FLES Methods – Unit Plan Inventory for Thematic Unit Project - October 2011

Unit Plan Inventory Unit Title: Flamenco MusicAuthors: Linda & Marie-Helene

Language Level: Spanish II Grade Level(s): 5th Grade

Unit Overview: After learning about Flamenco and the aspects of Spain, students can show that they have integrated their learning by creating a cultural accessory, learning a dance, and communicating more effectively in their new L2.

Stage 1: What students should know and be able to doEnduring Understanding(s): (Big Idea—Students will understand that Flamenco music globally appreciated. Essential Question(s): How does music influence your life?Standards: (Local and/or National) FL.B.1.4, FL.C.1.4, ACTFL 2.2, 3.1 Outcomes/Objectives/Progress Indicators: compare and contrast cultural specifics of Spain’s culture, costumes, music, and dance.

Stage 2: How students will demonstrate what they know and can do: Performance AssessmentInterpersonal Task &

Assessment Tool Interpretive Task & Assessment Tool Presentational Task & Assessment ToolInterpersonal Task- each students will exchange questions and answers in small groups.Assessment Tool- Games, quizzes, Pair and Share, Cooperative Group Activities and personal

Portfolios.

Students will listen to a story, chant together, and will read a poem together and draw series of pictures and charts that retell al of this.

Create charts related to the Literature and presented to the class

Stage 3: Preparing students to demonstrate what they know and can do

SubjectContent

(Connections)

Language/Communication

Culture(s)EssentialMaterials

Major Learning Activities/Performances (list)

LanguageFunctions

GrammaticalStructures

KeyVocabulary

*Language arts pattern poem, chants, sayings, story.

Students will engage in questions and answers with the teacher pointing to instruments, regions and sharing characteristics of costumes

Grammatical structures, present tense of verbs: ser, estar, bailar, tocar, tener, hacer, ir.

Guitarra, peineta, flamenco, ritmo, maracas, castanuelas, instrumentos, cuerdas, regions, vestidos, capitales

Music sounds, museums, dance movements, flamenco sayings, Don Quijote story, poems, Macarena dance

Smart board, PowerPoint, graphic organizers, pattern poem example, story book, musical instruments , visual aids, manipulatives

Beginning-Warm-up essential questionsMiddle-identify regions and important cities of Spain, match vocabulary, locate cities and regions on ma, ask questions about culture, use chants, poem, and story related to a famous literature piece- Don Quijote. Survey, cultural contrast, graphs, story mapping. Identify musical instruments various textures move like Don Quijote, make a fan.

End- learn Macarena dance

Comparisons: How similar and different ones’ culture is to Spain’s culture

Communities: Relate to other students in another country.

Adapted from Curtain & Dahlberg, 2010, p. 167

Adapted from Curtain & Dahlberg, 2010, p. 167