Big Question(s)/Theme

How do we see death? How do other cultures differ from our view of death? How do we celebrate life? Life and death. Dia de los Muertos Assessment (s) Formative assessments: Students will fill out a venn diagram with the differences and similarities between Halloween and dia de los muertos and then share their thoughts with the class, I will be able to walk around and facilitate discussion during this time. Students will also watch a video about dia de los muertos and fill in the blanks, I will be able to walk around and help them do this. Differentiation Students will be able to choose the calavera that they would like to decorate. On the board will be a list of questions for students who are having trouble thinking of ways that Halloween and dia de los muertos could be different Students will have different levels of worksheets during the video-some filled out and ask them to read along and try to answer certain questions at the end. Some with fill in the blank and some with questions for them to answer.

Unit questions Objective (s) - observable Be able to Explain what dia de los muertos is Explain the basic history of the holiday Understand a Spanish video about dia de los muertos Compare and contrast Halloween with dia de los muertos Participate in the holiday by decorating a calavera

Know Vocabulary related to dia de los muertos How dia de los muertos works as a holiday and what happens in Mexico on that day The differences and similarities between dia de los muertos and halloween

Understandsee the big

questions Standards addressed Spanish 1 Standards:

The student will understand simple spoken and written Spanish presented through a variety of media and based on familiar topics. 1. Identify main ideas and some details when listening and reading. 2. Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and grammatical structures. 3. Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology. The student will develop an awareness of perspectives, practices, and products of Spanish- speaking cultures. 1. Identify some viewpoints of Spanish-speaking cultures, such as those relating to time, education, transportation, and the roles of family members. 2. Identify some customs and traditions of Spanish-speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness. 3. Identify some important historical and contemporary individuals associated with significant events from Spanishspeaking cultures. 4. Identify some products of Spanishspeaking cultures, such as natural and manufactured items, creative and fine arts, forms of recreation and pastimes, dwellings, language, and symbols. The student will demonstrate

understanding of the significance of culture through comparisons between Spanish-speaking cultures and the cultures of the United States. 1. Compare patterns of behavior and interaction found in the United States with those of Spanish-speaking societies. 2. Demonstrate an awareness that social practices and personal interactions differ among cultures. 3. Demonstrate an awareness of unique elements of the students own culture..

PROCEDURES/incl. differentiation Q1R

Materials/Technology Short film, speakers, promethean

Includes an activity that is emotionally engaging; bringing students into the theme. May require physical movement of student. Emphasis is on INPUT. This activity serves as a focus throughout the cycle.
Q1L

Watch a short-film (silent) aobut dia de los muertos

Activity asks students to process input. Students may be asked simple comprehension questions (yes/no), for instance.
Q2R Activity asks students to show more comprehension. Activity should revisit Input and use nonverbal output to show understanding. Q2L Expand input. Original

Students will need pen and Students will have one minute paper to write what they think the video was about, what the video made them feel

Students will talk to each other and then speak with the class about their thoughts on the video and what we are going to learn about We will watch a video in Spanish Youtube video and worksheets about Dia de los Muertos. Students will fill in their worksheets. We will repeat the

Input is revisited as example of broader theme. May include explicit

instruction. Draws attention to patterns, form focused information. Gives more models.

movie about 3 times so the students can get all the parts of the questions completed. We will go over the questions as a class. Powerpoint presentation Venn diagram worksheet

3L

for development.
3R

Students will receive a venn diagram sheet and will work Activity moves to directed output. with their partner to compare Guided practice. and contrast Halloween and Following input models dia de los muertos We will complete a venn Activity calls for more output. diagram as a class

Promethean presentation of venn diagram

Output given in different forms. Practicing variations of formulaic dialogues, for instance. Acting out scenes. Evaluate forms.
4L Activity focuses on

formative independent work. For instance, students write and edit their own stories.
4R - Activity includes performance which demonstrates students command of desired skills and knowledge.

Students will decorate their Calaveras

Calaveras coloring pages