Dia de los Muertos: Day of the Dead Unit Plan



EDU 6524 Curriculum DesignOnline CourseSpring Quarter, 2009Understanding By DesignSpring 2009Dia de los Muertos: Day of the Dead Unit PlanCarly SchwarmannEDU 6524 Curriculum Design with Dr. LumpeUnderstanding by Design Unit Plan: Dia de Los Muertos (Day of the Dead)By Carly SchwarmannUnit Title: Día de los MuertosClass: Spanish 1, a class of 33 students in 9th and 10th grade, 55 minute periodsKamiak High School, Mukilteo School DistrictTime Frame: 2 weeks: Monday, October 19, 2009-Monday, November 2nd, 2009 (the last day of Dia de los Muertos).SummaryDia de los Muertos is the Day of the Dead, a holiday celebrated in Mexico and other areas of Latin America on November first and second. It celebrates life and honors death with vibrant decorations, family gatherings, and community activities. Families build altars, clean tombstones and bring offerings for lost loved ones. The purpose of this unit is to teach students about the holiday including how and why it is celebrated.Content StandardsSpanish is an elective, so I have listed related standards from foreign language. The five C’s of the Foreign Language Standards are Communication, Cultures, Connections, Comparisons, and Communities.Essential QuestionsWhere did the idea of celebrating death originate and how did it evolve into Dia de los Muertos?How do we treat the idea of death in the United Sates compared to Mexico and other countries that celebrate Dia de los Muertos?What are the implications of the cultural practices and traditions of celebrating Dia de los Muertos?Do celebrations of Day of the Dead by immigrants and others in America have different connotations than in Mexico?Enduring UnderstandingsStudents will understand that…Death can be discussed openly and does not need to be feared.The cultural traditions involved in celebrating Dia de los Muertos help people to become comfortable with death. Dia de los Muertos was created from a mix of Aztec and Catholic beliefs in an attempt to transform barbaric Aztec practices. TimelineStandardSkill:Students will be able toKnowledge:Students will understandActivityModificationsAssessment RubricMaterials and SourcesMonday October 19th, 2009 1:05-2:00CommunicationStudents engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Social Studies Skills GLE 5.3.1 Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion.EALR Communication2.1 Uses language to interact effectively and responsibly in a multicultural context.Discuss culturally relevant topics and show respect to others’ beliefsDay of the Dead is a celebration that honors and pokes fun at deathIntroduction to Dia de los Muertos through open ended think pair share questions.What comes to mind when you hear the word death?How does your family deal with death? For example, do you discuss it, do you have certain beliefs etc.Have you ever experienced someone close to you die? (animal or person)If so, do you do anything special to remember this person or animal?Send home parent letter describing what we will be studying and activities we will be taking part in as a class.The questions will be read aloud and shown on the overhead for students to see.I will keep track of student participation on my clipboard.overhead transparency with questionsParent letterHammons, M (2005). El Dia de los Muertos: A cultural unit with complete lesson plans. Seattle, WA: No Do Spanish Services. Tuesday, October 20thCommunication1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Geography GLE 3.1.2 Identifies major world regions and understands their cultural roots.Geography GLE 3.2.2 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.EALR Communication1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR Communication2.1 Uses language to interact effectively and responsibly in a multicultural context.Meet with a member or the community to learn more information about the holiday.Read, understand, and discuss a newspaper articleConnections with immigrant populations Traditions and holidays can be honored and celebrated in different ways.Assign Interview video: Videotape an interview with member of the community that celebrates Dia de los MuertosRead newspaper article “The Day of the Dead dances across borders” about Dia de los Muertos and discuss essential questions comparing Mexican culture to our own and identifying perspectives of immigrants that celebrate Dia de los Muertos in the United States Compare Mexican traditions with similar events we have experienced in the United StatesStudents can check out my video camera if they don’t have one. We will edit the video in the computer lab, so students can get assistance.Large copies of the article will be printed for the visually impaired.See Interview Rubric belowRubricNewspaper article:Paterson, K (2008, November, 4). The Day of the Dead dances across borders. Newspaper Tree, Retrieved June 7, 2099, from , October 21stCulture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Geography GLE 3.1.2 Identifies major world regions and understands their cultural roots.EALR Communication1.1 Uses listening and observation skills and strategies to focus attention and interpret information.Answer questions from the worksheet using the videoThe history and traditions of the holidaysWatch a video about the history and traditions of Dia de los Muertos and answer questions from the video on a worksheetStudents hard of hearing can sit close to the TV.I will grade the worksheet for correctness. (1992). Day of the Dead video. Available from Carlex Inc., 1545 W. Hamlin Rd., Rochester Hills, MI 48309. TV, VCRWorksheet and keyHammons, M (2005). El Dia de los Muertos: A cultural unit with complete lesson plans. Seattle, WA: No Do Spanish Services. Thursday, October 22ndCommunication 1.2 Students understand and interpret written and spoken language on a variety of parisons4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their munities5.1 Students use the language both within and beyond the school setting.EALR Communication1.1 Uses listening and observation skills and strategies to focus attention and interpret information.EALR Communication1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.EALR Communication2.1 Uses language to interact effectively and responsibly in a multicultural context.Respond with the appropriate action when I say vocabulary words related to Dia de los Muertos.The meaning of the vocabulary wordsTPR stands for total physical response and is a popular way to teach new vocabulary in foreign language classrooms. I teach a few words at a time and we choose an action that represents the word. When I say the word, the students do the action. We repeat this several times. Then I have students practice with each other. Finally we read a story in Spanish with the words in it and students do the action when the word is read. This is a great way to actively learn new words and makes it easy to quickly see if each student knows the word.Día de los Muertos vocabulary crossword.Students slow to recall vocabulary can watch others around them for hints.Formative Informal visual assessment: watch students as they are performing the actions of the TPR story to ensure they understand the vocabulary.The crossword reinforces the new words learned.TPR story on an overhead transparencyCrossword worksheetHammons, M (2005). El Dia de los Muertos: A cultural unit with complete lesson plans. Seattle, WA: No Do Spanish Services.Friday, October 23rdCommunication 1.2 Students understand and interpret written and spoken language on a variety of topics.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied. Comparisons4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their munities5.1 Students use the language both within and beyond the school setting.EALR CommunicationUses listening and observation skills and strategies to focus attention and interpret information.EALR Communication1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources. EALR Communication2.1 Uses language to interact effectively and responsibly in a multicultural context.Listen to the story read in English and Spanish and try to pick out words they understand.How Dia de los Muertos is celebrated in a typical familyRead children’s story in English and Spanish called, Pablo remembers: The fiesta of the Day of the Dead. It is about a boy and his family preparing for the day of the dead to honor the memory of his grandmother. I will have students sit on the floor around me so they will not be distracted by things at their desks.After each page I will ask students to share words they recognized and keep track of participation on my clipboard.Ancona, G. (1993). Pablo remembers: The fiesta of the Day of the Dead. New York: Lothrop, Lee & Shepard Books.Monday, October 26thCommunicationStudents present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.3.1 Students reinforce and further their knowledge of other disciplines through the foreign parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Write Calaveras using creative ideasCalaveras are used during the Day of the Dead to poke fun and commonly include political figures.Make Calaveras, a type of poem poking fun at death, often written about living celebrities.Use the following format:Here lies _______, victim of ________. Explain how he/she died (usually this is a joke having something to do with what they are well known for). In life he she was ________. In death he/she will ___________.Assign Power Point Summative assessmentI will show samples of calaveras to help students get startedCalevera RubricStudent followed the prompt 1 2Student was creative and appropriate 1 24 pointsDue October 27thPowerPoint RubricContains at least five slides with appropriate pictures that show and explain Dia de los Muertos5 4 3 2 1Includes captions with relevant information 5 4 3 2 1 Well laid out, organized and easy to read, free of grammatical errors5 4 3 2 1Presenter uses clear voice, has good poise, and shares important information the reader may not already know 5 4 3 2 1 20 pointsDue Monday November 2ndCalaveras copies and samplesHammons, M (2005). El Dia de los Muertos: A cultural unit with complete lesson plans. Seattle, WA: No Do Spanish Services. Tuesday, October 27Connections 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.EALR Communication3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.EALR Communication3.2 Uses media and other resources to support presentations.Use a program on the computer to edit their interview and make a quality productHow to edit a videoEdit interview video in computer labThe computer lab assistant and I will be available to help individualsSee rubric belowMonitor student progress by roving around the putersWednesday, October 28thCommunicationStudents engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their munities5.1 Students use the language both within and beyond the school setting.Geography GLE3.2.2 Understands the causes and effects of voluntary and involuntary migration in the world in the past or present.Civics GLE1.3.1 Analyzes the relationships and tensions between national interests and international issues in the world in the past or present.Create a polished video interview with a Hispanic person in the communityTraditions and beliefs influence culture and celebrationsWatch student interview videos in classInterview Video RubricAsks in depth questions that produce descriptive explanations 5 4 3 2 1Prompts interviewee to explain traditions and explain answers clearly 5 4 3 2 1The video overall gives the audience a better understanding of how Dia de los Muertos is celebrated and treated in Mexico. 5 4 3 2 1The video is good quality with transitions and editing 5 4 3 2 120 point possibleDue Wednesday October 26thTV, DVD playerThursday, October 29thCulture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.1 Students reinforce and further their knowledge of other disciplines through the foreign parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Celebrate Dia day los Muertos using the same traditions as Mexicans.Bake bread of the dead and other popular day of the dead treats.How day of the dead is celebrated and experience similar feelings Have our own Dia de los Muertos celebration in class with traditional food, drink, decorations and an altarMake bread of the dead, sugar skulls, atole (a Mexican drink) and an altar in class and decorate class with papier-m?ché flowers, and skeletonsI will assign students to tasks of preparing food, drinks, and decorations according to their talents and abilities.We will all taste test the food and drinks and enjoy the decorations.Students will self assess how well they did at the end of the day.Students can bring artifacts from lost loved ones for the altar if they chooseBread of the dead recipe p. 71 andAtole drink recipe p. 74Ingredients for food and drinksAltar, black table cloth, and decorationsPaper for flowers and skeletonsSalinas, B (1988). Day of the Dead classroom activities. Auburn Hills, MI: Pi?ata Publications.Friday, October 30thConnections 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.EALR Communication3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.EALR Communication3.2 Uses media and other resources to support presentations.Create a power point to share information about day of the dead.How the day of the dead is celebrated, how it has evolved and what it looks like.Work on Power Point Presentations in computer labThe computer lab assistant and I will help students.Monitor student progress by roving around the putersMonday, November 2ndCommunicationStudents present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.Culture2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.Connections 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its parisons4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.EALR Writing2.1 write for different audiences2.3 write in a variety of forms.EALR Communication1.1 Uses listening and observation skills and strategies to focus attention and interpret information.Present their PowerPoint presentation to the class.How day of the dead is celebrated and learn from other students presentations.Create a Power Point with pictures explaining cultural history and current traditions of Dia de los Muertos.I will make sure students have clear desks and are actively listening.See rubric above.Students can ask the presenter questions at the end of each presentation.In focus ProjectorResources(1992). Day of the Dead video. Available from Carlex Inc., 1545 W. Hamlin Rd., Rochester Hills, MI 48309. Ancona, G. (1993). Pablo remembers: The fiesta of the Day of the Dead. New York: Lothrop, Lee & Shepard Books.Hammons, M (2005). El Dia de los Muertos: A cultural unit with complete lesson plans. Seattle, WA: No Do Spanish Services. Paterson, K (2008, November, 4). The Day of the Dead dances across borders. Newspaper Tree, Retrieved June 7, 2099, from , B (1988). Day of the Dead classroom activities. Auburn Hills, MI: Pi?ata Publications.The Day of the Dead Dances Across Bordersby Kent Paterson, FNSIn addition to the large event at Centro Mayapan, El Pasoans celebrated the first weekend of November with Day of the Dead parties, poetry readings and, of course, numerous altars. Day of the Dead celebrations have moved north from Mexico to the borderlands and to points beyond in recent years. Posted on November 4, 2008A 3,000 year-old Mesoamerican cultural tradition continues gaining force in the U.S.-Mexico borderlands and beyond. Declared an important world cultural heritage by the United Nations Educational, Scientific and Cultural Organization, the Day of the Dead is a popular harvest season holiday rooted in an indigenous celebration that honors the memory of departed souls.In El Paso and many other U.S. communities where the Day of the Dead is becoming a big celebration, Spanish Catholic and other influences are readily visible in the altars that are painstakingly constructed to commemorate loved ones. Political, social, spiritual and personal themes accompany festivities that get bigger with each passing year.El Paso resident Frank Barela learned about the Day of the Dead from his grandmother. “It was something we were brought up with,” Barela recalled.Now delivering workshops and lectures on altar construction, Barela noted the surge in popularity of an old but evolving tradition. “More and more people are getting aware of what it means,” he said.In El Paso, an estimated 3,000-4,000 people turned out Nov. 1 for a Yucatan-style Day of the Dead event held at Centro Mayapan, a community center founded by former garment industry workers and activists affiliated with La Mujer Obrera. Food, music, dances and artistic exhibitions kept many people busy, while others strolled by altars honoring the legendary journalist Ruben Salazar, killed by Los Angeles police in 1970, and other Chicano movement activists of the 1960s and 1970s. A sign plastered on a center wall proclaimed, “Displace NAFTA, Not People.”Seated next to a striking metal sculpture, El Paso-Ciudad Juarez artist “Conce” answered questions about a work that she assembled from scissors, forks and other kitchen utensils in honor the femicide victims of northern Mexico.“It touches our hearts that so many innocent women have died,” the border artist declared.At one end of the sprawling Centro Mayapan, a large exhibit relived the history of the braceros, Mexican guestworkers who labored on US farms and railroads from 1942 to 1964. Sponsored by El Paso’s Bracero Project, the exhibit included a short film, huge historical photos of the braceros, old employment contracts, and a model home that resembled the cramped quarters where many braceros were housed during their U.S. work contracts. An altar was dedicated to a young Chihuahua City bracero who died while working in El Norte.Javier Perez, a staff member of the Border Agricultural Workers Center, said many youths went through the exhibit amazed to find out that braceros once earned fifty cents an hour.“They realize the injustices, and they ask about the current conditions of the farm workers," Perez said. “Unfortunately, the situation hasn’t improved very much because agricultural workers continue being the lowest paid ones in this country.”Honoring migrant workers and celebrating the Day of the Dead are crucial matters for Mexicans residing in the U.S., Perez contended. “It’s very important for us to not lose the culture to which we belong, and which motivates us to keep living,” the labor activist added.In addition to the large event at Centro Mayapan, El Pasoans celebrated the first weekend of November with Day of the Dead parties, poetry readings and, of course, numerous altars. The local Mexican consulate dedicated an altar in remembrance of Carlos Marin and Arturo Herrera, the U.S. and Mexican commissioners, respectively, of the International Boundary and Water Commission who were killed in a plane crash near Presidio-Ojinaga this year.According to the Ciudad Juarez daily Norte, nearly 1,000 people attended an outdoor mass Nov. 2 at the border fence between Anapra, Mexico, and Sunland Park, N.M. Held every year for the Day of the Dead, the mass remembers the more than 4,000 migrants who have perished attempting to cross the border during the last 15 years.Other regional activities included altar installations and a procession in the historic town of Mesilla, N.M., just outside Las Cruces.Day of the Dead celebrations have moved north from Mexico to the borderlands and to points beyond in recent years. Activities now occur throughout the United States. In Albuquerque, for instance, more than 2,000 people participated in the Duke City’s 16th annual Marigold Parade and Fiesta, according to organizers.Led by floats carrying political and social messages, celebrants dressed or painted like skeletons danced through Albuquerque’s South Valley Nov. 2 before arriving at a community center for musical presentations, food and arts and crafts displays with Day of the Dead anized by the Cambio and La Raza Unida Party activist groups, this year’s Marigold Parade was dubbed “The Recession Procession” in recognition of the economic crisis, said event organizer Vicente Quevedo.A flyer distributed by sponsoring groups proclaimed “Death to the Corporations” and called for a community-based economy as an alternative to the “corporate gluttony that has privatized war, water and air and threatens to devour us all.” Jangling to the incessant beat of drums and the insistent notes of a saxophone, one “skeleton” hoisted a sign that simply read, “Bail Out the Dead.”Quevedo said organizers realize the growing mass appeal of their event, but are determined to keep the Marigold Parade a community-based, grassroots celebration that eschews outside appropriation or commercialism.“It’s something we talk about on a regular basis, (which) is who controls the planning of the event,” Quevedo said, “because if that goes away it will look like a very different event.”The 2008 Marigold Parade and Fiesta received coverage in New Mexico’s largest daily, but the Albuquerque Journal did not mention the sassy anti-corporate tone of the festivity.Although the Day of Dead originated in Mexico and Central America, celebrations on the U.S. side of the border are steadily attracting participants from many different ethnic groups. El Paso native Esteban Estrada, who helped his mother Griselda Flores staff an altar at Centro Mayapan, moved back to the Paso del Norte three years ago after a long stint in Los Angeles. While residing in the City of the Angels, Estrada watched the Day of the Dead become a big deal.In Estrada’s view, the Day of the Dead helps fill spiritual and scientific voids that afflict contemporary society. “For some reason, we are going back to our ancient roots and reaching for something more than this Western society has given us,” Estrada mused.***Kent Paterson writes for Frontera NorteSur (FNS): on-line, U.S.-Mexico border news Center for Latin American and Border Studies New Mexico State University Las Cruces, New Mexico ................
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