UNIT TITLE: Holidays Around the World

 

Author: Sheila Reed

E-Mail Address: sreed@ccsd146.k-12.il.us

School:(Central Middle School) : Tinley Park, Illinois 

School Home Page URL:

 

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.

 

 

The Day of the Dead or El Dia de Los Muertos

 

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.

 

 
Christmas or La Navidad

 

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.

 

 

Easter or La Semana Santa

 

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.