Day of the Dead - Lesson Plan for Elementary FLL (English and Spanish)

Sep 28, 2026

Aero: SBC Basic Unit Template defines a 3–4 week entry-level FLL unit for elementary students (pre-first to 4th) centered on the Day of the Dead. The plan sets communication, culture, connections, and communities goals, emphasizing how cultures honor death and encouraging students to compare target cultures with their own. Students will create labeled paper, realia, or 3D altars, present likes and dislikes, and answer questions. Assessment includes a summative rubric for presentational speaking and writing plus interpretative listening, alongside formative discussion rubrics.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages11

Reading Time17 min

AccessFree to download

Desired Results

Communication

Cultures

Connections

Communities

Enduring Understandings

Essential Questions

Evidence of Learning

Culminating Task

Summative Rubric

Formative Rubric

AERO:SBC Basic Unit Template | Subject/Course: | FLL –Entry level English and Spanish | | --- | --- | | Grade Level: | Elementary Pre-first-4th | | Topic/Concept: | Day of the Dead | | Estimated Time Required: | 3 to 4 weeks | | Developed by: | Adriana Fregoso | [adriana.fregoso@asfg.mx](adriana.fregoso@asfg.mx) [ASFG English-Spanish teacher](ASFG English-Spanish teacher) Desired Results: 1. What do we want students to know or be able to do? List standard(s) and relevant benchmark(s)? 1 COMMUNICATION 1.3 Students will present information, concepts, and ideas to listeners and/or readers on a variety of topics in the language studied. By the end of grade 2 students will: a. Sing simple songs from the target cultures. 2 CULTURES 2.1 Students will demonstrate an understanding of the practicesand perspectivesofthe cultures studied and the relationship between them. By the end of grade 2 students will: d. Participate in age-appropriate cultural activities, games and songs. 2.3 Students will demonstrate an understanding of the concept of culture through comparisonsofthe target cultures and their own. By the end of grade 2 students will: a. Recognize common interests and practices ofthe target cultures and students’ own. 3. CONNECTIONS 3.1 Students will use the foreign language to reinforce and further their knowledge of other disciplines. By the end of grade 2 students will: b. Recognize topics related to the target language and culture in other school subjects studied and in related field trips for science, art, social studies, etc. 4. COMMUNITIES 4.2 Students show evidence of becoming life-long language learners. By the end of grade 2 students will: a. Articulate their likes and dislikes for a selection of target culture activities and products 2. What are the enduring understandings that this unit is built upon? (What ill students take away? understanding) BIG understanding for the rest of life All cultures honor death in some way including Korea, Japan, and Mexico. 3. What essential or unit questions will prompt curiosity and focus? 􀁸 Have you eaten dead bread?! 􀁸 ¿Qué es pan de muertos? 􀁸 Where can you find an altar? 􀁸 How many things can you find in an altar? 􀁸 Have made an altar for a dear one? 4. In the context of this unit, what specific knowledge or skills do you want the students to acquire? Evidence of Learning: How will we know if students have achieved the desired result and can meet the standard(s) and benchmark(s)? 1. Provide a detailed description of the culminating task (summative assessment): 􀁸 The students will be responsible in making a paper altar, a realia altar, or a 3D altar using all the elementsof an altar learned in class as an assessment at the end of this unit Day of the Dead. Each element should be labeled as students describe their altar to the class using expressions of likes and dislikes. After the presentation students will be responsible for answering questions. RUBRIC FOR STUDENT SELF-ASSESSMENT: | 2. Provide the scoring guide/rubric for the culminating task (summative assessment) . | | | | | | --- | --- | --- | --- | --- | | Criteria | 1-Attempts the standard | 2-Approaches the standard | 3-Meets the standard | 4-Exceeds the standard | | Presentational
Speaking | I can present basic information using language I have practiced using phrases and simple sentences. | I can present information using a series of simple sentences. | I can present detailed presentations, usually with accuracy, clarity, and precision. | I can deliver detailed presentations with accuracy, clarity, and precision. | | Presentational
Writing | I can write lists and memorized phrases on familiar topics | I can write about a topic and present information using a series of simple sentences. | I can write extensively with significant precision and detail . | I can write about The Day of the Dead using standard structure, lexicon, and writing proto

FAQs

What is the unit’s main theme and estimated duration?

The unit centers on the Day of the Dead and is estimated to take 3 to 4 weeks.

What evidence of learning do students produce at the end of the unit?

Students create a paper altar, a realia altar, or a 3D altar using elements learned in class, then present their altar and answer questions.

What skills are assessed in the summative rubric?

The summative rubric assesses presentational speaking, presentational writing, and interpretative listening based on communication of information and understanding related to the Day of the Dead.

Sep 28, 2026

Uploaded by EvelynWrites