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Cultural Appropriation in Day of the Dead

This 25 minute lesson plan focuses on teaching high school Spanish students about cultural appropriation as it relates to Day of the Dead imagery. Students will identify what cultural appropriation is and understand its implications. They will also identify popularly appropriated Day of the Dead imagery. To assess learning, students will complete a take home exam asking them to define cultural appropriation and recognize appropriated Day of the Dead symbols. The lesson will engage students through discussion of examples and have them examine the modern issues of cultural appropriation.

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19 views2 pages

Cultural Appropriation in Day of the Dead

This 25 minute lesson plan focuses on teaching high school Spanish students about cultural appropriation as it relates to Day of the Dead imagery. Students will identify what cultural appropriation is and understand its implications. They will also identify popularly appropriated Day of the Dead imagery. To assess learning, students will complete a take home exam asking them to define cultural appropriation and recognize appropriated Day of the Dead symbols. The lesson will engage students through discussion of examples and have them examine the modern issues of cultural appropriation.

Uploaded by

api-253914170
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Learning Experience Plan

Subject: Spanish
Unit:

Grade level: 9

Day of the Dead

Length of LEP (days/periods/minutes): 25 minutes

Topic: Cultural Appropriation


Content Standards: (include only standards addressed in this LEP)
Literacy Standards: (include only standards addressed in this LEP)
Learning Experience Outcomes (knowledge/skills)
Learning Experience Assessments
Students will: identify what cultural appropriation
A take home exam
is, understand its implications, and identify
popularly appropriated Day of the Dead imagery
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Cultural appropriation is important for everyone to know and is most relevant in the Social Studies content area.

Materials

Procedures/Strategies
Day 1

(add additional days as needed)

Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)
Jot down the products and practices associated with el Dia de los Muertos that you can
remember.
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
I will ask the class to share some of the things that they wrote. I will be looking for sugar
skulls/calaveritas de azucar, papel picado, ofrendas, la iluminacion, pan de muertos, etc.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)

I will ask them to summarize what the practices of Day of the Dead are.
Direct Instruction (input, modeling, check for understanding)
I will tell them that we will be learning a little bit about modern day cultural appropriation
and its implications with respect to DotD.
I will show the slide of the white female musicians and ask them what all of the pictures have
in common.
I will facilitate a discussion about this.
Guided Practice (how students will demonstrate their grasp of new learning)
I will ask the students what they think the implications are. Then I will put them up on the
board and we will discuss it.
Then I will ask them which DotD imagery they think is appropriated. If they dont remember
ill cue them by saying we saw a picture of it a couple of slides ago. Then we will get to the
sugar skulls and La Catrina
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
I will thank them for listening and tell them I have a short take home exam I want them to
complete. We will go through the questions (in Spanish) and use context clues and cognates
to figure out their meanings in English.
Independent Practice (what students will do to reinforce learning of the lesson)
The students will complete a take home exam.

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