UNIT X UNIT 8 | 301 Discuss the Reading A Ask and answer questions Have students work in pairs to discuss the questions. Allow plenty of time for discussion before pairs share their ideas with the class. Remind students to point out where in the text they found evidence for their answers to questions 2–7. ANSWERS 1. Sample answer: I predicted that I would learn what problems the innovations solved. My prediction was correct. The story explained the problems. 2. New words, like conoa (canoe) and hamaca (hammock), were added to Spanish. 3. They had a system of runners who passed the messages between them. 4. They made statues, brightly woven cloth, and jewelry. 5. They used natural resources for clothing, shelter, transportation, and medicine. 6. They solved the problem of cold weather with ponchos. They solved the problem of water travel with canoes. They solved the problem of sickness with plant medicine. They solved the problem of steep valleys with rope bridges, and they solved the problem of farming in the mountains with terraces. 7. Sample answer: Innovations can make life easier by solving problems. Innovations can make life happier by creating beauty or entertainment. B Make connections Have volunteers read aloud the directions and questions. Read aloud the sample text and remind students to use it as a model. Then have students work independently to write answers to the questions. ANSWERS Sample answer: I learned about the Inca, Taino, Siboney, and Aztec peoples. I also know about the Maya and Puebloans. Canoe and hammock come from the Arawak language, and poncho comes from the Quechua language. Spanish words in English include mosquito, tortilla, patio, plaza, and canyon. Practice Book pp. 161–163 Assessment Program p. 143 COMMUNICATE PRACTICE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Before writing their responses to Activity B, have students work in pairs to discuss problems they have noticed in their school or community and innovations to solve those problems. Help students draw and label their ideas and select one to focus on. Direct students to use the model in their books to support their writing. Amplify Have groups research another indigenous people and find out what problems they faced and how they solved these problems. Write: I can innovate Write about an innovation you can make to solve a problem. Discuss the Reading A Discuss the questions. 1. Revisit your prediction Before the reading, you predicted what you would learn. Was your prediction correct? What else did you learn? 2. Recall relevant details How did other languages change Spanish? 3. Explain How did the Inca runners deliver messages? 4. Describe What are some ways the first inhabitants created more beauty? 5. Assess How did the first inhabitants use natural resources? 6. Problem and solution What problems did the first inhabitants solve? How? 7. Respond to the essential question How can innovations improve life for people? B Making connections Make a connection between the text and the world. • What indigenous groups are in the text? What other indigenous groups do you know? • What words from indigenous languages became part of the Spanish language? Some words from indigenous languages that became part of the Spanish language are canoe, . . . • Do you know any Spanish words that we use in English? Make a list. Some Spanish words that we use in English are mosquito, tortilla, . . . UNIT 8 301 UNIT X8 / AFTER YOU READ
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