T

(2,3) (1,5) (3,4)

5

A

L

G

V

D

4

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1. The Spanish conquest of Mexico sparked a … revolution.

____ ____ ____ ____ ____ ____ ____ ____

(2,3) (2,5) (1,1) (1,5) (3,1)

2. Aztec spices were …

____ ____ ____ ____ ____ ____

(4,1) (3,4) (2,3)

3. … and vanilla were mixed with Spanish spices.

____ ____ ____ ____ ____ ____ ____ ____ ____

(2,3) (2,3) (2,1) (1,5) (3,4)

4. Mexican chefs view cooking as an …

____ ____ ____

(1,5) (3,4)

5. A country’s food is its …

____ ____ ____ ____ ____ ____ ____

(5,4) (5,3) (3,4) (3,1)

6. Chef Martha bought an herb called ... at the Sonora market.

____ ____ ____ ____ ____ ____ ____ ____

(3,4) (2,1) (2,1) (2,3) (5,4)

7. Toloache is supposed to increase ...

____ ____ ____ ____ ____ ____ ____

(4,4) (1,5) (5,3) (1,1)

8. Martha the chef makes ... in her kitchen.

____ ____ ____ ____ ____

(5,1) (1,5) (1,1) (2,3)

9. … is a Mexican spice paste made with chocolate.

____ ____ ____ ____

(5,1) (2,1)

10. Mole is considered the … of Mexico.

____ ____ ____ ____ ____ ____

(1,2) (4,5) (2,1)

11. Chef Martha cooks with her friends: …, wind, water and taste.

____ ____ ____ ____

(1,1) (3,1)

12. … seeds are sprinkled on top of the mole.

____ ____ ____ ____ ____ ____

(5,3) (5,1) (4,1)

13. Agua de … is made with hibiscus flowers.

____ ____ ____ ____ ____ ____ ____

(3,2) (1,5) (1,5) (1,1) (1,5)

14. That night at the restaurant, Martha prepared her … menu.

____ ____ ____ ____

(2,5) (4,1)

15. With her cooking, Martha makes …

____ ____ ____ ____ ____ ____ ____

(5,4) (5,3) (3,4) (3,1)

XVI. WATCH MINUTES 37:00 THROUGH 38:12 OF THE VIDEO. FILL IN THE DIAGRAM WITH INFORMATION ABOUT HOW “THE MAN WITHOUT A NAME” GOT HIS NAME.

2.

3.

1.

4.

5.

6.

XVII. CURRICULAR CONNECTIONS

SOCIAL SCIENCE

· Break into groups of 3-4 students and research a specific country. Collect information about its traditions, food, customs, attractions, etc.

· Have each team present its report to the class.

SOCIAL SCIENCE

· Break into groups of 3-4 students and research the cuisine of a specific country. · Prepare a simple dish and share it with the rest of the group.

· Present the dish and describe its significance and ingredients.

XIV. GLOSSARY

CEREMONIAL

Relating to or used for formal events of a religious or public nature.

CLIFF

A steep rock face, especially at the edge of the sea.

CONQUEST

The subjugation and assumption of control of a place or people by use of military force.

COUNTRY

A political state or nation or its territory.

CUISINE

A style or method of cooking, especially as characteristic of a particular country, region, or establishment.

CULTURE

The customs, arts, social institutions, and achievements of a particular nation, people, or other social group.

CUPOLA

A rounded vault that forms a roof or a ceiling.

CUSTOMS

A traditional and widely accepted way of behaving or doing something that is specific to a particular society, place, or time.

DEATH

A permanent cessation of all vital functions; the end of life.

EMPIRE

A major political unit having a territory of great extent or a number of territories or peoples under a single sovereign authority.

FAITH

Belief in and loyalty to God or the traditional doctrines of a religion.

FAMILY

A group of people related to one another by blood or marriage.

FLOWER

A specialized part of many plants, formed of petals and containing the reproductive structures involved in the development of seeds and fruits.

GASTRONOMY

The art or science of good eating.

GOVERNMENT

The institutions, laws and customs through which a political unit is governed; the officials making up the governing body of a political unit.

HERB

A plant or plant part used for making medicine and seasonings.

HIBERNATE

To pass the winter in a resting or sleeping state.

HISTORY

A chronological record of events (such as those affecting a nation or institution), often including an explanation of their causes.

INDEPENDENCE

Freedom; not being dependent on or subject to the control of another.

LIBERTY

In democratic societies, the right to free self-determination.

MAGIC

The use of means, such as charms or spells, believed to have supernatural power over natural forces.

MARIACHI

A style of popular Mexican music with origins in the Mexican state of Jalisco.

MARKET

A public place used permanently or on given days to sell, buy or trade goods and services.

MASK

A cover or partial cover for the face used for disguise, artistic or ceremonial purposes.

MEXICAN

Native to Mexico.

MIGRATE

To move from one country, place or locale to another, either seasonally or permanently.

MONARCH BUTTERFLY

A large migratory American butterfly that has orange-brown wings with black veins and borders and larvae that feed on milkweed. This type of butterfly migrates from Canada and the United States to Mexico each winter.

OIL

An flammable bituminous liquid that may very from almost colorless to black, occurs in many places in the upper strata of the earth, is a complex mixture of hydrocarbons, and is refined into industrial products or fuel, such as gasoline, kerosene or naphtha.

POPULATION

A group of individuals of the same species that occupies a specific geographical area.

SCAFFOLD

A platform on which a criminal is executed.

TEMPLE

A building devoted to the worship, or regarded as the dwelling place, of a god or gods, or other objects of religious reverence.

TOMB

A grave or chamber where a body is interred.

TRADITION

The transmission of customs or beliefs from generation to generation.

TRUMPET

A wind instrument consisting of a conical or cylindrical usually metal tube, a cup-shaped mouthpiece and a flared bell.

VALLEY

A dip between mountains or hills.

WEBSITES recommended for more information

www.mexicoescultura.com

http://www.universia.es/estudiarextranjero/mexico/vivir/cultura-tradiciones/2732

https://www.visitmexico.com/es/que-hacer/arte-y-cultura?utm_campaign=visitmexico&utm_source=Google&utm_medium=SEM&utm_content=arteycultura

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