InterdisciplinaryUnitCalendar

English:InthissectionoftheUnit,theEnglishimplicationsforlearningbedelvingintoafirsthandnarrative
abouttheLatinoculturetogivemorebackgroundintotheLiteraryprocessofLatinomusicinfluenceonAmerican
Culture.Thereismoretowhythemusicexistsandstudentsshouldlearnwhatitisliketogrowupasayoung
Latina(inthiscasefemale)intheUnitedStates.
*TherewillbedailyvocabularyandgrammarlessonsexcludingFridays.OnFridays,studentswilltakea
vocabularyquizfortheweeksfivewordsandhavealreadyhandedintheirgrammarsheetonThursdays.
EnglishDayOne:IntroducestudentsunitwithArticleoftheWeekandwatchashortvideoexplaininginfluences
ofLatinomusicandcultureonAmericancultureandpopularmusic,calledHistoryofLatinMusicintheUSA
partone.
EnglishDayTwo:StudentsfinishArticleoftheweekresponse
EnglishDayThree:IntroduceTheHouseonMangoStreetbySandraCisnerosandParttwoofvideoHistoryof
LatinMusicintheUSA.
EnglishDayFour:ReadSections16onTheHouseonMangoStreetanddiscussionquestions.
EnglishDayFive:ReadSections712onTheHouseonMangoStreetanddiscussionquestions.
EnglishDaySix:ReadSections1318onTheHouseonMangoStreetanddiscussionquestions.
EnglishDaySeven:MinilessonoverfirsthandnarrativesandpartthreeofvideoHistoryofLatinMusicinthe
USA.

EnglishDayEight:ReadSections1924onTheHouseonMangoStreetanddiscussionquestions.
EnglishDayNine:QuizonSections124overTheHouseonMangoStreet.
Studentsmayusetheirbookstohelp.
EnglishDayTen:ReadSections2532onTheHouseonMangoStreetanddiscussionquestions.
EnglishDayEleven:ReadSections3339onTheHouseonMangoStreetanddiscussionquestions.
EnglishDayTwelve:ReadSections4044onTheHouseonMangoStreetanddiscussionquestions.
EnglishDayThirteen:Reviewdaytofinishupbookandworksheets.PartfourofvideoHistoryofLatinMusic
intheUSA.
EnglishDayFourteen:ReviewoverTheHouseonMangoStreetthroughminiJeopardygame
EnglishDayFifteen:TestoverTheHouseonMangoStreet
EnglishDaySixteen:ExtradayforTest/Introducefinalcollaborativeproject
EnglishDaySeventeen:Timeinclasstoworkonproject.
EnglishDayEighteen:Timeinclasstoworkonproject.
EnglishDayNineteen:Timeinclasstoworkonproject.
EnglishDayTwenty:TurninFinalProject
Music:StudentswillhaveamusicportionthatalsoencompassesthemovementofLatinocultureintotheUnited
States.StudentswillbelookingattwodifferentbandpiecesbyLatinocomposers.Thestudentswillbeevaluating

differenttypesofLatinomusicandbecommentingintheirjournalsaboutthedifferencesandsimilaritiesof
AmericanmusicfromLatinomusic.StudentswillhavethechancetojournalwithapartneraboutLatinoand
Americanmusic.
MusicDayOne:Introtolatinmusic
MusicDayTwo:Listeningtorecordings
MusicDayThree:TimelineofLatinomusic
MusicDayFour:Whatmusicdoyoulistentowithlatinoinfluence
MusicDayFive:MexicanFiestawithlessonplans
MusicDaySix:WhatdoesMariachimean
MusicDaySeven:Waltzstyle
MusicDayEight:Salsastyle
MusicDayNine:SharedifferentstylesofLatinomusicwithstudents
MusicDayTen:Latinomusicvocab
MusicDayEleven:Thestylethatthemusicmustbeplayedwithtogaineffectiveness
MusicDayTwelve:Marchstyle
MusicDayThirteen:Zacatecaswithlessonplans
MusicDayFourteen:Introductiontothepiece
MusicDayFifteen:Whatwasthesameandwhatwasdifferent
MusicDaySixteen:Playingbothofourpieces
MusicDaySeventeen:KWLaboutlatinomarches
MusicDayEighteen:GroupActivity:WhatdoyoulikeanddislikeaboutLatinomusic
MusicDayNineteen:Playourconcertmusicforourperformance
MusicDayTwenty:Reviewwhathappenedintheunit
Geography:Studentswillbelearningaboutthe5themesofgeographyaswellastheimpactofLatinocultureand
LatinomusicwithintheUnitedStates.Theywilldothisbyhavingagroupprojectofinvestigatingthe5citiesand
thefivethemes,justasastartertogetthemthinkingabouttheunitasawhole.Thenforthenext14daysstudents
willinvestigateeachthemeaswellasthe5cities,andtheywillcreateagenreforeachtheme.Theendresultwill
bestudentswillhavecreatedamultigenreprojectbasedonthefivethemesofgeographyaswellastheimpactof
LatinAmericanculturewithintheUnitedStates.
Geographyday1:Introduce5themesand5cities/Investigate5cities
Geogarphyday2:GroupsworktogethertocreateMapandPoster
Geographyday3:Groupspresenttheirwork
Geographyday4:LocationUsemapfindtheAbsolutelocationofthefivecities
Geographyday5:LocationUsemapstofindtherelativelocationofthefivecities
Geographyday6:CreateagenrebasedonLocationandoneoftheLatinocitiesstudied

Geographyday7:Placewatchaclipsonthedifferenttypeofmusicscenesineachcity
Geographyday8:Placecreateashortstorydescribingwhatyourfavoriteplaceonearthislike
Geographyday9:Createonegenreonthethemeofplaceandoneofthe5cities
Geographyday10:HEIhowhavethe5bigcitieswediscoveredchangedthephysicalworld?
Geographyday11:HEIhowcanhumanschangethephysicalenvironmentforthebetterorworse?
Geographyday12:CreateagenreonHEIandoneofthe5cities
Geographyday13:Movementactivatingscheme:Whataresomeofyourfavoritethingstodo?Wheredo
youthinktheyoriginated?
Geographyday14:MovementhowdidthemovementofLatiosandtheirculturechangewhatplacesare
like?
Geographyday15:CreateagenreonMovementandoneofthe5cities
Geographyday16:RegionsWhatareregionsoftheworld?
Geographyday17:RegionsWhataretheregionsthatthe5citieswestudiedin?
Geographyday18:CreateagenreonRegionsandoneofyour5cities
Geagraphyday19:Presentations
Geographyday20:Presentations

MayrasSpanishCalendar:MsicaMaestros!

SpanishDay1:IntroducehowSpanishmusichasmadeaninfluenceintheU.S.A.community,particularlyinSan
Francisco,Texas.BeginplayingandintroducingoneofthefollowingSpanishmusicgenresheardinSanFrancisco,
Texas:conjuntos,rancheras,corridos,andtejano.Infact,introducetejanothrougharticlesbyusingtheKWL
strategy.Informstudentsthatneartheendofthisunithe/shemustbeabletopresentafamousSpanishsingerbased
onthemusicgenre.Present,throughapowerpoint,theclothingthattejanosingerswear.Aspecifictejanosongwill
beplayinginthebackground.StudentswillbegiventheCantanteshandoutwithmoredirectionsonthefinal
presentation.
SpanishDay2ContinuefinishingthetejanoandusethesameKWLstrategythatwasintroducedyesterdayby
readingoverthefollowingarticle.[https://americansabor.org/musicians/styles/corrido].Introducecorridosthrough
anengagingwebqueststrategy.[http://corridos.org/].Presentthepowerpointwherethetypesofclothingwornfor
corridosisshown.
SpanishDay3ContinuefinishingthecorridosandintroducerancherasbyusingtheKWLstrategymeanwhile
readingthroughthearticle.Presentthepowerpointwherethetypesofclothingwornforrancherasisshown.Playa
rancheramusicinthebackground.
SpanishDay4ContinuefinishingtherancherasandintroduceconjuntosbyusingtheKWLstrategymeanwhile
readingthroughthearticle.Presentthepowerpointwherethetypesofclothingwornforconjuntosisshown.Playa
conjuntomusicinthebackground.
SpanishDay5Introducethesingersfromeachmusicgenrethrougharticles,listen,andlearnhowtosingatleastthe
mainchorusofthesongs.
SpanishDay6IntroduceSpanishmusicgenresheardinMiami,FloridabyusingtheKWLstrategymeanwhile

readingthefollowingarticle:https://americansabor.org/es/story/miami.Studentswillbeshownapowerpoint
presentationontheclothingbeingwornwiththetypesofSpanishmusicgenres(Conga,LatinJazz,LatinRock,&
Miamimusicscene),especiallyConja.PlayaConjamusicinthebackground.
SpanishDay7ContinuefinishingtheConjaandintroduceLatinJazzbyusingtheKWLstrategymeanwhilereading
throughthearticle.PresentthepowerpointwherethetypesofclothingwornforLatinJazzisshown.PlayaLatin
Jazzmusicinthebackground.
SpanishDay8ContinuefinishingtheLatinJazzandintroduceLatinRockbyusingtheKWLstrategymeanwhile
readingthroughthearticle.PresentthepowerpointwherethetypesofclothingwornforLatinRockisshown.Playa
LatinRockmusicinthebackground.
SpanishDay9ContinuefinishingtheLatinRockandintroduceMiamimusicscenebyusingtheKWLstrategy
meanwhilereadingthroughthearticle.PresentthepowerpointwherethetypesofclothingwornforMiamimusic
sceneisshown.PlayaMiamimusicscenemusicinthebackground.
SpanishDay10Introducethesingersfromeachmusicgenrethrougharticles,listen,andlearnhowtosingatleast
themainchorusofthesongs.
SpanishDay11IntroduceSpanishmusicgenresheardinNewYorkCity,NewYorkbyusingtheKWLstrategy
meanwhilereadingthefollowingarticle:https://americansabor.org/story/newyorkcity.Studentswillbeshowna
powerpointpresentationontheclothingbeingwornwiththetypesofSpanishmusicgenres(Rumba,Mambo,cha
chacha,Latinsoul),especiallyRumba.PlayaRumbamusicinthebackground.
SpanishDay12ContinuefinishingtheRumbaandintroduceMambobyusingtheKWLstrategymeanwhilereading
throughthearticle.PresentthepowerpointwherethetypesofclothingwornforMamboisshown.PlayaMambo
musicinthebackground.
SpanishDay13ContinuefinishingtheMamboandintroducechachachabyusingtheKWLstrategymeanwhile
readingthroughthearticle.Presentthepowerpointwherethetypesofclothingwornforchachachaisshown.Playa
chachachamusicinthebackground.
SpanishDay14ContinuefinishingthechachachaandintroduceLatinsoulbyusingtheKWLstrategymeanwhile
readingthroughthearticle.PresentthepowerpointwherethetypesofclothingwornforLatinsoulisshown.Playa
Latinsoulmusicinthebackground.
SpanishDay15Insteadofhavingtheteacherintroducethesingersfromeachmusicgenrethrougharticles,students
willusethejigsawstrategytoteachtheirclassmatesaboutthesingers.Next,studentswilllisten,andlearnhowto
singatleastthemainchorusofthesongs.
SpanishDay16BeginworkingontheSingersprojectpresentation
SpanishDay17WorkontheSingersprojectpresentation
SpanishDay18ContinueworkingonSingersprojectpresentation&completeasummarybasedonwhatstudents
rememberaboutthemusicgenreslearnedinclass.Studentswillbeusingtherecallstrategy.
SpanishDay19FinishworkingontheSingersprojectpresentation&completeasurvey/questionnaireinclass
answeringthefollowingsamplesofquestions:WouldyouprefertoreadorwriteinacreativewayaboutaSpanish
musicgenre?wouldyoupreferwearing[providehereaspecifictypeofmusicgenreclothing],orwearing[again
provideatypeofmusicgenreclothing]?Thissurvey/questionnairewillserveasanotherstrategyforthestudentsto
learn.

SpanishDay20:**Singerspresent&perform!!**