Unit Plan Template Name: Sharon Reed Haverford School District Theme: Mariachi y Más Language and level: This lesson is designed for a Spanish II class but may be adapted to other levels. All instruction and student activities will be in the target language. Standards: This lesson meets the following standards: Communication: 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics. 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures: 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections: 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons: 4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities: 5.1 Students use the language both within and beyond the school setting. 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Overview/scenario: Music is the universal language. Students are usually very interested in music and rhythms and often inquire about the music in Spanish-speaking regions, especially since Latino pop stars such as Gloria Estefan, Enrique Iglesias, Ricky Martin, Shakira, Selena and Cristina Aguilera have become a part of our mainstream pop music culture. Initially students will hear several Mariachi songs and listen for instrumentation, rhythm, and finally words. They will then learn about the history of the Mariachi songs and players and specifically focus on the song “Guadalajara” to determine what can be learned about the culture, Guadalajara and its surroundings, and people of Mexico and their values. The lesson will therefore encompass music, geography, reading, and history. It is intended as a 3-4 day lesson in a block schedule format. Students will then extend their knowledge of Mexican music by exploring current genres and Mexican pop music found on the web and compare it to current American pop music. Action plan: (Tell students what they will be learning and why.) After briefly discussing what students like about music and how it makes them feel, students will be told that many things can actually be learned by studying song lyrics and their music. Hook/Prior Knowledge: Have students brainstorm what types of information can be found in the lyrics of a song. Since I am a musician myself (I play clarinet in a local community band) and Billy Joel is my all-time favorite artist, I will play his song “Allentown” for the class. We will graph their answers in a web on the board or overhead with the following as possible items: What can we learn What can we learn about history? about the city? What vocabulary Allentown What symbols is recognized? by Billy Joel are there? What cultural or family What vocabulary issues are mentioned? is new or unknown? Students will then be told that we will focus on a well-known Mariachi song called “Guadalajara” to gain some of the same types of insight into that region and people. Learning experiences: Activity 1 - Students will hear Mariachi songs from a CD as they enter the classroom. They will then brainstorm on what songs and music in general mean to them, how they feel when listening, etc. Then we will listen to the song “Allentown” by Billy Joel and web responses to questions such as those mapped out in the hook/prior knowledge section. We will then discuss what can be learned from song lyrics. Activity 2 - First students will listen to the song “Guadalajara” without having the lyrics in front of them. They will discuss rhythm, instrumentation, how it makes them feel, etc. Activity 3 - Students will watch a short (3 minute) segment of the Mexico on Video tape which shows Mariachis at Garibaldi Square. Discussion will include how the players are dressed, the song played, how it sounded (happy, sad, lively, etc.), people’s reactions, etc. I will display my Mariachi sombrero and maracas and allow students to examine them. Activity 4 - In small groups of 3 or 4, students will read the lyrics to the song “Guadalajara.” Each group will take a different verse. Students will be asked to mark all words not known and identify cognates. They will be asked to try to divine the meaning of the text and any unknown words. Certain words will be underlined in each verse. They will use the chart below. Then they will report their findings to the class. They will be asked to keep this activity for future use. “Guadalajara” 1) List: unknown words possible meaning? cognates 2) Ideas what the verse means? Activity 5 - Students will then listen to “Guadalajara” again, this time following the lyrics. They will discuss again in their group, trying to discern meaning. This will be reported to the class. Activity 6 - Students will use their text book map to locate Guadalajara and the surrounding area. They will be asked to consider some of the following: How close is it to Mexico City? How far is it from the coast? What do you think it looks like? How is the weather? etc. They will then be asked to circle any words in the song lyrics which they think might be places and why. The list will be written on the board and discussed. Activity 7 - Working in groups of 3 or 4, students will use the classroom computers to access www.mapasdemexico.net/ and www.lonelyplanet.com/mapshells/north_america/mexico/mexico.htm to gain further information about Guadalajara such as: 1) Identify and locate the names found in the song 2) In what state is the city of Guadalajara? 3) Name some nearby towns. List them according to whether the name appears to be a Spanish or native indian word. Activity 8 - Students will continue to work in their group at the computer to delve further into Guadalajara and its Mariachi festival. By visiting www.ddbstock.com they will be able to view photos to enable them to complete the following: 1) Describe some of the buildings in the city. 2) Describe the photos of the mariachis. How do they compare with what you saw in the video? 3) Are all marachi bands composed of men? Activity 9 - Students will read “¡Viva el mariachi!” from the ¡Dime!Uno text and will answer the verifiquemos questions in pairs. They will also be asked to identify any cognates and give possible meanings of words based on context. Answers will be discussed as a class. Activity 10 - Homework assignment - Students will read and be prepared to discuss “Historia del mariachi” from the web site at www.geocities.com/Broadway/Alley/7936/ They will be asked to print this for reference. Students will also visit the Guadalajara web site at vive.guadalajara.gob.mx/index.html in order to find and be able to report on: 1) The origin of the name “Guadalajara.” 2) Information pertaining to the following places: a) Zapopan b) Tlaquepaque c) Chapala Activity 11 - Students will discuss reading “Historia del mariachi” and report on what was new information or anything different from the reading in their text. Activity 12 - In small groups again, students will discuss how the information regarding the places mentioned adds to the understanding of the song. Using dictionaries, if needed, they will then re-read their specific verse to determine meaning. Are there any poetic phrases used? Are there any analogies or metaphors? Students will report to the class and take notes on the information. Activity 13 - Students will listen to the song “Guadalajara” again (possibly singing along) as they read the lyrics. Discussion will then cover questions such as: 1) What did we learn about the city? the geography? the history? 2) How does the song writer feel about Guadalajara? 3) What emotions are mentioned in the song? 4) What sounds are mentioned? 5) How could you compare this with Billy Joel’s song about Allentown? Students will be asked to close their eyes and picture themselves in Guadalajara while the song is played one more time. Activity 14 - Students will be asked to think again about: 1) How does music makes you feel? 2) Do we have any music which typifies the U.S.? 3) Is there any music which pertains just to teenagers? 4) What type of music do you think today’s teenagers in Mexico listen to? Students will then be given the opportunity to listen to music on the Internet by using the following sites: www.pressplay.com www.launchfusion.com www.batanga.com/ windowsmedia.com/radiotuner/default.asp Materials: (What materials will be necessary for the students to complete the unit? Correctly cite the sources of the published work to which you refer.) • Compact disc player • Personal CD’s: Mariachi from Mexico (Laser Light Digital) 1990, Delta Music, Inc. Los Angeles, CA 90064 All the Best from Mexico, CLUC CD-72, L.D.M.I, P.O. Box 1445, St-Laurent, Quebec, Canada H4L421- Billy Joel Greatest Hits Volume I & Volume II, Columbia Records • VCR • Personal Video - Mexico on Video, Mexicana de Imagenes, S.A. de C.V., Av. Conscripto #511610 Mexico, D.F. Tel. 5-89-56-55 • Personal Mexican Mariachi sombrero, maracas • Text: Samaniego, Brown, Carlin, Gorman, Sparks. ¡Dime! Uno. Illinois: McDougal Littell, 1990, pp. 271 and viii. • http://www.fiestaweb.org/lyrics.cfm?ID=74 (for lyrics to “Guadalajara”) • Telephone conversation with my former exchange student, Vania de la Garza and her father Raul from Chihuahua, Mexico, who helped me identify several vocabulary words from the song “Guadalajara” which could not be found in a dictionary. They are: Colomitos (a family name (Colomos) in Guadalajara history - it refers to the watering places or spas - see also references on some web sites to a park in Guadalajara by that name) ojitos de agua (poetic term for a manatial - a spring source- like tears) tepache (an alcoholic beverage similar to beer, made from the fermented juices of pineapple skins) parianes (outskirts, surrounding areas) • see websites below Technology connections: http://www.fiestaweb.org/Links.cfm (in Spanish - has many links to various Mariachi sites and link to obtain song lyrics to “Guadalajara”) http://www.sobrino.net/mer/entry_on_the_word_mariachi.htm (in English - gives definition and history of Mariachi music) http://www.geocities.com/Broadway/Alley/7936/ (in Spanish - gives short version of the definition and history of Mariachi music) http://www.lonelyplanet.com/mapshells/north_america/mexico/mexico.htm (shows geographic location of Guadalajara and gives some basic information about the city, but is in English) http://www.mapasdemexico.net/ (map site which shows finer detail of Guadalajara and cities of Tlaquepaque and Zapopan) http://vive.guadalajara.gob.mx/index.html (in Spanish - a terrific site for information about Guadalajara and the surrounding area) http://www.ddbstock.com (web site of photographs- students can view numerous photos of Guadalajara and its Mariachi festival) http://www.pressplay.com (students can hear current CD’s, burn copies, etc.) http://www.launchfusion.com (students can listen to current radio stations in real time) http://www.batanga.com/ (students can listen to short segments of current songs) http://windowsmedia.com/radiotuner/default.asp (accesses music from different countries) Extensions: Students could write a poem or song about their own hometown or a town of their choice. This could be read or performed for the class, other classes, or at the middle school. Students could interview someone about their hometown. Students could write an invitation to someone to come and stay at their home, mentioning what can be done, visited, or seen there or why they like it. Students could write a diary entry about what they do (or in past tense) did in their town. Students could create a travel brochure of places of interest for their town, possibly linking it with the Chamber of Commerce, allowing them to use their Spanish version for visitors. Students could create postcards for their town, writing messages to friends about their experiences. Actual photographs could be used. Students could compare and contrast the Spanish version of a song which is also written in English. Gloria Estefan often writes songs in both languages, but the translation may not always be the same. For example: “Don’t Wanna Lose You” vs. “Si Voy a Perderte” or “Oye Mi Canto” (Spanish and English versions) from the CD “Cuts Both Ways” , or “Oye” (Spanish and English versions), “Cuba Libre” (Spanish and English versions), and “Heaven’s What I Feel” vs. “Corazón Prohibido” from her “Gloria” CD, to name a few.
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