|
Title |
Símbolos mexicanos |
|
Unit/Activity No. |
Immigration Unit 2/Activity 5 |
|
Geography Topic |
cultural symbols |
|
Language Topic |
food, schedule, places, celebrations, art |
|
Language Function |
describe, compare, narrate in past time frame |
|
Language Standard |
1.2, 2.1, 2.2 |
|
Geography Standard |
9, 10, 12 |
| Step 1. | Before class prepare the handouts. |
| Step 2. | Either help students study the images and information given in Handout 1 in class or assign it as homework a day or two prior to playing the game in class. |
| Step 3. | Make individual bingo boards from Handout 2 as suggested in the Materials section below or give students a blank board and ask them to arrange the symbols as they wish on their board before beginning the game. |
| Step 4. | Using their individual bingo board, each student listens carefully to your description of the image and then covers the image being described. You read the description of the symbol, mixing up the order and perhaps slightly altering the exact description used (but still covering the same content). |
One bingo board for each student: You will have to randomize the 14 symbols on the cards so that not everyone will win. You can repeat two or three patterns so that two or three students can win at each game.
Some kind of marker for the students to use when covering the image being described (slips of paper, poker chips, etc.): Mexican peso coins would be fantastic!
Optional: small prizes (extra credit, Mexican candy, bookmarks with the symbols on them, etc.).
Review the following vocabulario útil before beginning the activity.
|
Lotería |
bingo |
|
Vertical |
vertical |
|
Horizontal |
horizontal |
|
Diagonal |
diagonal |
|
Ganar |
to win |
|
perder |
to lose |
Notes
This activity is intended to test students’ recognition of certain images representing the great variety and complexity of Mexican culture and history.
Handout 1
Handout 2
Vas a escuchar a tu profesor(a) leer las descripciones de los símbolos mexicanos que has estudiado. Escucha con cuidado cada descripción, y luego cubre la imagen que está describiendo tu profesor(a). Cuando tengas una línea completa en tu tablita (sea vertical, horizontal o diagonal), grita ¡LOTERIA! Tu profesor(a) verá si has ganado.
1. Have students do a scavenger hunt in the local community for these symbols.Point them to the Yellow Pages to find businesses (bakeries, restaurants), music stores or radio stations for Mexican music, street names, or consumer goods that bear the images.
2. Assign each student (or a pair of students) one of the symbols to research in-depth as homework. They report back to the class orally and/or turn in their written research to you.
3. Have each student (or pair of students) come to class with an additional Mexican cultural symbol the following day. They should have the same type of information that was provided for them on the original description table of the images used for bingo (name, description, geographical origin, an example of the image).
4. In pairs, have the students think of a few cultural symbols from the U.S., indicating the same type of information that was provided for them on the original description table of the images used for bingo (name, description, geographical origin, an example of the image).