In this lesson plan students will extend their understanding of Mexican culture by learning about the piñata, including its origins, its modern day use in Mexico, as well as other cultures around the world. Student groups will design and produce their own piñatas, presenting their piñatas to the class. 

Students will demonstrate an understanding of the products people create and how they are related to the perspectives of the cultures studied.
TEKS §114.22. Levels I & II - Novice Progress Checkpoint (c)(2)(B)

The student is expected to use resources (that may include technology) in the language of the cultures being studied to gain access to information, and to use the language to obtain, reinforce, or expand knowledge of other subject areas.
TEKS §114.22. Levels I & II - Novice Progress Checkpoint (c)(3)(A,B)

The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied, and to demonstrate an understanding of the influence of one language and culture on another.
TEKS §114.22. Levels I & II - Novice Progress Checkpoint (c)(4)(B,C)

Students will discover the original uses and ceremonial meanings of the piñata, how this meaning was changed by contact with European culture, and how the piñata has been incorporated into celebrations in other cultures around the world.

Students will use this knowledge to produce their own piñatas, and then demonstrate their understanding of the concepts by displaying their product to their classmates, explaining in Spanish the reasons for their designs and by describing the type of celebration into which their piñatas could be incorporated.

1. Students will view the Piñata PowerPoint, which contains basic information about the history of piñatas and examples of piñatas. They will take brief notes to record significant information which they will use later in their oral presentations. The PowerPoint presentation will be followed by a class discussion regarding their own experiences with piñatas.



2. Students will research further examples using available resources. This activity can be adapted to the classroom circumstances – if a computer lab with internet access is not available, resources can be gathered by the teacher and then made available in the classroom.



3. The students will break into small groups, and each group will design the piñata that they are going to create, choosing materials and colors. Students will turn in a sketch of the design with the resources used and the supplies needed listed on the back of the sketch.



4. Students will view TIDES photos of students making piñatas, and then read and discuss the instruction sheet “How to Make a Piñata, Step by Step.”



5. Students will then make their own piñatas.



6. Students will present their piñatas to the class, explaining in Spanish the reasons for their designs and describing the type of celebration into which their piñatas could be incorporated.

Extra Activity:

Students may make a brochure containing accurate information about Piñatas, illustrated with colorful images. These brochures could then be handed out to students from other grades, who will be invited to help break the piñatas.

Piñata PowerPointPiñatas on TIDES Tyler Museum of Art video: PiñataOur Cabaña Girl Scout World Center video: Piñatas How to Make a Piñata, Step by Step Recipe for “Engrudo”     (a special kind of glue used for pasting newspapers and decoration papers)
Research materials – computer lab, library, or resources made available in the classroom

Materials to produce the piñata:

• Disposable bowl for glue
• Water
• White flour
• Salt to prevent mold
• 1 bag of assorted size and shape balloons
• Old newspaper
• Masking tape
• Paint
• Crayons or markers
• Crepe paper, tissue paper, and/or construction paper
• Feathers, glitter, lace and fake flowers
• String or yarn
• Wrapped candy, small toys or confetti to be used for stuffing the piñata