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Lesson Plan: The Spanish Guitar "//La Guitarra Española"//


 * Lesson 2: ****// The Spanish Guitar //**


 * GRADE LEVEL **** : ** 9-12


 * CLASS ** : SPANISH III


 * STANDARDS ADDRESSED: **

Students engage in conversation, provide and obtain information, express, feelings, and emotions, and exchange opinions (FL.A.1.4) Students understand and interprets written and spoken language on a variety of topics (FL. A.2.4) Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics (FL.A. 3.4) Students demonstrate an understanding of the relationship between the perspectives and products of the culture studied and uses this knowledge to recognize cultural practices. (FL.B.1.4) Students reinforce and further their knowledge of other disciplines through the foreign language. (FL.C.1.4) Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. (FL.C.2.4) Students recognize that cultures have different patterns of interaction and applies this knowledge to his or her own culture. (FL.D.2.4) Students use the language both within and beyond the school setting (FL. A.1.4) Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. (FL.E.2.4)
 * __ COMMUNICATION __** : Communicate in languages other than English.
 * __ CULTURES __**// – // Gain knowledge and Understanding of other cultures
 * __ CONNECTIONS __** – Connect with other disciplines and acquire information.
 * __ COMPARISONS __** - Develop insight into the Nature of Language and Culture.
 * __ COMMUNITIES __**// - // Participate in Multilingual Communities at home and around the world


 * OBJECTIVES **
 * Language ** - Students will be exposed to a Spanish dialect and accent different from that used in the U.S. During group activities, students will demonstrate their levels of speaking out loud. They will hear proper pronunciation when questions and answers are heard during this lesson.
 * Content ** - Students will be learn the definition of Flamenco. Then, they will be introduced to vocabulary, the parts of the guitar, various local and overseas artists that play the flamenco guitar, and places to hear music. In the last 20 minutes of the class, they will learn some Flamenco dancing steps. The teacher will bring in a Spanish guitar and allow the students to practice with it, giving them a hands-on experience.
 * Culture- ** Students will be able to compare flamenco music to other genres. They will see that this music is deeply rooted in Spanish heritage. They will see how this music is part of our multi-bilingual communities. They will feel the drama through the passionate strumming on the guitars. The guitar is the tool to connect Spanish heritage. Students will be able to present a flamenco presentation.
 * Technolog//y// **// - // Students will use the internet to access the YouTube to learn beginning guitar. The animation, graphics, images, and audio will be integrated into the short PowerPoint presentation from a Macintosh MacBook Pro laptop using a remote control to change the slides. Students will learn to use a blog to post their comments on the influence of flamenco. The use of the Flash website will expose them to the music. Students will take an on-line quiz at the end of the unit to assess what they have learned.

Students will review vocabulary related to the lesson and this will provide feedback on words they will have learned. Student’s pronunciation will be assessed as they participate in activities. Students will take an on-line assessment covering the information learned in the thematic unite.
 * VOCABULARY ** : El toque, clavijero, cejuela, trastes, mastíl, diapasón, boca, cuerdas, puente, rasquiado
 * ASSESSMENT: **


 * MATERIALS: **
 * List of vocabulary words on worksheet
 * Pens or pencils
 * Spanish acoustic guitar worksheet
 * Flamenco flower
 * Flamenco accessories
 * Flamenco outfit
 * Internet for YouTube
 * Personal Dictionary Journals
 * Partheneon Board
 * Overhead projector

Bell Work – 10 minutes 1st activity – 10 minutes 2nd activity – 15 minutes 3rd activity – 10 minutes Review – 5 minutes
 * DURATION ** : 50 minutes

** Synopsis of Activities ** This lesson plan will use Spanish music to enhance classroom learning using Flamenco genre. Flamenco is more than just a type of music because it involves singing, dancing, and playing a game. Flamenco is a way of life, a culture within itself. Spanish gypsies still roam their country displaying their talents. I believe that the universal spirit of flamenco, a multicultural art form, has the power to build bridges between cultures and inspire audiences from diverse backgrounds. I want to promote flamenco as living art form when they see various genres played. This music is a vital part of Hispanic Heritage. This is a good exposure among people of different cultures. Students will learn about this very unique cultural expression through interacting with their classmates and teacher. I encourage students to explore Flamenco music through sight and sound.
 * INTRODUCTION **
 * ACTIVITIES: ** Students will meet these standards by participating in the activities and will demonstrate their knowledge with the demonstration of their pronunciation, group activities, and participation.


 * BELL-WORK ** Students will enter the classroom where flamenco music will be played in the background. They will have two essential questions posted on the board as they walk in and the teacher, dressed in flamenco dress and accessories, will greet the students and guide them to the board asking them to write a paragraph for each question:

1. What does music mean to you?

2. What music is important to your culture and why?

1) Students will be presented, via a video clip, the history of flamenco, and the chants, “el cante jondo,” along with the influences. Comprehension checks will be given (FL.A.1.4) 2) Students will see a Spanish guitar presented on the overhead projector and the components will be introduced. The teacher will then pass the handout of the guitar and group the students into 4 groups. Each group will assign a “reporter” that will stand up and share what the parts of the guitar are out loud in Spanish. If they get one wrong, the next group to their right will have a turn. Students will be working on their comprehension and speaking skills (FL.A.3.4).
 * PROCEDURES: **


 * First activity: ** Students will memorize the parts of the guitar and match the Spanish words on their worksheet. They will work in groups of 4 where they will practice speaking to each other filling in the blanks and adding the words to their personal dictionary journals. See student an teacher’s Flamenco Worksheets.

**Students Worksheet: will be attached soon**






 * Teacher’s Worksheet: will be attached soon **

3) Students will learn about the dancers that participate in flamenco dancing and will see a video clip or YouTube of actual dancing. They will learn more of the culture of Spain.

Game card for the students: || la guitarra
 * Second activity ** : Students will play an improvised game of Bingo using the vocabulary words for the parts of the guitar, the dancing and the art of flamenco. The class will be divided into two teams. The teacher will call out words in English and the students must find and circle the matching word in Spanish. The fist team to call out bingo wins and will receive their treat!


 * El clásico || la música || el puente || La cejilla ||
 * El flamenco || los Grecos || el vestido || España || el cuello ||
 * El baile || El traste || el tablero || El rasqueado || los artistas ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">El toque || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Los Judeos || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">La boca de la guitarra || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">El cante jondo || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">los pasos ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">La clavija || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">las cuerdas || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">acústica || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Andalucía || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">El bailador ||

<span style="color: #000000; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Game card for the teacher: || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">guitar


 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">classic || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">music || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">bridge || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">neck ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">flamenco || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Greeks || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">dress || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Spain || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">heel ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">dance || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">fret || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Dancing board || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">A strum || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">artists ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">tap || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Jews || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">mouth of the guitar || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">chant || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">steps ||
 * <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">peg || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">strings || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">acoustic || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">Andalusia || <span style="color: #0000ff; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">dancer ||

<span style="color: #000000; display: block; font-family: 'Times New Roman'; font-size: 16px; text-align: center;">4) Students will be introduced to various flamenco artists and will have the opportunity in the next activity to participate with one of them.

** Third activity: ** Students will read the words together songs displayed on YouTube presented by various Spanish artists. Again, this will give students the opportunity to speak out loud, practice their pronunciation while reading. This is a special activity because research indicates, “that choral reading helps students learn the intonation of Spanish literature (songs) and improves their diction and fluency.

** CLOSURE: ** Students will review what they have learned and will be asked two essential questions about the influence of flamenco music in the world and they wish to visit a restaurant locally to watch a show of flamenco dancing and guitar playing. The teacher will display on the board the name and address of the Tampa restaurant called “Spain Restaurant.” Students will be asked one more time if they have any questions or comments to add.