Classroom Activities
Day 1-Classroom Map
Students place their name; an emoji they use for own representation or draw a symbol on a world map showing where their family or ancestors come from. The teacher can say “People often move to different places for different reasons.” This prompt will allow the opening of discussion for the beginning of the unit. When asking the questions, they might know or not know why their family migrated. If they don’t know, explore the question as to where they might like to go and why. As an extension of this assignment, designate an area in the classroom for the map to be posted as a key part of the unit. If the map is visible throughout the unit, it will keep the discussion open of migration and add to the focus of celebrations and cultural events.
Day 2. Migration Story Art
Read a picture book about a child moving to a new place. Students draw or discuss:
- character’s old home
- the journey of the main character
- the new home
This will expand from day one in discussion of migration and now allow students to compare reasons they have moved, the journey they faced or something the character did in the story like something they have done or could possibly do if they moved or needed to move.
Day 3. Celebration Sorting Cards
Create cards showing different celebrations (birthday, Quinceañera, sweet sixteen, Dia de Los Muertos). Students sort them into groups: This will move on to the keep concept of discussion of the Quinceañera. Since this is most of the unit, knowing and understanding the “Quince” as it is often referred to, students can really invest their prior knowledge of this celebration while learning many more similar celebrations of coming to age.
- “Celebrations I know”
- “Celebrations I want to learn about” (builds curiosity, understanding and respect)
Day 4. Music & Movement: Cultural Dance Moments
Play short clips of music from different cultures. Students sing or dance along. Having movement in the lesson is essential for student engagement and keeping the unit sustainable not only for the student participation but also retention.
Ask and discuss with students: “How does this music make you feel?” Students can share a dance they perform or have seen performed. Just be careful about the type of dance they choose to perform.
Day 5. Birthday Connections
Students share something special about their own birthday traditions. Teacher connects this to Quinceañera. Tell students the celebration of one specific tradition can be carried out similar with other birthday celebrations. Since the experience of the Quinceañera and knowledge of it, should be attained in this week for the unit, students need to review prior day’s learning as a bell ringer, or flashback in first part of each day. Have students make connections throughout the week for comprehension and application.
Extension activities and deeper diving into the curriculum
A. Journey Map Project
Students create a simple illustrated map showing a family’s migration journey.
- the possible reason for moving
- obstacles that are faced during the move and maybe even after
- feelings about the move
- customs or traditions they bring during the move.
B. Migration Story Circles
Read short stories about children migrating from different regions. Students sit in a circle and respond to questions like:
- What might be hard about moving? What can be exciting about moving?
C. Quinceañera Symbol Exploration
Show images of Quinceañera symbols (dress, shoes, tiara, last doll).
- Explain each one and have students identify a symbol or image of each.
D. Compare‑and‑Contrast Posters
Students create posters comparing two coming‑of‑age celebrations:
- Quinceañera vs. sweet sixteen or other coming of age celebrations
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