This lesson plan should be taught during the second six weeks of school, during the time when Dia de los Muertos falls. The student will learn Spanish vocabulary associated with Day of the Dead, develop an understanding of why Mexican families create ofrendas, and create an original ofrendas in the classroom, incorporating the new knowledge gained from the lesson.  

Created by Kimberly Fryman, 2007

This lesson is designed to be completed as a project grade in the second six weeks of the school year, when Día de los Muertos falls. The student will learn the Spanish vocabulary associated with the Day of the Dead. The student will develop an understanding of why Mexican families create ofrendas and what each component of the ofrenda represents. The students will then create an original ofrendas containing these elements within the classroom.

TEKS §114.22. Levels I and II - Novice Progress Checkpoint

TEKS §114.23. Levels III and IV - Intermediate Progress Checkpoint

(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:

(A) use resources (which may include technology) in the language and cultures being studied to gain access to information; and

(B) demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and

(3) Connections. The student uses language to make connections with other subject areas and to acquire information. The student is expected to:

(A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and

(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.

Have the students brainstorm a list of words they associate with death. Ask them if food, family, bright colors, candy, and parties are a part of that list. Ask them to think about our death holiday, Halloween. Ask them what the feelings usually are. The answers will generally be dark, sad, and scary. Explain to the students that they will investigate a completely different cultural view of death.

• The students will observe pictures and data describing the ofrenda as well as watch the virtual expeditions Day of the Dead ofrenda video. All of this information can be found on the TIDES site.
• The students will write a minimum of ten questions they have regarding what they have observed and turn those questions in at the end of the class period.
• The teacher will read the student questions and design instruction using the digital images (attached) to teach each element. He or she may have to add information to explain elements that should be included in the ofrenda. These should include marigolds, food items, Bread of the Dead, copal incense, sugar skulls, papel picado and personal items.
• At this point, the students should divide into project groups. This will require the cooperation of the Home Economics Department or cafeteria staff. One group of students should begin creating paper marigolds, another group should begin making Bread of the Dead, and the other creates incense holders, copaleros. If the entire class is making ofrendas, they can rotate and each group can create an element. If the class is creating one ofrenda, the teacher may wish to use the project annually, allowing students to participate in a different activity each year.
• The students may wish to honor a late family member or classmate and bring personal items, photos etc. The teacher may allow the students to work in groups or individually.
• Students will then assemble all the items for display in the classroom.

The 10 question participation may be used as a daily grade. The rest of the grade can come from participation and completion of the project. A question page and a rubric are both included.

Gifted learners should select one item from the ofrenda and research its origins, either indigenous or European. The student should then determine a creative way to share what they have discovered with the class.

The gifted learner may also create papel picado to decorate the ofrenda.

Modification
Allow struggling learners to complete the question assignment orally.

Day of the Dead Ofrenda video Children’s Ofrendas video Marigold instructions Papel Picado (Paper Banner) instructions     and step-by-step Video Photos of Day of the Dead (Día de los Muertos) in Mexico Bread of the Dead recipe ingredients Ofrenda Project sheet Examples of student work Vea esta lección en Español aquí.

Supplies:

Orange tissue papers, green pipe cleaner, scissors, patterns
Modeling clay, newspapers to protect tables, bright paints and brushes
Photos, miscellaneous memorabilia items, personal items