CELEBRA EL HALLOWEEN Y EL DÍA DE MUERTOS LESSON PLAN FOR GRADES K 2

Transcription

1 CELEBRA EL HALLOWEEN Y EL DÍA DE MUERTOS LESSON PLAN FOR GRADES K 2 Book/Text Set: Celebra el Halloween y el Día de Muertos con Cristina y su conejito azul / Qué son el Halloween y el Día de Muertos? by F. Isabel Campoy and Alma Flor Ada Content Overview: In the fiction story, Cristina s family prepares for Halloween and the Day of the Dead with costumes and an altar with treats and pictures. Cristina is sad because she lost her blue toy bunny, but she learns a unique way to deal with the pain of her loss and joins her brother Daniel and his friends, who have fun making their own costumes and going trick-or-treating. In the non-fiction section, similarities between Halloween and the Day of the Dead are explained and shown in pictures, and similar holidays in Great Britain and India are also introduced. Materials and Preparation chart paper and markers white paper and crayons for drawing orange and black construction paper assorted picture books about Halloween and the Day of the Dead Standards Covered NCSS Social Studies Strands I. Culture: a, b, c, d, e II. Time, Continuity, and Change: b, c, d IV. Individual Development and Identity: a, h V. Individuals, Groups, and Institutions: b IX. Global Connections: a, b NCTE/IRA English Language Arts Standards: 1, 3, 4, 5, 6, 10, 11, 12 Vocabulary F: caramelos / disfraces / curiosidad / altar / recordarlos (recordar) / muertos gime (gemir) / calavera / esqueleto / embrujado / tenebrosa NF: asustes (asustarse) / miedo / espíritus / malvados / hueca / símbolo difuntos / cementerios / tumbas / graciosos / dedicados (dedicar) Pacing Guide 3 days; minute sessions, plus optional extensions

2 Reading and Activities DAY 1 Explore the Topic: Halloween / Día de Muertos Lead a short discussion in which students tell about ways they have dressed up for Halloween. Next, start a discussion about the symbolism of ghosts and spirits representing the dead. Allow students to share some memories of any family members who may have passed away. Then explain to students that you are going to be reading a story about children celebrating Halloween and another holiday that takes place around the same time called Día de Muertos, which is a time to remember loved ones who have died. Vocabulary Introduction Start a thematic vocabulary list. At the top of a piece of chart paper, write Halloween and Día de Muertos, then write the vocabulary words for the fiction section in a column. Read the words aloud to students, have them repeat each word, and then ask if anyone knows what any of the words mean. As students respond, add to their responses as appropriate to give a clear definition for each word. If necessary, tell students that other words they might know with the same meaning of gemir are quejarse and lamentarse. Ask them to think of words that mean the opposite. Do the same with the adjective tenebrosa. Fiction Read-Aloud & Discussion At the top left of another piece of chart paper, write Halloween and then create three columns labeled Ver, Oír, and Comer, and draw a small illustration of an eye, an ear, and a mouth next to each phrase. Ask students what they see, hear, and eat on Halloween and write their responses in the corresponding columns. Review all the responses and tell students you ll be coming back to this chart later. In this session you will read aloud only the fiction story, Celebra el Halloween y el Día de Muertos con Cristina y su conejito azul. Before reading the story, show students the cover and read the title aloud. As you read the story, use context and picture clues to help students define the vocabulary and other unfamiliar words. Focus on the parallel preparations for Halloween and the Day of the Dead, making special note of Cristina s addition of her bunny and carrots to the altar and her creation of a bunny costume out of her own clothing. When the story is finished, ask students to tell you about the story. Ask the following questions, using the illustrations in the book whenever appropriate to help students with their responses: Beginning 1. Qué cosas hay en el altar? (págs. 4-5) 2. Qué se le perdió a Cristina? 3. Nombra las partes del disfraz de Cristina. Busca la foto del conejito azul. p.2/6

3 Intermediate Advanced 1. Describe el altar. 2. Por qué está triste Cristina? 3. Habla sobre el disfraz de Cristina. 1. Cómo celebra la familia de Daniel y Cristina el Día de Muertos? 2. Cómo se siente Cristina? Por qué? 3. Explica qué hizo Cristina para sentirse mejor. Add any new information to the Halloween senses chart. On the top left of another piece of chart paper, write Día de Muertos and make the same three labeled columns. Ask students to recall from the story things that are seen, heard, and eaten on the Day of the Dead and write their responses on the chart. Review the responses and leave both charts posted. DAY 2 Vocabulary Activity Review the words on the vocabulary list by having students reread and define them, and by using them in sentences. Then add the vocabulary words for the non-fiction section to the list. Read the words aloud, have students repeat them, and ask them to tell what they know about the meanings of the words. Add to student responses as appropriate to define each word. Note that difuntos is another way of saying muertos, and malvados is the same as malos. Tell students they will hear these words in the next story. Show students the cover of Celebra el Halloween y el Día de Muertos con Cristina y su conejito azul. Ask students to tell the names of the holidays being prepared for, why Cristina was sad, and what she did to help herself feel better. Tell them that you are now going to read them a story that tells more about the Day of the Dead and how people remember their loved ones on that day. Non-Fiction Read-Aloud & Discussion Before reading, review the information on the Halloween and Day of the Dead charts and have students find similarities. Open the book to pages Have students read the section title with you, then have volunteers describe the items depicted on both pages, including the children s costumes. Tell them that the flowers around the border (marigolds) are commonly used during the Day of the Dead celebration. In Mexico this flower is called cempasúchitl, and it is known in other Spanish-speaking countries as clavelón, flor de difunto, or rosa de muertos. Ask students whether the skulls look scary to them. Explain that the Day of the Dead is a holiday that focuses on love and remembrance, and is supposed to be a happy occasion. Read the story, Qué son el Halloween y el Día de Muertos? Stop as appropriate to point out the familiar symbols of Halloween and the humorous artwork that symbolizes the Day of the Dead, the assorted altars, and the marigolds used as decoration. Point out the skulls on page 27 and tell students that they are made of sugar. Also stop to define and discuss any words the children may not know, using context clues and photographs. p.3/6

4 When the read-aloud is finished, have students tell what they ve learned and then ask the following questions, using the book s pictures as a resource: Beginning 1. Qué se hace en Halloween? 2. A quiénes se recuerda en el Día de Muertos? 3. Nombra algo que sea igual en Halloween y en el Día de Muertos. Intermediate 1. Por qué la gente de hace mucho tiempo se disfrazaba en Halloween? 2. Por qué la gente va a los cementerios en el Día de Muertos? 3. Qué cosa es igual en Halloween y en el Día de Muertos? Advanced 1. Explica lo que la gente de hace mucho tiempo creía que pasaba cuando celebraban Halloween. 2. Qué pondrías en un altar del Día de Muertos? 3. En qué se parecen el Halloween y el Día de Muertos? After discussion, review the senses charts and ask students if there is anything new to add to either chart. Leave both charts on display. DAY 3 Vocabulary Review Review the charts and have students identify words and phrases that apply to both Halloween and Day of the Dead. Put a bright orange asterisk next to each of those items. Have students use the Halloween y el Día de Muertos worksheet to identify words associated with either or both holidays. With younger and beginning students you may want to do this as a whole class or small group activity, or have students work with partners. Set aside some time for students to browse and read additional picture books about Halloween and the Day of the Dead. After reading, have them review the charts and add any new information. Writing Activity Explain to students that they will be making a class book about Halloween and the Day of the Dead and that each student will write and illustrate one page for the book. Write the following prompts on the board: En Halloween veo. En Halloween oigo. En Halloween como. Nos parece que Halloween es y. p.4/6

5 En el Día de Muertos veo. En el Día de Muertos oigo. En el Día de Muertos como. Nos parece que el Día de Muertos es y. Review all the prompts and get several ideas for each from students. For the Nos parece pages, have students vote to choose what will go into the blank spaces and write those words in. For older or more advanced students, the Nos parece sentences may be expanded to three adjectives. Review the charts and vocabulary list. Ask students what additional words they might need in their writing. Add related words to the list, write unrelated words on the board, and tell students you can add more words as they need them during their writing. Assign students to the prompts, making sure that all pages are covered. Assign the first three prompts of each section to several students, so that there may be multiple pages of things to see, hear, or taste. The students assigned to the Nos parece pages will simply have to copy the class s sentence on their pages. Hand out white unlined paper for students to make the pages. As students work on their writing and drawings, have them glue their pages on orange or black construction paper. When all students are finished, arrange the pages in order, and read them aloud to the students to review their work. Make a cover with the title, Halloween y Día de Muertos: Dos fiestas especiales para celebrar cosas que pueden dar miedo o tristeza. Bind the pages and add the book to the classroom library. For more durability, laminate all the pages before binding. Extensions Writing Draw a picture and write what you know about the Day of the Dead and/or Halloween. Write a list of rules for staying safe on Halloween. Do this as a whole class, charting the suggestions, or work in small groups to make rules and then share them with the class. Art Make a three-part mini-banner out of a jack-o-lantern face, a ghost, and a decorative skull. Use 9 x12 orange or white construction paper for each shape; cut and glue construction paper shapes to make faces and decorate. Staple or glue the three designs together. Hang everyone s designs in the classroom, attaching them to each other to create a long banner. Make your own costume for Halloween. p.5/6

6 Mathematics Science Social Studies Bring Halloween trick-or-treat candy to school. Sort the candies, record your sorting by drawing and labeling the categories, then make a class graph. The teacher can provide assorted candies for students who don t have any, or other students can share, or the activity can be done as a whole group instead. Discuss healthy foods and food groups. Talk about candy as a treat food that doesn t belong to any food group. Talk about the negative effects of eating too much candy or other foods with high sugar content. Learn more about Mexico. Find out about people, holidays, games and toys, and read myths and stories online. Start here: Technology Download picture flashcards. Print two of each picture, mount them on index cards, and use them to play a memory game Print and color a picture of a calaverita: Make a skeleton puppet with downloaded pictures: Creative Reading Share this book with your students using Alma Flor Ada s Creative Reading methodology based on the principles of Transformative Education. Suggested questions to initiate the dialogue are provided for Beginning, Intermediate, and Advanced levels as well as selfassessment tools for teachers and students in English and Spanish. Santillana USA Publishing Company, Inc. Developed by Renee Goularte Renee Goularte started teaching in the late 1980s. She has taught students in all elementary grades, and has worked specifically with English language learners, at-risk students, and GATE students. Renee holds a Master s Degree in Elementary Education from San José State University. In addition to teaching, she also writes and presents workshops for teachers. Renee lives in Northern California. p.6/6