Name ______Date ____ Class ___ _ _

Latin Am erica Today

DiHerentiated Instruction

Foods of Just like language and clothing, food differs widely from culture to culture. Here are two recipes for traditional Mexican dishes. Study the ingredients.

( Mexican Salad I rPo zole Rojo (Red HominyU

4 oranges with peel 8 ancho chilies 3 sweet limes with peel 8 guajil/o chilies 3 sweet lemons with peel 1 kg cooked and cleaned red pozole (hominy) 3 apples 1 kg pork 3 medium-sized jicamas, cleaned and peeled 1 large chicken cut into eight pieces 3 pieces sugarcane, peeled and stripped 1 head garlic 3 large beets, cleaned 1 onion chopped into four pieces 1,4 cup sugar 1 bunch fresh herbs (without seeds) salt 1,4 kg of cooked, peeled, and chopped oregano hawthorn lettuce 1/2 head chopped lettuce radish 1 cup peanuts lemons 1/2 cup traditional tamarind candy 1. Roast chilies on hot, dry skillet about 1. oranges, sweet limes, sweet 10 minutes; remove seeds and soak lemons, apples, and jicamas. Peel in hot water for 20 minutes. the cane and make strips. 2. Cook pozole in 2 liters of water for 2. Cook beets with some sugar in about 30 minutes or until grains 6 cups of water. Slice them and burst. Then add pork, chicken, garlic, keep the syrup. onion, and herbs. 3. In a bowl, mix the fruit slices with 3. Blend and strain the chilies, then the cane, the chopped hawthorn, add them to the pozole. When meat is and the beet slices. Add some syrup tender, add salt to taste and a touch and let cool. of oregano. 4. When served, cover with chopped 4. Serve pozole hot accompanied with a lettuce, peanuts, and tamarind candy. special garnish of lettuce, radish, dry oregano, chopped onion, and lemons.

Directions: On a separate sheet of paper, answer these questions. 1. Drawing Conclusions What clues do these recipes offer about the climate of Mexico?

2. Identifying With which ingredients are you unfamiliar?

93 Teaching Strategies for Different Learning Styles " - .

The following activities are ways the basic lesson can be modified to accommodate students' different learning styles.

will write and record a radio jingle for their English Learners (EL) restaurant. Invite students to bring in a traditional rec­ ipe from their culture to share with the class. Advanced Learners Have them describe any unusual ingredients. Have students research the Columbian Exchange. They should produce a two-page Verbal/Linguistic report explaining the positive and negative For a number of reasons, Mexican food effects of the exchange, and its impact on varies widely by region. Northern Mexico is modern . known for beef dishes, for example, whereas Verbal/Linguistic; Kinesthetic southeastern Mexican cuisine is often based is a popular brand of soft drink in on chicken and spicy vegetables. Ask students Mexico. It comes in many unusual flavors, to write a report that identifies and explains such as grapefruit, guava, hibiscus, mandarin, these culinary variations (e.g., local climate and and tamarind. If you can obtain some samples geography, differing Spanish influences, etc.). of Jarritos, invite students to sample them in Logical/Mathematical class, and then ask them to write a page in Ask students to survey at least 10 friends their journals about their impressions: how and/ or family members about their 3 favorite they liked or disliked the drink, how Jarritos compares with their favorite drink, and so on. Mexican foods. Have students present the data in a graph format. Below Grade Level Kinesthetic Ask students to categorize the two recipes' ingredients in a graphic organizer similar to Assign students one of the recipes on the the one below. They should use library or previous page, and have them attempt to locate all of the listed ingredients (either in Internet resources to help them identify and a store or online). They should describe the classify unfamiliar ingredients. ingredients and how they taste. Afterward in class, ask students to relate how successful Meats Vegetables their searches were. If students are interested, allow them to prepare the recipes at home to serve in class while you study this unit. Visual/Spatial; Auditory/Musical; Interpersonal Herbs and Organize students into groups of three, and Spices Other tell each group that they are the co-owners of a new Mexican restaurant. The students will work together to develop a menu and price list for Mexican appetizers, main course dishes, and desserts. They also will work together to name the restaurant, design the menu cover and interior, and produce the menu on a word-processing program. Finally, students

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