Ferris State School of Education

Lesson Plan Template

Name: Miss. Fasbender

Date: November 7th, 2016

Curriculum/Course: EDUC 438

Grade level: 9th & 10th

Time/Period: 60 Minutes (1st, 3rd, 4th & 5th)

Materials needed: Power-point, computer,

projector, crayons, colored pencils, tissue
paper, pipe cleaners, skeleton and skull
handouts.

Standards: Analyze the characteristics and beliefs that define the identity of a member of a community or culture in which the
language is spoken 2.1.A.H.h

Objectives: Students will learn about Hispanic traditions of Dia De los Muertos as well as
compare and analyze those to their own traditions in honoring those they loved that have died.
Assessment (Formative, Summative): Students will complete 2 activities, as well as complete a
ticket out the door. The two activities will be creating Cempasuchil which are flowers that are
traditionally used to honor the dead, and then decorate skulls and skeletons. The ticket out the door will
require that they write down one thing their family does to honor the dead, and one thing they learned
from the lesson.

Introduction/Hook: (Warm-up, review of previous days lesson, check for understanding of previous
knowledge)

To begin the lesson, we will briefly review what the students learned last week about Dia de los
Muertos. We will have a brief class discussion on ways that families in our culture honor the
dead in their families.
Steps in the lesson: (Include ideas for whole-class instructions, if any; differentiated activities;
sharing, etc.)

1. Review what the student had done in the previous week. Begin review with prompts such as
Who remembers what we learned last week about Day of the Dead?
What are some ways Hispanics celebrate Day of the Dead?
Do they do anything different than what we do in America?
This should take about 10 minutes.
2. Briefly go over the power point, then move onto the marigold activity. (10 minutes)
For the marigold activity, I have the directions on the power point. I am going to make one first
and they can watch me, then they will do it on their own. Then I will give them directions- to
come up to the front, get the materials they need, and return to their seats. To check for
understanding, I will have them repeat the directions to me.
I will set a timer on my phone giving them 15 minutes to make their flowers. Once the egg timer
is done, then we will move on to the next activity.
3. For the skull/skeleton activity, each student may select either a skull to decorate, or a
skeleton to cut out and put together. These are to be hung up around the room once they are
done. Before they begin the activity, I will give them directions on how to complete it.
Directions: Students will come up one table at a time and choose either a skull or skeleton.
When they are done, they must find a place in the room to hang it up. Dont just color
everything in as one solid color- be creative. After they have put up their skull or skeleton, they
must work on the ticket out the door, which will be due by the end of class for a grade. Before

anyone is allowed to leave class, I will inspect the tables and floor to make sure everything is
clean and materials such as crayons, markers, etc., are put away. Again, I will set a timer on my
phone for 15 minutes. When the timer goes off, they will then clean up and complete their ticket
out the door. To check for understanding, I will make sure they repeat the directions back to me.
At this point, the students should have roughly 10 minutes left of class to finish their
assessment and clean up. This will give me enough time to inspect each table and the floor.
Closure Activity/Wrap up: This may be in the form of independent practice, a chance to share, or
explicit restatement of the goals of the lesson.

Ticket out the door: Complete the ticket out the door by writing down one way the students
family honors their dead, and one thing the student learned from the lesson about Day of the
Dead.
Assessment (Formative, Summative): thumbs up/down, exit ticket, quiz, chapter test, etc.
Formative, exit ticket.

Differentiation:
What will I differentiate? Content

Process Product

How will I differentiate? For readiness

Affect
Specific Student / Group:

By interest

Learning profiles

Ability level

I will differentiate the content by providing a visual aid (power point), as well as by
letting the students create something of their own with materials (differentiation by
learning profiles). Students will be able to make something of their own
(differentiation by interest).

Student-centered activities:
Marigold activity, skull/skeleton decoration, class-discussion on Dia de los Muertos