Lesson 6: Introducing the influence of Spanish music in the U.S.A.

: Florida (Spanish
music vocabulary)
Mayra Villarreal
Subject/Grade: Spanish-7th grade
Date of Lesson: TBA
Time Available for Lesson: 50 minutes
Objectives:
TLW be able to identify the Spanish music genres by reading an article and using
the KWL strategy with 90% accuracy.
TLW be able to compare the Spanish music genre with U.S.A. music by reading
an article and using the KWL strategy with 90% accuracy.
TLW be able to explain facts about the Spanish music genre.
Standards:
Communication 1.2 Students understand and interpret written and spoken
language on a variety of topics.
Culture 2.2 Students demonstrate an understanding of the relationship between
the products and perspectives of the culture studied.
Connections 3.2 Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language and its cultures.
Comparisons 4.2 Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
AGENDA:
Bellwork: Copy the following vocabulary words listed (shown below) on the board
pertaining to Spanish music heard in Florida and guess the definition. (7 min.)

Conga

Latin Jazz

Latin Rock

Miami music scene

Spanish Phrase/Word: Bailar=to dance

Direct Instruction (20 minutes): The teacher will go over bellwork with the students,
particularly the questions because students will be informed about the definitions of
each music genre throughout the lessons. After bellwork, the teacher will introduce one
Spanish music genre heard in Miami, Florida such as Conga by handing out a printed
copy of the Spanish version article explaining more into detail about the music genres
found in Miami, Florida. [https://americansabor.org/es/story/miami]. As the teacher
introduces the Conga music listed on bellwork, a Conga music will be played in the
background (Conga-play Gloria Estefan: Conga). Through a powerpoint presentation, students
will also learn about the types of clothing that is worn when performing a Conga song.
Guided Practice (23 minutes): [https://americansabor.org/es/story/miami]. Before
reading the article where an explanation on Spanish music genres found in Miami,
Florida students will identify familiar words, or words that look similar to English words
by circling. With the class, the teacher will go over what the students have circled.
Students will, then be given the English version and will be instructed to write near the
sides of the article what do they want to learn about the Spanish music genre
mentioned. [https://americansabor.org/story/miami]. As a class, students will share
what they want to learn about the music genre. Next, students will be given the English
version of the article explaining more in depth about the Conga music genre. Students
will need to read the article. [https://americansabor.org/musicians/styles/conga].
During, or after the reading, students will write down what have they learned about the
music genre. This strategy is known as the KWL. Instructions are given above under
Direct Instruction.
Independent Practice: Instructions on the independent practice is explained above
under Guided Practice.
Ticket out the door: Tell me the Spanish phrase, and/or a fact that you have learned
about the Spanish music genre heard in the U.S.A.
Announcement:Inform the students that they will continue focusing on these Spanish
music genres tomorrow.

**Below is the sample of how the English version of the article will look like
when students are learning about the Spanish music genre heard in Miami,
Florida.**

The Miami Story

Located in the crescent of Latin America and the Caribbean, Miami has become the center of the
Latin music recording industry.
In the 1930s Miami was a popular stop for touring bands like Machito and his Afro-Cuban Orchestra. But the citys
live music scene developed slowly, forging strong ties to Cuban and Caribbean traditions. Unlike the pattern of
economic immigration seen in other U.S. cities, Miami was strongly shaped by the political exodus from Cuba
following the 1959 revolution. The city became a Latino business hub because of the large number of Cuban exiles
who migrated there. They held onto their traditions and culture, but young Cuban-American youths began listening to
U.S. radio, as well as music by Miami-area musicians, many of whom were emigrants from other Caribbean, Central
American and South American countries. Gradually, the younger generation of Cuban-Americans began blending
Cuban musical traditions with elements of rock, pop, disco and funk to create something new and highly danceable.
By the mid-1980s, the Miami sound, as it was labeled, became widely popular throughout the world. The success
drew the attention of the major record labels which set up offices in Miami to capitalize on the citys location and that
many of the biggest stars in Latin music, including Gloria Estefan and Ricky Martin, lived there. Today, Miami
continues to be the nexus of the Latin music recording industry and the city annually hosts the Calle Ocho Festival,
the worlds largest street fair featuring Latin music and culture.