2. Spanish A

3. Warm-Up Make a list of Spanish words you know already. Make a list of Spanish words you know already. Where or how did you learn these words? Where or how did you learn these words?

4. At the end of the lesson you will be able to… Identify and use simple greetings in Spanish. Identify and use simple greetings in Spanish.

5. Saludos Hello (informal) Hello (informal) Good morning Good morning Good afternoon Good afternoon Good evening Good evening Hola Hola Buenos dìas Buenos dìas Buenas tardes Buenas tardes Buenas noches Buenas noches

6. Titles A gentleman (Mr.) -señor (sr) A gentleman (Mr.) -señor (sr) A married lady (Mrs.)-señora (sra) A married lady (Mrs.)-señora (sra) An unmarried lady (Miss)-señorita (srta) An unmarried lady (Miss)-señorita (srta)

7. How would you greet… 1. Mr. Perkins in the morning 2. Miss Garland in the afternoon 3. Mrs. Elliott in the evening 4. Your friend Juan

8. ¿Preguntas? How are you? How are you? What’s up? What’s up? ¿Còmo esta usted? (f) ¿Còmo esta usted? (f) ¿Còmo estas? (in) ¿Còmo estas? (in) ¿Què tal? (in) ¿Què tal? (in) ¿Què pasa? ¿Què pasa?

9. Contesta. Fine, thanks. Fine, thanks. Very good. Very good. So-so. So-so. Regular. Regular. Bad. Bad. Very bad. Very bad. Bien, gracias. Bien, gracias. Muy bien. Muy bien. Asì-asì. Asì-asì. Regular. Regular. Mal. Mal. Muy mal. Muy mal.

10. Contesta. ¡Estupendo! ¡Estupendo! ¡Fabuloso! ¡Fabuloso! ¡Terifico! ¡Terifico! ¡Perfecto! ¡Perfecto! ¡ Horrible! ¡ Horrible! ¡Terrible! ¡Terrible!

11. Farewells Goodbye. Goodbye. Bye. (i) Bye. (i) See you tomorrow! See you tomorrow! See you soon! See you soon! See you later! See you later! Until next time! Until next time! ¡Adìos! ¡Adìos! ¡Chao! ¡Chao! ¡Hasta mañana! ¡Hasta mañana! ¡Hasta pronto! ¡Hasta pronto! ¡Hasta luego! ¡Hasta luego! ¡Hasta la vista! ¡Hasta la vista!

12. Let’s sing the ¡Buenos dìas! song!! Buenos dìas. Buenos dìas. ¿Còmo estàs? ¿Còmo estàs? Muy bien, gracias. Muy bien, gracias. Adios. Adios.

13. Next Class- music as an important part of a country’s culture La Tarea- You will be needing a shoe box for this unit. Please start trying to find one.

14. Day 1 part 2

15. Warm-Up Create a list of any Hispanic singers you know. Create a list of any Hispanic singers you know. What kinds of topics might these singers cover in their songs? What kinds of topics might these singers cover in their songs?

16. At the end of the lesson you will be able to… Identify and discuss the importance of music in a country’s or region’s culture Identify and discuss the importance of music in a country’s or region’s culture

17. What role does music play in a country’s culture? Oral history and storytelling Oral history and storytelling Life story Life story Entertainment Entertainment Pride in your country or beliefs Pride in your country or beliefs Express feelings Express feelings Make money Make money Pass the time Pass the time

18. Escucha la mùsica. Think about: the beats each type has the instruments used the instruments used why it might have been created why it might have been created

19. La Mùsica Española Flamenco Flamenco Salsa Salsa Mariachi Mariachi Reggaetòn Reggaetòn Merengue Merengue Tango Tango Flamenco Flamenco Flamenco Salsa Salsa Salsa Mariachi Mariachi Mariachi Reggaetòn Reggaetòn Reggaetòn Merengue Merengue Merengue Tango Tango Tango

20. Completa La Mùsica Española papel.

21. La Mùsica Española flamencosalsamariachireggaetònmerenguetango Originally a gypsy dance. Dance of the lower class. Musicians no formal training. Artist- Charro Traced back to the African slaves brought to the Caribbean. Percussion, trumpets, trombones. Artist- Celia Cruz In early 1800’s bands roamed towns playing for tips. Common rhythms and melodies. Artist- Placido Domingo Jamaican reggae to Spanish. Electronically synthesized. Artist- Ivy Queen, Daddy Yankee 2 or 4 beats. Dictator Rafael Trujillo adopted as national symbol. Artist- Elvis Crespo. Mixture of immigrant music From Argentina including Spanish, Italian, Polish, Russian and African. Violins, piano, guitar Artist- Kevin Johansen

22. Wrap-Up Think of the music you listen to and compare to the music you heard today. Think of the music you listen to and compare to the music you heard today. Which one is most similar? Why? Which one is most similar? Why? Which one is most different? Why? Which one is most different? Why?

23. Next Class-African influence in Latin American music. La Tarea- shoe boxes

24. Day 2/3

25. Warm-Up Name at least 3 types of music from the Spanish- speaking world we discussed last class and a fact about each. Name at least 3 types of music from the Spanish- speaking world we discussed last class and a fact about each.

26. La Mùsica Española flamencosalsamariachireggaetònmerenguetango Originally a gypsy dance. Dance of the lower class. Musicians no formal training. Artist- Charro Traced back to the African slaves brought to the Caribbean. Percussion, trumpets, trombones. Artist- Celia Cruz In early 1800’s bands roamed towns playing for tips. Common rhythms and melodies. Artist- Placido Domingo Jamaican reggae to Spanish. Electronically synthesized. Artist- Ivy Queen, Daddy Yankee 2 or 4 beats. Dictator Rafael Trujillo adopted as national symbol. Artist- Elvis Crespo. Mixture of immigrant music From Argentina including Spanish, Italian, Polish, Russian and African. Violins, piano, guitar Artist- Kevin Johansen

27. At the end of the lesson you will be able to… Identify and discuss the importance of music in a country’s or region’s culture Identify and discuss the importance of music in a country’s or region’s culture Discuss the influences that occur when cultures intertwine. Discuss the influences that occur when cultures intertwine. Define the term “deculturalization”. Define the term “deculturalization”.

28. African Presence in Latin America Mira el mapa: Population of African Descent in Latin America. Mira el mapa: Population of African Descent in Latin America. What do you notice? What do you notice? What do you think lead to the introduction of the Africans into Latin America? What do you think lead to the introduction of the Africans into Latin America? How can the African introduction influence the culture of Latin America? How can the African introduction influence the culture of Latin America? Compare to the African cultural influences in the United States. Compare to the African cultural influences in the United States.

29. Making Connections Choose one of the types of music discussed and name a country/culture that influenced it. Choose one of the types of music discussed and name a country/culture that influenced it. Also discuss how or why that influence exists. Also discuss how or why that influence exists.

30. Making Connections Explain what happens when 2 cultures are forced to coexist. Explain what happens when 2 cultures are forced to coexist.

31. Collective Memory: The African Presence in Latin America Look at the article. Look at the article. Predict what it might be about. Predict what it might be about. As you read… How might the article connect to the term “deculturalization”? How might the article connect to the term “deculturalization”? What does this imply about Spanish/ Latino music? What does this imply about Spanish/ Latino music? Create 1 question about the article. Create 1 question about the article.

32. Collective Memory: The African Presence in Latin America Explain the main idea of the article. Explain the main idea of the article. What key points did you find interesting? What key points did you find interesting? Which points were unclear? Which points were unclear? Let’s look at your questions. Let’s look at your questions.

33. Complete the question sheet for the article.

34. Wrap-Up Define the term mestizo. Define the term mestizo. Is it offensive to create terms for people of mixed races? Why or why not? Is it offensive to create terms for people of mixed races? Why or why not?

35. Next Class- reading stories in Spanish Don’t forget your shoeboxes.

36. Day 4

37. Warm-Up Define a cognate. Define a cognate. Explain how cognates can help you comprehend a piece of text.

38. At the end of the lesson you will be able to… Use cognates to read a story in Spanish. Use cognates to read a story in Spanish.

39. Mini-Cuento Mira el cuento por cognates. Mira el cuento por cognates. ¿Què sabes? ¿Què sabes? Leen el primer parte del cuento. Leen el primer parte del cuento. ¿Què sabes? ¿Què sabes? Leen el segundo parte del cuento. Leen el segundo parte del cuento. ¿Què sabes? ¿Què sabes?

40. Mira al Cuento.

41. ¿Preguntas? ¿Onama es una esclava o es libre? ¿Onama es una esclava o es libre? ¿Onama esta deprimida o contenta? ¿Onama esta deprimida o contenta? ¿Onama lava ropa o lava su pelo? ¿Onama lava ropa o lava su pelo? ¿Onama barre y trabajo o techo? ¿Onama barre y trabajo o techo?

42. Leen el trecer y cuarto partes del cuento. Pone las papeles en unas formas corectas.

43. Wrap-Up In spite of her owner’s best efforts, Onama kept those elements of her life that were most important to her- especially her religion. In spite of her owner’s best efforts, Onama kept those elements of her life that were most important to her- especially her religion. What parts, not objects, of your life would you work to keep if you were in the same situation as Onama? Why? What parts, not objects, of your life would you work to keep if you were in the same situation as Onama? Why?

44. Next Class- Music as part of a culture Don’t forget your shoe boxes!!!

45. Day 5

46. Warm-Up Create a list of the instruments you consider important in today’s popular music. Create a list of the instruments you consider important in today’s popular music.

47. At the end of the lesson you will be able to… Identify the importance of music within a culture. Identify the importance of music within a culture. Identify instruments that are popular with Spanish music. Identify instruments that are popular with Spanish music.

48. Escuchame y repitite. How important is beat to music? How important is beat to music? What are some beats you know? What are some beats you know? What instruments are used to create the beat in the music? What instruments are used to create the beat in the music?

49. Completan el parte inglès de Instrumento: del mundo español.

50. Los instrumentos del mundo español El cajòn El tambor La guitarra La trompeta El bandoneon El charango

51. Wrap-Up I need a volunteer to lead the class in a beat!! I need a volunteer to lead the class in a beat!! Next class- We will make cajònes!! Next class- We will make cajònes!!

52. Day 6

53. Warm-Up Escribe el instrumento en español. El cajòn El tambor La guitarra La trompeta El bandoneon El charango 1 2 3 4 5 6

54. At the end of the lesson you will be able to… Identify and explain the musical concept “Call and response”. Identify and explain the musical concept “Call and response”. Explain the concepts behind the creation of the cajon and the cajita. Explain the concepts behind the creation of the cajon and the cajita. Create and play a cajon. Create and play a cajon.

55. Percussion Terms

56. Read Afro Peruvian Percussion: The Cajon. 1. How did the Afro-Peruvian music originate? 2. How were the Peruvian slaves different from the slaves throughout the Americas? 3. Describe the original instruments used. Why were these instruments chosen?

57. Los Instrumentos La cajitaLa Quijada El cajon

58. Call and Response What do you think it means? What do you think it means? Leen el papel Leen el papel Call and Response.

59. Let’s make a cajon!! Let’s practice some beats!!

60. Wrap-Up Name one thing you learned today about the cajon or cajita box drum. Name one thing you learned today about the cajon or cajita box drum. Next Class- more with call and response and Spanish musicians Next Class- more with call and response and Spanish musicians

61. Day 7

62. Three Musicians by Pablo Picasso Explain how this painting makes you feel? How can art be related to music?

63. At the end of the lesson you will be able to… Discuss the styles and influences of 3 Spanish musicians. Discuss the styles and influences of 3 Spanish musicians. Explain the concept of call and response. Explain the concept of call and response. Play a cajon. Play a cajon.

64. Today’s lesson includes music from 3 Spanish/Latino musicians. Listen to each clip and write: Listen to each clip and write: –What instruments do you hear? –Explain the types of music that influenced each song. –What cultures do you think influence each song? 1.Celia Cruz Celia CruzCelia Cruz 2.Shakira Shakira 3.Alejandro Sanz Alejandro SanzAlejandro Sanz

65. Celia Cruz Celia Cruz

66. Shakira

67. Alejandro Sanz

68. Direcciònes With a partner choose one of the artists. With a partner choose one of the artists. Read the biography. Read the biography. Answer the questions about your artist on the sheet. Answer the questions about your artist on the sheet. Be ready to share with the class information about the artist’s life and musical background. Be ready to share with the class information about the artist’s life and musical background.

69. Did these artists use the concept of call and response in the songs you heard?

70. Practica I need a volunteer to lead the class in a beat on the cajon!! I need a volunteer to lead the class in a beat on the cajon!! How does this relate to the call and response? How does this relate to the call and response?

71. Wrap-Up Which of the three musicians studied today would you like to learn more about? Why? Which of the three musicians studied today would you like to learn more about? Why? Next Class- Spanish phrases about what you prefer Next Class- Spanish phrases about what you prefer

72. Day 7 prt 2 If needed

73. Warm-Up Name at least one fact you learned last class about each of these three artists. Name at least one fact you learned last class about each of these three artists. –Celia Cruz –Shakira –Alejandro Sanz

74. At the end of the lesson you will be able to… Identify key facts about 3 Spanish musicians. Identify key facts about 3 Spanish musicians.

75. Celia Cruz Celia Cruz Percussion Percussion cajon cajon Trumpet Trumpet Guitar Guitar Saxophone Saxophone Salsa Salsa Cuban, African Cuban, African

76. Shakira Electric guitar Electric guitar Acoustic guitar Acoustic guitar Percussion Percussion Trumpet Trumpet Salsa Salsa Tango, Arabic Tango, Arabic Spanish, African Spanish, African

77. Alejandro Sanz guitar guitar Piano Piano Percussion Percussion Flamenco Flamenco Spanish Spanish

78. Review the biography of each musician and be ready to share the answers to the questions.

79. Wrap-Up Which of the three musicians studied today would you like to learn more about? Why? Which of the three musicians studied today would you like to learn more about? Why? Next Class- Spanish phrases about what you prefer Next Class- Spanish phrases about what you prefer

80. Day 8

81. Warm-Up What types of music do you prefer? Why?

82. At the end of the lesson you will be able to… Say in Spanish the type of music you prefer. Say in Spanish the type of music you prefer.

83. Verbs in English Do you notice that some verbs change depending on the subject of the sentence? Do you notice that some verbs change depending on the subject of the sentence? –I prefer- I like –You prefer- You like –He prefers- He likes In Spanish the verbs change as well. But it changes for each subject that is used. You can tell the subject by what form of verb is used. This is called conjugating. In Spanish the verbs change as well. But it changes for each subject that is used. You can tell the subject by what form of verb is used. This is called conjugating.

84. Subjects/Pronouns Iyo you tù he she él ella we nosotros x boys girls ellos ellas

85. Preferir- to prefer prefiero prefieres prefiere preferimos x prefieren I preferWe prefer You prefer He/She prefers They prefer

86. 1. I prefer rock music. 2. You prefer hip-hop music. 3. Andy prefers rap music. 4. We prefer salsa music. 5. Jen and Laura prefer country music. 1. Yo prefiero la musica rock. 2. Tù prefieres la musica hip-hop. 3. Andy prefiere la musica rap. 4. Nosotros preferimos la salsa. 5. Jen y Laura prefieren la musica ranchera.

87. ¿Què tipo de mùsica prefieres tù? La musica rockel flamenco La musica rapla salsa La musica hip-hopel merengue La musica rancherael raggaetòn Yo prefiero ________________.

88. Completan el papel ¿Què tipo de mùsica…?

89. La clase prefiere….. 1. Most popular genre- 2. Least popular genre- 3. Commonalities- 4. Musical preference in comparison-

90. Wrap-Up Why is your musical preference the best? Give at least 3 reasons to support your answer. (ADD) Why is your musical preference the best? Give at least 3 reasons to support your answer. (ADD) Next Class- naming traditions in the Spanish speaking world and your performance task (Hmmm??) Next Class- naming traditions in the Spanish speaking world and your performance task (Hmmm??)

91. Day 9

92. Warm-Up ¿Què tipo de mùsica prefieres tù? ¿Què tipo de mùsica prefieres tù? Escribe en español. Escribe en español.

93. At the end of the lesson you will be able to… Identify the naming traditions of some Spanish speaking countries. Identify the naming traditions of some Spanish speaking countries. Identify the requirements for the performance task. Identify the requirements for the performance task.

94. ¿Còmo te llamas? Me llamo Rhonda Dee Rayne. Me llamo Rhonda Dee Rayne. I have a first middle & last name. I have a first middle & last name. If I were born in Spain or Mexico my name would be If I were born in Spain or Mexico my name would be Rhonda Dee Rayne Bickell Rhonda Dee Rayne Bickell first middle father’s mother’s

95. ¿Còmo escribes tu apellido? Before marriage- Rhonda Dee Rayne Bickell Before marriage- Rhonda Dee Rayne Bickell Donald Judson Churchill Malia Donald Judson Churchill Malia After marriage- Donald Judson Churchill After marriage- Donald Judson Churchill Rhonda Dee Rayne de Churchill Rhonda Dee Rayne de Churchill Children- Daniel Judson Churchill Rayne Children- Daniel Judson Churchill Rayne Dylan Anderson Churchill Rayne Dylan Anderson Churchill Rayne ¿Còmo te llamas?

96. In Equatorial Guinea, a Spanish –speaking country in Africa, a person’s name follows a similar rule. In Equatorial Guinea, a Spanish –speaking country in Africa, a person’s name follows a similar rule. When naming a child, the parents choose a Spanish first name followed by an African name. The child has two last names- his/her father’s first name followed by the mother’s first name. When naming a child, the parents choose a Spanish first name followed by an African name. The child has two last names- his/her father’s first name followed by the mother’s first name. Fernano Adowa Kunto Mawusi- Kunto is his father’s first name and Mawusi is his mother’s first name?

97. ¿Còmo te llamas en Equatorial Guinea? Rhonda _______ Robert Candace Rhonda _______ Robert Candace Daniel ________ Donald Rhonda Daniel ________ Donald Rhonda Dylan _________ Donald Rhonda Dylan _________ Donald Rhonda What do you think would be the most difficult thing about this naming system? What do you think would be the most difficult thing about this naming system?

98. My Class Has Talent

99. Choice A Write a song in English about something we have studied in this unit. Write a song in English about something we have studied in this unit. Perform the song for the class. Perform the song for the class. You may create your own music or use pre-recorded music without lyrics. You may create your own music or use pre-recorded music without lyrics. Your song must have at least 2 four line stanzas and a chorus. Your song must have at least 2 four line stanzas and a chorus.

100. Choice B Create your own call and response rhythm. Create your own call and response rhythm. Teach the class the rhythm. Teach the class the rhythm. You will play on your cajon but the class will play it on the desktop. You will play on your cajon but the class will play it on the desktop. Your rhythm must include at least 2 different, four-beat patterns that are repeated at least four times. Your rhythm must include at least 2 different, four-beat patterns that are repeated at least four times.

101. There are 6 styles of music that we learned in this class, There are 6 styles of music that we learned in this class. Flamenco, salsa, mariachi, merengue, tango and reggaetòn Flamenco, salsa, mariachi, merengue, tango and reggaetòn All of these styles Have one thing in common They are all From the Spanish world All of these styles Have one thing in common They are all From the Spanish world There are 6 styles Of music That we learned In this class, There are 6 styles Of music That we learned In this class

102. Rubric Content- final product included more that prescribed Content- final product included more that prescribed Participation- student was on task 100% of the time Participation- student was on task 100% of the time Completion- student performed the final product Completion- student performed the final product 4 4 4 Total- 12

103. Warm-Up ¿Còmo te llamas? ¿Còmo te llamas? ¿Còmo escribes tu apellido en España y en Equatorial Guinea? ¿Còmo escribes tu apellido en España y en Equatorial Guinea?

104. At the end of the lesson you will be able to… Identify the naming traditions of some Spanish speaking countries. Identify the naming traditions of some Spanish speaking countries. Identify the requirements for the performance task. Identify the requirements for the performance task.

105. Choice A Write a song in English about something we have studied in this unit. Write a song in English about something we have studied in this unit. Perform the song for the class. Perform the song for the class. You may create your own music or use pre-recorded music without lyrics. You may create your own music or use pre-recorded music without lyrics. Your song must have at least 2 four line stanzas and a chorus. Your song must have at least 2 four line stanzas and a chorus.

106. Choice B Create your own call and response rhythm. Create your own call and response rhythm. Teach the class the rhythm. Teach the class the rhythm. You will play on your cajon but the class will play it on the desktop. You will play on your cajon but the class will play it on the desktop. Your rhythm must include at least 2 different, four-beat patterns that are repeated at least four times. Your rhythm must include at least 2 different, four-beat patterns that are repeated at least four times.

107. Rubric Content- final product included more that prescribed Content- final product included more that prescribed Participation- student was on task 100% of the time Participation- student was on task 100% of the time Completion- student performed the final product Completion- student performed the final product 4 4 4 Total- 12

108. Next Unit-French Passports Ready!!!