Unit Plan: Que viva la msica!

By Natiely Munguia
Curriculum Standards: 1FL-P1; 1FL-P4; 2FL-P1; 2FL-P3; 4FL-D2 Monday
6 Review classroom procedures Getting to know each otherSnowball fight Quick write: What type of music did you listen to over break? Whats your favorite song? Why?- Use imperfect and preterit to review Share with a neighbor Review Syllabus

Tuesday (Block day)

7 Modified chalk talk Read, discuss, and report in groups (p. 143) Review poem components Is it a poem or a song? Mexico lindo y querido Analyze Maquina 501 Quick write, characteristics of Mexican music and how a song can resemble a poem Receive final assignment instructions: Write your own Corrido! (due the 20th)

Thursday
9 Anticipatory set: Why do you think people have written songs like Mexico lindo y querido and Maquina 501? Pair work: read pg 144 on history of Tango and jot down characteristics of its history Class diagram of similarities between Tango and Mexican music Review conditional future, Would you dance tango? (music playing in background, 2 characteristics if yes or no)

Friday
10 Activator: In what does a poem resemble a song? Venn diagram as class about Tango and Mexican music Toss the ball game: what are the characteristics of Quick write: What music do you prefer?

13 Activator: ( low Flamenco music in the background) What music does it sound like? Review: Simple Future tense What do you think we will be doing today? (Flamenco music a little louder) Pair work: What feelings are transmitted in the song that is playing? Popcorn style reading, pg 141 Jot down 3 important facts about Flamenco Quick class discussion about what makes this music unique

14 Anticipatory: (low drum music in background) What do you think about when you listen to this music? Where do you think this music comes from? Review present perfect and rewrite/add to bell work Listen to La vida es un carnaval by Celia Cruz Quick write: Compare African to Tropical music Pair work: read pg 142 and write about cultures that created this music, its characteristics

16 Activator: What hispanic genre has been your favorite? Why? Class review: Venn diagram comparison handout of Mexican, Argentinean, Spanish, and Caribbean music Pair work: How is history reflected in music? Final unit assignment, peer review time

17 Review/Question time Unit exam Continue working on corrido assignment

Unit Plan: Que viva la msica! By Natiely Munguia

Curriculum Standards: 1FL-P1; 1FL-P4; 2FL-P1; 2FL-P3; 4FL-D2

Resources: Copyrighted materials: o Classroom textbook: El espaol para nosotros, Nivel 2, Glencoe textbook o Mexico lindo y querido by Jesus Monge Ramirez (lyrics and song) o Maquina 501 interpreted by Los Alegres de Teran (lyrics and song) o La vida es un carnaval by Celia Cruz (lyrics and song) o Dambe Project music o Volver by Carlos Gardel (lyrics and song) o Me voy by Yasmin Levi (lyrics and song) Resources to create: o Syllabus and classroom procedures o Corrido assignment instructions o Venn diagram comparison handout o Unit exam