Unit Plan
Realidades A
Capítulo 1A and 1B
Introduction
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
This unit plan is designed for students taking a Spanish 1 course in 7th and 8th grade. The students in the middle school are on a 90-minute block schedule which means that the classes meet for 90-minutes every other day. In a given week the class may meet three times a week or twice a week depending on the schedule. For example if the week begins on an A day only students in my A day classes will meet three times that week where as the students on B days will meet twice that week, however; the schedule will change the following week where the week will begin as a B day instead of as an A day.
Model:
Monday A Day B Day
Tuesday B Day A Day
Thursday
B Day A Day
Friday
A Day
B Day
This unit focuses on vocabulary relating to leisure activities such as dancing, watching television, listening to music, skateboarding, playing video games, reading magazines, etc. In addition to learning new vocabulary, the verb “Gustar” and similar verbs like “Gustar” will be introduced to the students for the first time. During the course of this unit plan, students will be exposed to a native speaker from Colombia talking about his likes and dislikes relating to music and dancing, listening to other native speakers talk about their likes and dislikes by watching a video, and interviewing their peers to discuss their own likes and dislikes.
2. Course
Description: Spanish 1
This course is designed for students in the 7th and 8th grade who have little or no experience with the language. The four main skills will be developed throughout the course: Speaking, Listening, Reading, and Writing. In order to develop these skills, students are encouraged to use the Spanish language as much as possible in class. The students will be introduced to topics such as the basic greetings, salutations, expression of weather and time, numbers (0-100), the alphabet, verbs in the present tense, adjectives, and the irregular verbs Ser and Estar.
3. Text book information
Realidades A
Chapter 1A
Peggy, Met, Sayers, Wargin
4. Purposes and Goals
Students will be able to talk about their likes and dislikes and recognize what native speakers from different countries like and dislike to do in their free time.
5. Standards to be addressed
a. Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
b. Standard 1.2: Students understand and interpret spoken and written Spanish on a variety of topics.
c. Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
d. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
e. Standard 4.2: Students demonstrate understanding of the concepts of culture through comparisons between Hispanic cultures and their own.
6. Context of the unit:
Students will exchange ideas about their preferences when talking about the type of activities they like and dislike to in their free time.
7. Objectives: Students will…
a. Identify new vocabulary about favorite pastimes and cognates while watching the VideoHistoria
b. Write the activities that the students from the VideoHistoria like and dislike to do while listening to them describe their favorite and least favorite activities
c. Recognize
the uses and ways to conjugate the verb Gustar and similar verbs
d. Ask and answer questions about their likes and dislikes
e. Listen and write the activities that Raul, a native speaker likes to do.
f. Identify and respond to questions regarding the “Favorite pastime” vocabulary words
g. Read and write about the activities they would like and dislike to do from the two travel brochures given to them by the teacher.
h.
Write and ask questions to be answered by a native
speaker about the type of music and dances he prefers to listen to and dance to.
i. Identify
the differences between Salsa, Megengue, Cumbia, Tango, and Vallenato.
8. Content, skills, and knowledge needed (vocabulary,
grammar, culture)
a.
Students will need to know and use the
vocabulary that is centered around activities that people can do in their free time such
as to swim, to play videogames, to write stories, to listen to music, etc.
b.
Use of the verb “Gustar”
c.
Students need to have an idea of the
types of activities other children, in different countries, like and dislike doing in
their free time.
9. Instructional Strategies
a. Description of pictures and travel brochures
b. Video watching and listening practice of other native students discussing their favorite activities.
c. Interview with a native speaker
d. Role play situations
10. Materials
a. Overhead projector with transparencies
b. Video “Videohistoria
c. CD player
d. VCR
e. Photos of people and places
f. Magazines
g. Construction paper
h. Markers
i. Glue
j. Scissors
11. Assessments
a. Quizzes on the vocabulary
b. Video questions checking for comprehension
c. Interview between the teacher and the students
d. Role play of talking to a friend about their favorite activities to do on the weekend
Standards of Learning (SOL):
a) Standard 1.2: Students understand and interpret spoken and written Spanish on a variety of topics.
b) Standard 4.2: Students demonstrate an understanding of the relationship between the practices and perspectives of the Hispanic culture.
a) Identify new
vocabulary about favorite pastimes and cognates while watching the VideoHistoria
b) Write the
activities that the students from the VideoHistoria like and dislike to do while listening
to them describe their favorite and least favorite activities
c) Recognize the
uses and ways to conjugate the verb Gustar and similar verbs
4.) Learners: The students have no previous background
knowledge about favorite pastime activities nor have they been exposed to the verb
gustar.
Materials: VCR,
Videohistoria, worksheets containing questions about the video
Teaching Phase
Activities to achieve objectives:
1. 1.Anticipatory Set (Preparation for Lesson):In order to activate background knowledge the teacher will first ask the students to briefly tell the class the types of activities they like to do in their free time. This of course will be done in English since the students have no previous knowledge about different activities in Spanish. While the students are mentioning the activities they like to do the teacher will write them on the board. Next the teacher will ask the students the type of activities they dislike to do. The teacher will also write the answers of the students about their dislikes on the board. After the students have discussed their likes and dislikes the teacher will ask the students what they think children their age in Hispanic countries like and dislike to do. The teacher will write their responses on the board.
Closure:
The teacher will have the students prepare a list of 6 of
their favorite activities they like to do on the weekends. They will also have to prepare
a list of 6 of their least favorite activities they do not like to do on the weekends. If
the students do not finish their lists during class they will have to finish this activity
at home and bring it to class the following day.
Evaluation:
Two worksheets with questions about the VideoHistoria to make
sure that the students understand what the students likes and dislikes are that were in
the video
Homework:
Finish the likes and dislikes lists and study the vocabulary
words on page 52 starting with Bailar and stopping at Jugar Videojuegos. There are 10 words total.
2) Standard of Learning (SOL):
a) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
b) Standard 1.2: Students understand and interpret spoken and written Spanish on a variety of topics.
c) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
d) Standard 4.2: Students demonstrate an understanding of the relationship between the practices and perspectives of the Hispanic culture
a) Ask and answer
questions about their likes and dislikes using their lists
b) Listen and write
the activities that Raul, a native speaker likes to do.
c) Identify and
respond to questions regarding the “Favorite pastime” vocabulary words
d) Read and write
about the activities they would like and dislike to do from the two travel brochures given
to them
4) Learners: Will
have been exposed to the “Favorite Pastime” vocabulary previously introduced the
day before in class.
Materials:
Travel brochures, CD player,
Activities to achieve the objectives:
1. Anticipatory Set for the Lesson (Preparation for the Lesson): The teacher will bring to class several objects such as books, CD’s, movies, jump rope, etc. The teacher will lie out all the items on a desk in font of the classroom. The teacher will begin by writing a sentence in Spanish on the board about one of the items she likes. Then she will read out loud the sentence. While she is reading the sentence out loud she will hold up the item she likes. Then the teacher will ask some of the students in Spanish what do they like or like to do regarding the items that the teacher has brought to class.
3. The teacher will have the students divide up into two teams. The teacher will ask the students to come up with a name for their teams. Next the teacher will explain to the students that they will be playing a game called the “Fastest Guesser” in order to see who studied the vocabulary assigned last class. The object of the game is to be able to respond in Spanish to the teacher’s question or phrase. The students may not get help from their teammates. There will be one player from each group having to respond the questions or phrases at the same time. Who ever responds
4. Correctly and the fastest will earn a point for their team. One example of the question or statement might be La actividad que hace Ricky Martin. The correct response would be cantar.
Closure:
The students
will discuss as a whole group the types of activities that a person can do
according to their travel .
Evaluation:
The students
will have to say one thing they like using the vocabulary studied the night before to the
teacher before leaving the classroom.
Homework:
Study all of the vocabulary words on page 52 beginning with
bailar until ver la tele. The students will
be given a quiz on these words the next time class meet
Planning Phase
1.) Topic: Likes and Dislikes and Música
2.) Standards of Learning (SOL):
a) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
b) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
c) Standard 4.2: Students demonstrate an understanding of the relationship between the practices and perspectives of the Hispanic culture.
a) Recall the Favorite
Pastime vocabulary words by taking a short quiz
b) Create a travel
brochure discussing orally and in writing the activities that people can do according to
the brochure
4.) Learners: Students already
are able to ask and answer questions with using the verb “Gustar” and are able
to tell each other what types of activities they like or dislike.
Materials:
National Geographic Magazines, scissors, glue, construction
paper, markers and colored pencils, Vocabulary Quiz, CD player
Teaching Phase
1.
Anticipatory Set (Preparation for the
Lesson): The teacher will hold up some of the travel brochures that were read and
discussed about in class on the day before. The
teacher will have the students raise their hands and say what the activity the people are
doing. This is to prepare the students to
take their vocabulary quiz
2.
The teacher will hand out the vocabulary
quiz. The teacher will have the students do
section A (Listening section) first. The
teacher will have the students listen to a native speaker describe the activities he or
she likes and dislikes to do. The students
will have to write three things that the native speaker likes and dislikes to do mentioned
in the CD. The listening section will be played twice.
After the students are finished with the listening section they may continue
to answer the questions in section B
3.
After all of the students are finished with their
quiz, the teacher will give a detailed explanation about their brochures they are to
design. The students will cut out pictures
from magazines that they want to include in their travel brochures. The students are
required to have pictures depicting the types of activities that people can do. Also the
students are required to have at least two people in their travel brochures talking about
the types of activities they like to do. The
students have to write three sentences for each person.
Closure:
The students will share with the class their travel brochures
that they created discussing the activities and what the people like to do there.
Evaluation
Vocabulary Quiz
Homework: N/A
1.) Topic: Describing people and
what they like and dislike doing
2.) Standards:
3.) Objectives: Students will be
able to…
a.) Describe themselves using
adjectives that are cognates
b.) Guess the main idea of the
Videohistoria by looking at the pictures.
c.) Recognize cognates by
comparing a list made by the students to a list made by the teacher
4.) Learners: Students have a background knowledge of
describing what people like and dislike doing orally and in writing.
Materials:
a.) Clip art transparencies
b.) Overhead projector
c.) Copies of the clip art to pass out to the students
Teaching Phase
1.) Anticipatory Set (Preparation for the Lesson): The
teacher will ask the students to briefly make a list of 5 words that best describe them in
English. Then the teacher will hold up a
picture of Ricky Martin and the students will have to write 2 words that describe Ricky
Martin. Next the teacher will ask the
students what words they chose to describe themselves and make a list of those words on
the board. The same will be done with the
words that they chose to describe Ricky Martin. Then
the teacher will ask the students if they can tell her what type of words are on the
board. Once they have told the teacher that
they are adjectives or describing words the teacher will use the overhead projector and
show the students a list of adjectives in Spanish. The list will contain several words
that are cognates. The students will have to see if they can match some of the words that
the students used to describe themselves with the words on the overhead projector. After
the students have done this particular task the teacher will ask the students for their
responses. Then the teacher will go on ask
the students if some of the words in Spanish look like words in English. Then the teacher
will tell the students that words that look like words in English are called cognates.
3.) Then the
teacher will have the students read the Videohistoria in groups and while they are reading
the Videohistoria the students will have to look at the photos to guess what the skit is
about and also make a list of all the cognates that are found in the reading.
4.) Once the
students are done guessing and making their list of all the cognates the students will
complete the Comprendes section on page 61 in order to check the students comprehension of
the skit.
5.) After the
students are don answering the questions the teacher will play the Videohistoria while the
students are following along in their books.
Closure: The
teacher will have the students get into groups. The
teacher will hand each group a set of three pictures of famous people. The students will have to make a list of 5 words
using the vocabulary to describe the people. Then
as a whole group the reporter for each group will tell the class the list of words that
describe each person.
Evaluation:
Videohistoria comprehension questions
Homework: Crossword puzzle: Students will have to complete the crossword puzzle by matching the clues with the adjective vocabulary words.
Planning Phase
1.) Topic:
Describe how people are and describe what they like and dislike doing
2.) Standards:
3.) Objectives:
Students will be able to…
a.)
ask and tell what people are like by using adjectives
b.)
talk about their personality traits
c.)
ask and answer questions about what people like to do based on
their personalities.
4. Learners:
Students will have knowledge of some describing words in Spanish and will have already
studied activities that people like and dislike doing.
Materials:
a.) Overhead
Projector
b.) Vocabulary
Clip Art Images
Teaching Phase:
1.) Anticipatory Set (Preparation for the Lesson): The
teacher will bring to class
the same pictures that were used to describe what
activities people like and dislike
doing. The teacher will ask the students what do these
people to do and then the
teacher will ask the students based on what the
activities the people like to do have
the students describe the persons personality trait
using the vocabulary words that
the students used to complete their crossword puzzles.
2.) Next the
teacher will place the overhead transparency on the screen and hand out copies of the
Vocabulary clip art and have students tear or cut the images into individual traits. The
teacher will point to each trait using the overhead and model the pronunciation.
3.) Next the
teacher will ask the students about each trait: Es una caracteristica positiva o negativa.
The teacher will have the students categorize the images into two piles: positiva and
negativa.
4.) Then with an
erasable marker, write on the transparency the name of a celebrity who clearly represents
each trait and a name of a celebrity who does not represent each trait. For example by deportista write Michael Jordan on
one side and Michael Jackson on the other side. Ask the students if each one has that
trait. If the person has that trait they will hold the clip art image of that trait right
side up. Students will hold the image upside down to say no.
5.) The teacher
then will have the students open their books to page 56 and 57. The teacher will model the
first four sentences of the monologue. Then
the teacher will point to a male student and say “El es deportista” Le gusta
mucho practicar deportes.” Then the teacher will approach pairs of male students. The teacher will ask one student “Como
es______?” The teacher will point to one positive trait on the transparency and nod
his or her head to show that he should say that the other student has that trait. Then the teacher will point to a negative trait
and ask “Pero a veces es un chico_____?” and the teacher will have the student
agree with the teacher. Then the teacher will get the whole class involved by asking
“Es verdad?” The students will hold up the clip art image of the trait only if
they agree. The teacher will repeat this
activity with other students and traits.
6.) The teacher
then will read the firs sentence in the second monologue and then approach pairs of female
students whom are friends and ask each student “Es____ una buena amiga?” Then
the teacher will point to the firs picture of Sarita on the transparency and say
“Ella no es muy deportista pero es una chica artistica.” Then the teacher will
point to one of the female students and say”______ no es muy deportista pero es una
chica_____.” Have her friends agree with you by saying “Si____ no es muy
deportista , pero es una chica____” Involve the rest of the class by asking
individual students and the whole class “Es verdad?” Repeat with other students
and traits.
7.) The teacher
will read the third monologue placing emphasis on “Yo and Como eres? “ by
pointing to himself or herself dramatically. The
teacher will point to each picture as he or she says and then acts out the rest of the
monologue. Then the teacher will ask students
“Como eres?” and point to a personality trait.
8.) The teacher
will tell the students that they are all twins who were separated at birth. The teacher will give each student a Clip Art
image showing a personality trait. On the back of the Clip Art images the teacher will
have already written tow activities from Chapter 1A. The teacher will hand out the Clip
art images, making sure there are pairs of the Clip Art that are identical. Students will circulate the room asking each other
“Como eres? Que te gusta hacer?” to find their twin.
Closure: The
teacher will have each pair of twins describe what activities they like to do and talk
about their personalities.
Homework:
Students will
create a chart with the heading “Yo soy and Yo no soy”. They will be required to write a least 5
adjectives in each column to say what they are like and are not like. They will have to include muy and a veces when
they are appropriate. Students will have a vocabulary quiz the following day in class.
1.) Topic: Personality traits
and peoples likes and dislikes
2.) Standards of Learning:
a.) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
b.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
a) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
3.) Objectives: Students will
be able to…
a.) describe how people are orally by looking at some pictures by Fernando Botero on the overhead projector
b.) talk about their
personality traits with a partner
c.) write a short
description about themselves and their partner
4.) Learners: The students
have knowledge of some adjectives.
5.) Materials:
a.)
Overhead projector
b.)
Transparencies of Botero’s paintings
1.) Anticipatory Set (Preparation for the Lesson): The teacher will place on the overhead projector several examples of Botero’s paintings. The teacher will ask the students “Come es el hombre o Como es la nina?” depending on the picture. The students may use their books to when answering the questions
2.) Next the
teacher will have the students listen to “Luz” describe some statements about
herself while looking at some pictures of her doing certain activities. The students will
have to decide if those statements are cierto o falso and if the statements are false they
have to explain why using the verb “Gustar”
3.) Next the teacher will ask the students to take out their
homework from the day before. The teacher
will write on the board a chart just like the one the students did for their homework and
fill in the categories “Yo soy and Yo no soy” with some examples. Then the
teacher will write on the board the question “Como eres?” Then the teacher will
write a response such as “Yo soy muy inteligente.
Yo no soy atrevida aveces segun mis padres.” The teacher will ask one
student the question “Como eres?” and the student will answer by reading the
model sentence on the board. Now the teacher
will have two students do the same thing that was demonstrated by the teacher and the
student, but this time the students have to use their own responses that they wrote down
on their charts for homework. After the
students have finished asking and answering questions about their personalities, the
teacher will have the class get into groups of two or three and have them ask their
partner “Como eres?” and answer according to what they wrote down for homework. While the students are asking and answering this
question, the students need to take notes on what their partner tells them.
4.) After 5 minutes asking and answering questions, the teacher
will ask for groups to volunteer and practice asking and answer the question “Como
eres?”
5.) The teacher will have the students, using the information they
wrote about themselves and the notes they took about their partner, write a short
description about themselves and their partner or partners. The teacher will place on the
overhead projector the following model that the students can use when writing their
descriptions: Me llamo Luisa. Soy estudiosa y trabajadora. Y soy artistica. Mi amiga se
llama Susana. Ella es simpatico. Tambien es artistica y trabajadora. Then the teacher
will pair the students into different groups and have the students read to their groups
their short descriptions. The teacher will circulate the room while the students are
reading their descriptions. The teacher will
take writing descriptions up to see how well the students are doing on the adjective and
noun agreements.
6.) After the
class assignment has been taken up, the students will take the vocabulary quiz.
Closure: The
teacher will pass out a worksheet for homework and go over the instructions.
Evaluation:
Vocabulary Quiz
Homework: Students
will be given a worksheet from the practice workbook. The worksheet will be evaluated how
well the students can read a description of someone doing their favorite things. The students will have to write a response
describing that person depending on what they like to do.
Planning Phase
1.) Topic:
Personalities and Likes and Dislikes
2.) Standards of
Learning:
a.) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
b.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
c.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
3.) Objectives:
Students will be able to…
a.)
Listen and write down what their partners describe about a male and female student
b.)
Describe what other people are like by role-playing
c.)
Read an email message and answer questions about the email
d.)
Write an email message by introducing themselves to a prospective pen pal
4.) Learners:
Students will have already studied adjectives that describe people’s personalities
and their likes and dislikes.
5.) Materials:
a.)
Situation cards
b.)
Communicative activity worksheets
c.)
Email message
Teaching Phase
1.) Anticipatory
Set (Preparation for the Lesson): The teacher will have the students get into groups of
two or three. Then the teacher will pass out
situational cards to half of the class that are labeled 2A.
Next the teacher will hand out to the rest of the class situational cards
that are labeled 2B. The students with the 2A
cards will be given the situation:
You and a friend are talking about what other
people are like. Greet your friend and ask your friend the name of a friend. Then ask what
his or her friend is like and finally ask what his or her firned likes or does not like.
The students with
situation cards 2B will be given the scenario:
You and your
friend are talking about what other people are like. You must greet your friend and
respond to your friend’s questions.
The students will
be paired up with each other and perform their roles that are given to them. The students will have two to four minutes to
think of things they might say, but they are not allowed to write anything down. After
they have had time to practice they will get with another person and perform the
situation. After they have had some time to work on this, the teacher will have the
students do it in front of the class.
2.) Next the
teacher will have the students read an authentic email message sent by Edgardo describing
himself and his country. The students will get into groups and will do the following with
the email:
a.)
Skim for details about what Edgardo likes and does not like.
b.)
Make a list of all the cognates
c.)
Make a chart of all the feminine adjectives and masculine adjectives.
d.)
Answer questions about his email handed out by the teacher
3.) After the students have completed the above. The teacher will have the class as a whole discuss their findings.
4.) Once the class
has discussed Edgardo’s email, the teacher will give a writing assignment to the
class. The writing assessment is:
· Qué te gusta hacer?
· Qué no te gusta TEXT-INDENT: -0.25in; mso-list: l22 level2 lfo22; tab-stops: list 1.0in">· Cómo eres?
· Cómo
eres?
· Qué te gusta hacer?
· Qué no te gusta hacer?
c.) Begin writing:
Write a first draft of your email message using the answers to the questions above. Begin
by introducing yourself: Hola Me llamo… When you are finished, end with Escribime
pronto (Write to me soon.)
Closure: The
teacher will go around to each student and look at their first draft and make sure they
understand the assignment.
Homework: The
students will have to finish working on their first draft of their email message. The
first copy does not need to be typed.
Planning Phase
1.) Topic: Email
messages
2.) Standards of
Learning:
a.) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
b.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
c.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
3.) Objectives:
Students will…
a.)
review their first draft of their email messages and share it with a partner
b.)
type their final email draft.
4.) Learners:
Students will have already prepared their first draft of their email messages.
5.) Materials:
a.)
Computer
b.)
Projector screen
Teaching Phase
1.) Anticipatory
Set (Preparation for the Lesson): The teacher, using the computer and a projector screen,
will show the students an email sent to her by a friend in Mexico. The teacher will have
the students get into groups and read the email. The
teacher then will ask some questions to the students regarding the email. The students will answer orally.
2.) Next the
teacher will have the students revise their first draft of their email messages. The students will get into pairs and share their
email message with their partner. Both
students will need to keep in mind the following:
· Is it well organized?
· Does it include all the information from the Pre-write
questions?
· Is the spelling accurate? Did you use the correct form
of the adjectives to describe yourself?
· Did you include the opening and closing?
Each student will
make suggestions for their partner’s email message based on the above questions.
3.) After the
students are done with their revising, they will go to the computer and type their email
message. They will print their email message
and hand it in to the teacher.
4.) If the students get done with their email message, they make go to the http://www.phschool.com/ website and click on Realidades A and do the practice exercises.
Homework: The
students will be asked to make a list of 5 Spanish-Speaking singers that they are familiar
with and write what type of music they sing and where the singers are from
Planning Phase
1.)
Topic: Musica
2.)
Standards of Learning:
a.) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
b.) Standard 1.2: Students understand and interpret spoken and written Spanish on a variety of topics.
c.) Standard 1.3: Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
d.) Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
e.) Standard 4.2: Students demonstrate understanding of the concepts of culture through comparisons between Hispanic cultures and their own.
3.)
Objectives: Students will…
a.)
identify the difference between Salsa, Merengue, and Tango music by listening to
several examples of all three.
b.)
Describe the main instruments in different genres of music
c.)
prepare interview questions that will be used to ask a native speaker about the
type of music he listens to and enjoys.
d.)
listen and watch an interview of Shakira.
4.)
Learners: Students will have some
previous knowledge about Latin Music, but it is very general.
5.)
Materials:
a.)
Video of Shakira’s interview
b.)
CD Player
c.)
CD’s of Salsa, Merengue, and Tango music
Teaching Phase
1.) Anticipatory
Set (Preparation for the Lesson): The teacher will play several known Spanish-Speaking
singers songs and ask the students if they can recognize any of the singers and tell the
class what country they are from. Then the
teacher will ask the students to get into groups and share with their partners their list
of Spanish-Speaking singers that they prepared for homework. Then as a class the students
will discuss their lists.
2.) Next the
teacher will hand out to the students a sheet of paper with a list of several countries,
genres of music, and instruments.
3.) The teacher
will play for the students an example of Salsa, Merengue, and Tango. The teacher will tell the students where each
type of music originated from, but the students have to listen to each example and make a
list of all the instruments they heard and describe the rhythm of each type of music.
4.) After the
students have heard all the examples, they will discuss their lists as a whole and make
comparisons. Then the teacher will show a
brief video clip of people performing those specific dances. The teacher will pause at the
end of each presentation and ask the students how that specific dance is different from
the dances of the United States.
5.) Next the teacher will play a
different example of music, Shakira, and ask the student if they can guess what genre of
music is the example of. After the students
have guessed the teacher will play a video of an interview of Shakira. Before the students watch the video the teacher
hands out a list of questions that the students must answer while listening to the
interview. The questions are:
·
Where is Shakira from
· Describe what type of person Shakira is by paying
attention to her gestures and the tone of her voice.
· What instrument does Shakira like to play
7.) Once the video
has been played three times, the teacher will have the students get into groups and
discuss their answers. At this point they may
complete any questions that they are missing. After they have talked among themselves for
about 5 minutes, then the teacher will have the group discuss their answers as a whole.
After they have discussed their answers the teacher will play the video one more time so
the students can listen and watch for the answers that were discussed
Closure: The
teacher will tell the class that they are having a guess speaker come and visit their
class to talk about his country and to perform some dances for the class.
Homework: The
teacher will have the students create three questions on an index card that they want to
ask the guest speaker. The questions must be
about his likes and dislikes and his personality
Planning Phase
1.) Topic:
Interviewing a native speaker
2.) Standards of
Learning
3.) Objectives:
Students will be able to…
a.)
identify the main dances in Mexico by watching a Mexican perform the dances
b.)
ask questions to a native speaker about his likes and dislikes and his personality
Materials:
a.) Guest speaker
b.) CD Player
Teaching Phase
1.) Anticipatory
Set (Preparation for the Lesson): The teacher will briefly play some songs that the class
listened to the day before and ask the students to identify the genres.
2.) Students then
will be introduced to the guest speaker from Mexico.
The guest speaker will first give a brief introduction about what he does and some
facts about Mexico.
3.) Next the
students will have an opportunity to ask the guest speaker some questions using their
cards they made the day before. After the students have asked some questions the guest
speaker will give a performance of some of the popular dances in Mexico.
Evaluation: The
teacher will hand out some questions about the main dances in Mexico.