Boyan & Quezada 1

Mexican-American Cultural Story Box

Group members: Hannah Boyan & Esther Quezada
Rationale
For this assignment, our group members are Hannah Boyan and Esther Quezada. Our age group are four to five
year olds. Based on the books and artifacts from our cultural story box, we have learned that family is very important to
this culture. Half of the books in our cultural story box have to do with family, and the other half have to do with food
and gatherings. So from looking at our cultural story box, there are three evident themes, food, family, and gatherings.
As of 2012 there are 33.7 million Mexican-Americans residing in the United States, this includes both immigrants and
U.S born Mexicans (Gonzalez-Barrera 2013). In order to adapt each lesson plan to our childrens needs, we will be
observing each of our students to learn more about them (InTASC Standard 1). Each of our students are unique, so we
will be learning about the Mexican-American culture along with our children and their home lives. Through many of
the discussions that we will be having based around the books, children will get to compare their culture with the
Mexican-American culture. By doing this we will be inclusive of our students cultures (InTASC Standard 2).
Mexican-Americans have a culture blend of native culture, Spanish culture, and American culture. The majority
of them are Catholics and their languages include Spanish and English. Their cuisine is a blend of American and
Mexican dishes, and once again Mexican dishes are a mix of indigenous dishes and European dishes. There are also

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many holidays and special celebrations celebrated by Mexican-Americans, some of these include Da de los Muertos,
their Independence Day from Spain (September 16), and Quinceaeras (Gonzalez-Barrera 2013).
In order to try and represent this culture, one of our ideas for this assignment is to read the book Lets Eat/A
Comer as a class and make a traditional Mexican-American food, guacamole. We will be making the guacamole as a
class; however, before we make the guacamole, the children will be blindfolded and they will have to identify with
their senses what ingredients will be put in the guacamole. A molcajete will be used to make the guacamole. Once the
food is made, we will eat together as a class. This activity relates to our box because one of the main themes is family,
and gatherings. Through this lesson plan the whole class will be participating in the making of the guacamole, and once
we are done we will be eating the guacamole family style.
Some other ideas include playing with a real balero, making one themselves, playing La Lotera, and making
paletas. We chose these activities because they relate to our cultural story box and they relate to the Mexican-American
people. A balero is a toy, this is similar to the cup and ball game and it is popular among Mexicans and MexicanAmericans, doing this will help them understand more about the Mexican-American culture. La Lotera is another
game, similar to bingo that many Mexican-Americans play, reading the book Playing Lotera and having them play the
game as well will add on to their knowledge of the Mexican-American culture (Language and Literacy, Strand 2:
Emergent Literacy, Concepts 1: Concepts of Print). Finally, it is important for children in Arizona to learn more about
Mexican-Americans because there is a high population of Mexican-Americans in Arizona, as well as the bordering
states of the United States (Social Studies Standard, Strand 2: Community, Concept 3, Geography). Learning about

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different cultures in class and teaching in a multicultural way is important, and it is important to learn to value different
cultures and that is what we aim to do with this unit plan.
Standards Covered in Rationale
InTASC
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas,
and designs and implements developmentally appropriate and challenging learning experience.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high standards.

Mexican-American Cultural Story Box Unit Plan

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WEEK ONE

MONDAY
Read The Party
for Pap Luis and
Fiesta! as a class.
Discuss the
different elements
they saw in Pap
Luiss party.

TUESDAY
Read We are Cousins as
a class. After reading and
discussion have them
draw a picture of their
family.

WEDNESDAY
Read My Nanas
Remedies. Have them
discuss the kinds of
remedies that their family
members use when they
are sick.

THURSDAY
Read The Tooth Fairy
Meets El Ratn Prez.
Discuss the
similarities and
differences between
El Ratn Perez and
the tooth fairy.

FRIDAY
Read Playing Lotera/
El juego de la Lotera.
Children can play La
Lotera, a matching
game.

Learn how to
count to 10 in
Spanish.

Have them count the

family members that are
in their picture. With the
help of an adult they will
count all of the family
members in the
classroom combined.

Have children find

patterns in a sarape
(woven blanket).

Sort tissue paper from

darkest to lightest
within a color.

Children will count the

boxes on their lotera
card, and with the help
of an adult they will
add the everyones
numbers together.

Have children
make
predictions/estima
tes about how far
Tucson is from
Mexico. (looking
at globe or map)

Talk about different

animals that are found in
the border states of
Mexico and the United
States.

Talk about different

plants that are found in
the border states of
Mexico and the United
States.

Make a tally chart of

who made which
tissue paper flower.

Have children make

hypothesis about what
will happen to a cut
avocado when it is left
out in the classroom all
day.

Look at a picture from

the book We are Cousins,
and have child dictate a
story about their own
family.

Decorate a cut out of the

first letter of their name
with the colors they see
in the sarape.

Writes a sentence
(with adults help)
about their experience
with the balero.

Children can draw flags

using sidewalk chalk.

WRITING

Children paint a
picture of a
pinata.

SOCIAL STUDIES

Look at a map,

Look at a globe, note

Have children learn their

Have a Mexican

Look at the Mexico

LITERACY

MATH

SCIENCE

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ART/ DRAMA/
MUSIC

WEEK TWO

LITERACY

note where The

United States is in
relationship to
Mexico.

where they are in relation ABCs in Spanish.

to the Mexican-American
border.

American community
member come in and
talk about their
culture and role.

flag, compare and

contrast with the
American flag.

Make mini
pinatas out of
paper mache.

Set up casita like a

grocery store in Mexico,
food labels are in
Spanish.

Children will draw and

decorate their own sugar
skull.

They will make a

balero with a small
paper cup and and
pencil. They will then
play with the balero.
(See Lesson Plan)

Children will make

sarapes out of brown
paper bags.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Read the book Lets

Eat/ A comer! as a
class. Have children
discuss their favorite
foods.

Read My Tatas Guitar as

a class. Have a
discussion about guitars.
Have they see a real one?
Do their family members
play a guitar, and so on.

Play a matching game

between Spanish words
and English words (ex:
gato and cat).

Read What Can You Do

with a Paleta, and
discuss what might
happen to a paleta in
different weather.

Read Im Just Like

My Mom/Me Parezco
Tanto a Mi Mam and
have children do a
letter sound match
game with the
Spanish alphabet.

Count out 10 tortilla

chips for each child to
eat.

Touches/looks at guitar
strings and sorts them
from thickest to thinnest.

Fill mini pinatas and

count how many pieces
of candy it takes to fill
it up.

Measure out the

different ingredients that
go in a paleta and count
how many paletas they
made.

Look at the
traditional outfits of
the Folklorico
dancers, and discuss
the shapes the
children see. (ex: her
dress has rectangles
on it)

Set out avocado,

tomato, jalapeno,

Make guacamole with

the ingredients that they

Discuss climate in
border states in Mexico

Experiment to see at
what temperature a

Make the clay for the

MATH

SCIENCE

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oregano, and onion.

Blindfold the children
and have them
identify with their
senses what they are
holding.

WRITING

SOCIAL
STUDIES

ART/
DRAMA/
MUSIC

Children will draw a

picture of their own
guacamole and chips,
and discuss their
drawing with you.

Use mortar and pestle

or molcajete to grind
up spices typically
used in Mexican
cooking.

Have children make

tissue paper flowers.

identified the day before.

and the United States.

paleta will melt at.

Mexican pinch pots.

They will make their

own book (by drawing
and early writing) about
their grandparents or
person of their choice.
They will then explain
what their book is about
to you.

Practice writing the

word Mexico in
shaving cream on the
desk.

Write or draw
ingredients that they
would want in their own
paletas.

Children can trace the

word America on a
laminated piece of
paper with the word.

Field trip idea: go to a

Mariachi band
concert/Mexican
restaurant where
Mariachi bands play.

Discuss what they saw

on the field trip the day
before, and what kinds
of instruments they
saw.

Make paletas with the

students and put them to
freeze.

Eat the paletas you

made with the class
together and have
children examine
themselves to find
similarities between
themselves and their
family members.

Play clip of Spanish

guitar music.

Set up casita like a

traditional Mexican
restaurant.

Make plastic egg

maracas with paper
mache and paint.

Each child will paint

and decorate their
own Mexican pinch
pot.

Preschool Lesson Plan Template: Mexican-American

Hannah Boyan & Esther Quezada

Boyan & Quezada 7

Lesson Title
Standards Correlation

Playing with a Balero

Social Studies:
1. Identifies similarities and differences in their family composition and the family of others.
- In the discussion after playing with the balero, we will talk about where the balero comes
from, and ask the children a question like Does your family/community have a game like
this?
Social Emotional:
1. Self-awareness - children will show self-confidence by stepping up and taking a turn on the
balero or through statements, like I can do it. Children will also be encouraged to notice
differences between themselves and others, for example I caught the barrel twice, and she
caught it once. They will also be held accountable for controlling their bodies, and moving
through the space they are given.
Math:
1. Counting and Cardinality - Children will count how many times they try the balero, or how
many times they successfully caught the barrel on the stick.
2. Geometry: We can discuss the shape of the balero; the stick is a cylinder, and the barrel is
round with flat edges.
Science:
1. Inquiry and Application - Children will be encouraged to make predictions. What will happen
if I swing my arm (holding the balero stick) backwards/harder/rounder/etc.?

Objectives (SWBAT) 1.
(Students will be able to)2.
3.
4.
Materials

Lesson Sequence

Identify what a balero is.

Identify how to use a balero.
Identify what culture a balero is from.
Identify who plays with baleros, and what role they have in a community (ex: bringing
people together in the streets, a family game, etc.)

1. A balero (maybe more depending on the class size)

2. Music from a Mexican artist (a clip on YouTube or a CD) (ex:
https://www.youtube.com/watch?v=IZQEDnVQA-s)
1. Depending on the size of the class, have children separate into groups of about equal size.

Age Range 4-5 year

olds

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2. Tell children that they will each be getting a chance to play with the balero, and talk about
what a balero is and where is comes from.
3. Demonstrate: hold the stick firmly in your hand, swing the arm holding the stick, try to catch
the ball part (with a hole) on the stick. Show the clip: https://www.youtube.com/watch?
v=pLFW3SxZMJ8
4. Give each group a balero and have them take turns with the balero.
5. Begin playing your selected music. Encourage children to dance while they are not taking
their turn with the balero.
6. Once they have all had a turn with the balero have them bring the balero to you
7. Gather the children in the circle time area for closure.
Extensions

Accommodations

If children are extremely interested in the balero, watch videos of experts doing tricks with
them. (ex: show a few seconds/minutes from the video https://www.youtube.com/watch?
v=1RKROtGiNGM). Another extended activity would be to encourage children to draw a
balero.
If a child is having trouble with the activity, help them by guiding their arm or wrist.
If a child is excelling at the activity, ask them to count how many times in a row they can
successfully catch the balero, or try some new tricks.

AZ Early Learning Standards:

Social emotional Standard: Strand 2: Relationships
Attachment
Children will demonstrate attachment when they draw a picture and tell a story about their family members. (Writing, Tues 2)

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Social Interactions
Children will have the opportunity to talk to their classmates, and new people when they go on field trips. (Social Studies, Tues 2)
Respect
Children will show respect for themselves and others by being willing to learn about a new culture and sharing aspects of their own.
(Social Studies, Fri 2)
Approaches to Learning Standard:
o Strand 1: Initiative and Curiosity
Initiative
Children will have the opportunity to take initiative throughout the week. For example, if they clean up their art table without being
asked, they take turns without instruction, or they help a classmate without verbal prompt.
Curiosity
Children will show curiosity when they make predictions on their science experiences. For example, when they guess what
temperature the paleta will melt at. (Science, Thurs 2)
o Strand 4: Creativity

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Creativity
Children will show creativity throughout their art and story writing. (Art/Drama/Music, Fri 2)
Language and Literacy:
o Strand 2: Emergent Literacy
Concepts of Print
Children will be expected to practice their handwriting when they write or draw. For example, writing the word Mexico in shaving
cream. (Writing, Wed 2)
Book Handling Skills
Children have the opportunity to practice their book handling skills when we read books as a class. (Literacy, Mon 1)
Phonological Awareness
We have a lot of Spanish incorporated into our unit plan, therefore, children will be expected to have phonological awareness, and
possibly break down new words into individual sounds. For example, saying uno: ooo-no or dos, duh-os.
Alphabet Knowledge
Children will use their knowledge of the alphabet when they write and learn the alphabet in a new language. (Social Studies, Wed 1)
Comprehension

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Children will be expected to show language comprehension throughout the week by listening and following directions on the various
activities we will do. They will show reading comprehension when we read and discuss as a class. (Literacy, Wed 1)
Math: Strand 4: Geometry
Spatial Reasoning
Children will use their spatial reasoning skills when they do activities like drawing their family members. This lesson asks children to
count their family members, and then draw a portrait on a piece of paper, which requires spatial reasoning to determine how big each
person can be drawn. (Math, Tues 1)
Shapes
Children have an opportunity to practice their shape recognition when they perform the activity about looking at folklorico dancers,
and noticing the shapes in their outfits. (Math, Fri 2)
Patterns
Patterns are incorporated into the unit plan in lessons like the one where students look at the sarape and note what patterns they see.
(Math, Wed 1)
Science: Strand 1: Inquiry and Application
Exploration, Observations, and Hypotheses

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Children will make predictions and guesses when they make estimates on the distance between Mexico and Tucson. (Science, Tues 1)
Investigation
Investigation occurs when children ask questions, and then collect data and observation to reach a conclusion. (Science, Fri 1)
Analysis and Conclusions
Analysis and conclusions are made through experimentation, where children are encouraged to think about what they have observed
and decide what it means. (Science, Mon 2)
Communication
Children communicate their discoveries through charts and tables. (Science, Thurs 1)
Social Studies:
o Strand 1: Family
Understands Family
Students will demonstrate their understanding of family through activities like the one where they learn about another family, from
reading a book, and then talking about their own role in their family. (Writing, Tues 1)
o Strand 2: Community
Understands Community

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Students demonstrate an understanding of community when they engage with community members outside the classroom, and then
reflect on it. (Social Studies, Thurs 1)
Rights, Responsibilities and Roles within Community
Children will gain exposure to jobs in the community through field trips. (Social Studies, Tues 2)
Geography
We have multiple lessons involving maps, and in one of them, children will look at the map, and note bordering states. (Science, Mon
1)
o Strand 3: Historical Thinking
Understands Time Past, Present and Future
Students experience time when they watch something happen over a period of time. One of our lessons involves cutting an avocado,
and leaving it out, uncovered, for a day or two. Children are encouraged to examine the avocado, and note changes. (Science, Fri 1)
Physical Development, Health, and safety: Strand 1: Physical and Motor Development
Gross Motor Development
Children practice gross motor skills through activities like playing with the balero or dancing. (Art/Drama/Music Thurs 1 and Social
Studies Tues 1)

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Fine Motor Development

Fine motor skills are practiced throughout the unit, but one example is through holding and using a pencil/pen/paint brush/ etc.
(Art/Drama/Music Fri 2)
Create Principles
Principle 1: Valuing the funds of knowledge within diverse cultural communities.
We have fulfilled this standard by inviting community members to our classroom and having them talk about their cultures to our students.
Principle 2: Encouraging story as a meaning-making process to understand self and world.
We have fulfilled this standard by incorporating various diverse books into our classroom. In addition to this, we will have discussions to go
along with our read alouds, and we will also have activities to go along with our read alouds.
Principle 3: Celebrating the significance of family literacies in literacy learning.
We have fulfilled this standard by incorporating Spanish into our two-week unit plan and reading various bilingual books.
Principle 4: Providing professional learning opportunities for educators across community, school, and university settings.
The unit plan incorporates guest speakers and field trips, where students get the opportunity to talk to and learn from other people in
the community.

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NAEYC Standards
Standard 2: Building Family and Community Relationships
We have met this standard by inviting community members to come into the classroom to talk about their culture, family members are
always welcome to come into the classroom as well (Thursday 1, Social Studies).
Standard 4: Using developmentally effective approaches to connect with children and families
By going on home visits and listening to our students and their family members needs, we are using a developmentally effective
approach to connect with our children and families.
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
Through the positive relationship that we have with our students, we have made a curriculum based on the interests of our students.
In addition to this, the majority of the work that will be done in these two weeks promotes positive relationships and interactions.
4b: Knowing and understanding effective strategies and tools for early education
We have met this standard by using a wide range of materials in our two-week unit, ranging from plastic eggs, to guitars. This unit
plan also features various topics and themes, which enrich the childrens learning experience.
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.

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This two-week unit has different types of activities that cater to our students needs. These include discussions to hands on activities.
4d: Reflecting on their own practice to promote positive outcomes for each child
A lot of the work that children will be doing in this two-week unit invites them to reflect on what they are learning. For example, for
week one on Thursday, children will get the opportunity to write about their experience.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum
Based on what we have learned about Mexican-Americans from our research, personal experience, and our cultural story box, we have
constructed an authentic and meaningful curriculum.

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Annotated Bibliography
[Alexandra]. (2016, June 19). Reik We Only Have Tonight letra [Video File]. Retrieved from
https://www.youtube.com/watch?v=IZQEDnVQA-s
This is a song by a Mexican band called Reik. It is in both English and Spanish so the children can follow the song
along easily. This song will be played as the children are playing with their baleros; the music will help motivate
them.
Bertrand, D. G., & Rodriguez, C. (2007). We are cousins. Houston, TX: Piata Books.
This childrens book is all about the relationship that cousins have; and the ups and downs they have in their
relationship. This book will be read as a class. After that the children will have a discussion about their cousins or
family members.
Bertrand, D. G., Galindo, A., & Ventura, G. B. (2010). The Party for Pap Luis. Houston, TX: Piata Books/Arte Pblico
Press.
This book shows how Mexican-American families gather around and unite for parties, and how they all chip in for the
gathering. This book will be read as a class, along with Fiesta! With this book, children will be given opportunity to
talk about their own family gatherings.

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Brammer, E. C. (2003). My Tata's Guitar/ La Guitarra de mi tata. Houston, Texas: Piata Books/Arte Pblico Press.
My Tatas Guitar is about a boy who finds his grandpas guitar in the garage. Through this discovery the grandfather
and the grandson are able to form a closer bond. This book will present the opportunity for the students to learn about
an instrument and it will give them the opportunity to explore a guitar as well.
Butel, J. (1987). Fiesta! New York: Harper & Row.
Fiesta! will be read along with The Party for Pap Luis. This is a board book that teaches young children how to count
in English and in Spanish. After reading this book, the children will learn how to count in Spanish.
E. (2014). Balero Kid's Craft. Retrieved December 03, 2016, from
http://eveofreduction.com/kids-craft-cinco-de-mayo/
After the students get the opportunity to play with a real balero, they will be getting the opportunity to make
their own balero from scratch. This website shows how this craft can be done with kids. It gives information on
what supplies will be needed, and it gives the step by step process.
Gonzalez-Barrera, A., & Lopez, M. H. (2013). A Demographic Portrait of Mexican-Origin Hispanics in the United States.
Retrieved December 03, 2016, from
http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/
This website gives statistics about Mexican-Americans living in the United States of America. This information can be
used to inform yourself about the group of people that you will be teaching your students about.

Boyan & Quezada 19

[GrowingUpJon]. (2012, April 16). Tricks With A Balero [Video File]. Retrieved from
https://www.youtube.com/watch?v=1RKROtGiNGM
This Youtube video shows different tricks that can be done with the balero. Children can watch this for enjoyment, also
if the child is excelling in playing with the balero, they can try some of these tricks themselves. This can also be a
reference for you to try to master these skills to show to your students.
J. (2016, May 1). Make These Quick and Easy Mini Piatas. Retrieved December 2, 2016, from
http://www.onegoodthingbyjillee.com/make-these-quick-easy-mini-pinatas-for-cinco-de-mayo.html?utm_source=Daily
RSSNewsletter&utm_medium=Email&utm_content=RMLink&utm_campaign=RSSNewsletter
This resource shows how to make mini piatas out of toilet paper tubes. It has all of the materials that may be
needed and it gives a step by step on how the mini piatas are made. You will need to familiarize yourself with this
process before you present this activity to your students.
K. (2013). Crafts. Retrieved December 03, 2016, from
http://learncreatelove.com/mexican-sarape-poncho-craft/
For one day, the children will be making their own sarapes. This website shows how to make sarapes out of brown
paper bags. This resource will need to be used in order to execute this lesson plan.
Lanez, R. C. (2005). Playing loteria: El juego de la loteria / Spanish/English. Flagstaff, AZ: Luna Rising.
This book is about a child who goes to visit his grandmother in Mexico, but he is nervous because he does not think

Boyan & Quezada 20

that his Spanish is good enough to communicate with her. However, when hes with his grandmother he plays the game
la lotera and he begins to understand what she is saying, and they are able to communicate with each other. This book
shows a great example of how to play la lotera and it is a good way to introduce the game before they play it in class.
Lanez, R. C., & Lintern, T. (2010). The Tooth Fairy meets El Ratn Prez. Berkeley: Tricycle Press.
This book introduces the tooth fairy from English speaking countries and El Ratn Prez, from Spanish speaking
countries. They both collect teeth when children lose them; however, when they both arrive to a Mexican-American
boys house, they struggle to find a solution on how to share the tooth. Through this book, children will learn about El
Ratn Prez and the role he plays for people in Spanish speaking people. They will get to see a comparison between
these two characters, and they will be tasked to find similarities and differences between them.
Mora, P. (2008). Let's Eat!/A Comer! New York, New York: Rayo.
Lets Eat is a book that shows how a Mexican-American family might reunite. It shows the importance of family
gatherings and how family can bond through food. This book also serves as an invitation for children to discuss their
own family traditions and what food they like to eat as well.
Presley, N. (n.d.). How to make perfect paletas in 4 easy steps. Retrieved December 03, 2016, from
http://quemas.mamaslatinas.com/food_fiestas/114092/how_to_make_perfect_paletas
This website offers an authentic view on how to make paletas. Using the directions on this webpage, you will be
making paletas in your own classroom. This website gives you the opportunity to choose which ingredients you want

Boyan & Quezada 21

to use, depending on the needs of your students, or allergies.

Pinch Pots. (n.d.). Retrieved December 03, 2016, from
http://www.firstpalette.com/Craft_themes/People/pinchpot/pinchpot.html
For one day of the unit plan, the students will get the opportunity to make their own Mexican pinch pot. In order to do
this you will need to familiarize yourself with the process of making the Mexican pinch pot, as it can be very complex.
This website gives various options how to make these. It gives different options for clay and paint. This is a great
resource to look at for when the pinch pots are made in class.
R. (2012). Tutorial: Paper Mache Maracas. Retrieved December 03, 2016, from
https://thereisbeautyallaround.wordpress.com/2011/05/27/tutorial-paper-mache-maracas/
This resources gives a step by step on how to make the paper mache maracas made out of plastic eggs and spoons. It
has the information on the supplies that will be needed, how to make the paste, how to make the egg shape (plastic eggs
can be used as well), how to decorate the eggs, and how to make the handle. This resource will need to be reviewed
before the lesson plan is done with the students.
Ramos, J. (2008). I'm Just Like My Mom/Me Parezco Tanto a Mi Mam. New York, New York: Rayo.
In this book, Jorge Ramos talks about how each child can find similarities between themselves and their parents. This
book gives children the opportunity to examine themselves and find similarities between themselves and their parents
or family members, and they do not always have to be physical similarities.

Boyan & Quezada 22

Rivera-Ashford, R. (2002). My Nana's Remedies/Los remedios de mi nana. Tucson, Arizona: Arizona-Sonora Desert Museum
Press.
This is another great bilingual story to read as a class. It is about the traditional wisdom that our grandparents
have. After reading this book, children will be able to discuss the kinds of remedies that their families use, and they will
be able to make connections with the book.
S. (2013). Sheila. Retrieved December 03, 2016, from
http://www.craftbyphoto.com/easy-tissue-paper-flowers/
Our students will be making their own tissue paper flowers. Before they do this, we will need to familiarize ourselves
on how to do this. This website gives a step by step on how to make these tissue paper flowers.
Sugar Skull Coloring Page. (n.d.). Retrieved December 03, 2016, from
http://azcoloring.com/sugar-skull-coloring-page
For one of the days in the two-week unit lesson plan, children will be given the opportunity to draw and color in their
own sugar skull. This website offers templates for sugar skulls to color in. These can be set out as examples for
children to follow along. Or if they want to color one of these sugar skulls in, they can do that as well.
Tafolla, C., & Morales, M. (2009). What can you do with a paleta? Berkeley, California: Tricycle Press.
In this book, a girl strolls through the neighborhood eating a paleta, a sweet and cold treat for a hot summer day.
This book will be the introduction for the whole day. Children will get the opportunity to make their own paletas in

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class, and they will be able to enjoy their sweet treats the next day. They will also be finding what happens to the paleta
in different temperatures.
[Ty Hinton]. (2013, Decemebr 26). El Balero | Dec. 26, 2013 [Video File]. Retrieved from
https://www.youtube.com/watch?v=pLFW3SxZMJ8
This video demonstrates how to play with the balero. This video will be shown to the children before they begin
playing with the baleros themselves. This video will go along with your own demonstration of how to use the balero.

Reflection and Applications

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I was glad that we had the opportunity to practice what we were going to do at the community event at
the PLO because we got a lot of constructive criticism. We were told to work on our aesthetic and find ways to
involve children more in our activity. For this first round, we had only made guacamole and a red salsa, so that
people could get a taste of the Mexican-American culture. We were told this was not enough and to find some
more ways to involve children. Because of this first run through, we were able to work out the problems in our
station, so that we could have the best possible version of our story box presented the day of our community
event. This PLO helped us improve our station so much, that if you put our station from the PLO and our station
from the community event side by side, you wouldnt think that it came from the same people, so a big
improvement happened between these two events.
When we were first setting up for the community event I was so excited because I saw that all of my
peers stations were coming along really well. Once ours was set up, we began on getting many compliments,
we were told that our station looked nice and inviting, so the event started off on a good note. For the first half
hour of the event things were kind of slow. The stations in the classroom werent getting many people, and we
later found out that this was happening because people started with the activities in the WOW, and some did not
know that there were more stations in the classroom across from the WOW; nevertheless, slowly but surely
people started trickling in.

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When we finally got the first person at our station I was very excited, not only were they the first people
to visit us at our new and improved station, but they were the first people ever to try out our spice grinding
activity, and it went very well. The event started off kind of slow, but at one point we had up to six people at our
station, and it was definitely a challenge, but we managed to stay on top of it. My partner was in charge of
serving the food and making guacamole, and I was in charge of the activity, so we managed quite well. One of
my favorite parts of this event was when a lady came up to our booth and was genuinely interested in
everything we had set out. She loved the guacamole and the salsa that we had prepared, she even picked up
ingredient cards. We also had all the ingredients we put in the food set out, and we put pictures of the food with
the names in English and in Spanish, she loved this area so much that she took pictures of it. She took pictures
of our guacamole in the molcajete, our grinding activity, and our display as a whole. She ended up leaving with
pepper in a Ziploc bag that she had grinded herself. It was people like this who made me feel like we did a
really good job, and she made me feel proud of our work. So this was one of my favorite memories from this
community event.
A lot of the times, when people arrived at our station, they were kind of confused because they didnt
know what to do. I think that our activity was very different to what they had been seeing at the previous
stations. It was unique, it stood out, and I think that made our station fun. After the activity ended, I was very
pleased with how it had gone. I had one of my students from my placement classroom come, so that was really

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exciting for me. It was also interesting to see how inventive the kids were getting with the spice grinding. Some
would be very thorough with how they grinded their spices and they made sure that they had done it well, while
others just wanted see how many spices they could mix together, and others really liked or disliked the way the
spices smelled. So through this community event, I was also able to see how different people responded to the
same activity.
In order to modify this lesson plan for children in K-3, I would make the guacamole as a class and have
them make the process of making the guacamole into a sequence of events. In addition to this, I would have a
small geography lesson to go along with this. I would show them where Mexico is on a map and where it is in
relation to where they are. We would discuss elements of culture including food, clothing, housing, sports, and
holidays of the Mexican-American community. This is part of the Social Studies Standard in the state of
Arizona. It is strand 4: Geography, concept 4: human systems; this modified lesson plan would apply to first
graders.
This was a great experience as a whole. At the community event, we got nothing but good feedback
from the adults that participated and the children that participated as well. There is also a sense of satisfaction
when you see something youve worked so hard on come to life, and in addition to this, having it be very
successful. Finally, it is very important to think of modifications when planning events like these, and thinking

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about how youre going to adapt the event for older kids and for younger kids, so I think this event allowed us
to practice this, and this practice will come in handy when we become teachers.

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