TEACHER’S GUIDE/GUÍA DIDÁCTICA Exercise 2.

MODULE 4 Script
Page 1: Ann: Hey Grandpa! How have you been?
Area: Foreign Language/Lengua extranjera Grandfather: Well, my child. I’m doing just
fine.
Subject:​ English/Inglés
Ann: Could I ask you some questions about our
Grade:​ 7 family history?
Lesson Title: How did my ancestors live? Grandfather: Sure. Ask away.
Grammar and vocabulary content Ann: Where was your family from?
Grandfather: They were from Alaska. They came
● Ancestors, traditions to Texas when I was little.
● "Used to" verb structure; review Ann: Why did they come?
● Past events Grandfather: They were looking for work. My
Interdisciplinary learning father hated the cold, and he wanted to go where
it was warm. Texas is very, very warm.
● Social Studies​: Native Americans
Ann: That sounds really interesting. Thanks for
● Science​: Ancestry exams telling me Grandpa.
● Art​: Make a handprint Exercise 3.
Values Answers:
● Self-identity Where was your family from?
● Tolerance Why did they come?
Page 2: Communication and Cultural
Awareness
Page 4: Reading
Legends
Ancestors Around the World
Exercise 1.
Exercise 2.
Answers: ​Answers can vary.
Answers:
Teacher tip: ​Before you start, ask the students if
they know any Ecuadorian legends. If so, is a. To take a bath.
there a legend they especially like? b. They keep a record of each visit.
c. Answers can vary.

Page 3: Oral Communication

Page 5: Writing
Finding Out About an Ancestor
Family Trees
Exercise 1.
Teacher tip: ​Read the steps to draw a family
Answers: ​possible answers: tree together with the students. While you do so,
draw your own family tree on the board. Then
1. What were your parents like? give each student a piece of paper so they can
2. What were your grandparents like? draw their trees. When they finish them, they
3. How did our ancestors used to live? can present their work to the class.
4. How long has our family lived in this
city/town?
5. Do we have ancestors from other
countries?
Page 6: Language Through the Arts
Exercise 1.
Answers: ​Answers can vary.
Teacher tip: ​Ask the students what they
imagine Homo Erectus's lives were like. What
are they curious about? Encourage them to write
those questions.
Exercise 2.
Answers: ​Answers can vary.
Page 7: Oral Communication
Exercise 1.
Answers: ​Answers can vary
Script:
At Emory University in Atlanta, in the United
States, they investigated happy families.
Families that are happy have two things in
common: they go out and play, and they talk a
lot. They talk about values, about what it means
to be part of a family and about family history.
They also found out that the children who know
more about their family history feel more
confident to solve problems. When children
know the history and experiences of their family
and how they solved their problems, they feel
they like they have more power to get through
their own problems. Stories show that they’re
not alone.
Answers:
a. They go out and play, and they talk a
lot.
b. They talk about values, about what it
means to be part of a family and about
family history.
c. The children feel more confident to
solve problems.
d. Because they feel like they have more
power to get through their own
problems.
Exercise 3.
Answers: ​Answers can vary.
Page 8: Communication and Cultural
Awareness
Our Ancestors' Travels
Teacher tip: ​Help the students notice how some
numbers are written differently in English and
Spanish. For example, in English thousands are
separated with a comma (like 15,000), except
when they refer to dates.
Exercise 1.
Answers:
a. Number of people living in those areas
(the American continents) at that time.
b. Number of years since Native
Americans came from Asia.
c. The year in which Europeans came to
the American continents.
Exercise 2.
Answers: ​Answers can vary.
Page 9: Oral Communication
Life as a Native American Kid
Exercise 1.
Script:
In the Native American tribes, babies and
toddlers spent the day with their mothers and
grandmothers. Moms used to carry them in their
arms or on cradleboards. The men of the tribe
left very early to hunt or fish.
When a child was born, there was a great
welcoming ceremony. The name they gave the
child was very important, and there was a
ceremony for this, too. The children also had a
nickname.
Children didn’t go to official schools like the
ones we have today. Boys went with their dads
and learned tasks like hunting and fishing. The
girls stayed with their mothers in their homes
and learned other tasks such as making baskets
and cooking.
Children learned about the history and moral
rules of the tribe with stories told by the older
people in their community. The stories were
interesting and fun, but they also taught the
children how they had to behave.
Answers:
 a. Their mothers and grandmothers. Father: Cut it short, that way it's easier to
b. They had to hunt and fish. manage. Plus, that way you’ll look like your
c. Make baskets and cook. dad.
d. The older people in their community
told them stories that taught them how Mother: Oh no, you should have it a little bit
to behave. longer, around your ears, son.
Exercise 2. Sister: Jason, I like it just like it is. Leave it
long.
Answers: ​Answers can vary.
Jason: You guys make some good points, let me
think about your suggestions.
Page 10: Writing Answers:
Life as a Native American a. (3) likes it near his ears.
b. (1) likes it short.
Teacher tip: ​Read the ​Grammar Tip chart c. (2) wants it long.
together with the students. Give them some
more examples of affirmative and negative
sentences as well as questions with ​used to ​so
they can understand the structure better. Page 12: Reading
Exercise 2. Exercise 1.
Answers: ​Answers can vary. Answers: ​Answers can vary.
Exercise 3. Exercise 2.
a. The women used to work in the fields. a. T
b. The men used to hunt and fish. b. F
c. Native Americans used to take care of c. T
the environment. d. F
d. Families used to spend a lot of time e. T
together.
e. Men didn't use to cook. Exercise 3.
Answers: ​Answers can vary.

Page 11: Oral Communication

Exercise 1. Page 13: Language Through the Arts

Teacher tip: ​Before you start, ask the students
how the two images on the top of the page are
similar or different. Who are these people? What
do they have in common?
Answers: ​possible answers:
1. How did indigenous men wear their
hair?
2. When did men from Indian tribes cut
their hair?
3. When did indigenous men shave their
heads?
Exercise 2.
Ancestry Exams
Exercise 1.
Answers:
1. You can discover the specific country,
town, or even tribe that you come from.
You can also find other family members
or discover who your relatives were
from five to seven generations ago.
2. You provide a sample of your saliva so
that scientists can test it. Then, they give
you your ancestry results.
3. Answers can vary.

Script: Exercise 2.

Mother: Jason, I understand you are going to Answers: ​Answers can vary.
cut your hair.
Jason: Yep, but I’m not sure how to cut it.
Page 14: Assessment Exercise 1.
Listening Answers: ​Answers can vary.
Script: Teacher tip: ​Before you start, ask the students if
they know about any traditional gatherings or
There are many Native American tribes today, celebrations in our country. For example, ​Día de
more than 100. All of them still have their own los Difuntos, Semana Santa, e​ tc.
traditions, their own religions, and their own
clothes. The Cherokee tribe is one of the
largest; they are famous for fishing and hunting.
Exercise 2.
Answers:
Teacher tip: ​Read the text below Exercise 2
a. More than 100. with the students before asking them to complete
the exercise.
b. Clothes.
Answers:
c. The Cherokee.
a. T
d. Fishing and hunting. b. F
c. T
d. F
Grammar e. F

Answers: Exercise 3.

a. Did Native Americans use to live in the
US?
b. Native American women used to make
baskets.
c. Did they use to fish?
d. Who used to go hunting?
e. Native American men didn't use to cook.
Teacher tip: ​Act out of the chant while you
recite it. This can help the students understand
and internalize the meaning of the new words.
You can exaggerate the movements so they are
more clear and also more fun for the students.
You can also add a simple melody to the chant if
you want--music helps many students learn
better.

Vocabulary
Page 17: Reading
Answers: ​Answers can vary.
The History of Afro-Ecuadorians
Teacher tip: ​Encourage students to use the new
words they have learned in this module. Exercise 1.
Teacher tip: ​Remember than when correcting
these sentences it is not necessary for students to
Page 15: Assessment have the exact same words written in these
answers--it is OK if they have the same idea
Reading written in their own words.
Answers: Answers:
a. F 1. (F) African men and women began to
b. T build a new life in Esmeraldas.
c. T 2. (F) The Afro-Ecuadorian population is
d. F about 10% of the total Ecuadorian
e. T population.
3. (F) Antonio Valencia and Enner
Valencia are famous for their soccer
Page 16: Communication and Cultural skills.
Awareness 4. (T)
5. (T)
Let's Go to a Powwow! Exercise 2.
Answers: ​Answers can vary.
Teacher tip: ​Research about other
Afro-Ecuadorians that have contributed to
Ecuador in any field (arts, sports, science, etc.).
Tell the students some information about them
and their achievements.
Page 18: Oral Communication
What Can We Learn from Our Ancestors?
Exercise 1.
Answers: ​Answers can vary.
Teacher Tip:​ Tell the students traditional
stories of myths and legends from Ecuador. If
you have internet access, you can find some
stories on this site:
https://www.notyouraverageamerican.com/categ
ory/history/myths-and-legends/?cn-reloaded=1
Exercise 2.
Teacher tip: ​You can give the students some
examples or ideas. Encourage them to choose
legends and myths from different regions of
Ecuador.
Exercise 3.
Teacher tip: ​Some students may find it harder
to take part in class discussions than others.
Motivate them to participate by asking them
simple questions like "What do you think
about…?" or "Can you think about any other
examples of…?" Remember to maintain a
supportive and respectful environment in the
discussion so students feel safe to participate.
Speaking in a foreign language can always feel a
little intimidating at first!
Page 19: Writing
Traditional Party
Exercise 1.
Answers: ​Answers can vary.
Exercise 2.
Answers: ​Answers can vary.
Page 20: Language Through the Arts
Make a Handprint!
Teacher tip: ​This activity can be a bit messy, so
make sure the students are careful to avoid
staining their clothes or the class with paint.
When they finish, you can hang the pieces of
paper with the handprints in the walls of the
classroom.
Page 21: Oral Communication
Exercise 1.
Answers: ​Answers can vary.
Teacher tip: ​You can ask the students which
continent and which country they think this
picture is from. ​Then ask them if they have seen
anything similar in Ecuador.
Exercise 2.
Script:
The Mayans were an ancient indigenous
civilization located in the Yucatán Peninsula
and in parts of Mexico, Belize, and Honduras.
The people in this indigenous group were
experts in agriculture, writing and mathematics.
They were the only Native American society with
a completed calendar system. This tribe built a
mighty and rich empire.
Answers:
Mayans; Mexico; agriculture; writing;
mathematics; calendar; mighty; rich.
Exercise 3.
Teacher tip: ​The students can make flashcards
or notes with the information, but they shouldn't
write whole sentences, only keywords.
Remember that they should practice their
speaking,​ so they shouldn't write and read the
whole conversation.
Exercise 4.
Answers: ​Answers can vary.
Page 22: Assessment
Listening
Script:
Native American families did not have many
children compared to European families. For
example, they only had 2 or 3 children and
European families consisted of 7 or more along with this video:
children. In most tribes, babies spent all day https://www.youtube.com/watch?v=HPMWZM
with their moms. T9RYg
Native American parents played an important
role teaching their children many different tasks.
At that time, children did not go to school. The
boys would go with the men and learn to fish
and hunt. The girls would learn other tasks with
their moms like planting, cooking and making
clothes or baskets. The boys and girls had to be
a good example for each other and for other
children.
Answers:
a. 2 or 3 children.
b. Their parents.
c. No, they didn't go to school.
d. They spend time with their moms.
e. They learned tasks like planting,
cooking, and making clothes or baskets.
Speaking
Answers: ​Answers may vary.

Page 23: Assessment

Reading
a. That it is a mixture of European art
forms and indigenous culture.
b. Christ eating roasted guinea pig. /
Religious figures illustrated with darker
skin to reflect the indigenous
Ecuadorian body types.
Grammar
Teacher tip: ​In this exercise, check that
students use ​used to (​ affirmative​) ​and/or didn’t
use to (​ negative)​ ​correctly.
Answers: ​Answers can vary.

Writing
Answers: ​Answers can vary.

Page 24: Project

Let’s Make a Rainstick!
Teacher tip: ​Motivate the students to use the
rainsticks to play along with their favorite songs.
The whole class can sing a song together in
English while they play the rainsticks! If you
have internet access, you can play the rainsticks