Cinco de mayo

Teacher: Dr. Stephanie L. Perry

Unit/Session:  Cinco de mayo

Date of Instruction:  5/3

Standard/s: MLI.CU1A Demonstrate knowledge of cultural contributions. MLI.CU1B Identify commonly held cultural viewpoints. MLI.CU1C Describe cultural customs and traditions. MLI.CCC1A Demonstrate basic geographical knowledge.

Learning Target/ Teaching Point: Students will develop a knowledge and appreciation for Hispanic cultures.

Success Criteria: When students can identify similarities and differences in cultures, they will be successful.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: Who can tell me what Cinco de Mayo and Día de la Indenpendéncia de México have in common? Mexico gained its independence from Spain in 1821 (11 years after declaring its independence on Sept. 16th 1810). 

DIRECT INSTRUCTION: I will present a Slideshow of the significance of Cinco de Mayo.A Battle between the French and Mexicans in a little town of Puebla occurred in 186s led by Ignacio Zaragoza. President Benicio Juarez declared it a national holiday because although it was a small victory it was inspirational. It’s more popular in the U.S. and Sept. 16 is more popular in Mexico.

VIDEO: https://drive.google.com/file/d/1dk8CT8TQBC58dEoNTdh3KYBrsV_c7BWL/view?usp=sharing

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  I will stop and ask individual students and the class as a whole questions about Santa Week/Semana Santa. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Students will compare the similarities and differences between these two important dates. Advanced students will support their opinion of which is more important and why. 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Students will take a comprehension quiz on Cinco de Mayo in Mexico and the U.S.

Formative Assessment: All throughout I will check on their comprehension by asking yes/no, either/or, or question-word questions.

Homework

Ask your parents if they know the difference between 5 de mayo and 16 de Septiembre. Then tell them all about it!!