CA Culture Lesson
Lesson Preparation
I. Learning Objectives
1. Students will be able to identify at least one important cultural figure from
California and describe their contributions. (8.3.3.A, 7.3.3.A)
2. Students will be able to identify at least one cultural holiday celebrated in
California and describe key details about the customs and importance of this
celebration. (7.3.3.A)
3. Students will be able to compare and contrast cultures in California and their own
culture. (8.4.3.C).
II. Standards
7.3.3.A – Identify the human characteristics of places and regions using the following
criteria: population, culture, settlement, economic activities, and political activities
8.3.3.A – Identify and describe the social, political, cultural, and economic contributions
of individuals and groups in United States history.
8.4.3.C – Compare and contrast selected world cultures.
8.4.3.A – Identify the elements of culture and ethnicity.
CC.2.3.3.A.1 – Identify, compare, and classify shapes and their attributes
III. Academic Language
1. Latino: from Latin America (e.g. Mexican, Cuban, Caribbean, Dominican,
Brazilian etc. NOT from Spain)
2. Hispanic: from a Spanish-speaking culture (e.g. Mexican, Puerto Rican, Spain,
Colombian, etc.)
3. Día de los Muertos: Day of the Dead, a festival about honoring our ancestors
4. Mariachi: a traditional Mexican style of music
5. Calaveras: sugar skulls, often eaten as treats or used for decoration
6. Ofrenda: an altar holding a dead loved one’s favorite things and treats to honor
them
7. Jarabe Tapatío: a traditional Mexican dance, commonly known as the Mexican
Hat Dance
8. Spanish words in Center 5
IV. Technology, Materials, Resources
Interactive notebooks with templates and cutouts (one set per student)
Smart Board or projector with slides (see appendix)
5 copies of Harvesting Hope
20 Tablets (4 for center 1, 4 for center 2, 4 for center 3, 4 for center 4, 4 for center 5)
Mariachi video [Link]
Mariachi article [Link]
Calaveras article [Link]
16 Headphones (4 for center 1, 4 for center 2, 4 for center 3, 4 for center 4)
Various art materials
Jarabe Tapatío videos [Link]
[Link] [Link]
9QaNEYY3Oo, [Link]
Mariachi instruments, if possible
Spanish labels
Instructional Delivery
V. Anticipatory Set
1. Remind students of the unit theme (comparing and contrasting geography and
culture of different places around the country), the rationale, and review learning
goals (I can statements).
2. Review the geography of California. What are the four regions of California?
What do we remember about the geography of those regions?
3. Activate background knowledge and engagement. What is culture? What are the
elements of culture? What is your culture? Discuss as a class. Put up elements
of culture on the board.
4. Students will complete a quick-write in their interactive notebook about their
individual cultures using the elements of culture.
5. Transition to discussing CA. What do you already know about California’s
diverse cultures? Can you name any of the cultures represented in California’s
population? Can you name any cultural traditions or important people from
California? Discuss as a class. Move into the lesson.
VI. Instructional Activities
1. Teacher will lead an interactive notebook entry, including the elements of culture.
Students will examine and glue in a pie chart of California’s population
breakdown, a pie chart of Pennsylvania’s population breakdown, and some quick
facts on California’s population (displayed on the board). Students will also glue
in the foldables to be filled out during centers.
2. Teacher will guide class discussion on the differences between the populations,
implications for culture, and reiterate the value of diversity.
3. Point out the multitude of cultures within each group in CA, emphasize we are
focusing on one of the most common but that doesn’t diminish the importance of
the others. Future lessons may/will address them.
4. Introduce centers students will move around – Cesar Chavez, Día de los Muertos,
Mariachi, Jarabe Tapatío, and Spanish.
5. Group students into 5 groups (have them count off, etc.)
6. Center 1 – Cesar Chavez
a. Students will read the book Harvesting Hope about Cesar Chavez.
Groups may read independently and silently, independently using an
audiobook with headphones, take turns reading out loud, or follow along
with the audiobook on speaker.
b. Students will write one paragraph (4-5 sentences) in their IN
highlighting the key details of Chavez’s life and accomplishments.
c. Students will read each other’s paragraphs and discuss questions from a
list. Students may read their own aloud, read a partner’s aloud, or pass
them around and read to themselves. What was the most interesting
thing about Chavez’s life to you? What was the most surprising thing?
What was the most impactful thing? What were some of his biggest
accomplishments? How did you decide which was most important to
include? What contributions did he make to California’s culture and
history? What contributions did he make to US history as a whole?
d. When students are done exchanging ideas, they will fill in the foldables
about Cesar Chavez (some fill in the blank, some free
response…scaffolded).
7. Center 2 – Día de los Muertos
a. Students will read the Newsela article ([Link]
dead/id/23691/) on Day of the Dead. Groups may read independently
and silently, independently using an audiobook with headphones, take
turns reading out loud, or follow along with the audiobook on speaker.
b. Students will summarize the article using comprehension questions in
the foldables in their IN. Students will then compare answers and
change/add to their answers as necessary.
c. Students will then look at a variety of images of calaveras and ofrendas
and discuss what they see. What similarities or differences do you
notice between all these images? Do they remind you of anything from
your own culture?
d. Students will complete a quick-write in response to two prompts: If you
were to create an ofrenda for any person of your choice, what would be
on it and why? Compare and contrast the Día de los Muertos customs
to your own cultural customs.
e. Students will then decorate their own calaveras using their choice of
various art materials including but not limited to collage materials, paper
cutouts, and coloring utensils. Creations will include a small caption
describing the shapes they used.
8. Center 3 – Mariachi
a. Using headphones and tablets, students will watch a video of mariachi
music [Link]
b. Students will complete a quick-write in their IN about their thoughts on
the style of music compared to what they usually listen to.
c. Students will read an adapted version of this mariachi article
[Link] and look at pictures
of each traditional instrument. If possible, students may explore
instruments at their center.
d. Students will have a discussion as a group and respond to a list of
questions. What did you think of the mariachi? Would you enjoy
listening to that on your own? Have you ever seen or heard mariachi
before this activity? What about the movie Coco…did you notice the
mariachi music? How does mariachi compare to other music you like?
9. Center 4 – Jarabe Tapatío
a. Using headphones and tablets, students will watch a video of the Jarabe
Tapatío (aka Mexican Hat Dance)
[Link]
b. Students will complete a quick-write on their thoughts on the dance as
compared to the type of dancing they know and see in daily life in their
own cultures
c. Students will pair up and as a group watch a tutorial on the simplified
steps of the dance, following along
[Link]
d. Students will watch the simplified dance all the way through
[Link]
e. Students will then try it on their own using the same song without the
video [Link]
f. Students will have a group discussion on their experience. Was this
hard to learn? Did you notice the mariachi music in the background?
Have you seen this dance or similar dances elsewhere? Tell us about it.
10. Center 5 – Spanish words
a. Students will fill in a template in the IN with a picture of an everyday
classroom object, the English word, and the Spanish word. Objects will
be labeled around the room in Spanish and students will find these
objects as part of a scavenger hunt. (Pencil, paper, table, desk, chair,
book, English, teacher, student, door, etc.)
b. Students will also have clues to find topical words and phrases in
Spanish around the room. (Hello, Merry Christmas, How are you?, My
name is…, Goodbye, Happy Holidays, etc.)
c. After, students will make a list of words they want to know in Spanish
and look them up on [Link] and teach them to
their groupmates
d. Students will have a discussion. Did you enjoy this activity? Why or
why not? Would you be interested in learning Spanish or another
language? Why do you think it’s important to learn other languages in
school? What other words do you want to learn to say? Make a list and
look them up later.
e. Using their discussion students will complete a quick-write on their
experience in this center.
11. During these rotations, teacher will monitor progress, taking note of anyone who
needs more assistance, keeping groups on task, facilitating discussions, etc.
Teacher will also give a three minute warning until the next rotation as a cue for
students to wrap up discussions and fill in their interactive notebooks.
VII. Closure
1. Students will come back together as a whole group. Teacher will collect the
products of centers if not already done.
2. Teacher will lead discussion about California culture overall. Questions may
include: What were the most interesting things you learned about Mexican culture
and how it influences Californian culture? What other cultures in California
would you be interested in learning about? Did you make any connections in
these centers to other experiences you’ve had or your own culture? How were
these cultural traditions similar and different to your own?
3. Teacher will give exit ticket: blank graphic organizer with space from each center,
students will provide two things they learned about each and two similarities or
differences from their own cultures (to serve as summative assessment).
Meeting All Learners
VIII. Differentiation
1. Different learning styles are all met. All centers meet reading and writing needs,
creative artistic needs, and some meet kinesthetic needs. Auditory learners can
have materials read out loud instead of silently, and all centers include a
discussion component to help interpersonal learners. Students will be up and
moving between centers. All students can engage with material in diverse ways
to meet many of the multiple intelligences and diverse learning styles. Higher
order questions are included throughout, and extensions can be provided to
advanced students.
IX. Accommodations
1. Students with IEPs or 504s might have extra computer assisted instruction, an
aide, preferential seating, specific grouping (e.g. gifted students who need to have
opportunities to work with other gifted peers), all materials read out loud, seat
cushions, fidgets, etc. This is all easily provided within the lesson while
maintaining the activities.
X. Modifications
1. Modified learning goals:
a. SWBAT identify at least one important cultural figure from California
and describe their contributions using a graphic organizer and/or
sentence frames.
b. Students will be able to identify at least one cultural holiday celebrated
in California and describe key details about the customs and importance
of this celebration using a graphic organizer and/or sentence frames.
c. Students will be able to compare and contrast cultures in California and
their own culture using a graphic organizer and/or sentence frames.
2. Other modifications could be made depending on the student’s disability or
learning needs.
Meeting Objectives
XI. Assessments
1. The students will be assessed via the exit ticket during closure. This assesses both
learning objectives directly in a simple and objective way. Students will not be
“graded” but teacher will check off who was able to correctly recall facts about
each topic.
2. The students will also be assessed through a permanent product assessment
through the products of each center (quick-writes, calaveras) and an informal
performance assessment (the dance). Students will not be “graded” but teacher
will make note of who has met the objectives and who has not.
3. Informal assessment can also be conducted by observing each group in action,
taking notes, and going through their interactive notebook entries. Students will
not be “graded” but teacher will make note of who has met the objectives and
who has not.
You also provided the students with clear and direct instruction related to that activity.
The guidelines you created for each center include "I can" statements to help guide the
students, you also clearly defined the group and independent expectations, gave
suggestions to help facilitate the student's conversations, and included sentence starters.
Appendix A: Directions for each center
Center 1: Cesar Chavez
I can…summarize and discuss key facts about Cesar Chavez’s life
and contributions to history.
Independently or as a group…
Read Harvesting Hope.
You may read independently, listen to the audiobook with
headphones, or listen to it out loud as a group.
Independently…
Write a paragraph (4-5 sentences) summarizing his life and
accomplishments.
As a group…
Read and discuss each other’s paragraphs. You may choose as
a group to read them out loud or to pass them around.
What was the most interesting thing about Chavez’s life?
The most surprising thing? The most impactful thing?
What were some of his biggest accomplishments? How did you
decide what to include?
What contributions did he make to CA’s culture and
history? US history?
Use the following sentence starters to help guide your
discussion:
I noticed…
I included…
I found out…
My favorite part was…
I can infer…
I can make a connection…
Independently…
Fill in the foldables in your IN if you haven’t already.
You may ask peers for assistance, but you may not copy each
other.
Use the word wall or your personal word wall in your IN.
Center 2: Día de los Muertos
I can…discuss key facts about Day of the Dead and create a
calavera
Independently or as a group…
Read the Newsela article on Day of the Dead.
You may read independently, listen to the audiobook with
headphones, or listen to it out loud as a group.
Independently…
Fill in the foldables in your IN if you haven’t already.
You may ask peers for assistance, but you may not copy each
other.
Use the word wall or your personal word wall in your IN.
As a group…
Compare your answers and change them as needed.
Look at the calaveras and ofrendas and discuss.
What similarities or differences do you notice between all
these images?
Do they remind you of anything from your own culture?
Independently…
Complete a quick-write in your IN.
If you were going to create an ofrenda for any person, what
would be on it and why? How would you decorate it?
Include at least 5 descriptive details.
Compare and contrast the Día de los Muertos customs to your
own cultural customs. Include at least 2 similarities and
2 differences.
Decorate your own calavera.
You may use any art materials in our student art material
areas.
Suggested materials: collage materials, paper cutouts,
coloring utensils
Include a small caption describing the shapes you used and
why
Center 3: Mariachi Music
I can…discuss key details about mariachi music and instruments
Independently…
Watch the video of mariachi music
Complete a quick-write in your IN
What did you think? How did this compare to the type of
music you listen to?
Independently or as a group…
Read the article on mariachi.
You may read independently, listen to the audiobook with
headphones, or listen to it out loud as a group.
Look through the pictures of the traditional instruments
and take turns exploring each one.
As a group…
Discuss your thoughts.
What did you think of the mariachi? Would you enjoy
listening to more of that type of music?
Have you ever seen or heard mariachi before?
How is mariachi music similar and different to music from
your culture?
Center 4: Jarabe Tapatío
I can…discuss key details about the Jarabe Tapatío and learn some
of the steps.
Independently…
Watch the video of the dancing
Complete a quick-write in your IN
What did you think? How did this compare to types of
dancing in your own culture?
As a group…
Watch the tutorial of the steps.
Follow along with a partner
Watch the steps performed all the way through
You may follow along if you wish
Try the dance to the music without the video
Try at least once. If you want to continue, you may.
Discuss your experiences.
Were the steps hard to learn?
Did you notice the mariachi music in the background?
Have you seen similar dances elsewhere? Tell us about
those.
How does this dance compare to dancing from your own
culture?
Center 5: Español
I can…learn how to say the names everyday objects in Spanish.
Independently or in pairs…
Fill in the IN template
Record the English word and the Spanish word
You must find each object around the room and copy down the
word
Say the word in English and Spanish three times to each
other
Fill in the next IN template
Follow the clues to find fun phrases in Spanish around the
classroom
Say the phrase in English and Spanish three times
Fill in the third IN template
Make a list of words you want to learn in Spanish
Look them up on [Link]
Teach your partner or group these words. Say them in
English and Spanish three times
As a group…
Discuss your experiences
Did you enjoy this activity? Why or why not?
Would you like to learn Spanish or another foreign
language?
Why do you think it’s important to learn other languages?
What other words do you want to learn in different
languages? Make a list and look them up later.
Independently…
Complete a quick-write in your IN
You may choose what to write
It should be based on your discussion
