Exploring Día de los Muertos

Grade Level

11th Grade

Duration

45 minutes

Class Size

32 students

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.RI.11-12.1
  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-LITERACY.RI.11-12.2
  Determine two or more central ideas of a text and analyze their development over the course of the text.

• CCSS.ELA-LITERACY.SL.11-12.1
  Initiate and participate effectively in a range of collaborative discussions with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-LITERACY.W.11-12.9
  Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Learning Objectives

By the end of this lesson, students will be able to:

• I can analyze and synthesize information about Día de los Muertos through collaborative learning.
• I can ask and answer questions to deepen understanding using the Notice and Wonder strategy.
• I can clearly express my thoughts during partner discussions and contribute to a group presentation.
• I can reflect on what I learned and relate it to cultural and literary contexts.

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Materials Needed

• Pre-assigned reading passages or multimedia resources on Día de los Muertos, divided into 4 different topics (e.g., origins, symbolism, traditions, and modern celebrations).
• Whiteboard or chart paper
• Sticky notes or index cards for "Notice and Wonder"
• Exit ticket slips or digital form for reflection

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Lesson Breakdown

1. Do Now (5 minutes)

• Activity: As students enter, prompt them on the board:
  “What comes to mind when you hear ‘Día de los Muertos?’ Write 2–3 words or a short phrase.”
• Students write their responses on sticky notes and place them on a dedicated "Notice and Wonder" board or chart paper.
• Teacher briefly highlights varied responses to activate prior knowledge and curiosity.

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2. Introduction and I Can Statements (3 minutes)

• Teacher introduces the objectives aligned with Common Core:

  “Today, we’ll work together to explore Día de los Muertos by noticing details, asking questions, and sharing our ideas.”

• Display “I can” statements on the board for students to reference.

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3. Jigsaw Activity – Exploring Día de los Muertos (22 minutes)

• Grouping: Divide the 32 students into 8 groups of 4 students each. Assign each group one of four topics to become "experts" in:

  1. Origins and history
  2. Symbolism and meaning of elements (e.g., marigolds, sugar skulls)
  3. Traditional practices and rituals
  4. Día de los Muertos in contemporary culture and art

• Stage 1: Expert Groups (10 minutes)
  Students read/view their assigned topic’s material individually while noting observations and forming questions using the Notice and Wonder strategy (What do you notice? What do you wonder?).

• Stage 2: Teaching Groups (12 minutes)
  Rearrange the class into 8 new groups, each including one "expert" from each original topic. Each expert takes 3 minutes to teach their peers about their topic, using their notes and prompted by Notice and Wonder questions to encourage engagement.

• Teachers circulate to monitor, prompting deeper questions aligned with CCSS standards requiring analysis and inference.

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4. Turn and Share (8 minutes)

• Within the new groups, students select one or two interesting facts or surprising ideas they noticed during the jigsaw.
• Each student pairs with a partner in the group to “turn and share” their insights.
• Partners provide feedback or add questions, promoting critical thinking and articulation per SL.11-12.1 standards.

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5. Exit Ticket (5 minutes)

• Individually, students respond to this prompt to be submitted physically or digitally:
  “What is one new understanding or insight you gained about Día de los Muertos today? How does this cultural tradition connect to what you have learned about cultural expression or language in literature?”
• Quick review of exit tickets at lesson end to inform future instruction.

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Assessment

• Informal formative assessment through observation during Jigsaw and Turn and Share, checking for evidence of critical thinking and collaboration.
• Formal formative assessment via Exit Ticket responses, which are evaluated for depth of reflection and connection to CCSS standards.

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Differentiation Strategies

• Provide reading materials at different lexile levels for varied reading abilities.
• Allow students to present their expert topics using different modes (oral, visual, or written).
• Scaffold Notice and Wonder prompts with example questions for students who need support.

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Extension Ideas

• Assign a creative writing prompt where students write a short story or poem inspired by Día de los Muertos symbolism.
• Host a classroom or virtual altar-building project to deepen cultural engagement.

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End of plan. This lesson leverages strategic collaborative learning while adhering to Common Core rigor. It connects cultural content with literacy and speaking/listening standards, building higher-order thinking skills suitable for 11th graders.