1. Have the beam projector ready to show the activity suggested in the “Materiales Educativos Digitales” section.

2. Download the file and make copies for students of the activity suggested as well for the second part of the session.

3. Ask students where they can find information   when researching for a homework or project.

4. Ask students what was the last topic they researched and the sources they used.

5. Tell students they are going to watch a video that explains the different types of sources.

6. Play the video and ask students to take notes.

7. Invite students to form groups of three and share their notes so they prepare a single list of sources.

8. Monitor the activity and help with grammar as needed.

9. Invite groups to show the class their lists.

10. Write on the board a couple of sentences, one a fact (about Mexico or your city, etc.) and an opinion (what you think) and elicit from students which is which.

11. Distribute the handout and read both columns so students can contrast.

12. Help with grammar and vocabulary as needed.

13. Distribute the template ‘fact-opinion- for students to work in pairs.

14. Invite students to write a minimum of 2  facts and 2 opinions about any topic.

8. Finally, if time allows, invite students to share their information with the class.

1. Have the video suggested in the “Materiales Educativos Digitales” section ready to show  to students

2. Ask students what their favorite toy when they were little was and why.

3. Ask students to guess the origin of the rocking horse or spinning toys, very popular for many.

4. Show the article and start with ‘The rocking horse’ and read it with students.

5. Help with grammar and vocabulary as needed.

6. Scroll down and read ‘Spinning toys’.

7. Invite students to write a museum card of any of the two toys.

8. Invite students to exchange their cards with other students.

9. Tell students what a timeline is what it shows.

10. Read the timeline with students and comment on the given information.

11. Ask students to choose two toys from the poster and research on them for homework.

12. Tell students to sit in pairs and use a sheet from their notebook to design a museum card. Remain students to check the examples in their textbooks as a reference to design the format.

13. If possible, use the internet connection of the classroom to search for information on Lego or Teddy Bear and practice writing the card.

14. Finally, ask students to present their cards, next class.

1. Have the beam projector ready to show the activities suggested in the “Materiales Educativos Digitales” section.

2. Ask students how many different sources of information they have at home in case they need to research.

3. Tell students they are going to research in Mexican history and think of the possible sources of information they can use.

4. Use the beam projector to show the video.

5. Ask students to work in pairs and discuss on a graphic organizer to register information from the video.

6. Play the video and make several pauses for students to record the information.

7. Monitor and offer help with grammar and vocabulary as needed.

8. Invite different pairs of students to present their organizers to the class.

9. Use the beam projector to show the article to students.

10. Ask students who likes playing basketball.

11. Tell students the name of the inventor of basketball .

12. Scroll down and read with the students the biography and Fast Facts: James Naismith

13. Help with vocabulary as needed.

14. Invite students to copy the necessary information from that section to write a museum card.

15. In case, students need more information, scroll down, and suggest students take some notes.

16. If time allows, invite students to write more information, However, we want students to write a short and simple museum card.