Students learn about two Mexican cultural expressions: the celebration of the Day of the Dead and the artist Frida Kahlo. They explore the cultural aspects of both. Then they research and share other forms of Mexican cultural expression with the group.
Students read an introduction to the experience, which explains that they will explore Mexican cultural expressions such as the Day of the Dead and the art of Frida Kahlo. They examine a photograph of a traditional ceremony on Cozumel Island and contribute to a word cloud by sharing words or short phrases that come to mind when viewing the image. Students then learn that the image shows a Day of the Dead celebration and complete a two-column chart, recording what they already know and what they would like to know about the Day of the Dead.
Teacher MovesPresent the lesson overview and objectives, emphasizing that culture can be expressed through celebrations, art, food, music, and other traditions. Guide a brief discussion of the ceremony photo, then review students’ entries in the Day of the Dead chart to surface prior knowledge and questions. Help students frame inquiry questions about the celebration and reinforce that examining cultural traditions is a powerful way to learn about a people.
Students read Dia de los Muertos and explore its images to learn about the Day of the Dead. As they work, they complete a graphic organizer describing what the celebration is, when it occurs, and where it is celebrated. Students then respond to a class wall prompt explaining why the dead are celebrated and how they are celebrated during this holiday.
Teacher MovesSupport students as they read and complete the organizer, clarifying key details about the nature, timing, and locations of the Day of the Dead. After students post to the wall, share a sample response and lead a discussion about the purpose and practices of the celebration. Introduce and clarify vocabulary such as Dia de los Muertos, calacas, and calaveras, and create space for students to share reactions, compare this holiday with their own cultural traditions, and consider how different cultures honor ancestors.
Students are introduced to Frida Kahlo as an important Mexican cultural figure and individually read Frida Kahlo Biography to learn about her life and work. They answer a poll question about a significant event that occurred when Kahlo was 18. In small groups, students examine one assigned self-portrait—either Self-portrait with Monkey or Self-portrait on the Borderline Between Mexico and the United States—using interactive features to access additional information. Within their groups, they discuss what seems most important in the painting and then post to a group wall explaining how Kahlo reveals aspects of both her life and her culture in her work.
Teacher MovesEnsure students understand Kahlo’s biographical background and the impact of key life events, using the poll to check comprehension. Organize students into small groups and assign each group one of the two self-portraits. Prompt groups to look closely at details in the paintings and to connect those details to Kahlo’s personal experiences and Mexican culture. As students post their ideas, highlight examples that note elements such as traditional Mexican dress, native plants and animals, temples, Aztec symbols, symbols of death, and contrasts between American and Mexican cultural icons, and use these examples to guide a whole-class discussion.
Students read a brief explanation that celebrations like the Day of the Dead and visual arts like Kahlo’s paintings are just two forms of cultural expression, alongside food, dance, music, clothing and jewelry, literature, and religion. Individually, they choose one aspect of Mexican culture that interests them, conduct brief research, and create a “postcard” post for the class wall that includes a one-paragraph description and, if possible, an image or short video link. Students then review their classmates’ postcards and respond to at least two with a question or positive comment.
Teacher MovesReinforce the idea that culture is expressed in many interconnected ways and encourage students to select diverse aspects of Mexican culture for their research. Support students in locating appropriate information and in clearly describing their chosen cultural feature. Invite students with Mexican backgrounds to draw on their own family experiences and deepen them with research. Monitor the class wall, prompting thoughtful questions and respectful, constructive comments as students interact with one another’s postcards.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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