Lesson Plan Template

BACKWARDS DESIGN LP TEMPLATE w/Qs STAGE #1 - IDENTIFY DESIRED RESULTS Establish Goals (G): ACTFL 5Cs ● COMMUNICATE in the target language when teaching dance moves to students. ● The role of CULTURE in Latin America and the United States in regards to music and dance. ● Make CONNECTIONS between and COMPARE instruments, music and dances within the Latin American and Anglo-American world. ● Enlist COMMUNITY members as teachers of the Latin dances. Understandings (U) Essential Questions (Q) Students will understand... o ¿Qué es música? ¿Qué se necesita para ● The relevance of music in culture and daily crear la música? life. o ¿Qué hace la gente con la música? ● The influence and importance of Latin o ¿Es importante la música en la vida y la American entertainers on American and cultura de una persona? ¿Por qué o por qué no? world culture as a whole. o ¿Cómo funciona la música en la sociedad? ● Various types of music that exist in the o ¿Qué música te gusta ? ¿Por qué? Hispanic world. o ¿Qué sabes de la música de otras partes del ● The similarities and differences of typical mundo? genres of music and instruments of the US and Central/South American and Caribbean countries. ● How youth view types of dances within the Spanish-speaking world and in the US. What misunderstandings are predictable? Most will be egocentric views of our music and entertainers. ● “Everyone the world over listens to ‘our’ (American) music.” ● “The only popular artists out there are [American]. (i.e. Other countries do not have their own pop artists.” ● Music doesn’t really reflect culture. Students will know… (K) Students will be able to.... (S) ● What instruments used in Latin American ● Identify various types of music and dance and music. components of Latin America (i.e. types ● How to distinguish between the various of dance, musical instruments used, types of Latin American dances musical themes and patterns, etc.) ● How to complete basic steps of the dances ○ Regatón discussed and practiced. ○ Salsa ● The elements that make up the various ○ Bachata dances. ○ Merengue ● A brief history of the dances discussed. ○ Tango ● How to speak with commands in the target ○ Capoeira language. ○ Genres of American culture: Country, Rap, Pop, R&B, Jazz,Classical, etc. Line Dances and pop dances. ■ “Despacito” Justin Beiber, Luis Fonsi, Daddy Yankee ■ “Danza Kuduro” Don Omar y Lucenzo ● Compare musical genres and popular dances of the United States with those of of Latin America as well as within the respective Latin American countries. ● Determine and explain what role music and dance play in Latin American and American culture, particularly among youth/adolescents. ● Name and describe various popular musical entertainers from various time periods: Juan Luis Guerra, Celia Cruz (from textbook), Daddy Yankee, Marc Anthony, Jennifer Lopez, Aventura, Juanes. ● Discuss various types of instruments used in Latin American music. ● Complete basic steps of different Latin dances. ● Create a project that and explains a dance and musical genre that incorporates elements of Latin American music. Students will teach their dance to the class. STAGE #2 - ASSESSMENT EVIDENCE What is sufficient & telling evidence of understanding? Keeping the goals in mind, what performance tasks should focus the unit/lesson? Performance Tasks (T): Other Evidence (OE): ● Students will have a rubric for the final dance ● Students will read a Spanish lectura about project. youth and Salsa in the Caribbean, and watch a ● Incorporation of the elements of Latin Dance in video about Capoeira (in Portuguese with the final project will demonstrate understanding English subtitles) while answering questions of what was learned. about the topics in Spanish. Teachers will ● Explaining dances in the Spanish will check answers.. demonstrate understanding of both the language ● Students will participate in various activities and cultural elements of the projects. (kinesthetic, written, oral, auditory, etc.) during the 7-10 day unit. ● Participation in the self-created dances of their classmates. Written by Angela Gordon .

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