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.
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.
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•
•
•
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.
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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.
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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 ageappropriate 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.
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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
• 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 9–10: Destination Veracruz and Puebla
• 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 11–12: Destination D.F. – Mexico City
• 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 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.)
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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.com
Teacher’s Discovery: www.teachersdiscovery.com
United 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 ____.
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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
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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.
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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 Things I learned about
Mexico on my trip.
and know about
Mexico.
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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.
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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!
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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.
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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 ________________________________.
¡Qué viva México! ¡Hasta luego!
____________________ (nombre)
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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. ¡ _______!
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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.
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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 ________________________________.
¡Qué viva México! ¡Hasta luego!
____________________ (nombre)
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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!
Erickson – Un Viaje por México
p. 19 of 19
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.
Erickson – Un Viaje por México
p. 20 of 20
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 ________________________________.
¡Qué viva México! ¡Hasta luego!
____________________ (nombre)
Erickson – Un Viaje por México
p. 21 of 21
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!
Erickson – Un Viaje por México
p. 22 of 22
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.
Erickson – Un Viaje por México
p. 23 of 23
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 ________________________________.
¡Qué viva México! ¡Hasta luego!
____________________ (nombre)
Erickson – Un Viaje por México
p. 24 of 24
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!
Erickson – Un Viaje por México
p. 25 of 25
“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
Erickson – Un Viaje por México
p. 26 of 26
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!
Erickson – Un Viaje por México
p. 27 of 27
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
Destination
Worksheets
Videos Cortos
Worksheets
Letters Home
“Favorite Place”
Codex
4 = Exceeds
expectations for
grade level
I believe I did my
personal best work
on ALL of the 5
Destination
Worksheets
3 = Meets
expectations for
grade level
I believe I did my
personal best work
on ALMOST ALL
of the 5
Destination
Worksheets
I believe I did my I believe I did my
personal best work personal best work
on ALL of the 5
on ALMOST ALL
Videos Cortos
of the 5 Videos
Worksheets
Cortos
Worksheets
I believe I did my I believe I did my
personal best work personal best work
on ALL 5 Letters
on ALMOST ALL
Home
of the 5 Letters
Home
I believe I did my I believe I did my
personal best work personal best work
on EVERY PAGE on ALMOST ALL
in my Codex
of the pages in my
Codex
2 = Does not meet
expectations for
grade level
I believe I did my
personal best work
on ONLY SOME
of the 5
Destination
Worksheets
I believe I did my
personal best work
on ONLY SOME
of the 5 Videos
Cortos
Worksheets
I believe I did my
personal best work
on ONLY SOME
of the 5 Letters
Home
I believe I did my
personal best work
on ONLY SOME
of the pages in my
Codex
1 = Project work
is incomplete
I did NOT finish
ALL 5 of the
Destination
Worksheets
I did NOT finish
ALL 5 of the
Videos Cortos
Worksheets
I did NOT finish
ALL 5 of my
Letters Home
I did NOT finish
ALL of the pages
in my Codex
Erickson – Un Viaje por México
p. 28 of 28
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
expectations
for grade level
3 = Meets
expectations
for grade level
Destination
Worksheets
Five
worksheets are
complete and
correct
Five
worksheets are
complete with
few errors
2 = Does not
meet
expectations
for grade level
Five
worksheets are
complete with
many errors
1 = Project
work is
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
Worksheets are
incomplete
Erickson – Un Viaje por México
p. 29 of 29