EDUC 2332 Lesson Plan Ana L. Fencl Title of Unit Cinco de Mayo Grade level 3rd-4th Title of Lesson: Introduction to La Batalla de Puebla Time allotment: Approximately 4-5 class periods 114.1. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English, Elementary. The provisions of this subchapter shall supersede 75.26 of this title (relating to Other Languages) beginning September 1, 1998. 114.2. Languages Other Than English, Elementary. School districts are strongly encouraged to offer languages other than English in the elementary grades. For districts that offer languages in elementary, the essential knowledge and skills are those designated as Levels I and II - novice progress checkpoint, exploratory languages, and cultural and linguistic topics in Subchapter C of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English). Know how to use diversity in the classroom and the community to enrich all students learning experiences. Resources: Internet, PowerPoint, KWL Chart, PowerPoint and computers. Objectives Students will recognize that countries have celebrations unique to them. Students will know why Cinco de Mayo is recognized as a national holiday in Mexico. Students will be able to recall facts from the events on May 5, 1862 Students will recognize that the United States, and the world, is made up of cultures other than their own. Students will recognize and be able to use various common Spanish words.
Historical Background The French troops--deemed among the best trained and equipped in the world--marched into the city of Puebla on May 5, 1862, expecting no resistance. The French army consisted of 6,000 men under the command of Marshal Lorencz. The French were met by an armed force of 2,000 peasants under the command of General Ignacio Zaragoza. The Mexican guerilla forces successfully defended their positions and attacked and drove back the French forces. Victory, however, was short lived. Within a year, France had successfully conquered Puebla and the rest of Mexico, and went on ruling there until 1867 when Juarez was once again restored to power. He ruled the country until his death in 1872. Cinco de Mayo, therefore, does not celebrate Mexico's independence, rather it symbolizes "the right of the people to self determination and national sovereignty, and the ability of non- Europeans to defend those rights against modern military organizations." (Internet: Pasmanick, 1992). This important victory of the few over the many is very meaningful to Mexico, a country that had been defeated over and over before. Today, Cinco de Mayo is celebrated by native Mexican (and American) people everywhere. In several towns in Mexico, on the fifth of May, along with many speeches and parades, the Battle of Puebla is elaborately re-enacted in a whole day dramatization. In America, Cinco de Mayo is taken as an opportunity to celebrate Hispanic culture in general, and is celebrated with huge fairs, which include Mexican singing, dancing, feasting, costumes, sports activities, fireworks, and entertainment. Mariachi bands play while dancers perform native Mexican dances such as the Mexican Hat Dance and the Raspa. Speeches and parades encompass a large part of the celebration too. These events are one way in which people celebrate the friendship of the United States and Mexico. This observance of the Cinco de Mayo victory is a special symbol for all Mexican people who celebrate their rights of freedom and liberty, honoring those who fought, against the odds, for these principles. Procedures A. Brainstorm: Ask students to brainstorm some holidays with which they are familiar and the activities that accompany these celebrations. Ask students if they know why we celebrate these holidays in the way we do (e.g., dyeing Easter eggs, and hanging stockings). Ask students if they know of any other holidays that they may not celebrate but have heard of. List as many holidays as the class can come up with on the board. B. K-W-L Chart: Start a K-W-L chart on butcher paper in front of the class. Ask students what they already know about Cinco de Mayo and what they want to know. Have students start individual charts as well. Explain to them that they may use the things on the butcher paper and their own ideas. Tell them that every time they learn something new relating to Cinco de Mayo they should record it on their chart.
C. Mini-Lecture: Explain to students that all countries have celebrations unique to them. Tell children that they will be learning all about the Mexican holiday Cinco de Mayo. Ask if anyone has heard of Cinco de Mayo. (If someone has, have them share it with the class.) Ask if anyone knows what the words "Cinco de Mayo" mean in English. Provide children with information about the holiday (e.g., what it is, when it is, what it is a celebration of, etc.). Give children a visual representation of the ratio of French army to the Mexican peasants by calling six students up into one side and then two on the other side. Ask students if they think this ratio is equivalent and fair. Show children Mexico, France, England, and Spain on a world map. On a map of Mexico, show children the town of Pueblo. On a U.S. map, identify areas in which many of the citizens are of Mexican ancestry. (California, Arizona, Texas, New Mexico, Florida, New York.) Write these on the board. D. Literature Integration: Read Fiesta! to the children focusing their attention on the different activities the people are participating in, and the emotions the people seem to be feeling. Encourage students to discuss the book aloud after it's read to them. Have students write a list comparing and contrasting the similarities and differences of Cinco de Mayo celebrations with our Thanksgiving or Fourth of July celebrations. See if students can figure out why Thanksgiving and the Fourth of July were the holidays chosen to compare Cinco de Mayo to (e.g. these are celebrations of thanks and pride in our country.) E. Numbered Heads Together: Divide students into groups of five or six and then number off in groups. Give students papers with 5-6 questions on them relating to the Battle of Puebla. Tell the students to work together so everyone knows the answers and can explain them. Give the students time to work on the questions. Then call out a number and the student with that number will answer for the team orally. One person from each group will get to answer each time. The class will discuss each groups answer. (See appendix for suggested questions.) F. Language Integration: Teach children some Spanish words relating to Cinco de Mayo. Talk about cognates. Write these words up on a piece of butcher paper in front of the class. Practice pronunciation and learn the meanings. Provide students with a list of these words. Have students pair up and practice pronouncing these words and using them (or inserting) them into English sentences. (e.g., "You are a good amigo.") Students can quiz each other for meaning as well. Tell children to be looking for new Spanish words all week as they're learning to add to the list. (See appendix for a list of suggested words.) G. Guided Discussion/Simulation: Have the class sit in a circle and then toss a ball of yarn back and forth across the group, unraveling the yarn. There is no pattern to this, but make sure that everyone has at least one turn. When the ball has been completely unwound, have the students talk about the web they have in their hands. have them use describing words such as strong, unbreakable, etc. Write their words on a piece of butcher paper. Ask students to stand while still holding the web, and then ask a few to drop their part of the web. Ask the children to describe the strength and resiliency of the web now. It will be decidedly different. This activity visually shows that in any time of conflict the strength of the group lies in each individual participant working side by side with each other. When one side weakens, then the whole unit is weakened. Could this have been the reason that the band of peasants was victorious against all of the odds? Have a short discussion.
H. Writing Activity: Have students write in their journals. Choices: 1) write a story using their new Spanish vocabulary words, 2) write as if they are Mexican peasants before or after the battle--what are they feeling and doing, or 3) write about three of the activities that are included in the celebration of Cinco de Mayo and why these activities are done. (Eventually all students will write on all topics.) I. Corners: Post the following at the front of the class:. Hands-On: Remind students that piñatas are a big part of the celebration of Cinco de Mayo. Explain to students that piñatas originated in Italy and by the middle of the sixteenth century, the idea of the piñata (and many other Italian ideas and customes) had filtered into other countries such as Spain. In Spain the piñata began to be used for religious purposes such as the first Sunday of Lent. The breaking of the piñata was a very somber occasion. The Spanish explorers eventually carried the piñata to Mexico nearly 400 years ago. The piñata in Mexico continued to have religious significance but it was used for happy occasions as well (mostly at Christmas). Besides this difference, piñatas in Mexico began to be elaborately decorated unlike in the past. Eventually, piñatas were used for all festive occasions in Mexico and around the world. Their use has come to signify warmth, friendliness, and festiveness. Divide students into groups of 5 or 6. Explain that each group will be making a piñata by themselves to hit at during our culminating activity. (See appendix for instructions.) K. Culmination: Vive la fiesta! Students will participate in a classroom fiesta. The room will be divided up into centers that each child will have a chance to go to. Centers will include the following activities: Tortilla making/tortilla eating contest Making tissue paper flowers Learning the "Raspa" Listening to a real mariachi band member (if possible) Making and decorating maracas (Beans in paper bags and decorate) Making sombreros Breaking the piñatas (groups from the day before will break their own.) At the end of the fiesta, students will be asked to write a one page paper summarizing all that they have learned during the Cinco de Mayo week.
Assessment Section regarding Cinco de Mayo in students journals will be assessed Responses to discussion questions will be assessed Responses to "guided discussion" and "corners" activities will be assessed Individual K-W-L charts will be assessed Students comparisons of holidays will be assessed One page student summary will be assessed Questions for Discussion (numbered heads) 1) What do you think motivated the group of Mexican peasants to fight against the superior forces of the of the French soldiers? 2) Do you know of anyone else who would defend their rights this way? Do you believe that it is sometimes the best way to solve a problem? 3) What made Napoleon III think he could conquer the Mexicans and control the people? Do you think he did it for the people of France or for himself? 4) Why do you think it's important to celebrate this holiday, even though the French eventually conquered Mexico and ruled for a few years? 5) Do you think women should have the right to fight in battle? Explain. (Spring Multicultural Activities: Cinco de Mayo resource guide. Carson Dellosa.) Piñatas Materials: A balloon, newspaper strips, wheat paste, squares and strips of colorful tissue paper, glue, tape, knife, one foot of wire, margarine tub lids, pencil, and construction paper. 1. Prepare wheat paste for papier-mâché by mixing flour and water to a consistency slightly thinner than cake batter. Cover the entire surface of an inflated balloon with strips of newspaper dipped into the paste mixture. Allow to dry completely. 2. Cut five half circles from construction paper and bend to form cones. Attach these cones to the piñata with tape. 3. Pour a moderate amount of glue on a margarine tub lid. Scrunch squares of tissue paper around the eraser of a pencil. Using the pencil, dip the scrunched square into the glue and press on the piñata. Cover the entire piñata with tissue paper squares. Attach strips of tissue paper as streamers. 4. Use the knife to cut out a small piece of the piñata. Fill the piñata with candy, stickers, or other surprises. Attach one end of the wire to either side of the opening, then replace the small piece and glue back in place. 5. Hang the piñata for a decoration or tie on a string or rope to play the piñata-breaking game.
Sombreros Materials: Two 45" square pieces of butcher paper or wallpaper for each child, string, newspapers, wheat paste, tempura paint, brushes, scissors, and sequins. 1. Prepare wheat paste for papier-mâché by mixing flour and water to a consistency slightly thinner than cake batter. 2. Cover one square of butcher paper with a thin layer of the mixture and press it together with the other paper square. 3. While the squares are still damp, place them on a child's head and shape the crown of the sombrero. 4. Secure the base of the crown around the child's head with the string. 5. Remove the sombrero from the child's head, stuff the crown with newspaper and lay it on a flat surface. Smooth out the brim, trim off the corners and turn the brim up at the edges. Let dry completely. 6. Decorate sombreros with paint and sequins if desired. Tortillas Ingredients: 2 1/2 cups corn tortilla mix 1 cup water 2 teaspoons oil Butter Also: Electric skillet, fork, spatula, knife, wax paper, and a clean dish towel. 1. Mix the tortilla mix with just enough water to make the dough stiff enough to roll into a large ball. 2. Divide the dough into many small balls. 3. Flatten the small balls with hands on squares of wax paper and press evenly flat to about 1/4" thickness. 4. Flip tortilla off wax paper onto the lightly oiled electric skillet. Cook for 10 seconds on one side, flip over and cook for one minute on the other side, then flip again and cook for 20 seconds more. 5. Remove tortillas from the skillet and wrap them in the dish towel to keep them warm. Lightly spread tortillas with butter and eat.
Tissue Paper Flowers Use 6 by 12-inch rectangles of various colors of tissue paper. Pinch the short edges of a rectangle together in the middle and place a 2-inch square of contrasting colored tissue paper on top. Twist the end of a pipe cleaner around the two pieces and fluff out the tissue to make petals. (McKinnon, 1989) La Raspa Separate children into pairs and arrange them in a large open circle. There are two sets of steps, one set for the music preceding the chorus and the second set to follow during the chorus. Set One: 1. First Count--Jump up in place and put your right foot forward with toes pointing out. 2. Second Count--Jump up in place again, putting left foot forward. 3. Third Count--Jump up in place again, putting right foot forward. 4. Fourth Count--Stay put, don't move! 5. Repeat until chorus begins. Set Two: 1. The pairs of children link right elbows and skip around each other. this lasts for eight counts. 2. Now reverse for eight counts. 3. Continue until the chorus ends and then repeat La Raspa steps in set one. (Lakeshore Materials, 1993) Spanish Words Spanish sombrero fiesta flores cinco Mayo Puebla Hola Adios verde English hat party flowers five May city Hello Goodbye green
rojo blanco bailar comer amigo guerra si celebracion?como estas? Muy bien Por favor Gracias De nada musica fuegos artificiales red white dance eat friend war no celebration How are you? Very well Please Thank you You're welcome music fireworks Additional Activities: 1) Invite a native Mexican to talk to the class about his/her celebration customs for Cinco de Mayo. 2) Have students get in small groups and reenact the Battle of Puebla. 3) Have students make up their own variation to the Raspa. 4) Play concentration and bingo with Spanish word cards. 5) Write a class book about Cinco de Mayo. 6) Tell students that Benito Juarez has been called the "Abraham Lincoln of Mexico." Have them write a paragraph explaining why. 7) Build a topographical map of Mexico to explore its diverse land of deserts, mountains, peninsulas, etc.