I'll be painting and painting, and when I look up I'll say, I can't believe it's already dark outside!
~ words from Laura that keep us thinking and wondering ~
Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
Notice what you notice. Wonder what you wonder. There is no quiz, no right way. Read until something stays.
this film has no words. notice what you notice. notice what you wonder. wonder out loud. and don't forget to notice what you feel, too.
Breaking The Mold
I am so glad you decided to join and listen to these musicians, as part of the “Día de Muertos” celebration here in Mexico! Let’s listen together (see wordless video below). During this “Day of the Dead” celebration there is so much emotional music, vibrant flowers, memorials of our ancestors who have died… what else did you notice? If you look around, you might see some “Catrina” dolls — maybe even ones that I have made! This type of doll has the face and body of a skeleton and is dressed in fancy clothes. They can be used in honoring the deceased members of our family and community.
Do you know anything about Día de Muertos? You can learn about this event and the different meanings of Catrinas in the story “Laura’s Art & Cultural Traditions.”
My path to creating Catrinas began a long time ago. My parents are artisans, and I started decorating plates and pots when I was about eight years old. When I was older, I learned how to make Catrinas right here in this shop. I used to work for the man who owned this shop before me, and he taught me the process for molding and assembling the dolls. When he decided he didn’t want to work there anymore, I took over the business. I had one major problem: I didn’t know how to paint the Catrinas! I asked around to see if anyone knew how to design and paint them well, but I couldn’t find any support. So I thought, “Why not just give it a try?” I taught myself how to make the beautiful designs, and now I’ve been creating Catrinas for the past five years. I love doing this! Sometimes I’ll be painting for hours and completely lose track of time. I’ll be painting and painting, and when I look up I’ll say, “I can’t believe it’s already dark outside!”
I didn’t let the uncertainty of not knowing a skill hold me back from trying. How do you overcome feeling like you aren’t qualified to try something new?
Can you share an example of something that you taught yourself? What was the process like? How did the experience make you feel?
Let me show you the molds for the Catrinas. It’s easy enough to make the smaller dolls and paint them myself. For some of the larger pieces, I need help so I go over to my friend’s house. We put a mix of red and white mud into the molds — we create the head in a different mold than the body and keep them separate to avoid breaking. Once the mud dries we clean the new creation, and then it is ready for us to paint! I can paint a Catrina with a simple design in about 40 minutes; a larger, more detailed doll might take me closer to three hours to paint. Recently the popular designs have become more personalized, so they can be made to look like doctors, certain characters, or whatever you want. Sometimes I will add a darker color coating that I call “ager” to make them look like older antiques. If I’m applying this finishing paint coat and my son asks what I’m doing, I’ll say, “I’m sitting here aging!”
Now, I even teach classes on how to paint Catrinas.
Can you think of other factors of the Catrina making process that I didn’t describe and aren’t in the video (such as how I decide on a design)? What part of the process do you think you would enjoy the most? Why?
When I’m not creating and selling Catrinas, I also cook enchiladas and bunuelos. Have you ever tried them before? Enchiladas are usually made with rolled-up corn tortillas filled with meat, cheese, beans, vegetables, or whatever you like. Bunuelos are made of fried dough and can be covered in sugar and cinnamon.
Let’s say I want to make y amount of enchiladas in total, and I have already made 12. How would I write this as an expression if I wanted to see how many I have left to make?
Can you then solve, if y = 23?
I had to figure out how to cook by myself when I was young, since my parents were busy working and I was the eldest child with five sisters and three brothers. When I first started cooking, I was terrified of being burned by oil. I would throw food into the pan with oil to fry it, and then I would run as fast as I could in the other direction. My mother would ask, “Are you planning to cook from the other side of the street?” I eventually became more confident in my cooking skills, and I now have my own business selling food.
Was there anything that frightened you or made you nervous when you first started doing it? How did you learn to overcome your fear?
Now, I take care of my two sons as a single mother. My eldest son was recently married, and my younger son is in secondary school. When my ex-husband and I separated 12 years ago, it was difficult for my first son (my other son was not born yet). All of my focus was on my son’s well-being and making sure he still felt loved. I now have a boyfriend, whom I first met when I was growing up. We moved apart, but a few years ago he reconnected with me online! He currently lives across the border in the U.S. I really want to try and visit him sometime, but for now our relationship is mainly through talking online.
Even though my boyfriend lives far away, we still feel connected. What are some ways you stay connected to people who are important to you, whether they are nearby or far away?
If my boyfriend and I talked for m minutes during each call we had this week, and we had 3 calls, how can you write this as a math expression?
Can you then solve, if m = 45 minutes?
Even though one of my sons is grown, I still take my younger son to school in the morning. Then I go to the store around 7:45am and spend some time painting and getting ready for the day. I open the shop around 10am — if I have many customers then I will spend my time selling and talking with them, or if it is a slower day I’ll relax and paint. Normally I close the store around 9pm, but sometimes I’ll lose track of time when painting and close around 10pm instead.
I am satisfied with where I am in my life. As the owner of the store, I am glad I can make my own schedule and I have independence since I am my own boss. Some days are especially busy, such as if I am also making food to sell and if I go to an event after I close the store. My friend told me, “I do not know how you have energy for activities after how hard you worked all day!” My answer is that I like being active and I do not like being told I can’t do something.
What do you feel are some of your sources of energy? What are some factors that can influence how much energy you have? Try to think of examples that are both physical and emotional.
Explain to them that this is not just a squiggle, that this is not just a line .
Simply state, “Use my squiggle / line as a starting point to show me what you see, and potentially, what this can become when you add to this drawing.” Share the different creations from your learners - perhaps one saw the lines of a squiggle and created a raincloud, while another one saw those same lines and created a snowperson’s body. Allow learners an opportunity to share not simply their creation, but their process in drawing as well. Use questions such as, “ What helped you get started with your drawing?” or “Was there a point in the process that you started to draw, and then completely changed course?” or “Does the image you produced look like what you pictured in your mind? How does that make you feel?” Perhaps model your own drawing through a Think Aloud - allowing yourself to get started with the drawing and weave through this line of thinking could help learners feel comfortable with differences in the creative process. OR... If tactile items (tiny Play-Doh cups, motion sand clay, even dirt clumps), are available to provide a more kinesthetic opportunity, allow 3-4 minutes of time for building and creation. Prompting can include, “ Tell me what you are creating! ” Allow some opportunity for tactile play - tiny cups of Play-Doh are ideal, but could use motion sand, clay, dirt clumps, grass, water and flour (if you don’t mind the mess!)... the idea is that they have a moment to construct, to deconstruct, and to construct again. “Tell me about what you are creating!” The object is for learners to see that even with the use of the same materials, one can create something completely different from their partner! Allow time to share.
“Be a Froot Loop in a world full of Cheerios.” Have learners read this quote to themselves quietly for a moment. Note: Feel free to switch up this reference with a phrase that will speak to your group most.
The intent is simply to embrace individuality, so if there is a particular quote that you feel fits, use it! You can ask the group prompts such as, “Have you ever heard of ‘expectations’ before? What does it mean to set an expectation? Have you ever had an expectation? Have you ever been told that someone has an expectation of you? What kind of feelings can arise from having expectations? How do expectations change perhaps as you get older, or in your day to day lives?” This conversation could steer in multiple directions, evolving based on the conversation. Use an anchor chart to record learners' feelings, such as ‘told vs. felt’ expectations, ‘benefits vs. hold backs’ in expectations, or lists of who / why expectations have been established. “Expectation” is a deeply rooted word. Let them explore it, change their minds, discuss with a friend in a Turn & Talk, and then discuss together as a class. As the teacher, you can provide direct examples of how expectations have shifted in your own life, professionally or personally. It is at this moment that you can refer back to the quote from earlier. Using a Post-it note, allow learners to set an intention for themselves. “ What are the expectations that you have for yourself? What can happen if your expectations shift?” Learners should keep the Post-it note to themselves, as they will refer back to it later on during the lesson. This is also a moment for you to gauge the level of comfort your learners have with sharing these thoughts. You want to meet each learner at a place where they feel comfortable opening up. Let them know upfront that no one has to share out loud, but that these will be seen by the teacher later in the day. Helpful Tip: This might be a useful lesson to jump into the start of the year when community expectations are being established with your learners. You can then use it as a tool to circle back to at different points throughout your time together.
With your class, watch the ‘I Am Laura’ video. Collect / generate thoughts on what they think of Laura’s story before reading her narrative.
Then, read the narrative ‘I Am Laura’. “How did your expectations of Laura change before and after you read the narrative? As Laura describes the process of putting together the Catrina dolls, what surprised or interested you most about her technique? Is there anything she does that you hadn’t thought or expected she would need to think about?” OR… With your class, watch the ‘I Am Laura’ video, and then read the narrative ‘I Am Laura.’ “ When the video first begins, you witness Laura at work creating and selling Catrinas, but then uncover that she also has a passion for creating and selling food.” Prompt your learners to discuss how the video of both her work and her life at home provides a more comprehensive understanding of who Laura is as a person. “I want you to think back to the Post-it that you wrote on earlier.” Ask the learners who feel comfortable to share the expectations that they have for themselves, and how those expectations might have shifted over the course of their life. Use an anchor chart to record key phrases that learners use to describe their expectations (social, academic, professional, familial), what may have shifted in their expectations (time, adult assistance, growing interests, peer pressure, etc.) and how that may have felt (exciting, disappointing, uncertain, etc.). You could also decide to tie it back to Laura and her passions as an example before learners share their own. Math Integration You can prompt, “What are some expectations that we have when we hear the word ‘math?’” With your learners, take a look in the narrative ‘I Am Laura’ at the math challenge of working with variables and expressions. Before solving, come up with a list of ‘expected’ and ‘unexpected’ discoveries we can make about math. While ‘expected’ may drum up answers such as ‘getting it right,’ ‘solving an equation,’ or ‘following operations,’ really push your learners to think about what can be ‘unexpected about math,’ such as ‘multiple ways to approach a problem,’ ‘application to our world,’ or ‘collaborative thinking.’
As a final exit ticket, bring back this quote: “Be a Froot Loop in a world full of Cheerios.” “ We’ve done some wonderful work today setting expectations for ourselves within this learning community.
Growing up, we often feel that we are meant to fit into a certain ‘mold’ - particular interests or clothing styles or activities that meet an expectation. Society often tells us that we should stick to one thing. Well, Laura’s final line in her story is, “I don’t like being told that I cannot do something.” Let’s talk about being a Froot Loop in a bigger bowl of Cheerios - the Cheerios being our world. What expectations do you feel have been placed on you, or the people closest to you, in our society? It may not have ever been said or expressed, but it’s something you feel as you go throughout your daily life. ” You may choose to engage learners further in a conversation about moments or people who perhaps have broken past the ‘mold,’ or ask them to reflect on a time where they tried something new or were perceived as ‘different.’ OR… If you are looking for a more long-term structure, have learners write a letter to themselves that focuses on the expectations they set for themselves. You can make it a routine in your classroom to check those expectations (whether set individually or as a class) weekly or monthly. The most important intention is for these expectations to come from the learners themselves, with your support, guidance, and encouragement.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Welcome to my shop here in Mexico! Come on in, and surround yourself with all the wonderful colors! On this shelf you will find earrings, mugs, and plates, and on this shelf there are statues of little dogs and piggy banks for holding coins.
Here, take a closer look at this statue… have you ever seen something like it before? Even though it looks like a skeleton, do not be afraid! It is called a “Catrina” doll. The name comes from the Spanish word “catrin”, which means “elegant” — can you guess why? It is because these dolls wear beautiful outfits with fancy dresses and sometimes fabulous hats.
Catrinas can come in different shapes and sizes. In my shop I have ones that are 5 centimeters (cm), 10 cm, 20 cm, 30 cm, 70 cm, and 80 cm in height. My taller ones are 1 meter, 1.2 meters, 1.4 meters, and the largest one is 1.5 meters.
Imagine the combined height of the Catrinas I made today is 3.6 meters, but then one broke that was 1.2 meters so I don’t want to include it in the height total anymore. We can write this as:
3.6 meters - b, where b = 1.2 meters
Can you solve this to show my new height total?
Imagine this week I sell 4 Catrinas that are 20 cm each, 3 Catrinas that are 70 cm each, and 5 Catrinas that are 80 cm each. That can be written as:
4d + 3e +5f, where d = 20 cm, e = 70 cm, and f = 80 cm
Can you solve this to show the combined height of the Catrinas I sold this week?
There are many famous artists who have painted images of skeleton women dressed in fancy clothes. It can mean different things depending on how you interpret it. Some people believe a skeleton represents welcoming death, and that we should not be afraid of dying but rather see it as a natural stage of life. Other people focus on the Catrina’s decorated dress and say that it shows how even being rich can’t prevent you from dying, and that death makes everyone equal.
Let’s pause here — some people have a difficult time talking about death, and it is normal to have strong feelings about it. How about we close our eyes and take a deep breath, and then when you are ready we can learn some more about how my culture represents and reacts to death.
Even though I create these skeleton statues and am surrounded by them every day, the most popular time to see them is during the holiday “Día de Muertos”, which means “Day of the Dead”. Many people believe that the spirits of their loved ones are there with them during this time, and they celebrate their relationship together. Sometimes people will add artwork to gravestones, or they create a beautiful “ofrenda”, which is a memorial that has pictures of the person who died and might be decorated with items that were special to the person, flowers, candles, and food. It is supposed to help the deceased person feel comfort and welcome. People will even buy Catrinas from me and add them to their ofrendas.
What are some things that people do to bring you comfort? What are some ways that you help others feel welcome when they are around you?
We can watch how these ofrendas are made:
Let’s say that there are 30 flowers on an ofrenda, and we are using y to represent the amount of additional flowers we could add. What happens to the value of the expression 30 + y , as y increases? Does it decrease, increase, or stay the same? Why?
Imagine we have 15 candles on an ofrenda, and we need to remove some to make room for more pictures. We can use c to represent the candles we want to remove. What happens to the value of the expression 15 - c , as c decreases? Does it decrease, increase, or stay the same? Why?
My community has a large gathering for Día de Muertos where some people dress up as skeletons with face paint and costumes, while others bring instruments to play music. Sometimes we even eat sugar candy in the shape of skulls! Rather than hiding away from death, the focus is on remembering and honoring our ancestors. People express this in different ways — to some people it is a very spiritual and religious process, others may feel a connection to their cultural heritage, while to others it is a fun party.
Here is a celebrating “skeleton” dancing on stilts:
Here are some other ways people express themselves during Día de Muertos:
What are some ways that you remember people from your past? How does it make you feel to have them in your memory?
I personally don’t really celebrate Día de Muertos, but my family does. My son will visit and clean his grandmother’s grave, but even though I have an appreciation for the traditions I don’t find comfort in going to graveyards. Some people assume that since I have a business making Catrinas and other decorations used during Día de Muertos, it would be important to me — while I love making these items, I don’t believe they have a deeper meaning. For me, it’s much more important what you did in life with the person who is now deceased, how you treated each other, and what you meant to each other.
Do you think people make assumptions about you, based on your actions? In what ways? How does that make you feel? How can we limit our assumptions about others and instead learn about their true selves?
Lesson plan for this story with Laura coming soon! For now, you could try the Bridging The Empathy Gap lesson plan! Learn more about catrinas here, too.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
If a moment stayed, follow it. If a question rose up, hold it. The quiet teaching is still teaching.
Three or four real stories woven into one lesson, your topic, your time. Laura is one. The weaver finds the others, threads the math, the literacy, the values, the reflection.
Open the weaver →