Materials:
Power Point presentation, Adjectives worksheet, true or false questions, Ventanas 2 p. 12-15 reading worksheet ,schedule reading activity

Background Notes for Teachers:
Information and pictures for this unit are based on my visit to Mexico in 2004. I coordinated an exchange program for students from Bloomington, Indiana's Bloomington High School North, with funding from Indiana University. More information about the school can be found on their web site (below under Additional Resources). Pátzcuaro is a small city in the mountains, about an hour from Morelia (the capital of the state of Michoacán). As you can see from the Power Point presentation, the students wear uniforms, both because they look nice, and because they make socioeconomic differences less apparent. Education at this level (equivalent to an American high school) is NOT required in Mexico. Each student chooses one of the six fields of study. Each student stays with one group of students during the day. Teachers change classrooms. Students stay in their assigned room except for lab courses or large group meetings in the lecture hall. The school's grounds are maintained by student groups. Classes are officially one hour long, though teachers usually arrive 10-20 minutes late. There is a break during the morning when students eat at one of the two cafeterias, chat with friends, and play basketball. At other CBTis schools there are two shifts of classes--one in the morning and one in the evening. Most students walk to school or ride a combi, a van that has been converted into a public bus. As of 2004, the school had several computer labs with current software. One lab with about ten computers has access to the Internet. This is the third level of education in Mexico, following primaria and secundaria. Liberal arts schools at this level are called preparatorias. There are about four high schools in Mexico with a focus on visual and performing arts.

Strategies:
1. Give or show students a list of statements about their school to mark as true or false.

2. Present the Power Point, pausing as indicated for students to answer the questions on screen.

3. Tell students to create a Venn diagram comparing their school with the CBTis 94. Go over their answers as a class to make one complete diagram on the chalkboard or overhead. Encourage students to use complete sentences when describing the schools.

4. The following class period as a warmup, ask students to mark each of the statements about the CBTis as true or false.

5. Review adjective agreement with the students and then use the adjective agreement worksheet to reinforce information about the school.

6. Use the schedule reading activity to find out what a class schedule is like at the CBTis. (This activity is based on an authentic schedule.) Because the students must use logical thinking to complete the activity, allow enough time for students to read and puzzle it out. You should try the activity yourself before class.

7. If you are teaching with En Español 2 and have the Ventanas 2 reader available, use the worksheet for pages 12-15, a reading about schools in the Spanish-speaking world.

Assessment:
1. Ask students to compare and contrast their school with the school in Mexico.
2. Give students sentences about schools and ask them to mark which apply to their school and which apply to the CBTis.

Follow-up activities:
1. Writing pen-pal letters to students in Mexico or creating videos to introduce themselves and their school.
2. If available, interview students in the ESOL class who have attended school in Mexico. 3. Native speakers or advanced students could make a written or video guide to understanding your school for new Spanish-speaking students.

Additional Resources:
CBTis 94 web site

References:
Pátzcuaro tourism site