Summary
In this lesson, students will be examining the practices associated with rituals and festivals that honor the dead around the world. They will design anchor charts and participate in a Detective Board activity in order to identify similarities between the various rituals. As they read a handout and participate in a Painting a Picture activity, students will make inferences about Día de los Muertos, its historical significance, and the customs associated with the festival. Students will use Canva to create a digital ofrenda that honors someone important to them who has passed away.
Essential Question(s)
How do different cultures celebrate and mourn the dead? Why are these customs important to learn about and share?
Snapshot
Engage
Students answer open-ended questions to foster meaningful connections and conversations related to the topic.
Explore
Student groups design anchor charts and participate in a Detective Board activity to identify similarities between various rituals and festivals honoring the dead.
Explain
Students use the Painting a Picture strategy to make observations and inferences about artifacts that are used in ofrendas.
Extend
Students create a virtual ofrenda using Canva and present their information.
Evaluate
Students reflect on the lesson by using the Mirror, Microscope, Binoculars strategy.
Materials
Pencils/Pens
Printer paper
5W Cubes (one per student group of five)
Internet-connected device like Chromebook or iPad (for Canva)
Dry erase cubes (optional)
Sets of dice (optional)
Name Strips (attached; one set per class)
Large poster paper (optional)
Hungry Ghost Article (Abridged) (attached; optional; several copies to accommodate student group)
Skeins of yarn in different colors (one per group)
Multiple rolls of tape (one per group)
Multiple pairs of scissors (one per group)
Example Writing Task (attached; for facilitator or student use)
¿Qué es el Día de los Muertos? handout (attached; one per student or student pair, depending on grade level)
Painting a Picture Set (attached; one per group)
Advanced Painting a Picture Set (attached; one per student pair, or several copies per room depending on grade level)
Painting a Picture Chart (attached; one per student)
Engage
10 Minute(s)
As students enter the classroom, divide them into groups of no more than five. Open the slides, and show the students slide 2 introducing the 5W Cube activity. Using premade 5W cubes, or dice, ask students to take turns rolling the cubes and using the first word to complete the questions shown on slide 3:
“WHO is a loved one who has passed that you honor?”
“WHAT do you do to honor loved ones who have passed?”
“WHEN do you honor loved ones who have passed?”
“WHERE do you honor loved ones who have passed?”
“WHY do you honor loved ones who have passed?”
“HOW do you honor loved ones who have passed?”
Set a timer for six minutes, and let students discuss. After their discussions, ask if any of the students learned something about a cultural event or holiday of which they were previously unaware, and allow a few students to share answers with the class.
Show the students slides 4-6 to introduce the lesson title, essential questions, and learning objectives.
Explore
45 Minute(s)
Display slide 7 with the Anchor Chart strategy. Students will need to be divided into six groups to represent the six rituals. If you wish to have smaller groups, allow rituals to be repeated.
Explain to students that with their group they will be exploring different rituals of remembrance from around the world and creating a visual representation for one of them. Begin by having one member of each group randomly draw a ritual from the name slips. Once groups have selected their ritual, instruct them to visit the shortened link on slide 7 that directs them to a Wakelet. Using the resources provided in the Wakelet, each group will create a poster to represent their ritual. Before sending groups off to work, review anchor chart expectations as a class.
Each Anchor Chart should include the following:
What is the name of this ritual?
How is this observed?
What are traditions associated with this ritual?
What is its overall significance?
Once groups have created their posters, display slide 8 and introduce the instructional strategy Detective Board. Give each student group a different colored skein of yarn, scissors, and a roll of tape. Instruct them to stand up and visit each poster while moving through the room in a clockwise motion. Students should also bring notebook paper with them so that they can jot notes on the similarities between the rituals as they visit each poster.
Once the students have viewed every poster, ask them to think of something that two different posters have in common and have them connect the two ideas with yarn. Instruct them to tape one end of the yarn to the text of the first idea, then unspool the yarn until they can reach the other poster to affix the other end. The end result should be a weblike array of yarn that is a three-dimensional rendering of a corkboard a detective would use in solving a case. Students should not make the same connections that other students have already made. When they have finished, instruct students to share what their group found with the class.
Once you have reached a stopping point, explain to students that while cultures are all different, many share similarities in their practices. Explain to students that today, they will be learning about one more cultural celebration that also shares some of these similarities. This festival, Día de los Muertos, or Day of the Dead, is a holiday that is celebrated throughout Latin America.
Explain
20 Minute(s)
Move to slide 9. Based on the class level, different options are available.
Spanish 1:
Instruct students to remain in their groups, and distribute the ¿Qué es el Día de los Muertos? handout to each student. Explain that they will be reading this as a class and students should be following along. Once the class has read, ask if there are any words or phrases students need clarification on.
Ask students to share their POMS: Point of Most Significance or what stood out to them the most from the reading. Once a few have shared, explain that they will now be exploring more about the different components of the Day of the Dead.
Transition to slide 10, and introduce the Painting a Picture strategy. Give each group a copy of the Painting a Picture Set and everyone their own Painting a Picture Chart. With their groups, students will go through each image and record their observations and inferences on their chart. Using the text with each image, students will jot down the purpose of each item. Tell students that they will have about 15 minutes to complete this. A timer can be found on slide 11. Once students have worked through all the images, invite a few to share their observations, and as a class, have a conversation about the purpose of each item.
Spanish 2:
Instruct groups to break into pairs. Distribute the ¿Qué es el Día de los Muertos? handout to each pair. Explain that they will be reading this passage with their partner. Allow a few minutes for them to read, and then invite pairs to share their POMS: Point of Most Significance or what stood out to them the most from the reading. Once a few have shared, explain that they will now be exploring more about the different components of the Day of the Dead.
Transition to slide 10 and introduce the Painting a Picture strategy. Give each pair a copy of the Advanced Painting a Picture Set and everyone their own Painting a Picture Chart. Students will go through each image and record their observations and inferences on their chart. Using the text with each image, students will jot down the purpose of each item. Tell students that they will have about 15 minutes to complete this. A timer can be found on slide 11. Once pairs have worked through all the images, invite a few to share their observations, and as a class, have a conversation about the purpose of each item.
Spanish 3:
In preparation, hang the Advanced Painting a Picture Set around the room where students can access. Distribute the ¿Qué es el Día de los Muertos? handout to each student and have them read the passage independently. Allow a few minutes for them to read, and then invite a few students to share their POMS: Point of Most Significance or what stood out to them the most from the reading. Once a few have shared, explain that they will now be exploring more about the different components of the Day of the Dead.
Transition to slide 10 and introduce the Painting a Picture strategy. Give everyone their own Painting a Picture Chart. Students will go around the room looking at each image and record their observations and inferences on their chart. Using the text with each image, students will jot down the purpose of each item. Tell students that they will have about 15 minutes to complete this. A timer can be found on slide 11. Once pairs have worked through all the images, invite a few to share their observations and as a class have a conversation about the purpose of each item.
Extend
60 Minute(s)
Move to slide 12. Explain to students that they will now be creating a digital ofrenda themselves. Instruct students to navigate to the Canva template on their devices using the link on slide 12. Have students log in to Canva using their school Google account.
Have them navigate to the Canva ofrenda template, and click on the button that says “Use template for a new design.”
Students can resize, duplicate, or change any of the existing elements to make their ofrenda. Move to slide 13. Additionally, they need to complete each of the following steps:
Add at least one photo of a loved one.
Add a background photo of a place where their loved one liked to visit.
Add at least two items that their loved one enjoyed.
Add an explanation of who their ofrenda is honoring and what items they chose to represent.
When they have finished their design, instruct them to find and click the share button. Here they should select “Copy link” and send it to you using their preferred method (email, Canvas, Google Classroom, etc.).
Once students have completed the assignment and shared their work, they can present to the class using a projector so the whole class can see. Novice learners can use their written work to guide their presentation.
Evaluate
10 Minute(s)
Display slide 14. Introduce the instructional strategy Mirror, Microscope, Binoculars. Students can respond on the back of their chart, or in a class notebook. As you show the slide, tell students to use the handout to answer the following questions:
Mirror (internal reflection): How has this experience changed my thinking?
Microscope (close inspection): How can this knowledge be applied?
Binoculars (global reflection): What could be done to be more inclusive of others’ cultural celebrations?
At the end of the activity, ask if any students would like to share their responses. Instruct them to turn in their responses.
Resources
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