6.4+Dia+de+los+Muertos;+Sugar+Skulls

Lesson Title: Dia de los Muertos; Sugar Skulls

Objective: Students will look into the Day of the Dead. Students will create an original sugar skull.

PA State Standards: Art - **9.1.12.A:** Know and use the elements and principles of each art form to create works in the arts and humanities. Geography
 * 9.1.12.B: ** Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
 * 9.1.12.C: ** Integrate and apply advanced vocabulary to the arts forms.
 * 9.1.12.E: ** Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
 * 9.1.12.F: ** Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
 * 7.3.12.A: ** Analyze the human characteristics of **places** and **regions** using the following criteria:
 * Population
 * Culture
 * Settlement
 * Economic activities
 * Political activities
 * World History **
 * 8.4.12.B: ** Evaluate the importance of historical **documents, artifacts**, and sites which are critical to world history.

Essential Questions:

How is the Mexican holiday Dia de los Meurtos celebrated? How is art used to represent beliefs in the Mexican Culture?


 * Time Frame || The Teacher will… || The Student will… ||
 * Introduction/ Hook and Link || Read “Calavera Abecedario” by Jeanette Winter

Explain to students that event though a skeleton represents scary and frightening feelings in our culture, in the Mexican culture it is a symbol used to honor and remember those no longer living. Instead of being sad about the passing of a loved one, el Dia de los Meurtos is a time for family and friends to gather, celebrate, and remember those no longer with them. || Discuss common themes represented in the story about el Dia de los Meurtos. || Show webpage and video on how Mexicans traditionally make sugar skulls. Begin steps to making sugar skulls.Using guided practice, demonstrate how to begin drawing the skull on construction paper with pencil first then white colored chalk.
 * Body || Show visual examples on SmartBoard of ofrendas and sugar skulls. Discuss how brightly decorated sugar skulls are and how each is unique and different.

Distribute glue, glitter glue, and embellishment supplies for students to decorate their sugar skulls. || Students will design their own sugar skull using images they have been shown as inspiration for their own unique skull. ||
 * Closure ||  || As the closing activity, students will help put their sugar skulls on display within the school. ||
 * Homework ||  || None ||

Informal Check: hand raising, group share, pair share, questioning

Observation/ Dialogue: Discussion of story and culture, questioning, note taking

Academic Prompt: Respond to the EQ orally

Performance task/ Project: skull creation

Special needs: Accommodations/ Modifications Questioning Guided Practice

Resources Used: Construction paper Glue Glitter glue Colored art chalk Embellishments (feathers, rhinestones, googly eyes, etc.)

Lesson Title: The Sugar Project Objective: Students will create a museum exhibit that showcases the impact sugar has had on the world. PA State Standards: 8.4.9
 * 1) Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500.


 * 1) Analyze historical documents, material artifacts and historic sites important to world history before 1500.


 * 1) Analyze how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women before 1500.


 * 1) Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 in Africa, Americas, Asia and Europe.

Essential Questions: What affect does sugar have on the world around us? Homework: Work on project
 * || Teacher will… || Student will… ||
 * Introduction/ Hook and Link || Pass out necessary papers for the project and describe what needs to be accomplished. || Open computers and begin to work on their project. ||
 * Body || Walk around and help students as needed. || Work on project to accomplish by due date. ||
 * Closing || Check student progress || Close computers and save work. ||

Resources Used: Computer Notes WS