Carolyn's+Page

Carolyn's Page

** Lesson 1 :** History and Song of Flamenco
 * Lesson Theme: ** The Art of Flamenco


 * Grade/Level: ** 9-12


 * Spanish III **


 * Standards Addressed: **

FL.A.1.4 The student engages in conversation, expresses feeling and motions, and exchanges opinions. FL.A.2.4 The student understands and interprets written and spoken language on a variety of topics. FL.A.3.4 The student presents information, concepts and ideas to an audience of listeners or readers on a variety of topics.
 * Communication: **

FL.B.1.4 The student demonstrates an understanding of the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices.
 * Culture: **

FL.C.1.4 The student reinforces and furthers knowledge of other disciplines through foreign language. FL.C.2.4 The student acquires information and recognizes the distinctive viewpoints that are only available through the foreign language and within its target cultures.
 * Connections: **

FL.D.1.4 The student recognizes that languages have different patterns of communication and applies this knowledge to his or her own culture. FL.D.1.4.2 understands and applies the target language pronunciation, intonation, stress patterns, and writing conventions in a variety of contexts. FL.D.2.4 The student recognizes that cultures have different patterns of interaction and applies this knowledge to his or her own culture.
 * Comparisons: **

FL.E.1.4 The student uses the language both within and beyond the school setting. FL.E.2.4 The student shows evidence of becoming a lifelong learner by using the language for personal enjoyment and enrichment.
 * Communities: **


 * Objectives **
 * Language: **
 * 1) Students will be responsible for the vocabulary words given at the beginning of each lesson which they will be expected to use in their speech and writing assignments.
 * 2) Students will gain an appreciation of Flamenco and its rich cultural heritage as they view a video of a Flamenco performance. Class participation will be informally checked during class and small group discussions.
 * 3) Students will participate in a review of the four layers of the rain forest unit.
 * 4) Students will share what they have learned with their parents or a friend.
 * 5) Students will identify the three components of Flamenco and describe its origins and contribution to Spanish culture.


 * Content: **
 * 1) Social Studies: The PowerPoint presentation will include a map of Spain and the region of Andalucía where Flamenco originated. A brief history of Andalucía and its unique cultural aspects will be discussed.
 * 2) An overview of the art of Flamenco will be presented, and the following lessons will discuss in more detail la guitarra (the guitar) and el baile (dance)..
 * 3) Language and Science: Students will learn new vocabulary words specific to Flamenco; students will share their impression of the video performance.
 * Culture: **
 * 1) Students will learn about life in Spain during the colonial years. They will learn about the different cultures living in Andalucía and their contributions to the art of Flamenco.
 * Technology: **
 * 1) Students will be able to edit a class wiki page and share what they have learned about Flamenco.
 * 2) Students will take an online quiz at the end of the unit to assess what they have learned.

toque: guitar playing palmas: hand clapping zapateado: foot stomping la juerga: a gypsy gathering similar to a jazz session; dynamic and informal a palo seco: without anything; sin nada cante jondo: deep song cante gitano: gypsy song cante Andaluz: song of Andalucía el/la cantaor(a) aficionados: audience
 * Vocabulary: **

** Synopsis of Activities ** The teacher will distribute a vocabulary list which will be reviewed with the class. A video clip of a Flamenco performance will be presented and a discussion will follow in which students will share their reactions of the performance (10 minutes).
 * Assessment: **
 * 1) Students will complete an on-line, fill-in quiz regarding the origin and influences of Flamenco.
 * 2) Students will identify the three components of Flamenco and describe its origins and contribution to Spanish culture.
 * 3) Students will take an online assessment covering the information learned in the thematic unit.
 * Materials: **
 * Vocabulary list
 * Pens/pencils/notebook
 * Duration of Class: ** 50 minutes
 * Introduction: **

A PowerPoint presentation will provide background information regarding Flamenco origin and history, influences, and the “cante” component (20 minutes). Following the presentation, the teacher will divide the students into small groups of 4-5. (This class has approximately 20 students.) One member from each group will pick a question from a basket and answer it to win a point for their team. This will continue until every member of each group has had the opportunity to answer a question and win a point for their team (35 minutes). Teacher will total the points and announce the winning team. The students will be given the wiki site and the homework assignment: Comment (in Spanish) on what was learned in two-three sentences.
 * Activities: **
 * Closure: **

Attachment to Lesson 1:

Questions for the game.
 * 1) ¿Qué es el capital de Andalucía? (Sevilla)
 * 2) ¿Cuáles son los elementos del arte de flamenco. (toque, baile, cante)
 * 3) Nombre un grupo que influyó el flamenco. (gitanos, judíos, Árabes)
 * 4) Nombre otro grupo que influyó el flamenco.
 * 5) ¿Cuándo era el siglo del oro de Flamenco (aproximadente)? (1869–1910)
 * 6) ¿Donde se desarrolló rápidamente flamenco en una atracción pública? (en los cafés cantantes)
 * 7) ¿Qué es el nombre de un(a) cantante de flamenco? (cantaor(a)
 * 8) ¿Qué es el más genuino cante andaluz? (el cante jondo)
 * 9) Nombre una región de Andalucía (y no el capital).
 * 10) Nombre otra región de Andalucía (y no el capital).
 * 11) Nombre otra región de Andalucía (y no el capital).
 * 12) (Granada, Málaga, Córdoba, Cádiz)
 * 13) ¿Qué es l o que separa España de Marruecos? (Strait de Gibraltar)
 * 14) ¿Cuál es el nombre del mar que bordea Andalucía? (el Mediterraneo)
 * 15) ¿Qué es un romaní cante? (Un cante sin instrumentos de acompanimiento)
 * 16) ¿Qué es la nacionalidad del primer cantaor de cantar bien en todos los palos? (italiana)
 * 17) ¿Qué significa “a palo seco ”? (//without anything else, on its own; sin nada más)//
 * 18) // ¿Qué significa “ // zapateado”? (foot stomping)
 * 19) // ¿Qué significa “juerga”? (gypsy gathering; similar to a jazz jam sesión) //
 * 20) // ¿Qué significa “ //// toque”? ( // guitar playing)
 * 21) ¿Qué significa “palmas”? (hand clapping)

Reflection: The teacher will reflect on the lesson and ensure that it went smoothly. Changes will be noted in any areas that need improvement.

Special Considerations: This is a homogeneous class of third year high school Spanish students. Students with disabilities (e.g., learning or physical) will be accommodated according to their individual needs.