1. Download the file suggested in the “Materiales Educativos Digitales” section.

2. Make copies for students .

3. Ask students if they agree these Mexican foods are representative of their country.

4. Invite students to do the word search.

5. Check answers.

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6. Have the beam projector to show students the article  suggested in the “Materiales Educativos Digitales” section.

7. Ask students if they know the origin of ‘La Catrina’.

8. Ask questions such as Who’s the creator of ‘La Catrina’, Diego Rivera or Jose Guadalupe Posada? , Why do you think people often get confused and think its creator was Rivera?,  What is ‘La Garbancera’?, What’s ‘The Sunday Evening Dream’?  Who gave the skeleton the name of ‘La Catrina’? What’s catrina?

9. Show the first paragraph and discuss it with students.

10. Continue with the History of this icon, help with vocabulary as needed.

11. Finally, invite students to compare their original answers versus the information they read in the article.

1. Download the word search  suggested in the “Materiales Educativos Digitales” section ready to work with students.

2. Ask students to identify the words and comment on them.

3. Ask students to search for the words.

4. Check answers.

5. Ask students if they celebrate Día de los Muertos and how .

6. Tell students they are going to work on a second part of the activity using  the same text as in the previous lesson. Do not show the text.

7. Show the pictures and invite students to describe ‘La Catrina’ in their own words.

8. Invite students to work in groups of three and write a paragraph using  the answers to the questions (not the questions ), Who’s the creator of ‘La Catrina’, Diego Rivera or Jose Guadalupe Posada? , Why do you think people often get confused and think its creator was Rivera?,  What is ‘La Garbancera’?, What’s ‘The Sunday Evening Dream’?  Who gave the skeleton the name of ‘La Catrina’? used in the previous session as well as the vocabulary in the word search.

9. Monitor the activity and offer help with grammar and vocabulary.

10. Finally, invite groups to take turns and read their paragraphs to the class.

1. Have the beam projector ready to show the article  suggested in the “Materiales Educativos Digitales” section.

2. Ask students if they know what ‘Kokeshi dolls’ are.

3. Tell students they are going to read an article about the origin of these famous dolls.

4.Show students the first part of the text, ‘What’s a Kokeshi Doll?’

5. Ask students to draw a Kokeshi Doll in a piece of paper and briefly describe what they are using the information learned . Do not show the text but the picture.

6. Show students the next paragraph and read with them, ‘The History of Japanese Kokeshi

7. Invite students to work in groups of three and ask them to use these prompts  to write sentences :  19th century / tale / Northern Japan;  farmers / children / hot springs / winter /;  spiritual significance /  prevent fire / Kokeshi Dolls

8. Use a beam projector to show the video ‘Kokeshi Dolls’ suggested in the “Materiales Educativos Digitales” section

 9. Tell students the video is spoken in Hindi, one of the languages spoken in India so the subtitles will be in English.

10. Play the video and make as many pauses as necessary to help students feel comfortable with the rhythm of the activity.

11. Invite students to reconfirm the information they had on Kokeshi Dolls with the previous activity.

12. Finally, invite students to sit with another classmate and  talk about Kokoshi dolls and a similar traditional object in Mexico.