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Lesson Title:

Day of the Dead Celebration: Global Connections

Grade Level/Subject Area:

10-11 Grades -Spanish Level III

Topic and Content

Day of the Dead compared to Halloween

Length of Lesson:

10 Blocks (90 minutes each)

Where does it fit in the Module?

Lesson 7: This lesson will take place after students have learned how to create voicethread, practice their videoconference skills (including how to share documents), etiquette of digital communication. Students also have researched and are ready to embark on a global project.

Standards Addressed:

Spanish Standards of Learning for Virginia Public Schools

Spanish Standards of Learning for Virginia Public Schools &

Spanish III In Spanish III, students continue to develop their communicative competence by interacting orally and in writing with other Spanish speakers, understanding oral and written messages in Spanish, and making oral and written presentations in

National Education Technology Standards for Students (NETS-S

Spanish. They communicate on a variety of topics at a level commensurate with their study, using more complex structures in Spanish and moving from concrete to more abstract concepts. They comprehend the main ideas of the authentic materials that they listen to and read and are able to identify significant details when the topics are familiar. Students develop the ability to discuss in Spanish topics related to historical and contemporary events and issues.

The State Standards addressed in this lesson are:

Person-to-Person Communication


The student will engage in original and spontaneous oral and written communications in Spanish.


The student will demonstrate skills necessary to initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations.


Exchange detailed information on familiar topics via conversations, notes, letters, or e-mail.

Listening and Reading for Understanding


The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.




1. Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections.

2. Understand culturally authentic materials that present new and familiar information.

Oral and Written Presentation


The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs. The student will present in Spanish student-created and culturally


authentic stories.


1. Produce well-organized spoken and written presentations appropriate to the type of audience and the purpose of the presentation.

2. Use appropriate verbal and nonverbal presentational techniques, including visual aids and/or technological support.

Cultural Perspectives, Practices, and Products


The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

Making Connections through Language


The student will use Spanish to reinforce and broaden knowledge of connections.

Cultural and Linguistic Comparisons


The student will discuss in Spanish why similarities and differences exist within and among cultures.

Communication across Communities


The student will improve Spanish language skills and expand cultural

understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.


Expand Spanish language skills and cultural competence through the use of media, entertainment, and technology.

(Foreign Language Standards of Learning for Virginia Public Schools, 2011).

National Education Technology Standards for Students (NETS-S )

The specific NETS that apply to this lesson are:

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:




a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems.


Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:


a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.


Research Information and Fluency

Students apply digital tools to gather, evaluate, and use information. Students:


a. Plan strategies to guide inquire

b. Process data and report results.


Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital

tools and resources. Students:


b. plan and manage activities to complete a project.

c. collect and analyze data to make informed decisions.


Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:


advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. d. exhibit leadership for digital citizenship.



Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems,

and operations. Students:



understand and use technology systems.


select and use applications effectively and productively.


transfer current knowledge to learning of new technologies.

(International Society for Technology in Education, 2007)



Lesson Goals:

The goal of the lesson is for the students:

to have authentic and meaningful practice of the foreign language skills they are learning, specially listening and speaking.

to use computer-mediated communication in a meaningful and authentic way.

to compare other cultures with their own.

to increase their global awareness and citizenship.

to become leaders and voices to spread concepts such as tolerance and respect of other cultures.

to reflect on their global awareness experience and to provide feedback to improve the process for future global classroom projects.


After completion of the lesson, students will be able to:


to increase their global awareness through learning, comparing and contrasting, and reflecting about others' and their own misconceptions of these holidays.

to explain in both English and Spanish about the Day of the Dead holiday and its cultural elements and significance for the Mexican and Guatemalan peoples.

to create and recreate these holidays, and share their products with the school community to provide a close-to-real experience.


Handouts, internet print outs and notes about Halloween

Voice thread Creations

Thumb drive

Resources for


Day of the Dead Research Website: http://neee.yolasite.com/ (by Nazar)

Resources for

ePaLs Global Community: http://www.epals.com/



Computers with audio and microphone


Internet connection

Video Recorder


To start the lesson the teacher:

will state the objectives that need to be achieved by the end of the lesson as well as an overview of the lesson.

will quickly review the computer-lab and lesson rules and procedures.

Students will get in their groups to start a KWL chart http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf on the Day of the Dead celebration: What they know and what they want to know




Day 1-3 (At Computer lab)


1. After completing the Know and Want to know sections of the chart, students will go to the following website I created where they will find the research activity they will complete in their group:

2. The students will conduct their online research individually first before communicating with their e-pals.

3. Then they will get together in their groups to discuss their findings and then share the questions they come up with during their research. Each group will provide one collaborative document.

Day 4-5 (Computer Lab)

1. During these three lab sessions, students will be getting in contact with their e-pals and recording their findings. The conversations will be carried on in Spanish and English so both sides have the opportunity to practice the language they are learning.

2. During this time they will also share their English version of their voicethread with their e-pals to provide them with information. They will also be receiving a voicethread from their Mexican pals about the Day of the Dead in Spanish.

3. Each session will end with a 30 minutes reflection time for students to reflect on their experience in. They should write a short paragraph in Spanish. Their reflection should include if they feel or think the process is going well for them and what suggestions for following sessions

Day 6 (Computer lab)

1. During this session, students will have a last videoconference session with their e-pals for 30 minutes and then will discuss in their groups the results

of their research including their experience communicating with students from Mexico.

2. Students in their group will also complete:

Day 7-8 (Computer Lab)

1. During these two computer lab sessions, students will create a digital presentation of their choice. They will be later sharing the presentations in different Classes in the high school to share their experience as global students. (Find instructions and rubrics in the website)

2. Each group will work out the logistics to put together a Day of The Dead altar using their findings. They will discuss who will bring what item to put the altar together. They should provide a list to the teacher.

Day 9 (Classroom) This day each group will put their altars together and then will video record their




cultural product. One or two of the members of the group will explain what the significance of the Dead of Dead altar is. This video along with the digital presentations will be used to present the projects in the school. Later the projects will be uploaded to e-PaLs website (www.epals.com)

Day 10 (The school) For session 10 the teacher will arrange for students present in different classrooms around the school their project

Assessment Based on Objectives:

Students will turn in the following items:

1. Initial Day of the Dead research

2. 3 experience reflections in Spanish


3. KWL chart

4. Venn Diagram

5. Digital Presentation (Group grade)

6. Day of the Dead Altar and Video Recording (Group grade)

7. I will have access to e-mail Communications (At least two)

Students will graded according to the rubrics.


The students will write a final reflection paper as homework. Students will:

1. Write a two space, one page paper about

What they learned during this unit.

What they like and did not like about the Day of Dead celebration.

What they liked and did not like about this unit.

2. Write an introduction, a body, and a conclusion.

3. To write this paper use they completed:

KWL form.

Venn diagram form.

Answers to the questions

Conversation time with student from Mexico.

4. Write a reference list of the sources


Teacher will establish (As stated above) the rules and expectations during the project in the classroom, computer-lab, as well as in the communication with other students. Another resource for classroom management is the checklist.





The technology and media specialist and the special education teacher will be present during the instruction to provide support to students.

Special Education students will have extra time to complete the project with their special education teachers.

(special needs / gifted & talented)

the gifted and talented students will be able to follow a thread using their voice thread identities.

Comments / Notes:

I will stay after school if students have questions or need support. They will not work on this project at home using their school laptops.

Ivana Nazar-Olaciregui UMUC Summer 2011