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THEME : Hispanic Holidays
BROAD CONCEPT: Cultural awareness and acceptance
GRADES: Sixth grade through eighth
grade
INTEGRATED SUBJECTS: Language, art, music, history, and technology.
UNIT GOALS AND PURPOSE: To have a deeper understanding of celebrations and the
differences and similarities between cultural holidays. These celebrations reflect values and ideas
that are important in a given culture.
Students will recognize there are many different types of celebrations,
and individuals and groups celebrate
for many different reasons. They will
also associate special food, clothes, music, and symbols with the various
events.
The
evaluations of the unit will be be ongoing, summative, and performance
based. This unit is different than
others in that it does not take place consecutively. It is split into five sections for the five Hispanic holidays
studied, each being learned as the holiday occurs on the calendar. Each section will last two to three days.
TIME FRAME: (at least 10 days of one
activity per day)
OBJECTIVES:
In
this lesson, students will:
·
Recognize
that countries have celebrations unique to them
·
Demonstrate
their understanding of the concept of tradition
·
Identify
a family tradition that is important to them
·
Compare
and contrast a Hispanic holiday with an American holiday
·
Show
an understanding of the concept of independence
·
Recognize
and use various Spanish words
·
Present
their knowledge using various multimedia tools, such as Kidpix and Desktop
Publishing
MATERIALS:
General
materials and equipment :
1.
Handouts
containing information on the holidays
2.
Storybooks
read to the students, revealing information about the holidays through a more
personal, first person type of story.
3.
Worksheets
with discussion questions.
4.
Construction
paper, markers, scissors, and glue.
5.
Map
of Central America, South America, and Spain.
Technology
tools:
1.
Computer
2.
Television
3.
VCR
with video tape
4.
Radio
Software
Used in this Unit:
_X_Desktop Publishing - Print Artist _X_
Brainstorming - Inspiration
_X_Word Processing - MS Word _X_ Multimedia -
Kidpix
_X_CD-ROM Encyclopedia –
Encarta __Other software pertaining to
unit
STATE STANDARDS ADDRESSED BY
THIS UNIT:
FOREIGN LANGUAGE GOALS:
STATE
GOAL 29: Use the target language
to develop an understanding of the customs,
arts, literature, history and geography
associated with the target language.
A. Understand manners and customs of various
target language societies.
29.A.1 Use
common forms of courtesy, greetings and leave-takings appropriate to the time
of day and relationship (adult, peer, parent). |
29.A.2 Demonstrate
activities (e.g., games, songs and role playing) associated with the target
language. |
29.A.3 Demonstrate
selected customs, manners and traditions in societies associated with the
target language. |
29.A.4 Demonstrate
target language expressions and levels of formality (e.g., age, social
status) appropriate for entry-level work and social situations. |
29.A.5 Analyze
and interpret manners and customs within the social, academic and work
environments of selected target language societies. |
B. Understand music, dance, folk art, visual
art, drama and architecture related to the target language societies.
29.B.1a Identify
one or more art forms (e.g., Japanese origami, Spanish flamenco) representative of areas where
the target language is spoken. |
29.B.2a Identify
sample art works and their creators associated with areas where the target
language is spoken. |
29.B.3a Identify
and explain ideas and themes
expressed in selected works of art associated with target language societies
using terms from the target language. |
29.B.4a Compare themes that are inherent to areas
where the target language is spoken as expressed in different art forms. |
29.B.5a Explain
the cultural and historical significance of characteristic art forms of a
target language society. |
29.B.1b Demonstrate
one or more art forms representative of areas where the target language is
spoken (e.g., dramatizing a sample of children’s literature, performing a
song or dance). |
29.B.2b Describe selected art forms of areas where
the target language is spoken using arts vocabulary from the target language. |
29.B.3b Understand
and use the essential target language vocabulary referring to tools,
processes and products in one or more of the art forms. |
29.B.4b Compare
and contrast selected art forms of areas where the target language is spoken. |
29.B.5b Create
an interpretive presentation of a selected art form based on research or a
field experience. |
C. Understand literature and various media of
target language societies.
29.C.1a Identify
main characters, settings and events from selected samples of children’s
literature using audio and visual cues. |
29.C.2a Read,
retell and summarize selected literary works. |
29.C.3a Read,
discuss and write about themes and
settings of selected materials in the target language with assistance of
glossaries, guided questions or outlines. |
29.C.4a Compare
and contrast the characters, setting, themes and plot of two or more literary
works. |
29.C.5a Compare
and analyze literary themes, styles and perspectives across authors and
genres. |
29.C.1b Identify
different types of literature (e.g., poetry, short stories, plays, legends)
in the target language. |
29.C.2b Identify
sample literary works and their authors representative of the target language. |
29.C.3b Read,
discuss and write about plot and form of selected literary works as illustrated in comic books, youth literature and
abridgments in the target language using target language vocabulary. |
29.C.4b Describe
characteristics, origins and authors of various literary forms using target
language vocabulary. |
29.C.5b Explain
the influence of historical context on form, style and point of view for a
variety of literary works. |
29.C.1c Identify
primary media sources (e.g., television, radio, CD/ROM, software, films,
on-line resources, websites, periodicals) in the target language. |
29.C.2c Summarize
the main points of selected media presentations in the target language. |
29.C.3c Create
simple print and/or non-print media messages in the target language modeled
on media examples (e.g., advertisements, posters, television, radio,
brochures, websites). |
29.C.4c Comprehend
main ideas from target language media in relation to everyday life. |
29.C.5c Compare
topics, types and styles of media communication in areas where the target
language is spoken. |
D. Understand history of areas where the target
language is spoken.
29.D.1 Recognize
important people and events (e.g., special celebrations) in the history of
areas where the target language is spoken. |
29.D.2 Use
simple history vocabulary to identify historical concepts and trends (e.g.,
rise and fall of the Roman Empire, French Revolution). |
29.D.3 Identify
key historical figures (e.g., scientists, mathematicians, inventors, business
leaders) and events associated with areas where the target language is spoken
and explain their influence. |
29.D.4 Compare
and contrast the influences of historical figures and events and their impact
on the development of their countries. |
29.D.5 Analyze
different perspectives of historical events using a variety of media and
technology tools. |
E. Understand geography of various target language societies.
29.E.1 Identify
and use simple geography vocabulary (e.g., border, city, river, soil,
equator) of the target language. |
29.E.2 Use
maps, charts, digital images, graphs and other geographic representations to
describe and discuss the countries where the target language is spoken. |
29.E.3 Describe
geographical aspects (e.g., population distribution, natural resources and
main economic activities) of areas where the target language is spoken. |
29.E.4 Compare
a target country with the United States using geographic representations to
illustrate and explain their economic nature. |
29.E.5 Describe
how migration, settlement and colonization have affected the economy and
environment of country(ies) where the target language is spoken. |
LANGUAGE ARTS GOALS:
STATE GOAL 3: Write
to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation,
capitalization and structure.
3.A.1 Construct complete sentences which demonstrate subject/verb
agreement; appropriate capitalization and punctuation; correct spelling of
appropriate, high-frequency words; and appropriate use of the eight parts of speech. |
3.A.2 Write paragraphs that include a variety of sentence types;
appropriate use of the eight parts of speech; and accurate spelling,
capitalization and punctuation. |
3.A.3 Write compositions that contain complete sentences and
effective paragraphs using English conventions. |
3.A.4 Use standard English to edit documents for clarity,
subject/verb agreement, adverb and adjective agreement and verb tense;
proofread for spelling, capitalization and punctuation; and ensure that documents
are formatted in final form for submission and/or publication. |
3.A.5 Produce grammatically correct documents using standard
manuscript specifications for a variety of purposes and audiences. |
B. Compose well-organized and coherent writing for
specific purposes and audiences.
3.B.1a Use prewriting strategies to generate and organize ideas (e.g.,
focus on one topic; organize writing to include a beginning, middle and end; use
descriptive words when writing about people, places, things, events). |
3.B.2a Generate and organize ideas using a variety of planning
strategies (e.g., mapping, outlining, drafting). |
3.B.3a Produce documents that convey a clear understanding and interpretation
of ideas and information and display focus, organization, elaboration and
coherence. |
3.B.4a Produce documents that exhibit a range of writing techniques
appropriate to purpose and audience, with clarity of focus, logic of
organization, appropriate elaboration and support and overall coherence. |
3.B.5 Using contemporary technology, produce documents of publication quality for
specific purposes and audiences; exhibit clarity of focus, logic of
organization, appropriate elaboration and support and overall coherence. |
3.B.1b Demonstrate focus, organization, elaboration and integration in
written compositions (e.g., short
stories, letters, essays, reports). |
3.B.2b Establish central idea, organization, elaboration and unity in relation
to purpose and audience. |
3.B.3b Edit and revise for word choice, organization, consistent point
of view and transitions among paragraphs using contemporary technology and
formats suitable for submission and/or publication. |
3.B.4b Produce, edit, revise and format work for submission and/or
publication (e.g., manuscript form, appropriate citation of sources) using
contemporary technology. |
|
C. Communicate ideas in writing to accomplish a
variety of purposes.
3.C.1a Write for a variety of purposes including description,
information, explanation, persuasion and narration. |
3.C.2a Write for a variety of purposes and for specified audiences in
a variety of forms including narrative (e.g., fiction, autobiography), expository
(e.g., reports, essays) and persuasive writings (e.g., editorials,
advertisements). |
3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings,
literature reviews, instructions, news articles, correspondence) for a
specified audience. |
3.C.4a Write for real or potentially real situations in academic,
professional and civic contexts (e.g., college applications, job
applications, business letters, petitions). |
3.C.5a Communicate information and ideas in narrative, informative and
persuasive writing with clarity and effectiveness in a variety of written
forms using appropriate traditional and/or electronic formats; adapt content,
vocabulary, voice and tone to the audience, purpose and situation. |
3.C.1b Create media compositions or productions which convey meaning
visually for a variety of purposes. |
3.C.2b Produce and format compositions for specified audiences using
available technology. |
3.C.3b Using available technology, produce compositions and multimedia
works for specified audiences. |
3.C.4b Using available technology, produce compositions and multimedia
works for specified audiences. |
3.C.5b Write for real or potentially real situations in academic,
professional and civic contexts (e.g., applications, job applications,
business letters, resume, petitions). |
A. Listen effectively in formal and informal
situations.
4.A.1a Listen attentively by facing the speaker, making eye contact
and paraphrasing what is said. |
4.A.2a Demonstrate understanding of the listening process (e.g.,
sender, receiver, message) by summarizing and paraphrasing spoken messages
orally and in writing in formal and informal situations. |
4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback
to a speaker, summarize and paraphrase complex spoken messages) that
listening attentively can improve comprehension. |
4.A.4a Apply listening skills as individuals and members of a group in
a variety of settings (e.g., lectures, discussions, conversations, team
projects, presentations, interviews). |
4.A.5a Use criteria to evaluate a variety of speakers’ verbal and
nonverbal messages. |
4.A.1b Ask questions and respond to questions from the teacher and from
group members to improve comprehension. |
4.A.2b Ask and respond to questions related to oral presentations and
messages in small and large group settings. |
4.A.3b Compare a speaker’s verbal and nonverbal messages. |
4.A.4b Apply listening skills in practical settings (e.g., classroom
note taking, interpersonal conflict situations, giving and receiving
directions, evaluating persuasive messages). |
4.A.5b Use techniques for analysis, synthesis, and evaluation of oral
messages. |
4.A.1c Follow oral instructions accurately. |
4.A.2c Restate and carry out a variety of oral instructions. |
4.A.3c Restate and carry out multistep oral instructions. |
4.A.4c Follow complex oral instructions. |
|
4.A.1d Use visually oriented and auditorily based media. |
|
4.A.3d Demonstrate the ability to identify and manage barriers to
listening (e.g., noise, speaker credibility, environmental distractions). |
4.A.4d Demonstrate understanding of the relationship of verbal and
nonverbal messages within a context (e.g., contradictory, supportive,
repetitive, substitutive). |
|
B. Speak effectively using language appropriate
to the situation and audience.
4.B.1a Present brief oral reports, using language and vocabulary
appropriate to the message and audience (e.g., show and tell). |
4.B.2a Present oral reports to an audience using correct language and
nonverbal expressions for the intended purpose and message within a suggested
organizational format. |
4.B.3a Deliver planned oral presentations, using language and
vocabulary appropriate to the purpose, message and audience; provide details
and supporting information that clarify main ideas; and use visual aids and
contemporary technology as support. |
4.B.4a Deliver planned informative and persuasive oral presentations
using visual aids and contemporary technology as individuals and members of a
group; demonstrate organization, clarity, vocabulary, credible and accurate
supporting evidence. |
4.B.5a Deliver planned and impromptu oral presentations, as
individuals and members of a group, conveying results of research, projects
or literature studies to a variety of audiences (e.g., peers, community,
business/industry, local organizations) using appropriate visual aids and
available technology. |
4.B.1b Participate in discussions around a common topic. |
4.B.2b Use speaking skills and procedures to participate in group
discussions. |
4.B.3b Design and produce reports and multi-media compositions that
represent group projects. |
4.B.4b Use group discussion skills to assume leadership and
participant roles within an assigned project or to reach a group goal. |
4.B.5b Use speaking skills to participate in and lead group
discussions; analyze the effectiveness of the spoken interactions based upon
the ability of the group to achieve its goals. |
|
4.B.2c Identify methods to manage or overcome communication anxiety and
apprehension (e.g., topic outlines, repetitive practice). |
4.B.3c Develop strategies to manage or overcome communication anxiety
and apprehension (e.g., sentence outlining, note cards). |
4.B.4c Use strategies to manage or overcome communication anxiety and
apprehension (e.g., developed outlines, notecards, practice). |
4.B.5c Implement learned strategies to self-monitor communication
anxiety and apprehension (e.g., relaxation and transference techniques,
scripting, extemporaneous outlining, repetitive practice). |
STATE GOAL 5: Use the language arts to acquire,
assess and communicate information.
A. Locate, organize, and use information
from various sources to answer questions, solve problems and communicate ideas.
5.A.1a Identify questions and gather information. |
5.A.2a Formulate questions and construct a basic research plan. |
5.A.3a Identify appropriate resources to solve problems or answer
questions through research. |
5.A.4a Demonstrate a knowledge of strategies needed to prepare a
credible research report (e.g., notes, planning sheets). |
5.A.5a Develop a research plan using multiple forms of data. |
5.A.1b Locate information using a variety of resources. |
5.A.2b Organize and integrate information from a variety of sources
(e.g., books, interviews, library reference materials, web- sites, CD/ROMs). |
5.A.3b Design a project related to contemporary issues (e.g.,
real-world math, career development, community service) using multiple
sources. |
5.A.4b Design and present a project (e.g., research report, scientific
study, career/higher education opportunities) using various formats from
multiple sources. |
5.A.5b Research, design and present a project to an academic, business
or school community audience on a topic selected from among contemporary
issues. |
HISTORY GOALS:
STATE GOAL 16:
Understand events, trends, individuals and movements shaping the history
of Illinois, the United States and other nations.
16.B.1
(W) Explain
the contributions of individuals and groups who are featured in biographies,
legends, folklore and traditions. |
16.B.2a
(W) Describe the
historical development of monarchies, oligarchies and city-states in ancient
civilizations. |
16.B.3a
(W) Compare the
political characteristics of Greek and Roman civilizations with non-Western
civilizations, including the early Han dynasty and Gupta empire, between 500
BCE and 500 CE. |
16.B.4a
(W) Identify
political ideas that began during the Renaissance and the Enlightenment and
that persist today (e.g., church/state relationships). |
16.B.5a
(W) Analyze worldwide
consequences of isolated political events, including the events triggering
the Napoleonic Wars and World Wars I and II. |
D.
Understand Illinois,
United States and world social history.
16.D.1
(W) Identify how
customs and traditions from around the world influence the local community. |
16.D.2
(W) Describe the various
roles of men, women and children in the family, at work, and in the community
in various time periods and places (e.g., ancient Rome, Medieval Europe,
ancient China, Sub-Saharan Africa). |
16.D.3
(W) Identify the origins and analyze
consequences of events that have shaped world social history including
famines, migrations, plagues, slave trading. |
16.D.4
(W) Identify significant events and developments since 1500 that
altered world social history in ways that persist today including
colonization, Protestant Reformation, industrialization, the rise of
technology and human rights movements. |
16.D.5
(W) Analyze the relationship between an issue in world social
history and the related aspects of political, economic and environmental
history. |
STUDENT ACTIVITIES WHICH
WILL PROMOTE ENGAGED LEARNING:
Mexico’s
Independence Day or El Dia de La Independencia
1st Day
1.
The
teacher shares a story about his or her own tradition giving a lot of
details. The students then brainstorm
traditions they are familiar with and this is written on the board.
2.
The
teacher then lectures on holidays starting out broad with the idea that other
countries have different holidays, moving into the term fiesta and what it means,
and finally narrowing it down to Mexico’s independence day. Identify Mexico on a map and write Mexico
and the date on the board.
3.
Individually
the students are to think of reasons why a country would want independence and
then they will share this with a partner and then the entire class, while
adding this information to the board.
4.
The
teacher gives a handout to the students with the story behind the fight for
Independence. Students read silently,
stopping after every paragraph to write a one or two sentence summary of that
paragraph.
5.
Students
get a review sheet with questions to fill out at home for homework.
2nd Day
1.
Review
all of the information regarding fiestas and go over the homework from the
night before. Discuss what tradition
means and have the students briefly share some of their traditions. The students then create a thinking web to
organize the details of a personal tradition they want to share. If they finish in class they will exchange
with a partner to have their paper peer edited.
3rd Day
1.
Students
go to the computer lab to use microsoft word to create the story of a tradition
they share.
4th Day
1.
This
is the last and final day for this holiday and it will be a hands-on day. Some students will share stories of their
traditions that they wrote about before they are collected and then the topic
will switch to the Mexican flag.
2.
Each
of the three colors symbolize something with the green representing
independence, white representing religion, and red representing union. These colors are used in different
decorations, for example: flags, flowers, lights, confetti, noise makers. The students can choose which of these items
he or she wants to make.
3.
We
will conclude with an open discussion.
The question will be asked “What do you know about Mexican Independence
Day” and each students will get to answer that question.
1st Day
1.
The
teacher will read the book Pablo Remembers by George Aconda to the
students which tells the story of Pablo and his family during this fiesta. The students will take notes on what happens
each of the three days. They will also
be given a sheet with 25 different Spanish vocabulary words used in the story
along with their definitions.
2nd and 3rd
Day
1.
The
students will go to the computer lab and use Desktop Publishing to create a
brochure describing the Day of the Dead.
The story inside the brochure will be told in first person, and the
students will use their notes from the previous day to make their story
accurate. A separate page in the
brochure will cover each of the three days and there needs to be a subtitle, a
picture, and a story for each of these pages.
Within the story, the student must use ten of the Spanish vocabulary
words learned from the story.
4th and 5th
Day (or this could be used instead of the previous lesson)
1.
The
students will work in pairs to research a famous Mexican writer, artist,
musician, politician, etc. The students
will use the internet, the Encarta CD-ROM Encyclopedia, and other resources to
do their research. They will prepare a
report on this person and they will make an ofrenda in honor of this person. They need to include objects that represent
this person. When they present, one
will do the report on the person while the other will explain the meaning of
the objects on the ofrenda.
1st Day
1.
The
class will start by discussing Christmas here in America and the different
symbols and traditions associated with this holiday. These ideas will be written on the board.
2.
The
class will then be broken into groups and each group will be given a handout on
a specific part of the Spanish Christmas.
These will include la posada, the lottery, Christmas Eve, Christmas Day,
New Years Eve, New Years Day, and the Epiphany. Their assignment is to read the packet and to teach the class
about that particular day or event. Each
group must use some type of AV and their choices will include the overhead, the
chalkboard, poster board, construction paper, or whatever else they may think
of.
2nd Day
1.
The
groups will finalize their work and then present to the class. The audience must take notes in preparation
for a quiz at the end of this lesson.
3rd Day
1.
Students
will move into the computer lab at this time to do research. Each student will be assigned a specific
Spanish-speaking country and the students need to find out some unique facts
related to how that country celebrates Christmas.
2.
The
students will be guided in their research by being given the following web
sites: www.christmas.com and www.santas.net/aroundtheworld.htm.
3.
The
students need to take their information home and create a small presentation to
be given in class the next day.
4th Day
1.
Students
present their findings to the class who will be taking notes.
2.
The
homework will be to organize their notes from today and from the second day in
preparation for a quiz.
5th Day
1.
The
students will take an open note quiz.
This quiz can be differentiated or adapted to meet the special needs of
different students. The quiz could be
multiple choice, short answer, or essay depending upon those needs.
2.
The
students will receive copies of Twas the
Night Before Christmas in Spanglish and they will read it aloud.
1st Day
1.
Students
will watch the video Easter in Spain which reveals all of the different
activities that occur in Spain through this week long holiday. Students need to take notes as they watch
the video and afterwards the students will form small groups to discuss movie
and notes. On the chalkboard will be
some open-ended questions about the holiday written by the teacher to help
prompt some of the discussions.
2nd, 3rd
and 4th Day
1.
Students
are going to the computer lab and they are given three different web sites
describing the celebration in Spain.
After reading and taking notes, the students need to pick one of the
assigned writing projects and begin working.
2.
The
students will be given the following choices:
writing a diary entry for each day of the week during holy week as if
they were a student living in Spain, using Desktop Publishing to create a
newsletter, or using Kidpix to create a slideshow.
5th Day
1.
On
this day the students present what they created.
2.
As
a closing activity, the students are individually creating a Venn Diagram
comparing Easter in America to Easter in Spain.
May 5th or Cinco de Mayo
1st Day
1.
This
lesson is started by discussing holidays and brainstorming about the different
activities and activities associated with each one. This will include holidays we may have heard of but do not
celebrate. We’ll list these holidays on
the board.
2.
Next
we will create a K-W-L chart on a huge sheet of paper at the front of the
class. As students state what they know
about cinco de mayo and what they want to know about the holiday, that will be
listed on the paper. As the students
learn something new during the next few days then can add that to the “L” part
of the chart.
3.
The
teacher will now lecture or address the class about the holiday. The students will make a chart of the
question words –who, what, where, when, why, and how. As the teacher provides this information, the students fill out their
chart. As a visual, the students will
show the ratio of the French Army compared to the Mexican peasants. This will be done by calling up six students
for the French soldiers and two for the Spanish peasants. After this, the teacher will use another
visual by showing on a map where Mexico, France, England, and Spain are.
4.
The
students will be shown three journal topics and they will write on one of these
tonight. An example of one of the
topics would be to write a story using their new Spanish vocabulary or write as
a Mexican peasant during that time period.
2nd Day
1.
The
teacher will read the book Fiesta! and point out the different
activities and emotions the people are sharing in this novel. Afterwards, the class will discuss the
novel.
2.
The
class will now be broken into groups and given discussion questions. Each group will answer the questions and be
prepared to discuss them. After a
certain amount of time the teacher will call on different people from each
group and they need to share the answer with everyone. These answers should be discussed by the
class.
3.
The
students will pick one of the other journal topics they didn’t do from the
previous night and write about that.
3rd Day
1.
The
teacher presents Spanish words relating to Cinco de Mayo. The students will be provided with the last
and they should practice with a friend, quizzing each other and using it in
sentences.
2.
At
the front of the classroom will be two quotes, one from Benito Juarez
representing the Mexican peasants and one from General Lorencz representing the
French army. Each of these quotes are
expressing why they think their sides will win. In each of the four
corners, the teacher will place one of the following signs: agree, disagree, strongly agree, strongly
disagree. The teacher then presents
ideas one at a time. An example is the
idea “Your ideals and values are the only things that determine your outcomes
in all things” The students then go the
corner that represents their view of that statement. These students will now discuss why they feel the way they do.
3.
The
students will take the third, and final, journal topic and write on it.
4th Day
1.
On
this day the students will use the program Inspiration to create a timeline of
the war, including important dates, events, and people. These will be displayed around the room.
2.
The
students will write a one page paper on all that learned about Cinco de Mayo as
a final project.
SHARE YOUR IDEAS:
Students
will be required to share their knowledge and ideas in various ways. Ideas will be shared through classroom
brainstorming, sometimes with ideas being recorded on the board and also with
brainstorming ideas with a partner. The
students will share their tradition stories aloud as they will do with their
brochures. There will also be the
report on the Mexican writers, artists, etc. along with the explanation of
their ofrendas. The students are also
going to role play as a teacher to teach a specific part of the Spanish
Christmas tradition using some form of A.V. and to present their findings on
the different countries with their unique celebrations. When the students choose their project for
the Cinco de Mayo holiday, they will present either the diaries, the
newsletter, or the Kidpix slideshow.
One final way the students will share their ideas is through the
timeline.
Since
this unit is broken into five main sections, each being a distinct and specific
holiday, there is no culminating project to incorporate all. Each of the five holidays have some type of
final project within the lessons. An
example of this is the brochure created in El Dia de Los Muertos. This project is designed to pull together
all of the knowledge the student has learned about the holiday to be presented
in a visual project. The rubric used
for this project is as follows.
CATEGORIES |
POINTS
POSSIBLE |
POINTS
EARNED |
Title |
|
|
--Appearance |
5 Points |
|
Picture |
|
|
--Creative |
5
Points |
|
--Colorful |
5
Points |
|
--Accurate |
5
Points |
|
Story |
|
|
--10 Vocabulary words |
10
Points |
|
--15 Sentences |
15
Points |
|
--Accurate |
5
Points |
|
Total
|
50 Points |
|
STUDENT AND TEACHER ROLES: The teacher needs to be a facilitator and a guide with the knowledge
to know when to step back and let the students think on their own. There will be times when the teacher has to
lecture, but more often than not it will be cooperative learning, whether in
small groups or with partners. The
students need to be active learners, participants, and teachers
themselves. The projects are geared to
offer the students opportunities to learn by themselves and to guide each other
to the specific knowledge. They need to
be creative and innovative in the various projects along with being open minded
to the differences yielded by other cultures.
ADDITIONAL REFERENCE PRINT
RESOURCES STUDENTS MAY USE :
World
Book Encyclopedia
THE FOLLOWING BOOKS CONTAIN
INFORMATION ABOUT THIS TOPIC:
Ancona, G. (1993). Pablo Remembers-The Fiesta of the Day of the Dead. New York: Lothrop, Lee and
Shepard Books.
Behrens, J. (1978).
Fiesta! Chicago, IL: Children’s Press.
FOR ADDITIONAL ONLINE
INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY
WANT TO USE THE FOLLOWING
INTERNET ARTICLES:
Title1: Mexican Independence Day
URL1: http://teacherlink.ed.usu.edu/Tlresources/longterm/LessonPlans/Byrnes/mid.html
Description1: This is 4-5 day lesson plan revolving
around the Mexican Independence Day. It
includes background information, references, objectives, resources needed, and procedures. This is very informative.
Title2: A Holiday Greeting from Freelance Spain
URL2: http://www.spainview.com/xmas.html
Description2: This site contains the lyrics to Twas the
Night Before Christmas in Spanglish.
Certain words have been changed to Spanish, enough so the students can
still understand it while learning what these words mean through their
contextual use.
Title3: Activities for Day of the Dead
URL3: http://www.teachers.net/lessons/posts/758.html
Description3: This site contains three different lessons
all with creative art projects revolving around this holiday. All of the projects are hands-on types of
projects.
Title4: Easter in Spain
URL4: http://www.oocities.org/thalaric1/entertainment/easter/
Description4: This site contains information about the
celebration of Easter in Spain. It includes
descriptions of regional festivals, treats, recipes, and coloring pages for
students.
Title5: Fiestas in Spain
URL5: www.spainview.com/fiestas.html
Description5: This site has information about fiestas in
general and what they mean to the Hispanic culture. It even contains information about some of the major fiestas
along with some of the more unusual fiestas.
Title6: Christmas
URL6: http://www.cyberspain.com/life/navidad.htm
Description6: This site describes Spain and its
celebration of the holiday Christmas with all of its different events. It describes in detail Noche Buena, Navidad,
Noche Vieja, and El Dia de Reyes.
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1: Welcome to the Cinco de Mayo
Webquest
URL1: http://www.gcsd.k12.sc.us/kes/cincodemayo.html
Purpose of Use1: This site is helpful for students to learn
more about the holiday on their own.
The activities are challenging but rewarding and can be done without any
assistance from the teacher.
Description1: This is an interactive
web site that allows the students to do some self-discovering. There are questions with links to sites that
contain the answers and there are links to different activities that deal with
the holiday.
Title2: Dia de Los Muertos
URL2: http://www.azcentral.com/rep/dead/
Purpose of Use2: The students can use this to add onto their
knowledge in the subject. It can give
them extra information for their brochure or give them more ideas for the
ofrendas they have to make.
Description2: This is a creative site with wonderful
graphics. It is divided into different
content areas such as history, food, events, photos, and altars.
Title3: Spain “Feliz Navidad”
URL3: www.californiamall.com/holidaytraditions/traditions-spain.htm
Purpose of Use3: The students can use this information to
help them when researching their countries or to just learn more about the
holiday. If the students are interested
in making food of another culture, there are recipes here.
Description3: This site contains background information
on Spain and how it celebrates Christmas and also some recipes.
Title4: Santa’s Net Favorites:
Christmas Traditions
URL4: http://www.santas.net/aroundtheworld.htm
Purpose of Use4: The
students need to use this site to research the country they were assigned and
to discover the unique activities particular to that country.
Description4: This site is a link to all types of
information involving Christmas. One
link is to a list of countries and for each link there was information on how
that specific country celebrated the fiesta.
Title5: Christmas
URL5: http://www.christmas.com
Purpose of Use5: The students can use this site for further
research on their countries and the unique ways those citizens celebrate La
Navidad.
Description5: This page contains links to different
countries, including most Spanish speaking ones, and how these countries
celebrate Christmas.
Title6: Battle of Cinco de Mayo
URL6: http://www.cincodemayo.net/java/battle/indexeng.htm
Purpose of Use6: This is an educational game to help the
students realize the implications of war and its impact on Mexico.
Description6: This is a game where the player is trying
to keep the French Army from reaching their jalapeno base while fighting them
with jalapenos.