Día de los Muertos / Day of the Dead – A Multicultural Unit for Grade 3

Día de los Muertos / Day of the Dead – A Multicultural

Unit for Grade 3

Día de los Muertos / Day of the Dead – A Multicultural

Unit for Grade 3

Amber BlairBen Miller

Missy MirusSam Stratman

Wilmington College

Amber BlairBen Miller

Missy MirusSam Stratman

Wilmington College

Literature ReviewLiterature Review• Multicultural education and its

implications were first felt on a wide-ranging basis following the Civil Rights Movement of the 1960s in the United States (Langer de Ramirez, 2006).

• Since that time, Langer de Ramirez noted that multicultural education has developed beyond literature that explores race, to include issues of gender, ethnic groups, socioeconomic groups, sexual orientation, and many others.

• Multicultural education and its implications were first felt on a wide-ranging basis following the Civil Rights Movement of the 1960s in the United States (Langer de Ramirez, 2006).

• Since that time, Langer de Ramirez noted that multicultural education has developed beyond literature that explores race, to include issues of gender, ethnic groups, socioeconomic groups, sexual orientation, and many others.

Literature Review(continued)


• Langer de Ramirez (2006) stated that multicultural education, when done effectively, can allow teachers and students to view, analyze, and contribute to change within the framework of society.

• The four main benefits of using multicultural literature, as presented by Norton (2005), include a feeling of pride for members of the cultural group being studied, learning about the complexity and diversity of the United States, the development of a more balanced view on history that affected the United States, and the exploration of social justice issues.

• Langer de Ramirez (2006) stated that multicultural education, when done effectively, can allow teachers and students to view, analyze, and contribute to change within the framework of society.

• The four main benefits of using multicultural literature, as presented by Norton (2005), include a feeling of pride for members of the cultural group being studied, learning about the complexity and diversity of the United States, the development of a more balanced view on history that affected the United States, and the exploration of social justice issues.



• In one article (Wesley, 2007) the belief that the arts can serve as an effective source of critical analysis as well as self reflection when addressing multicultural learning was presented.

• The use of cultural dances, music, and art can enrich student learning and their experience when learning about or from another culture or group.

• In one article (Wesley, 2007) the belief that the arts can serve as an effective source of critical analysis as well as self reflection when addressing multicultural learning was presented.

• The use of cultural dances, music, and art can enrich student learning and their experience when learning about or from another culture or group.



• Langer de Ramirez (2006) explained that the term Latino refers more to a language of origin than anything else, and so those Latin-based language speakers in Africa or Asia would possibly be included in such discussions.

• Hispanic, on the other hand, refers to those people who have ancestry that is able to be traced back to Spain or Latin America (Langer de Ramirez, 2006)

• While Stavans (2000) agreed that Hispanic refers to peoples from Spain or Latin America, he argued that Latino is term that now has come to refer to anyone of Hispanic background that was born or is now living in the United States.

• With this confusion, and uncertainty in definition, the terms Hispanic and Latino, for the purpose of this project, will be used interchangeably to refer to traditions, cultures, and peoples of Spain, Mexico, Central America, and South America.

• Langer de Ramirez (2006) explained that the term Latino refers more to a language of origin than anything else, and so those Latin-based language speakers in Africa or Asia would possibly be included in such discussions.

• Hispanic, on the other hand, refers to those people who have ancestry that is able to be traced back to Spain or Latin America (Langer de Ramirez, 2006)

• While Stavans (2000) agreed that Hispanic refers to peoples from Spain or Latin America, he argued that Latino is term that now has come to refer to anyone of Hispanic background that was born or is now living in the United States.

• With this confusion, and uncertainty in definition, the terms Hispanic and Latino, for the purpose of this project, will be used interchangeably to refer to traditions, cultures, and peoples of Spain, Mexico, Central America, and South America.



• Stavans (2000) stated that by 2020 Hispanic-Americans will have become the largest minority in the United States, and soon after that one-quarter of the United States population will have some Hispanic background.

• With such staggering statistics, there should be no doubt that Latino studies should be represented in curricula throughout the United States.

• Stavans (2000) stated that by 2020 Hispanic-Americans will have become the largest minority in the United States, and soon after that one-quarter of the United States population will have some Hispanic background.

• With such staggering statistics, there should be no doubt that Latino studies should be represented in curricula throughout the United States.



• Latino studies of literature and culture should also be incorporated into classroom teaching because of the negative stereotypes that surround Hispanic-Americans, and have surrounded the group for decades.

• Glab (1981) stated that often Latinos are often negatively stereotyped, when represented at all, and such representations or lack of Latino culture studies leads to negative self-perception among those of Latin American ethnicity.

• Schools, teachers, and administrators have an opportunity, through the teaching of authentic positive Hispanic studies, to reverse such negative self-perception while also enriching the lives and educational experience of all students in the classroom.

• Latino studies of literature and culture should also be incorporated into classroom teaching because of the negative stereotypes that surround Hispanic-Americans, and have surrounded the group for decades.

• Glab (1981) stated that often Latinos are often negatively stereotyped, when represented at all, and such representations or lack of Latino culture studies leads to negative self-perception among those of Latin American ethnicity.

• Schools, teachers, and administrators have an opportunity, through the teaching of authentic positive Hispanic studies, to reverse such negative self-perception while also enriching the lives and educational experience of all students in the classroom.



• Latino and Hispanic culture and literature should also be addressed in classroom learning because doing so provides insight into our own American culture.

• Glab (1981) argued that due to the relative closeness in geography and shared history (including colonization related to Spain and Mexico), a focus on Latino studies is sensible and provides wonderful chances to supplement learning about American history.

• Glab also stated that Hispanic studies provide opportunities for a wide variety of cultural studies that enrich student learning, including the study of non-western indigenous Indian tribes and modern Euro-American culture in countries such as Argentina and Brazil.

• Latino and Hispanic culture and literature should also be addressed in classroom learning because doing so provides insight into our own American culture.

• Glab (1981) argued that due to the relative closeness in geography and shared history (including colonization related to Spain and Mexico), a focus on Latino studies is sensible and provides wonderful chances to supplement learning about American history.

• Glab also stated that Hispanic studies provide opportunities for a wide variety of cultural studies that enrich student learning, including the study of non-western indigenous Indian tribes and modern Euro-American culture in countries such as Argentina and Brazil.

Teaching ContextTeaching Context• The third grade students that this unit will

presented to are students in a heterogeneously grouped class of many ability levels.

• Within the rural school district there are four school buildings: a primary school for kindergarten through second grade, an elementary building for grades three through five, the middle school which services sixth through eighth grade, and the high school which houses students in grades nine through twelve.

• The elementary school has been rated excellent on the state rating system (Spaulding Elementary School) for the last five years.

• While this unit’s focus is on Latino culture and The Day of the Dead, there is not a significant percentage of the population that has Hispanic roots.

• The third grade students that this unit will presented to are students in a heterogeneously grouped class of many ability levels.

• Within the rural school district there are four school buildings: a primary school for kindergarten through second grade, an elementary building for grades three through five, the middle school which services sixth through eighth grade, and the high school which houses students in grades nine through twelve.

• The elementary school has been rated excellent on the state rating system (Spaulding Elementary School) for the last five years.

• While this unit’s focus is on Latino culture and The Day of the Dead, there is not a significant percentage of the population that has Hispanic roots.

Teaching Context(continued)

Teaching Context(continued)

• This unit was designed to be presented over a three-week period.

• The class size is assumed to be 25 students. • Classes meet each day for forty minutes a day.• The elementary school classroom will have a small

collection of materials pertaining to Latino culture and this unit.

• The teacher also has a DVD and VHS player that is connected to an LCD projector for video-viewing needs.

• The teacher will have access to kitchen and oven within the school for one of the days during the unit.

• Students will also be able to access the school’s library which has other sources to supplement learning, and the school computer lab for any needs they might have.

• This unit was designed to be presented over a three-week period.

• The class size is assumed to be 25 students. • Classes meet each day for forty minutes a day.• The elementary school classroom will have a small

collection of materials pertaining to Latino culture and this unit.

• The teacher also has a DVD and VHS player that is connected to an LCD projector for video-viewing needs.

• The teacher will have access to kitchen and oven within the school for one of the days during the unit.

• Students will also be able to access the school’s library which has other sources to supplement learning, and the school computer lab for any needs they might have.

TopicTopic• This unit will address the topic of

Día de los Muertos, which, when translated into English, means the Day of the Dead.

• This holiday has strong roots in Latino traditions and will be compared to Halloween in order to better understand the Hispanic culture.

• This unit will address the topic of Día de los Muertos, which, when translated into English, means the Day of the Dead.

• This holiday has strong roots in Latino traditions and will be compared to Halloween in order to better understand the Hispanic culture.

Goals and ObjectivesGoals and Objectives• The objectives and goals for this

unit have been taken standards, benchmarks, and indicators from the State Content Standards for Ohio in language arts, mathematics, social studies, and fine arts.

• These goals and objectives are provided in the following slides.

• The objectives and goals for this unit have been taken standards, benchmarks, and indicators from the State Content Standards for Ohio in language arts, mathematics, social studies, and fine arts.

• These goals and objectives are provided in the following slides.

Goals and Objectives(continued)


Goals Objectives AssessmentsContent Area:Language Arts

Reading Process E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

Day of the Dead Alter: Students will respond to questions asked by parents about Day of the Dead.

Writing Applications A. Compose writings that convey a clear message and include well-chosen details.

“Amor Eterno”: Students will compose their own song about a loved one.

“Death Went and Sat Down One Day”: Students will alter the underlined parts of the poem individually or in groups.

Writing Conventions B. Spell grade-appropriate words correctly.C. Use conventions of punctuation and capitalization in written work.D. Use grammatical structures in written work.


“Death Went and Sat Down One Day”: Students will alter the underlined parts of the poem individually or in groups.

Unit Assessment: Student will write and illustrate a picture book based on a family tradition.

Communication: Oral & Visual E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

“Amor Eterno”: Students will present their own song about a loved one.

“Death Went and Sat Down One Day”: Students will present their revised poem.



Goals Objectives AssessmentsContent Area:Mathematics

Measurement A. Select appropriate unitsfor perimeter, area,weight, volume (capacity),time and temperature,using:

Bread of the Dead: Students discuss appropriate units for measuring weight, width, and length of length of bread.

Number, Number Sense, & Operations

L. Use a variety of methods and appropriate tools (mental math, paper and pencil, calculators) for computing with whole numbers.

Bread of the Dead: Students compute change in length, change of height, and change of width of bread comparing measurements before and after baking.



Goals Objectives AssessmentsContent Area:Social Studies

People in Societies A. Compare practices and products of NorthAmerican cultural groups.

Day of the Dead Masks: Students will compare the masks used for celebrating the Day of the Dead with those used for celebrating Halloween.

Unit Assessment: Students will write and illustrate a picture book based on a family tradition, and then address the cultural influences of that tradition.

Geography A. Use map elements or coordinates to locate physical and human features of North America.

Information Web: Students will view a map of North America and locate Mexico on the map.



Goals Objectives Assessments

Content Area:Music

Historical, Cultural, & Social Contexts

B: Identify and respond to music of historical and cultural origins.

“Amor Eterno”: Students will understand the cultural relationship to the Day of the Dead and then students will compose their own song about a loved one.

Creative Expression & Communication

B. Read, write, improvise and compose melodies and accompaniments.




Goals Objectives AssessmentsContent Area:

Visual ArtHistorical, Cultural, & Social Contexts

A. Recognize and describe visual art forms and artworks from various times and places.

Day of the Dead Masks: Students will be exposed to masks as an art form and describe the masks as such.

Candy Skulls: Students will be introduced to candy skulls as a form of art and describe the skulls as such.

Creative Expression & Communication

A. Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

B. Use the elements and principles of art as a means to express ideas, emotions and experiences.

Day of the Dead Masks: Students will create masks of their own that they could use to celebrate the Day of the Dead, using all tools correctly and expressing emotion through their mask.

Candy Skulls: Students will create skulls of their own that they could use to celebrate the Day of the Dead, using all tools correctly and expressing emotion through their skull.

ContentContent• In planning instruction about an unfamiliar culture, the

celebration of important spiritual holidays touch on a number of key social, religious and culinary traditions.

• This unit examines the holiday known as “The Day of the Dead,” a celebration that offers a unique entree into an examination of Latino and Hispanic cultures.

• The structure of the unit is adapted to ensure that we use a number of essential disciplines, reading, writing, mathematics, and artistic skills, among many, to broaden the cultural sensitivities of our students.

• The holiday, known as “Día de los Muertos” in Spanish, coincides with the Catholic celebration of All Souls’ Day and All Saints Day, which fall every year on October 31 and November 1.

• With its origins in ancient Inca civilization, it cannot be considered a Christian holiday, owing more to ancient spiritual practices that have been modified over many successive generations.

• In planning instruction about an unfamiliar culture, the celebration of important spiritual holidays touch on a number of key social, religious and culinary traditions.

• This unit examines the holiday known as “The Day of the Dead,” a celebration that offers a unique entree into an examination of Latino and Hispanic cultures.

• The structure of the unit is adapted to ensure that we use a number of essential disciplines, reading, writing, mathematics, and artistic skills, among many, to broaden the cultural sensitivities of our students.

• The holiday, known as “Día de los Muertos” in Spanish, coincides with the Catholic celebration of All Souls’ Day and All Saints Day, which fall every year on October 31 and November 1.

• With its origins in ancient Inca civilization, it cannot be considered a Christian holiday, owing more to ancient spiritual practices that have been modified over many successive generations.

Content(continued)

Content(continued)

• The celebration of this holiday is a time for family and friends to gather and remember those who have died.

• By helping our students to learn more about how Latino culture honors its ancestors, we open their eyes to an otherwise unfamiliar world.

• In this unit, students will learn about customs and practices for creating popular artwork by making masks and special holiday alters dedicated to deceased loved ones.

• Students will use maps, texts and the web to study physical and human geography of Latin American culture, including exercises designed to compare the similarities and differences between various customs.

• Students can expect to learn important lessons about music with the composition of songs and poetry used by many families to celebrate the life of their ancestors during the holiday.

• Finally, students will examine the mathematics of baking the types of breads that are offered as gifts during the holiday.

• The celebration of this holiday is a time for family and friends to gather and remember those who have died.

• By helping our students to learn more about how Latino culture honors its ancestors, we open their eyes to an otherwise unfamiliar world.

• In this unit, students will learn about customs and practices for creating popular artwork by making masks and special holiday alters dedicated to deceased loved ones.

• Students will use maps, texts and the web to study physical and human geography of Latin American culture, including exercises designed to compare the similarities and differences between various customs.

• Students can expect to learn important lessons about music with the composition of songs and poetry used by many families to celebrate the life of their ancestors during the holiday.

• Finally, students will examine the mathematics of baking the types of breads that are offered as gifts during the holiday.

Materials and ResourcesMaterials and ResourcesActivity Film Literature Teacher Created

Information Web Day of the Dead: A Mexican-American Celebration Diane Hoyt-Goldsmith

Story Web

Story Matrix The Spirit of Tio Fernando Janice Levy

Story Matrix

Climax The Spirit of Tio Fernando Janice Levy

Class Excitement Map

Day of the Dead Mask

Day of the Dead: A Mexican-American Celebration Diane Hoyt-Goldsmith

Candy Skulls ~Ingredients to make marzipan

Day of the Dead Alter

Day of the Dead: A Mexican-American Celebration Diane Hoyt-Goldsmith

Poem Death Went and Sat Down One Day Traditional Poem

Materials and Resources(continued)

Materials and Resources(continued)

Activity Film Literature Teacher CreatedBread ~Ingredients to make

DOD BreadAmor Eterno http://

www.youtube.com/watch?v=_ZJvXmB7rf0&feature=related

“Amor Eterno,” song by Camila

Field Trip Scavenger Hunt Paper

Additional Resources Celebrating the Day of the Dead, Educational Video Network, #742dV (20 min.), 1401 19th Street,Huntsville, TX 77340, (409) 295-5767The Day of the Dead, The Carlex Co., #1045, (32 min.), (800) 526-3768

Pablo Remembers: The Fiesta of Day of the Dead Jorge Anccona DiazDays of the Dead Kathryn Lasky

Additional materials that will be required of the students are as follows: materials from home to decorate his/her mask, and display items for the alter.

Initiating the UnitInitiating the Unit• To begin the instruction for this unit the

students will be completing a Venn diagram comparing and contrasting The Day of the Dead and Halloween.

• As a class, students will suggest ideas as the teacher fills them in on the board.

• Students will be encouraged to also complete a Venn diagram at their desk.

• To aid in this process students will also have visual symbols representing the two holidays that will need to be placed into the diagram on the board.

• To begin the instruction for this unit the students will be completing a Venn diagram comparing and contrasting The Day of the Dead and Halloween.

• As a class, students will suggest ideas as the teacher fills them in on the board.

• Students will be encouraged to also complete a Venn diagram at their desk.

• To aid in this process students will also have visual symbols representing the two holidays that will need to be placed into the diagram on the board.

Learning Experiences/Activities

Learning Experiences/ActivitiesActivity Time Description Assignments

Information Web 80 min Students will organize events and objects in the web based on the read aloud Day of the Dead to synthesize information and restate what they have learned thus far.VocabularyCalacas, mesa, pan, calavera, ofrenda, tumbas

Identify organizational patterns within your chart and illustrate the various categories.

Story Matrix 80 min Students will listen to The Spirit of Tio Fernando and then recall the setting, title, time, characters, and the ending on the story matrix.The class will then get into groups to make an illustration of each piece of the matrix.

Climax 80 min Students will demonstrate an understanding of the climax within the story using an excitement map. Students will use their illustrations from the matrix for this activity.*See Appendix 1


(continued)


(continued)Activity Time Description AssignmentsDay of the Dead Masks 80min Students will learn the traditions

behind and associated with Day of the Dead Masks and construct their own.Students will read Day of the Dead, pages 20-23 with a partner to learn how to make their masks.

Masks Continued 80min Students will continue their masks and begin to paint them.

Students will decorate their masks at home and then bring them back to share.

Candy Skulls 80min Students will create a traditional treat that is associated with Day of the Dead using marzipan.

Students will write to other third grade students telling them how to make their own Candy Skulls.

Day of the Dead Alter 80min Students will listen to Day of the Dead pg. 14-19, and view various examples of Day of the Dead Alters. In small groups students will make a list of items that could be included in making an alter. The class will then make one class list based on the groups shared ideas.Each group will create their own version being sure to include the 4 levels.

Students will bring in materials from home for their alters.

Activity Time Description AssignmentsAlter Continued 80min Students will create and present their

alters to the class.Amor Eterno 80min Students listen to the song, “Amor

Eterno,” by Mexican artist Camila. Then there will be a discussion of the song, and its meaning.

Students will compose their own song about a loved one and present their songs to the class.

Poem 80min Students will read a traditional Day of the Dead Poem and then create their own.

Finish and illustrate your poem, be ready to share in class tomorrow.

Poem, continued 80min Students will finish any last touches on their poems and share them with the class or in small groups. What are similar in the poems? What was different?

Bread 80min Students will bake the traditional Bread of the Dead using accurate measurements in small groups.

Field Trip Prep 80min Discuss the field trip for tomorrow.Feast on breadWatch Day of the Dead 2006KWL- What do you know about DOD? What do you still want to know?

Field Trip 1 day Complete your KWL and write a paragraph about what you have learned, liked, or disliked about DOD.


(continued)


(continued)

Culminating ActivityCulminating Activity• Students will work in groups to make a loaf of the

traditional Day of the Dead Bread.• On the following day students will eat their bread while

they watch the selected Day of the Dead Educational Video.

• After the video, 32 minutes, the class will discuss expectations and assignments pertaining to the field trip.

• Students will wrap up by completing a K-W-L chart answering what they know about The Day of the Dead and what they still want to know.

• This will be a guide to help the teacher prepare the scavenger hunt based on what the students still want to know for the field trip.

• Upon return from the field trip students will complete the rest of their K-W-L chart and write a paragraph about what they have learned, liked, and or disliked about this unit.

• Students will be encouraged to share their thoughts with the class.

• Students will work in groups to make a loaf of the traditional Day of the Dead Bread.

• On the following day students will eat their bread while they watch the selected Day of the Dead Educational Video.

• After the video, 32 minutes, the class will discuss expectations and assignments pertaining to the field trip.

• Students will wrap up by completing a K-W-L chart answering what they know about The Day of the Dead and what they still want to know.

• This will be a guide to help the teacher prepare the scavenger hunt based on what the students still want to know for the field trip.

• Upon return from the field trip students will complete the rest of their K-W-L chart and write a paragraph about what they have learned, liked, and or disliked about this unit.

• Students will be encouraged to share their thoughts with the class.

AssessmentAssessmentAssignment Objective Time Teacher Use Language Art

Content Student will respond to questions asked by parents.

E. Demonstrate comprehension by responding to questions

Week 1 Students must meet all requirements on the rubric Appendix Seven

Student will compose their own song about a loved one & Students will alter the underlined parts of the poem individually or in groups

A. Compose writing that convey a clear method and include well chosen detail

Week 2 Observation

Students will present their songs &Students will present their revised poems

E. Deliver a variety of presentation that include relevant information and a clear sense of purpose

Week 3 Students must meet all requirements on the rubric Appendix Seven

Assessment(continued)Assessment(continued)

Assignment Objective Time Teacher Use Math Content Students discuss appropriate units for measurements weight, width, and length of bread

A. Select appropriate units for perimeter, area, weight, volume, time, and temperature

Week 1 Students will engage in conversation with the teacher.

Students compute change in length, height, and change of width of bread comparing measurements before and after baking

L. Use a variety of methods and appropriate tools (paper, math, mental, pencil, calculator) for computing with whole numbers

Week 1 Students will complete the appropriate worksheet for this activity Appendix Nine.


Assignment Objective Time Teacher Use Social Studies Content Students will compare the mask used for celebrating the Day of the Dead with those used for celebrating Halloween & Students will write & Illustrate a picture book based on a family tradition and discuss the difference of cultures.

A. Compare practices and products of North America cultural groups.

Week 1 Teacher will collect the picture book to asses.

Students will view a map of North America and pick out Mexico on a map.

A. Use map elements or coordinates to locate physical and human features of North America

Week 2 Students will complete a worksheet on locating Mexico and other general geography questions (Appendix Eight)


Assignment Objective Time Teacher Use

Music Content

Students understand when they composed their own song about a loved one.

B. Identify and respond to music of historical and cultural origins.

Week 1 Observation

Students will compose their own song about a love one.

B. Read, write, improvise and compose their own song about a love one

Week 1 Observation


Assignment Objective Time Teacher Use

Visual Art Content

Students will be exposed to mask as an art form and describe the mask as such &Candy Skulls students will be introduced to candy skulls as a form of art and describe the skulls as such

A. Recognizes and describes visual art forms and artworks from various times and places.

Week 1 Observation

Students will create mask of their own that they could use to celebrate the Day of The Dead using all tools correctly and expressing emotion through their mask &Students will create skulls of their own that they could use to celebrate the Day of The Dead using all tools correctly and expressing emotion through their skull

A. Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully. B. Use the elements and principles of art as a means to express ideas, emotions and experiences.

Week 2 Observation

ReferencesReferencesGlab, E. (1981). Latin American culture

studies: Information and materials for teaching about Latin America. Revised Edition. Retrieved from ERIC database.

Langer de Ramirez, L. (2006). Voices of diversity: Stories, activities, and resources for the multicultural classroom. Upper Saddle River, NJ: Pearson.

Norton, D.E. (2005). Chapter 4: Latino Literature In Multicultural Children’s Literature: Through the Eyes of Many Children (141-195). Columbus, OH: Pearson.

Glab, E. (1981). Latin American culture studies: Information and materials for teaching about Latin America. Revised Edition. Retrieved from ERIC database.

Langer de Ramirez, L. (2006). Voices of diversity: Stories, activities, and resources for the multicultural classroom. Upper Saddle River, NJ: Pearson.

Norton, D.E. (2005). Chapter 4: Latino Literature In Multicultural Children’s Literature: Through the Eyes of Many Children (141-195). Columbus, OH: Pearson.

References(continued)References(continued)

Spaulding Elementary School (n.d.) Goshen Local School District. Retrieved June 22, 2010, from http://glswiki.goshenlocalschools.org/groups/ses_main/

Stavans, I. (2000). The quest for a Latino literary tradition. Chronicle of Higher Education, 47(14), B13. Retrieved from MasterFILE Premier database.

Wesley, S. (2007). Multicultural diversity: Learning through the arts. New Directions for Adult and Continuing Education, (116), 13-23. Retrieved from ERIC database.

Spaulding Elementary School (n.d.) Goshen Local School District. Retrieved June 22, 2010, from http://glswiki.goshenlocalschools.org/groups/ses_main/

Stavans, I. (2000). The quest for a Latino literary tradition. Chronicle of Higher Education, 47(14), B13. Retrieved from MasterFILE Premier database.

Wesley, S. (2007). Multicultural diversity: Learning through the arts. New Directions for Adult and Continuing Education, (116), 13-23. Retrieved from ERIC database.

Appendix OneAppendix One• Our group decided that for our students to fully

understand the Day of the Dead that we would be taking a field trip to the Cincinnati Museum Center where they celebrate the Latin American Culture Fest in November.

• The Spanish holiday Día de los Muertos is very colorful and decorative.

• The Hispanic people decorate the graves in honor of the nearest family members and friends. They believe by decorating and celebrating it will honor the spirits of the fallen family and friends.

• Our group feels that the Cincinnati Museum Center does a great job reenacting this Hispanic holiday.

• On Tuesday, November 2nd we will be taking our trip since that is the Day of the Dead.

• Every kid is responsible for bringing 5 dollars to pay for the buses. There are 200 kids total going on the field trip.

• The total cost of the buses, including bus drivers’ time, will be $1,000.00. There will be four buses. Each bus will carry two different classes, plus chaperones.

• Our group decided that for our students to fully understand the Day of the Dead that we would be taking a field trip to the Cincinnati Museum Center where they celebrate the Latin American Culture Fest in November.

• The Spanish holiday Día de los Muertos is very colorful and decorative.

• The Hispanic people decorate the graves in honor of the nearest family members and friends. They believe by decorating and celebrating it will honor the spirits of the fallen family and friends.

• Our group feels that the Cincinnati Museum Center does a great job reenacting this Hispanic holiday.

• On Tuesday, November 2nd we will be taking our trip since that is the Day of the Dead.

• Every kid is responsible for bringing 5 dollars to pay for the buses. There are 200 kids total going on the field trip.

• The total cost of the buses, including bus drivers’ time, will be $1,000.00. There will be four buses. Each bus will carry two different classes, plus chaperones.

Appendix One(continued)

Appendix One(continued)

• The students will need to dress for the weather, wear shoes instead of sandals, and need to pack their lunch and write their name on the sack or bag for less confusion.

• Students will be eating their lunches outside on the steps by the fountain to enjoy the view of the city.

• The buses will be leaving the school at 9:30 and arriving at our destination around 10:30.

• We will be at the museum 3 hours.• At 1:30 the students will board the buses

and begin the trip back home and will arrive at the school around 2:30.

• The students will need to dress for the weather, wear shoes instead of sandals, and need to pack their lunch and write their name on the sack or bag for less confusion.

• Students will be eating their lunches outside on the steps by the fountain to enjoy the view of the city.

• The buses will be leaving the school at 9:30 and arriving at our destination around 10:30.

• We will be at the museum 3 hours.• At 1:30 the students will board the buses

and begin the trip back home and will arrive at the school around 2:30.

Cincinnati Museum Center – Latin American Culture Fest

Students will eat their packed lunches on these steps.

Live music and other authentic cultural activities will be held in this area.

Additional authentic cultural activities will be held in this area.

Students will view an educational film regarding

Hispanic culture.

At the end of the field trip, teachers will gather their students here to reflect on the educational experience of visiting the Latin American Culture Fest. They will also

load onto the buses from this point.

Appendix TwoAppendix Two

Appendix ThreeAppendix Three

Appendix FourAppendix Four

Appendix FiveAppendix Five

Appendix SixAppendix Six

Appendix SevenAppendix Seven

Check list for presenting

Student Name: ________ Student speaks with a loud

voice. ________ Student needs to have and use

a visual aid when presenting. ________ Knowledgeable for their topic. ________ Answers question to the best

of their ability. ________ Makes eye contact during the

presentation.

Check list for presenting

Student Name: ________ Student speaks with a loud

voice. ________ Student needs to have and use

a visual aid when presenting. ________ Knowledgeable for their topic. ________ Answers question to the best

of their ability. ________ Makes eye contact during the

presentation.

Appendix EightAppendix EightAppendix EightWhere I Live in the USA

Label Me! PrintoutFollow the directions below, then label the map.

Name: __________________

1. What is the name of the country in which you live? _______________________ 2. What is the name of the state in which you live? _______________________ 3. What is the name of the city in which you live? _______________________ 4. Label N (north), S (south), E (east), and W (west) on the compass rose near the

bottom right of the map. 5. Label Canada (the country north of the USA) and Mexico (the country south of the

USA).

Appendix EightWhere I Live in the USA

Label Me! PrintoutFollow the directions below, then label the map.

Name: __________________

1. What is the name of the country in which you live? _______________________ 2. What is the name of the state in which you live? _______________________ 3. What is the name of the city in which you live? _______________________ 4. Label N (north), S (south), E (east), and W (west) on the compass rose near the

bottom right of the map. 5. Label Canada (the country north of the USA) and Mexico (the country south of the

USA).

http://www.enchantedlearning.com/label

Appendix NineAppendix Nine

Name: Fill in the chart.

Name: Fill in the chart.

Measurements: BeforeBaking

AfterBaking

Height

Width

Length

Día de los Muertos / Day of the Dead – A Multicultural Unit for Grade 3

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Transcript of Día de los Muertos / Day of the Dead – A Multicultural Unit for Grade 3