unit title: un viaje por...

UNIT TITLE: Un Viaje por México From the Yucatán Peninsula to Mexico City (and places in between) AUTHOR AND SCHOOL: Chandra Erickson, Elementary Spanish Teacher Highlands Elementary and Creek Valley Elementary Edina Public Schools, Edina, MN SUBJECT AREA: Elementary Spanish (FLES) TOPICS: The Mexican States of Yucatán, Campeche, Chiapas, Oaxaca, Veracruz, Puebla and Mexico City (Distrito Federal)—Geography; Weather; Culture; History GRADE: 4 TIME FRAME: Approximately 8 weeks (16 30-minute lessons) SUMMARY: The primary purpose of this unit is to provide a virtual “real world”/immersion experience to fourth grade students of Spanish. These students began their Spanish language learning in second grade, attending 30-minute classes twice weekly. This virtual “real world”/immersion experience is designed to follow related units focused on the Spanish-speaking world, and will intentionally reinforce familiar concepts and further develop identified language skills. It is intended to provide kids with an opportunity to apply their developing language skills within the high-interest context of a trip to Mexico, while potentially challenging misconceptions based on their personal experiences.

Erickson – Un Viaje por México p. 2 of 2

STAGE 1 – DESIRED RESULTS ESSENTIAL QUESTIONS: 1. As I travel through the states of Yucatán, Campeche, Chiapas, Oaxaca, Veracruz, Puebla and Mexico City…..

• will the geography change? • will the weather change? • will the people change? • will the buildings change? • will the way people spend their free time change? • will the art and crafts change? • will the food change?

2. Can/should I make assumptions about a place based on my experiences with only a few parts of that place? UNDERSTANDINGS: Students will understand…

• How geography and weather do or do not vary across southern Mexico. • How cultural products and practices do or do not vary across southern Mexico. • How indigenous cultures are visible in modern Mexico.

Students will know…

• Vocabulary related to the geography and weather of southern Mexico. • Vocabulary related to the cultural products and practices of southern Mexico. • Language structures related to descriptive reading and writing, e.g., There is/are; Is in

(location); Is/Are (physical description). • Language structures related to communicating from the first person perspective in the present

tense. Students will be able to….

• Use reading comprehension skills to extract details from Spanish text. • Use identified language skills to complete a short letter in Spanish about each virtual trip

destination. • Use listening comprehension skills to complete scripted video-taped tour guide presentations

in written form. • Use identified language skills to describe their favorite destination in Spanish.

ESTABLISHED GOALS: The benchmarks addressed in this unit are taken from the National Standards for Foreign Language Learning and specific indicators from the Edina Public Schools Standards for Spanish FLES Program. COMMUNICATION: Communicate in Languages Other Than English Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

• Students understand age-appropriate written materials on familiar topics.


• Students understand spoken and written language that has strong visual support. • Students comprehend the main themes and ideas and identify the principal characters of

familiar stories. • Students obtain information by using a Spanish/English dictionary.

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

• In highly contextualized situations with highly structured formats, students prepare and share stories about familiar topics.

• In highly contextualized situations with highly structured formats, students write brief messages to friends (e.g., letter).

CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

• Students participate in and learn about age-appropriate cultural activities such as games, songs and holiday celebrations.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

• Students identify objects and symbols, such as flags or currency, that are used day-to-day and represent other cultures.

• Students identify some contemporary influences from other cultures that are significant in their own such as music, art, and sports.

CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

• Students use topics, vocabulary and skills from other school subjects (e.g, art, health, geography, math) to discuss and/or write in the target language.

COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

• Students identify cognates and basic sentence structures/patterns to derive meaning. • Students identify familiar expressions that cannot be translated word for word in order to

derive meaning. • Students identify words and expressions that have no equivalent in another language. • Students cite and use examples of words that are borrowed in the language they are learning

and their own. COMMUNITIES: Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting.

• Students present information about the language and culture to others. • Students write and illustrate stories to present to others.


STAGE 2 – PERFORMANCE TASKS and EVIDENCE OF LEARNING Students will demonstrate their learning and understanding by completing a Travel Packet. For each of the five destinations in the Travel Packet, students will:

• Complete Destination Worksheets (in Spanish) that will require them to communicate (using “true/false” responses) their understanding of the content on each of the destination pages on the Web site.

• Write Letters Home (in Spanish) in which they will share some of the information that they have learned on each of the destination pages on the Web site.

• Complete the missing information on a “Videos Cortos” Cloze Activity Worksheet (in Spanish) for each of the destinations on the Web site.

Students will prepare themselves for and reflect upon their learning by completing a KWL chart. Students will create and share a “My Favorite Place” Codex and assess this work. Students will self-assess the work in their Travel Packet using a corresponding rubric. Teachers will assess the work in each student’s Travel Packet using a corresponding rubric.


STAGE 3 – LEARNING PLAN Day 1–2: “Departure Date”…. Anticipatory Set and Unit Introduction The primary objective of these two lessons is to create the mood and excitement that typically surrounds a trip, and to prepare kids for the self-paced portion of the unit. Activity ideas include:

• Generate immediate interest and focus the kids’ thoughts on what is to follow by having the students take a seat in the taped outline of an airplane on the classroom floor.

• Project images from Mexico (e.g., map, flag, common food, traditional clothing, mountains/desert, common sports/pastimes, art, etc.) and pose the question – “¿A dónde vamos?”. Let the kids try to guess where they are going today.

• Build excitement by showing an “in flight” movie – this could be a simple, teacher-created PowerPoint presentation about Mexico or a commercial video (there are many age-appropriate videos about Mexico available through Schlessinger Media, Teacher’s Discovery and the online United Streaming)

• Working in small groups, the kids will complete the first two portions of a KWL chart – discussing what they already know about Mexico and what they want to know about Mexico. They could record their discussion on a piece of flip chart paper. If possible, capture each group’s input on a large class-size KWL chart to keep posted in the room throughout the remainder of the unit.

• Introduce the unit Web site, its main components (Destinos; Videos Cortos; Palabras de la Calle; Danzas Tradicionales; Diccionario) and how to navigate the site.

Day 3–4: Destinations Yucatán and Campeche The next series of lessons will lead the students through an in-depth exploration of each of the designated destinations on the project Web site while intentionally reinforcing stated language objectives. These lessons are intentionally designed to be self-directed so as to replicate an immersion experience. Although, as written, this unit plan begins with the states of Yucatán and Campeche, the destinations do not have to be completed in any particular order. Activity ideas include:

• Revisit the question – “¿A dónde vamos?” – by projecting an image from the first destination. Allow time to discuss in pairs or large groups what they think the mystery image might be. If your personal collection of authentic realia will allow, give small groups of kids a tangible object to touch, contemplate and discuss.

• Hand out and review the contents of the Travel Packets – model the completion of each of the main Travel Packet components; demonstrate/practice use of the online dictionary.

• Assign kids to computers for work on the contents of their destination packets. • Consider designating a portion of the classroom for the construction of a “Museo de

México.” Fill it with books (fiction or non-fiction; Spanish or English), a music listening station, games and any other related realia. If kids do not need the entire amount of time dedicated to each destination, they may continue their self-directed exploration here. If the teacher’s personal collection of realia is limited, they could augment with borrowed items. For example, the University of Texas at Austin has a collection of materials that are loaned to teachers free of charge. The UT Austin lending library Web site can be found at: http://www.utexas.edu/cola/insts/llilas/outreach/library.php

• Kids who finish their assignment early can use the unit Web site to explore traditional Mexican dances and street signs.

http://www.utexas.edu/cola/insts/llilas/outreach/library.php


Day 5–6: Destination Chiapas

• Kids continue work on Travel Packets. • Kids who finish their assignment early can use the unit Web site to explore traditional

Mexican dances and street signs or, if possible, they can explore games/literature/realia in the “Museo de México.”

Day 7–8: Destination Oaxaca



Day 9–10: Destination Veracruz and Puebla



Day 11–12: Destination D.F. – Mexico City



Day 13–15: Maya Codex The next series of lessons is designed to guide the students as they review and reflect on their learning. The review/reflection tool used here will be a document fashioned in the style of a Maya Codex. Maya codices are books (pleated or folded to open accordion-style) written on a type of paper made from the bark of certain trees. Maya codices are written records of the Maya civilization. Activity ideas include:

• Review facts about the Maya and introduce the concept and purpose of a Maya Codex. • Show/read sample codices similar to what the kids will produce for this project. • Kids will choose a favorite destination by revisiting the material in their Travel Packet and

sketch out their ideas for their “Favorite Place” Codex on scratch paper. Kids will copy the information they wish to include in their Codex from the related destination page on the Web site.

• Make the Codex books, transfer ideas into the final version and color/decorate. Day 16: “Return Date”…Reflect, Share and Assess This lesson is intended to replicate the real life act of reflecting on and sharing a travel experience with people back home. First, review the Homework Sheet for the “Favorite Place” Codex and answer any questions about the assignment. Second, review the student version of the Travel Packet assessment rubric, answer any questions and give kids time to self-assess. Third, review the teacher version of the Travel Packet assessment rubric, attach it to the student version of rubric and Travel Packet and hand in for grading. (Note: The teacher version of the rubric cannot be completed until the Codex homework has been turned in.)


APPENDICES UNIT WEB SITE: http://sites.google.com/a/apps.edina.k12.mn.us/erickson-classroom/un-viaje-por-mexico-2 UNIT RESOURCES – VIDEOS: Schlessinger Media: www.libraryvideo.comTeacher’s Discovery: www.teachersdiscovery.comUnited Streaming: http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/ UNIT RESOURCES – REALIA: University of Texas at Austin, LLILAS Outreach Lending Library: http://www.utexas.edu/cola/insts/llilas/outreach/library.php UNIT-SPECIFIC VOCABULARY AND LANGUAGE STRUCTURES: VOCABULARY (High-frequency words from the unit Web site and related activities. Students may need to access the Dictionary page on the Web site to look up the meaning of some words.) Geography: Ocean; Mountain; Desert; River; Border; Coast; Peninsula; Island; Sea; Gulf; Rain Forest; City; Country; Capital; North/South/East/West/Center Clothing: Pants; Skirt; Dress; Shirt; T-shirt; Hat; Shoes; Socks; Boots; Sweater; Sweatshirt; Jacket Food: Emphasis on foods common to Spanish-speaking countries (e.g., Bread; Milk; Tortilla; Fish; Chicken; Beans; Rice; Cheese; Pepper; Tropical Fruit; etc.) Action Verbs: Emphasis on verbs related to leisure time or hobbies common in Spanish-speaking countries (e.g., Swimming; Singing; Playing Instruments (various); Playing Sports (various); Dancing; Listening to Music; Being with Family; etc.) Numbers: 0–100 Weather Expressions: It’s sunny; It’s cloudy; It’s partly cloudy; It’s raining; It’s snowing; It’s windy; It’s hot; It’s cold; It’s cool LANGUAGE STRUCTURES (High-frequency language structures from the unit Web site and related activities. Students may need to access the Dictionary page on the Web site to look up the meaning of some language structures.) Hay Está en Es/Son Se llama _____. Vive/viven en _____. Le/les gusta (action verb) Yo llevo _____. Yo como _____. Yo oigo ____. Yo huelo ____. Yo toco ____.

http://sites.google.com/a/apps.edina.k12.mn.us/erickson-classroom/un-viaje-por-mexico-2

http://www.libraryvideo.com/

http://www.teachersdiscovery.com/

http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/

http://www.utexas.edu/cola/insts/llilas/outreach/library.php


STUDENT DELIVERABLES/UNIT DOCUMENTS: Each of the documents listed below can be found in the pages that follow. For more information, see the “Performance Tasks” and “Learning Activities” sections. Travel Packet Cover Page Mexico KWL Chart Three worksheets for each destination (Yucatán y Campeche, Chiapas, Oaxaca, Veracruz y Puebla, Cuidad de México):

Destination Worksheet

Letter Home

“Videos Cortos” Cloze Activity (Los Pelicanos, La Marimba, Los Chapulines, El Malecón, El Zócalo)

“My Favorite Place” Maya Codex Codex Homework Sheet Student Assessment Rubric Teacher Assessment Rubric

Un Viaje por México Travel Packet

Nombre: _________________ Maestra(o): ______________ ¡Bienvenidos a México! For the next few weeks, you are going to take a trip through the southern part of Mexico using the Internet. While you are traveling, you will complete the activities in this packet. This packet will be graded by you and the teacher. You will start your trip by going to the Web site (below) and clicking on: “Un Viaje Por México.” After you have explored that page, continue your work by carefully reading the instructions on each page in your Travel Packet.

WEB SITE: http://sites.google.com/a/apps.edina.k12.mn.us/erickson-classroom/un-viaje-por-mexico-2

If you finish your packet early, please do these other Mexico activities:

• Watch the videos on the “Danzas Tradicionales” page on the Web site.

• Try to figure out what the words mean on the “Palabras de la Calle” page on the Web site.

• Explore the items that your teacher has set up in the room.



KWL Un Viaje por México

Nombre: _________________ Maestra(o): _________________

INSTRUCCIONES: Fill in columns 1 and 2 the best you can!

Things I already know about Mexico.

Thinks I want to learn and know about Mexico.

Things I learned about Mexico on my trip.


DESTINATION WORKSHEET DESTINOS YUCATÁN Y CAMPECHE

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, read the information that goes with each of the photographs of Yucatán and Campeche on the Web site. Second, decide if the information you see below is “Cierto” (true) or “Falso” (false). Third, circle your answer.

1. CIERTO FALSO Esta biblioteca está en una escuela en el estado de Campeche.

2. CIERTO FALSO Muchas personas visitan el zócalo de Valladolid. Valladolid es la

capital del estado de Yucatán. 3. CIERTO FALSO A muchas personas les gusta comer la pizza. 4. CIERTO FALSO Éste es un tambor viejo de los indios Zapotec.

5. CIERTO FALSO Yucatán es un estado en la Península Yucatán en el este de México. 6. CIERTO FALSO La Ceiba es un animal típico en la Península Yucatán. 7. CIERTO FALSO La sopa es una comida típica en México. 8. CIERTO FALSO Mérida es la capital del estado de Yucatán.

9. CIERTO FALSO Estos árboles se llaman manglares. Los manglares viven en el agua salada.

10. CIERTO FALSO Ésta es una playa en el pueblo de Celestún. Celestún es un pueblo en el Océano Pácifico en el estado de Yucatán.

11. CIERTO FALSO El metate se usa para moler el maíz.

12. CIERTO FALSO A muchas personas les gusta bailar en los cenotes. Hay muchas cenotes en la Península Yucatán.

13. CIERTO FALSO El triciclo es un medio de transporte en Becal. Becal es un pueblo en el estado de Campeche.

14. CIERTO FALSO Este hombre hace un vestido. Muchas personas en el pueblo de Becal hacen vestidos.

15. CIERTO FALSO Campeche es un estado en la Península Yucatán en el este de México.

DESTINOS YUCATÁN Y CAMPECHE

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, pretend that you are going to write a letter to your family about what you see, hear, eat, touch and smell while you are in the states of Yucatán and Campeche. Second, using any of the information on the Destinos Yucatán y Campeche page on the Web site, decide how you want to complete the letter that you see below. Third, fill in each blank with any word that makes sense in that sentence.

Querida Familia,

¡Hola! Estoy en México, visitando los estados de __________________ y __________________. ¡Es muy interesante!

Yo veo _________________________________.

Yo oigo _________________________________.

Yo como ________________________________.

Yo toco _________________________________.

Yo huelo ________________________________.

¡Qué viva México! ¡Hasta luego!

____________________ (nombre)

VIDEOS CORTOS: “LOS PELICANOS”

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, carefully read the video script you see below as you watch and listen to the “Los Pelicanos” video on the Web site. Feel free to stop the video and start over again as many times as you need to. Second, figure out which words are missing in the video script and write them on the correct line. All the words you will need to use are in the box. REMEMBER: It’s OK to stop the video and start over again as many times as you need to fill in all the blanks!

miércoles estado pescando animales calor este México costa interesante pelicano

¡Hola, amigos! Bienvenidos a Xpicob. Hoy es ______, el siete de julio, de 2010. Hace ______ y está parcialmente nublado en Xpicob hoy. Xpicob es un lugar muy interesante. Xpicob está en el ______ de Campeche. Campeche es un estado en el ______ de México. Campeche es un estado en la ______del Golfo de México. Miren el Golfo de México. Xpicob es un lugar muy ______ porque hay muchos ______ aquí. Por ejemplo, el ______ es un ave que vive en Xpicob. Miren los pelicanos. Los pelicanos están ______. ¿Qué interesante, no? ¡Qué viva______! Hasta luego, amigos. ¡Adiós!



DESTINATION WORKSHEET DESTINO CHIAPAS

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, read the information that goes with each of the photographs of Chiapas on the Web site. Second, decide if the information you see below is “Cierto” (true) or “Falso” (false). Third, circle your answer. 1. CIERTO FALSO Hay ruinas en Chiapas. Ésta es una pirámide en Palenque. Palenque

es una ciudad antigua de los indios Maya. 2. CIERTO FALSO Chiapas es un estado en el sur de México. Tuxtla Gutierrez es la

capital de Chiapas. 3. CIERTO FALSO Hay pinos en el estado de Chiapas. 4. CIERTO FALSO Éstos son instrumentos modernos de Chiapas. 5. CIERTO FALSO San Cristóbal de las Casas es la capital del estado de Chiapas. 6. CIERTO FALSO San Juan de Chamula es un pueblo en el estado de Chiapas. 7. CIERTO FALSO Este hombre lleva la ropa tradicional del ejército en el pueblo de San

Juan de Chamula. 8. CIERTO FALSO La ballena es un animal muy importante en el pueblo de San Juan de

Chamula. 9. CIERTO FALSO Estos chicos llevan la ropa tradicional del pueblo de Zinacantán en el

estado de Chiapas. 10. CIERTO FALSO Esta mujer está en su baño. 11. CIERTO FALSO Éste es un carro tradicional. 12. CIERTO FALSO A muchas personas les gusta tomar los dulces. 13. CIERTO FALSO Esta escuela está en la ciudad de San Cristóbal de las Casas. 14. CIERTO FALSO Hay ríos en Chiapas. 15. CIERTO FALSO Hay monos en Chiapas.

DESTINO CHIAPAS

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, pretend that you are going to write a letter to your family about what you see, hear, eat, touch and smell while you are in Chiapas. Second, using any of the information on the Destino Chiapas page on the Web site, decide how you want to complete the letter that you see below. Third, fill in each blank with any word that makes sense in that sentence.

Querida Familia,

¡Hola! Estoy en México, visitando el estado

de ____________________. ¡Es muy interesante!

Yo veo _________________________________.

Yo oigo _________________________________.

Yo como ________________________________.

Yo toco _________________________________.

Yo huelo ________________________________.


____________________ (nombre)


VIDEOS CORTOS: “LA MARIMBA”

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, carefully read the video script you see below as you watch and listen to the “La Marimba” video on the Web site. Feel free to stop the video and start over again as many times as you need to. Second, figure out which words are missing in the video script and write them on the correct line. All the words you will need to use are in the box. REMEMBER: It’s OK to stop the video and start over again as many times as you need to fill in all the blanks!

hoy familia amigos está adiós sur instrumento Río trece música

¡Hola, _______! Bienvenidos al _______ Grijalva. Hoy es martes, el _______ de julio, 2010. Hace calor y_______ parcialmente nublado _______. El Río Grijalva es un río en el estado de Chiapas. Chiapas es un estado en el _______ de México. Y hoy estoy en un lugar muy interesante. Hoy estoy en un taller de la _______ Nandayapa. La familia Nandayapa es una familia de músicos y esta familia toca la _______ de la marimba. Este _______ es una marimba. Es un instrumento típico de México. ¿Qué interesante, no? ¡Qué viva México! Hasta luego, amigos. ¡ _______!



DESTINATION WORKSHEET DESTINO OAXACA

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, read the information that goes with each of the photographs of Oaxaca on the Web site. Second, decide if the information you see below is “Cierto” (true) or “Falso” (false). Third, circle your answer. 1. CIERTO FALSO Oaxaca es un estado en el norte de México. 2. CIERTO FALSO Hay un mercado pequeño en la capital de Oaxaca. 3. CIERTO FALSO A muchas personas les gusta tomar el pollo. 4. CIERTO FALSO A muchas personas les gusta comer mole. Mole es un tipo de bebida

tradicional de México. 5. CIERTO FALSO El zócalo está en el centro de la capital de Oaxaca. 6. CIERTO FALSO Esta iglesia vieja está en la capital de Oaxaca. 7. CIERTO FALSO La capital de Oaxaca se llama Oaxaca. 8. CIERTO FALSO La policía de Oaxaca tienen carros de color café y blanco. 9. CIERTO FALSO La tortilla típica de Oaxaca es muy grande. 10. CIERTO FALSO A muchas personas les gusta comer frijoles. 11. CIERTO FALSO Este telar se usa para comer alfombras. 12. CIERTO FALSO Se venden carros de Buick aquí. 13. CIERTO FALSO A muchas personas les gusta bailar en bicicleta. 14. CIERTO FALSO Estas ruinas son las ruinas de Monte Albán. Monte Albán es una

ciudad antigua de los indios Zapotec y Maya.

DESTINO OAXACA

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, pretend that you are going to write a letter to your family about what you see, hear, eat, touch and smell while you are in Oaxaca. Second, using any of the information on the Destino Oaxaca page on the Web site, decide how you want to complete the letter that you see below. Third, fill in each blank with any word that makes sense in that sentence.

Querida Familia,

¡Hola! Estoy en México, visitando el estado de ____________________. ¡Es muy interesante!

Yo veo _________________________________.

Yo oigo _________________________________.

Yo como ________________________________.

Yo toco _________________________________.

Yo huelo ________________________________.


____________________ (nombre)


VIDEOS CORTOS: “LOS CHAPULINES”

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, carefully read the video script you see below as you watch and listen to the “Los Chapulines” video on the Web site. Feel free to stop the video and start over again as many times as you need to. Second, figure out which words are missing in the video script and write them on the correct line. All the words you will need to use are in the box. REMEMBER: It’s OK to stop the video and start over again as many times as you need to fill in all the blanks!

viva comen nublado insecto muy mercado personas capital julio jueves

¡Hola, amigos! Bienvenidos a Oaxaca. Hoy es _______________, el quince de _____________, 2010. Hace fresco y está parcialmente __________________ en Oaxaca hoy. Oaxaca es la __________________ del estado de Oaxaca. Oaxaca es un estado en el sur de México. Y hoy estoy en un lugar __________ interesante. Estoy en un ________________ en Oaxaca. Y en el mercado hay muchas cosas para comprar…muchas cosas…pelotas…y hay muchas _________________ también. Y una cosa interesante en el mercado es el chapulín. El chapulín es un _______________ pero se come. Se _________________ en Oaxaca los chapulines. Aquí está un chapulín. ¿Qué interesante, no? ¡Qué ______________ México! Hasta luego, amigos, ¡Adiós!



DESTINATION WORKSHEEET DESTINOS VERACRUZ Y PUEBLA

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, read the information that goes with each of the photographs of Veracruz and Puebla on the Web site. Second, decide if the information you see below is “Cierto” (true) or “Falso” (false). Third, circle your answer. 1. CIERTO FALSO Esta escuela está en la ciudad de Veracruz. 2. CIERTO FALSO Veracruz es un estado en el este de México. La capital de Veracruz se

llama Xalapa. 3. CIERTO FALSO La cuidad de Veracruz es un puerto muy pequeño y importante en

México. 4. CIERTO FALSO A muchas personas les gusta tomar el café en Veracruz. 5. CIERTO FALSO Este cementerio antiguo de los indios Maya está en el estado de

Veracruz. 6. CIERTO FALSO El estado de Veracruz está en la costa del Océano Pacífico. 7. CIERTO FALSO Hay muchos restaurantes que se llaman Pollo Triste. 8. CIERTO FALSO Esta cabeza grande es una escultura de los indios Olmeca. 9. CIERTO FALSO El desfile es una parte importante de la fiesta Xiqueñada en el pueblo

de Xico en el estado de Veracruz. 10. CIERTO FALSO Este chico lleva una falda para la fiesta Xiqueñada en el pueblo de

Xico en el estado de Veracruz. 11. CIERTO FALSO Esta chica lleva un vestido tradicional. 12. CIERTO FALSO A muchas personas les gusta montar a caballo. 13. CIERTO FALSO Los estados en México tienen presidentes. 14. CIERTO FALSO Puebla es un estado en el oeste de México. La capital de Puebla se

llama Puebla. 15. CIERTO FALSO Hay volcanes en el estado de Puebla.

DESTINOS VERACRUZ Y PUEBLA

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, pretend that you are going to write a letter to your family about what you see, hear, eat, touch and smell while you are in the states of Veracruz and Puebla. Second, using any of the information on the Destinos Veracruz y Puebla page on the Web site, decide how you want to complete the letter that you see below. Third, fill in each blank with any word that makes sense in that sentence.

Querida Familia,

¡Hola! Estoy en México, visitando los estados de ____________________ y ____________________. ¡Es muy interesante!

Yo veo _________________________________.

Yo oigo _________________________________.

Yo como ________________________________.

Yo toco _________________________________.

Yo huelo ________________________________.


____________________ (nombre)


VIDEOS CORTOS: “EL MALECÓN”

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, carefully read the video script you see below as you watch and listen to the “El Malecón” video on the Web site. Feel free to stop the video and start over again as many times as you need to. Second, figure out which words are missing in the video script and write them on the correct line. All the words you will need to use are in the box. REMEMBER: It’s OK to stop the video and start over again as many times as you need to fill in all the blanks!

con Hace Qué gusta estoy Golfo malecón este diecinueve ciudad

¡Hola, amigos! Bienvenidos a Veracruz. Hoy es lunes, el ______________ de julio, 2010. _________ calor y está parcialmente nublado en Veracruz hoy. Veracruz es una _____________ en el estado de Veracruz. Veracruz es un estado en el ___________ de México. Veracruz es una ciudad en el Golfo de México. Allí está el __________ de México. Y hoy ____________ en un lugar muy interesante. Hoy estoy en el malecón. Estoy caminando en el _______________. En Veracruz a muchas personas les _______________ caminar en el malecón. A muchas personas les gusta dar un paseo ___________ sus familias y sus amigos en el malecón. ¿ _________ interesante, no? ¡Qué viva México! Hasta luego, amigos. ¡Adiós!



DESTINATION WORKSHEET DESTINO CIUDAD DE MÉXICO

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, read the information that goes with each of the photographs of la Ciudad de México on the Web site. Second, decide if the information you see below is “Cierto” (true) or “Falso” (false). Third, circle your answer.

1. CIERTO FALSO A muchas personas les gusta andar en bicicleta. 2. CIERTO FALSO La capital de México está en el norte de México. 3. CIERTO FALSO Muchas personas visitan el parque Xochimilco en la capital de

México. Hay muchos bicicletas de muchos colores en Xochimilco. 4. CIERTO FALSO A muchas personas les gusta tocar al fútbol. 5. CIERTO FALSO A muchas personas les gusta tomar horchata. Un ingrediente

importante de horchata es el arroz. 6. CIERTO FALSO El Arroyo es un restaurante muy grande y popular en la capital de

México. 7. CIERTO FALSO La Basílica de la Virgen de Guadalupe es un restaurante muy

importante. 8. CIERTO FALSO La Pirámide del Sol está en la ciudad antigua de Teotihuacán. 9. CIERTO FALSO En 2010, México celebra el bicentenario de su revolución. 10. CIERTO FALSO Éste es un mapa y modelo de Tenochtitlán, la capital antigua de los

indios Azteca. 11. CIERTO FALSO El jaguar es un animal muy importante para los indios de México. 12. CIERTO FALSO Este hombre limpia los pantalones. 13. CIERTO FALSO El dólar vale 12.22 pesos en 2010. El dinero de México es el peso. 14. CIERTO FALSO Hay un mural muy, muy grande en el Palacio Nacional de México. Es

un mural del artista Pablo Picasso. 15. CIERTO FALSO Benito Juarez era un doctor muy importante en México en el siglo diez

y nueve.

DESTINO CIUDAD DE MÉXICO

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, pretend that you are going to write a letter to your family about what you see, hear, eat, touch and smell while you are in la Ciudad de México. Second, using any of the information on the Destino Ciudad de México page on the Web site, decide how you want to complete the letter that you see below. Third, fill in each blank with any word that makes sense in that sentence.

Querida Familia,

¡Hola! Estoy en México, visitando la ____________________ de México. ¡Es muy interesante!

Yo veo _________________________________.

Yo oigo _________________________________.

Yo como ________________________________.

Yo toco _________________________________.

Yo huelo ________________________________.


____________________ (nombre)


VIDEOS CORTOS: “EL ZÓCALO”

Nombre: ___________________ Maestra(o): __________________ INSTRUCCIONES: First, carefully read the video script you see below as you watch and listen to the “El Zócalo” video on the Web site. Feel free to stop the video and start over again as many times as you need to. Second, figure out which words are missing in the video script and write them on the correct line. All the words you will need to use are in the box. REMEMBER: It’s OK to stop the video and start over again as many times as you need to fill in all the blanks!

Nacional veintiocho grande bandera cuatro zócalo lugar Hola centro lloviendo

¡ _____________, amigos! Bienvenidos a la Ciudad de México. Hoy es miércoles, el _______________ de julio, 2010. Hace fresco y está __________________ hoy. La Ciudad de México es la capital de México. La capital de México está en el _____________ de México. Y hoy estoy en un _______________ muy interesante. Hoy estoy en el zócalo. El zocálo está en el centro de la capital. Y en el zócalo hay ______________ cosas muy interesantes. El Palacio Nacional está en el zócalo. La Catedral ______________ está en el zócalo. Una ________________ muy, muy ____________ está en el zócalo. Y el ayuntamiento está en el zócalo. El ________________ de la capital...¿Qué interesante, no? ¡Qué viva México! Hasta luego, amigos. ¡Adiós!



“My Favorite Place” Maya Codex BACKGROUND INFORMATION One of the first writing systems in North America was created by the Maya Indians. It used pictures or symbols (called hieroglyphs) to represent words and ideas. These hieroglyphs were written on stone structures called “stelae” as well as in books called “codices.” Codices were made using the inner bark of certain trees. They were pleated and had to be unfolded to be read. PROCESS Before making the actual Codex books, show a finished sample of the project and discuss what Codex books were and how they were used. Have the kids reflect on which of the destinations on the Web site they thought was the most interesting. Have the kids sketch/write what they want to include on each page in their Codex on a piece of scratch paper. They can choose images and text directly from the Web site or create their own images and text. Once the kids have finalized their images and corresponding text, they can begin transferring this information to their final Codex. MATERIALS Web site destination pages for image ideas and text Scratch paper and pencils for planning Codex pages Large, white construction paper pre-cut into 2–3 strips (will yield 2–3 Codex books). Cut enough strips so that each student has one. **Any size paper could work for this project, depending on the desired size of the final Codex books. The teacher can pre-fold the Codex books (accordion style) or have the kids fold their own. Colored pencils or crayons

Tarea/Homework México: “My Favorite Place” Maya Codex

Nombre: ________________________ Maestra(o): _______________________ Fecha Límite (Due Date): ______ de _______________________ Dear parent/guardian: For the past several weeks, your child has been on a virtual trip through Mexico. He/she has visited several states and cities in the southern part of the country. You can visit the Virtual Mexico Web site at this address: http://sites.google.com/a/apps.edina.k12.mn.us/erickson-classroom/un-viaje-por-mexico-2 As he/she has traveled, your child has completed several related activities (using only “español”!) in a Travel Packet. For our final unit project, we have made Codex books about our favorite trip destination. Codex books were created by the Maya Indians, one of the most advanced indigenous cultures in the history of Mexico. One of the first writing systems in North America was created by the Maya Indians. It used pictures or symbols (called hieroglyphs) to represent words and ideas. These hieroglyphs were written on stone structures called “stelae” as well as in books called “codices.” Codices were made using the inner bark of certain trees. They were pleated and had to be unfolded to be read. PLEASE COMPLETE THE FOLLOWING STEPS WITH YOUR CHILD AND RETURN THIS PAPER (ALONG WITH THE CODEX) TO SCHOOL BY THE DUE DATE (ABOVE). CONTACT ME WITH ANY QUESTIONS AND HAVE FUN! 1. Child reads Codex book to adult at least three times. 2. Child and adult assess reading fluency (circle one):

Could Say All Words Easily Had Trouble Saying a Few Words Had Trouble Saying Many Words

3. Child and adult assess reading comprehension (circle one):

Remembered Meaning of All Words Forgot Meaning of Some Words Forgot Meaning of Many Words

4. Adult signs this paper: _____________________________________________ 5. Child brings this paper and Codex book back to school by due date (above).

¡Gracias!


http://sites.google.com/a/apps.edina.k12.mn.us/erickson-classroom/un-viaje-por-mexico-2


Un Viaje por México

Student Rubric

Nombre: ____________________ Maestra(o): _____________________ INSTRUCCIONES: Part of your total grade for this unit will be the grade that you give yourself for the work you did in your Travel Packet and “Favorite Place” Codex. Circle the box that you think has the most truthful answer about each part of project work. You can use the following information to figure out your grade. 16 total points = Grade of 4 12–15 total points = Grade of 3 8–11 total points = Grade of 2 7 or fewer total points = Grade of 1

4 = Exceeds

expectations for grade level

3 = Meets expectations for

grade level

2 = Does not meet expectations for

grade level

1 = Project work is incomplete

Destination Worksheets

I believe I did my personal best work on ALL of the 5 Destination Worksheets

I believe I did my personal best work on ALMOST ALL of the 5 Destination Worksheets

I believe I did my personal best work on ONLY SOME of the 5 Destination Worksheets

I did NOT finish ALL 5 of the Destination Worksheets

Videos Cortos Worksheets

I believe I did my personal best work on ALL of the 5 Videos Cortos Worksheets

I believe I did my personal best work on ALMOST ALL of the 5 Videos Cortos Worksheets

I believe I did my personal best work on ONLY SOME of the 5 Videos Cortos Worksheets

I did NOT finish ALL 5 of the Videos Cortos Worksheets

Letters Home I believe I did my personal best work on ALL 5 Letters Home

I believe I did my personal best work on ALMOST ALL of the 5 Letters Home

I believe I did my personal best work on ONLY SOME of the 5 Letters Home

I did NOT finish ALL 5 of my Letters Home

“Favorite Place” Codex

I believe I did my personal best work on EVERY PAGE in my Codex

I believe I did my personal best work on ALMOST ALL of the pages in my Codex

I believe I did my personal best work on ONLY SOME of the pages in my Codex

I did NOT finish ALL of the pages in my Codex


Un Viaje por México Teacher Rubric

Nombre: ____________________ Maestra(o): _____________________ INSTRUCCIONES: Part of your total grade for this unit will be the grade that your teacher gives you for the work you did in your Travel Packet and “Favorite Place” Codex. Your teacher will use the following information to figure out your grade. 16 points = Grade of 4 12–15 points = Grade of 3 8–11 points = Grade of 2 7 or fewer points = Grade of 1

4 = Exceeds


3 = Meets expectations

for grade level

2 = Does not meet


1 = Project work is

incomplete

Destination Worksheets

Five worksheets are complete and correct

Five worksheets are complete with few errors

Five worksheets are complete with many errors

Worksheets are incomplete

Videos Cortos Worksheets

Five worksheets are complete and correct

Five worksheets are complete with few errors

Five worksheets are complete with many errors

Worksheets are incomplete

Letters Home Five letters are complete and correct

Five letters are complete with few errors

Five letters are complete with many errors

Letters are incomplete

“Favorite Place” Codex

All pages are complete and correct

All pages are complete with few errors

All pages are complete with many errors

Codex is incomplete

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