CELEBRATE HALLOWEEN AND THE DAY OF THE DEAD LESSON PLAN FOR GRADES 3 6

Transcription

1 CELEBRATE HALLOWEEN AND THE DAY OF THE DEAD LESSON PLAN FOR GRADES 3 6 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 writing paper and white paper 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 National TESOL Standards Goal 1: To use English to communicate in social settings. Standards 1, 2, 3 Goal 2: To use English to achieve academically in all content areas. Standards 1, 2, 3 Goal 3: To use English in socially and culturally appropriate ways. Standards 1, 2, 3 NCTE/IRA English Language Arts Standards: 1, 3, 4, 5, 6, 10, 11, 12 Vocabulary Book/Text Set: Celebrate Halloween and the Day of the Dead with Cristina and her Blue Bunny / What are Halloween and the Day of the Dead? by F. Isabel Campoy and Alma Flor Ada F: trick-or-treat / costume / altar / dead / whimper / skull / haunted NF: frightened / tradition / Europe / spirits / hollow / carved / symbol soul / fondly / cemeteries / graves / humorous / dedicated Pacing Guide 3 days; minute sessions, plus optional extensions

2 Reading and Activities DAY 1 Explore the Topic: Halloween / The Day of the Dead Ask students about Halloween costumes they have worn. Discuss 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 the Day of the Dead, 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 Day of the Dead, then write the vocabulary words for the fiction section in a column. Read the words aloud with students and have them define and use in sentences any words they already know. Add to their responses as appropriate to give a clear definition for each word. Fiction Read-Aloud & Discussion At the top left of a piece of chart paper, write Halloween, and then create five columns labeled see, hear, taste, smell, and touch. Ask students to think about what they do and see on Halloween and invite them to write their own responses in the appropriate columns. Try to have at least one item in each column. 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, Celebrate Halloween and the Day of the Dead with Cristina and her Blue Bunny. Before reading the story, show students the cover and have a volunteer read the title aloud. As you read the story, help students use context and picture clues to define words. Focus on the parallel preparations for Halloween and the Day of the Dead, and make note of Cristina s addition of her bunny and carrots to the altar and her use of her own clothes to create a bunny costume. When the story is finished, ask students to recall the main points of the story. Ask the following questions, using the illustrations in the book whenever appropriate to help students with their responses: Beginning Intermediate Advanced 1. Name two of the items on the altar. 2. What has Cristina been looking for? 3. What does Cristina do with her bunny picture, and why? 1. Whose pictures are on the altar? 2. Tell about Cristina s drawing. 3. What does Cristina do to make herself feel better? 1. Why did the family make an altar? 2. Explain why Cristina is drawing a picture of her bunny. 3. Explain how Cristina brings her blue bunny with her to go trickor-treating. p.2/6

3 Add any new information to the Halloween senses chart. On the top left of another piece of chart paper, write Day of the Dead and make the same five labeled columns. Ask students to recall information from the story about the Day of the Dead and to 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, define, and use them in sentences. Add the vocabulary words for the non-fiction section to the list. Read the words aloud with students, and ask for volunteers to help define them. Tell students they will hear these words in the next story. Show students the cover of Celebrate Halloween and the Day of the Dead with Cristina and her Blue Bunny and ask for a volunteer to talk about the main idea of the story. Tell them that next you re going to read a story that tells more about the Day of the Dead and how people remember their loved ones on that holiday. Non-Fiction Read-Aloud & Discussion Before reading, review the information on both charts and have students find similarities. Open the book to pages Have a volunteer read the section title. Point out the marigolds in the border illustration, and explain that these flowers are commonly used during the Day of the Dead celebration. Ask a volunteer to describe the skulls. Explain that the Day of the Dead is a holiday that focuses on love and remembrance and that it is supposed to be a happy occasion. Read the story, What are Halloween and the Day of the Dead? As you read, have students identify the familiar symbols of Halloween and point out the humorous artwork that symbolizes the Day of the Dead. Also note the different altars and the marigolds used as decoration. Point out the sugar skulls on page 27. Stop to have students help you define unfamiliar words using context clues. 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. How do people celebrate Halloween? 2. What happens on the Day of the Dead? 3. How are Halloween and the Day of the Dead the same? Intermediate 1. Tell about some Halloween symbols. 2. Explain what people do on the Day of the Dead. 3. What is similar about Halloween and the Day of the Dead? Advanced 1. Explain the origin of Halloween. 2. Describe a Day of the Dead altar and its decorations. 3. If you were going to celebrate both Halloween and the Day of the Dead, what is something you might do? p.3/6

4 After discussion, review both charts and ask students if there is anything new to add to either one. 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. Distribute the Halloween and the Day of the Dead Venn Diagram worksheet. As students finish, set aside some time for them 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 Before starting the activity, make a reference sheet with the format for both Haiku and Diamante poems and make enough copies for all students. Explain to students that they will be writing poetry and that each student will be able to choose whether to write a Halloween Haiku or a Day of the Dead Diamante. Explain that both of these poetry forms have certain rules that must be followed. Distribute the reference sheet with the following information: A Haiku is a three-line poem that evokes an image rather than telling a story. It is created with phrases and does not rhyme. A traditional Haiku follows this form: line 1: 5 syllables line 2: 7 syllables line 3: 5 syllables A Diamante is a seven-line poem in the shape of a diamond. It is created with words rather than phrases and does not rhyme. A traditional Diamante follows this form: line 1: 1 noun line 2: 2 adjectives line 3: 3 gerunds (verb + -ing) line 4: 4 nouns line 5: 3 gerunds (verb + -ing) line 6: 2 adjectives line 7: 1 noun Discuss the formats with students and answer any questions they may have. Tell them that they will do a rough draft first, then copy and illustrate their final version on good paper. For reference, have students read some Haiku and Diamante poems. Some examples of children s writing in these forms can be found online at the following sites: p.4/6

5 Haiku: Diamante: Explain to students that they ll use vocabulary words and information from the charts in their writing. Review the charts and vocabulary list and then ask students what additional words they might need in their writing. Add related words to the vocabulary list, and write additional words on the board. Tell students you can add more words as they need them. Hand out writing paper. When students are happy with their poems, have them rewrite them on plain white paper, add an illustration, and glue them on orange or black construction paper. Post on the wall to enjoy, or bind them into a class poetry book. Extensions Writing Interview parents or other relatives about a family member who has passed away. Write about that person and, if possible, include a copy of a photograph with your writing. Write a letter to someone who has died. This can be a relative, a friend, or a historical figure you admire. In the letter, tell of your love and/or admiration for the person by using details about their life and what you have learned from them. Use conventional letter format. Art Make a class jack-o-lantern. Work in small groups to design a jack-olantern face. Have a class vote to decide on a favorite, then have the teacher carve it on a pumpkin or work as a group to draw the face with markers to make the jack-o-lantern. Do a fantastical drawing or painting with bright colors and black edging. Look at pictures online for inspiration: Make your own costume for Halloween. If the schools allows, plan a contest of homemade costumes on Halloween. Science/Health Discuss healthy foods and food groups. Do research about refined sugars in candy and sodas. Read the labels on candy packages and discuss the ingredients, especially the sugar content. Learn how refined sugar affects our health. Learn about the human skeleton and how to keep bones healthy. Discuss the effects of poor nutrition and a sedentary lifestyle on bone health. p.5/6

6 Social Studies Learn more about the Day of the Dead, especially how it is celebrated in Mexico. Read about and discuss some common misconceptions about Day of the Dead at Technology Assemble a skeleton online while you learn the names of the bones: Look at an interactive online altar. Click on the items to read about their significance: Do a Day of the Dead Webquest: Print out and complete a Day of the Dead crossword puzzle: 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. 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