Submitted by Megan Espe-Och, Chris Sedarski
Objectives:
Content:
Students will:
· demonstrate comprehension by answering questions on the article
· participate in a class discussion and offer opinions, express preferences regarding cultural differences regarding music in the U.S. and the target cultures
Cultural:
Students will:
· understand the diversity of Spanish speaking countries through music
· compare and contrast how demographic factors influence musical trends within popular culture
Language: Content Obligatory
Students will:
use grammar related to the following themes:· Los temas:
el amor
el amor perdido
el amor imposible
el amor prohibido
el amor tabú
el odio
el sexo
la traición
la violencia
la conquista
las relaciones rotas
las drogas
el corazón (roto)
· Los aspectos sociales: la conciencia social, el medio ambiente, "-ismos" (el racismo, el sexismo), la protesta, romper tabúes, los problemas contemporáneos, la religión, las creencias, los estereotipos
· El sonido: el ritmo, pop, latino, caliente, suave
· La población: los raíces, indígena, gitanos, africano, europeo, blancos, criollos, judíos, nativos, grupos religiosos, musulmanes, cristianos
· Globalizar, influir, expresar, examinar, protestar, incluir, cantar, bailar, adoptar, reciclarUse phrases to describe emotions and music such as "yo me siento..." , "me hace sentir...", "me emociona...", "me gusta que ..."
Language: Content Compatible
Students will:
· use ser and estar correctly in the present,, imperfect and conditional tenses
· use phrases to politely indicate agreement/disagreement, and to share opinions
· use the indicative and the subjunctive to express opinions and emotionsLearning Strategies / Social and Skills Development:
Students will:
· develop reading skills in Spanish
· analyze, compare and hypothesize about cultural phenomena
· work toward a large goal with various components needed for completion
Time Frame:
The reading will be assigned as homework and you'll need one class day for follow-up discussion
Materials Needed:
· adapted text from "Julio Iglesias y Muchos Más" with comprehension questions
· transparency of adapted text · overhead projector
Description of Assessment (Performance Project):
Students will read "La gran variedad de música en español" adapted from "Julio Iglesias y Muchos Más", an article that gives background about different types of music and music trends within the Spanish-speaking world. After discussing the article, students will reflect upon cultural similarities and differences in terms of music's role in popular culture within the U.S. and within the Spanish-speaking world. Students will also be asked to discuss the globalization of music
Assessment:
Students will answer teacher-generated questions in English or Spanish on the article. The teacher will informally assess class participation. The teacher may have students self-assess on their efforts to use the language during the large group discussion.
References and Resources:
La Gran Variedad de Música en Español
Adaptado de:
"Julio Iglesias y Muchos Más". García-Serrano, M., Grant Cash, A., De la Torre, C. (1993). ¡A que sí! Heinle & Heinle Publishers: Boston, MA, p.106-110. http://www.heinle.com
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Lesson 03 Reading - La gran variedad de música en español.
Lesson 03 Questions - Comprehension questions in Spanish or English