Catalina Davila

June 13, 2014

EE 344
Integrated Art Unit Plan

Theme: Mexican Revolution 1910-1920

The theme for this sixth grade unit plan is the Mexican Revolution of
1910 to 1920. The subjects that will be implemented in this unit plan are the
following: History, Literature, Art and Music. For History, the students will
gain knowledge about what led to the Mexican Revolution. Students will
learn about important figures of the Mexican Revolution and what was
happening in Mexico during this time.
For Literature, the students will read a novel titled The Underdogs by
Mariano Azuela. In The Underdogs the main character, Demetrio Macas,
joins the rebel forces and eventually earns the position of general in Pancho
Villas army. Villa and other generals in The Underdogs are presented as the
Robin Hoods of the Mexican peopletaking from the rich and giving to the
poor. The Underdogs also draws comparisons to Victor Hugos Les Miserables
and the French revolutionaries attempts toward democracy and equality. The
first part of the novel corresponds to the second phase of the revolution.
2

Opposition forces gain strength against the Huerta government. The

revolutionary armies are led by Pancho Villa, Carranza, Obregn, and by
peasants under Zapata- joined forces. Huerta resigned as president of
Mexico and fled to Spain. The revolutionary armies entered Mexico City, and
the novel focuses on the dissension within these revolutionary forces,
particularly between Villa and Carranza. The main character, Demetrio, and
his men represent the peasant guerrilla forces in the revolution. The
Federales (government troops) blaze their way through the countrysidea
disorganized and corrupt government stealing from the poor.i
The students will read this novel and answer questions, write short answers,
and will do assignments online. The students will also learn and use new
vocabulary.
During the Revolution there were great artists, which produced amazing
artworks. In the art lessons, students will learn about the artists/muralists
Diego Rivera, Jos Clemente Orozco and David Alfaro Siqueiros. They will
look at their murals and interpret and connect their murals to what as
happening in Mexico during the Mexican Revolution that inspired this. The
students will also learn about the type of artistic technique that were used in
painting the murals. Once the students have learned about Diego Rivera,
Jos Clemente Orozco and David Alfaro Siqueiros each student will create
their own murals. They will create their own murals based on what they have
learned about the Mexican Revolution and from the murals of Rivera, Orozco,

and Siqueiros. After completing their murals, students will present their
murals to the class.
Music was a way of communicating what was happening during the
Mexican Revolution. Students will learn about what corridos are and how
they were created. Then they will listen to two different corridos. They will
be in Spanish. The first time they listen to them they will brainstorm what
they felt as they listened to the corridos and about elements of music they
heard (tempo, dynamics etc..) The second time they listen to the corridos
they will listen for instruments they know. The third time, the students will
be able to read the lyrics. They will see how the Mexican Revolution
influenced music and will understand the importance of corridos during the
Mexican Revolution. Then the class will be divided into groups where they
will create their own corridos. The students will need to include Mexican
Revolution history they have learned. They will be able to create the music
on the application GarageBand that will allow them to add any instrument
they want to their musical piece. Once the corridor has been assembled they
will be played and presented to the whole class. Each group will need to
explain what they did to create their corrido.
All the sixth graders will learn and discover will be done in a fun and
entertaining manner. The students will learn using different methods, which
will benefit them since they will have fun. In the art and music lessons the
students will discover and learn new information. All the new information
they will learn will be presented in various way specifically intended to target

different learners. This unit plan is grade level appropriate since it will inform
them but will also allow the students to participate and create using what
they have learned.

History Unit Lesson Plan

Catalina Davila
6th Grade

Goals
Illinois Learning Standards
1.C.1b: Identify important themes and topics.
18.B.2a Describe interactions of individuals, groups and institutions in
situations drawn from the local community (e.g., local response to state and
national reforms).
3.B.1b: Demonstrate focus, organization, elaboration and integration in
written compositions (e.g., short stories, letters, essays, reports).
4.A.1a: Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
18.A.2: Explain ways in which language, stories, folk tales, music, media
and artistic creations serve as expressions of culture.
Instructional Objectives for Lesson
Students will learn about learn and understand the what and why of
the Mexican Revolution.
Students will learn about important figures involved in the Mexican
Revolution and will complete a worksheet.
Students will read about the Mexican Revolution and will write a
summary and personal reflection paper based on the articles they are
reading.
Students will work well in groups and independently.
Students will participate and present work to class.
Cross Curricular Connections
Students will utilize English and Writing
6

Materials/Resources:
Computer
Projector
Worksheet(s): Important Figures of the Mexican Revolution
- Research Question
PowerPoint: Important Figures of the Mexican Revolution
Video: http://english.bicentenario.gob.mx/index.php?
option=com_content&view=article&id=108&Itemid=83
Time
This lesson will encompass approximately a 45 to 60 minute class session.
Prior Knowledge
The class was learning about Mexicos Independence from Spain.
Instruction:
Day One:
Anticipatory Set
- Teacher will ask all students to return to their seat.
- The Teacher will say: Recently we were learning about how Mexico
obtained its independence from Spain. Today, we will begin learning
about another Mexican history, the Mexican Revolution. Now we will
look at a short video.
- Video: The Mexican Revolution
- As the students to take about a minute to think about the reactions
they had as they watched the video. What did they feel, think, or what
connections did they make to this video?
- Allow students time to think then have students share their reaction to
the video. Remind them to raise their hand to share.
- The teacher should allow 5-7 students to share.
- After the students have watched the video and discussed their
reactions, ask the students to take out a pen/pencil and a highlighter.
Part One
- "Class, I am now handing out an article. This article has two parts. I am
handing out both parts but first read the first part then move on to the
second part. As you read, annotate whatever you like, find interesting,
are confused about or for whatever reason stands out to you.
- Give the students 20-25 minutes to read and annotate the article.
- The teacher should walk around class to assist those who may need
help.
- Allow the students to have enough time to complete task.

- Once all the students finished reading, assign the homework.

Homework
- With the annotated article students are to write a summary about the
Mexican Revolution.
- After the summary, write at least two paragraphs of your personal
reaction after reading the article.
Vocabulary
- Macho: showing aggressive pride in one's masculinity.
- Exile: the state of being barred from one's native country, typically for
political or punitive reasons.
- Coup: a highly successful, unexpected stroke, act, or move; a clever
action or accomplishment.
Day Two
Anticipatory Set
- "Class please take out your homework. Once you have your homework
out please share your summary and your personal thoughts with a
partner. Your partner must be someone at your table.
- Once all the students have shared their summary ask the students to
make a pile of their homework since it will be collected.
Part One
- Students please take out the Mexican Revolution article. What were
some names of people that were involved in the Mexican Revolution?
Answer: Daz, Madero, Villa, Zapata, Huerta, Carranza
- Does anyone know one know whom any of the persons mentioned in
the article?
- Teacher should wait for a class response. If a student knows any figure
named in the article, let them share what they know with the class.
- Students now that we have started to learn about the Mexican
Revolution it is also important to learn about some very important
people that impacted the Mexican Revolution.
- The teacher will have the Important Figures of the Mexican Revolution
PowerPoint ready on the computer to present to the class.
- The PowerPoint gives a short and small synopsis of: Portfirio Daz,
Francisco Madero, Victoriano Huerta, Venustiano Carranza, Francisco
Villa, Emiliano Zapata.
- Students are to be taking notes about each person. They will need
these notes to complete the Research Question Worksheets.

Part Two
- After presenting the PowerPoint, students will independently work on
investigating and learning more about Daz, Madero, Villa, Zapata,
Huerta, Carranza.
- Students will complete a Research Question Worksheet for each of the
six men (Daz, Madero, Villa, Zapata, Huerta, Carranza.)
- The worksheets will be completed using books, articles, and the
Internet. Students will need to document/site where they obtained
their information from.
- The students will not complete them all today and this is okay they will
have all class tomorrow to complete them.
Day Three
Part One
- Students will continue to work on completing the Research Question
Worksheets.
- The students who finish should put their worksheets in a pile at the
center of the tables and ask the teacher what they should do
(Extension).
Vocabulary
- Regime: a government
Closure
Day Four
- Students are to look at their Research Question Worksheets and
identify and pick their favorite figure from those presented in the
PowerPoint.
- Each student will come up in front of the class and will speak to who
was their favorite figure and will give one fact they learned about the
person they chose.
- Then the teacher will collect all the Research Question Worksheets.
These worksheets will be used as assessing what the students learned.

Assessment Based on Objectives

This lesson includes a variety of methods of assessing.
Students will learn about important figures involved in the Mexican
Revolution and will complete a worksheet.
- Did the students take notes during the PowerPoint? Were
students able to complete all the six worksheets? How well did
students work independently and in a group? How well did they
follow the teachers directions given?
Student written work and class presentation.
- How well did the student talk in front of the class? When they
had to share in partners were they respectfully listening to what
their partner had to say? How well did they work in pairs?
Adaptations and Extensions
Adaptations
For students with social and/or cognitive disabilities in the class, the
following changes can be made:
Allow student(s) to work to work at their own pace with teacher
guidance.
Allow student(s) to complete this work as homework if they are unable
to complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of time
the following extensions could be made:
Students can watch the following videos:
- The Storm that Swept Mexico: https://www.youtube.com/watch?
v=pVWcgOcvgV0
- Documental: Mexicana Revolution 1910 - 1920
https://www.youtube.com/watch?v=9UU5QsjtB6E
- Zapata Documental: https://www.youtube.com/watch?
v=OplERr3fiKg

10

Name: _______________________________
Political Figures Research Questions WorksheetAnswer the following questions about
your political figure. Be sure to cite your references. Suggested Web sites:
www.mexconnect.com, www.geographia.com, www.inside-mexico.com

Name of Political Figure: _______________________________

1. During what years was your political figure active? What
were the political and social conditions like in Mexico at
that time?

2. What role did they hold during the Revolution?

3. Who were their allies or enemies?

4. What were their political beliefs and what were they

trying to accomplish?

5. How did they try to accomplish their goals or beliefs?

Were they successful?

11

6. What impact did they have on the Revolution?

Worksheet Rubric

Information

All the questions

were answered.
There was substantial
amount of
information to answer
each of the six
questions.

Five of the six

questions were
answered. There was
good information to
these questions.

Completion

All six worksheets

were completed on
time.

At least four
worksheets were
completed on time.

Sources Cited

There was cited work

for all of the six
worksheets. Citations
were correct.

There was cited work

for at least four
worksheets. Citations
were mostly all
correct.

1
At least three
questions of the
questions were
answered and
while the
information was
good there were
still things missing.
Less than three
worksheets were
completed on
time.
There was cited
work for three or
less worksheets.
Majority of
citations were
incorrect.

Total:_________________

12

Literature Unit Lesson Plan

Catalina Davila
6th Grade

Goals
Illinois Learning Standards
1.C.1b: Identify important themes and topics.
3.B.1a: Use prewriting strategies to generate and organize ideas (e.g., focus on
one topic; organize writing to include a beginning, middle and end; use
descriptive words when writing about people, places, things, events).
3.B.1b: Demonstrate focus, organization, elaboration and integration in written
compositions (e.g., short stories, letters, essays, reports).
4.A.1a: Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
4.A.1d: Use visually oriented and auditory-based media.

13

Instructional Objectives for Lesson

Students will read and understand the novel The Underdogs by Mariano
Azuela.
Students will learn and use new vocabulary.
Students will read with partners.
Students will create a readers theater after reading The Underdogs.
Students will perform the readers theater to the class.
Cross Curricular Connections
Students will utilize English, Writing and Art.
Materials/Resources:
Computer
Projector
Book: The Underdogs Written by Mariano Azuela and translated by
Gustavo Pelln. (2006). Indianapolis, IN: Hackett Publishing Company
Inc. (25 copies)
Worksheet: - Main Character Worksheet
- The Underdogs Quiz
PowerPoint: - Mariano Azuela PowerPoint
Time
This lesson will encompass approximately a 45 to 60 minute class session.
Prior Knowledge
The class was learning about Mexicos Independence from Spain.
Instruction:
Day One:
Anticipatory Set
- Teacher will ask: In history, what have we been learning about?
Answer: Mexicos Independence from Spain or The Mexican
Revolution
- The teacher will have the PowerPoint titled Mariano Azuela and will
present the book cover as they explain what they will be doing.
- These next few days we will read a short novel called The Underdogs
The Underdogs written by Mariano Azuela.
Part One
- Teacher will have the PowerPoint of Mariano Azuela and will introduce
the author.
- Present the Who is Mariano Azuela? slides.
- At this moment the teacher should read the information on the slide
and shall stop after reading each paragraph to talk more about Azuela.

14

- The students should be taking notes about whom Azuela is.

- Teacher should allow students to ask questions. If the teacher does not
know the answer they should let the students know and tell them they
will find the answer to their questions.
- Next, the teacher will pass out the books.
- The teachers will ask, Students please turn to page xi and can I please
have two volunteers. One to read page xi and the other to read pages
xii and xiii. Thank you.
- Allow the students to read and ask questions about the Chronology of
Mariano Azuelas Life.
- Teacher: Now, we will lets read the Chronology of the Mexican
Revolution on pages xiv and xv.
- Teacher can read this page or as for volunteers.
Vocabulary
- Caciques: boss(es)
- Whatever words they do no know, they would underline or look at the
glossary in the back on the book, pages 113-116.
Part Two
- Teacher will assign partners.
- The teacher can groups the partners/pairs in any form they wish.
- The students and their partners will have 40 minutes to read from page 1
to page 44. From Part One I to XXI, all of part one.
- The students are to be annotating the text.
- Teacher: Class, please remember to annotate. This will come in handy
later on in the week. Highlight and underline whatever you like, question,
or are confused about.
Day Two
Anticipatory Set
- Teacher will take a quick survey.
- Teacher: Class, at this time I would like to ask everyone a question. To
answer, you will simply make a hand gesture. If you would like to say
yes then you will but up the peace sign and if you would like to say no
then simply raise you index figure in the air. The question is: So far, do
you like the book The Underdogs?
- Teacher should wait for all the students to raise their hand to answer.
- The teacher should use this to see what things should be changed in the
lesson plan for the week.
- This allows the students to voice their opinions.
Part One

15

Teacher: Class at this time please get The Underdogs book out and find
your partners with your eyes. Today we will finish reading this novel since
it is short.
The students and their partners will have 45 minutes to read from page 45
to page 87. From Part Two to Part Three.
The students are to be annotating the text.
Teacher: Class, please remember to annotate. This will come in handy
later on in the week. Highlight and underline whatever you like, question,
or are confused about.

Vocabulary
- Whatever words they do no know, they would underline or look at the
glossary in the back on the book, pages 113-116.

Day Three
Anticipatory Set
- Teacher will ask the students: We finished reading The Underdogs
novel yesterday. Can you name the characters for The Underdogs?
Answer: Demetrio Macas, Luis Cervantes, Manteca, Anastasio,
Pancracio, Venancio
- Now, turn with a partners and discuss who is your favorite character
and why.
Part One
- Teacher will hand the Main Character Worksheet. The teacher will pass
out more than just one worksheet per student.
- The teacher will place the worksheets in the center of the tables.
- Each student is to pick their two favorite characters and to complete
Main Character Worksheets (page. ).
Vocabulary
- Whatever words they do no know, they would underline or look at the
glossary in the back on the book, pages 113-116.
Part Two
- Once all students have completed the Main Character Worksheets,
they are to be placed in the center of the table. The teacher will pass
by collecting.
- Next, students are to place everything in their desks and only leave out
a pen or a pencil.
- The teacher will hand out a 25-question quiz on the novel.
- As students are completing the quiz, the teacher will collect them.

16

Those students who finish early should take out their in-class reading
book and read silently.

Closure
Day Four
-

Students will in groups of four create a readers theatre. They have

created readers theatre before therefore no further instructions are
needed.
There will be 4 groups and their readers theatre should be five minutes.
The students will have 40 minutes to get their readers theatre together.
The last 20 minutes of class will be dedicated the presentations of the
readers theatre.

Homework
- Students are to write a three-paragraph reflection paper. They are to
respond to if they liked or disliked the novel The Underdogs and why.

Assessment Based on Objectives

This lesson includes a variety of methods of assessing.
Students will read and understand the novel The Underdogs by
Mariano Azuela.
- How well did the students incorporate what they had read and
learned about in the novel? Was new vocabulary used in their
readers theatre? How did the students perform in the 25-question
quiz? How was the completion of the Main Character Worksheets?
Adaptations and Extensions
Adaptations
For students with social and/or cognitive disabilities in the class, the following
changes can be made:
Allow student(s) to work to work at their own pace with teacher guidance.
Allow student(s) to complete this work as homework if they are unable to
complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of time the
following extensions could be made:
Students can investigate on the Internet three fun and interesting facts
about Mariano Azuela, which they will present to the class the next day.
Students can investigate on the Internet more about other novels written
by Azuela.

17

The book tells us the story of peasant Demetrio Macas, who becomes
the enemy of a local cacique (leader, or important person) in his town, and
so has to abandon his family when the government soldiers (Federales) come
looking for him. He escapes to the mountains, and forms a group of rebels
who support the Mexican Revolution. Some of them are prototypes of the
18

sort of people that would be attracted by a revolution, like Luis Cervantes,

who is an educated man mistreated by the Federales and therefore turning
on them, or Gero Margarito, a cruel man who finds justification for his deeds
in the tumultuousness of the times. Also Camila, a young peasant who is in
love with Cervantes, who cheats her into becoming Macas' lover, and whose
kind and stoic nature gives her a tragic uniqueness among the rest. With a
concise, unsympathetic tone, Azuela takes us along with this band of
outcasts as they move along the hills of the country, seemingly struggling for
a cause whose leader changes from day to night. The rebels, not very certain
of what or whom they are fighting for, practice themselves the abuse and
injustice they used to suffer in the hands of the old leaders. So the Mexican
people, as the title of the book hints, are always the ones below, no matter
who runs the country. In the end, Macas has lost his lover and most of his
men, and reunites with his family with no real desire or hope for redemption
or peace. He has forebodings of his destiny, and the last scene of the book
leaves him firing his rifle with deathly accuracy, alone and extremely
outnumbered by his enemies

Character Sketch

Character:

Overall Description of the Character

Flaws

_____________________________________________________________
Good Qualities

_____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

What he/she says

____________________________________________________________
____________________________________________________________

What he/she does

Beliefs, Feelings, Motivations (What drives his/her actions)

19

Name:_____________________________
1. What happens to two of Demetrio Macias' recruits during the
celebration? (from Part I, XVI - XXI)
a.
b.
c.
d.

They
They
They
They

land in jail.
are shot and killed.
are sick from drinking too much.
run away.

2. How does Crispin Robles recruit men to fight with him? (from Part I,
XI - XV)
a.
b.
c.
d.

He
He
He
He

takes them at gunpoint.

ambushes them from the Federal army lines.
promises them bonuses.
frees them from jail.

3. What did the villager who helped Demetrio Macias want the rebels
to do in return? (from Part I, XVI - XXI)
a.
b.
c.
d.

To
To
To
To

release his brother from the guardhouse.

find his brother.
kill his brother.
spare his brother.

20

4. Why does Valderrama protest Demetrio Macias' order? (from Part III,
I - VII)
a.
b.
c.
d.

The
The
The
The

people
people
people
people

of
of
of
of

the
the
the
the

Sierra
Sierra
Sierra
Sierra

are
are
are
are

on their side.
pitiful.
harmless.
their brothers.

5. What does Demetrio Macias order his men to do when they enter the
Sierra? (from Part III, I - VII)
a.
b.
c.
d.

Shoot anyone who is trying to hide from them.

Capture anyone who is trying to hide from them.
Burn the homes of those who are trying to hide from them.
Take the supplies of those who are trying to hide from them.

6. What does Luis Cervantes try to persuade Demetrio Macias to do

before attacking a village? (from Part I, XVI - XXI)
a.
b.
c.
d.

Find out when the Federal soldiers were there last.

Find a spy.
Learn what side the people are on.
Find a guide.

7. What old friend does Anastasio suddenly recognize? (from Part II, I IV)
a.
b.
c.
d.

Venancio.
Luis Cervantes.
Demetrio Macias.
Margarito.

8. How does Anastasio tell the time? (from Part II, I - IV)
a.
b.
c.
d.

By
By
By
By

gauging the light.

asking War Paint.
his stolen watch.
the location of the stars in the Big Dipper.

9. Why is Demetrio Macias in a bad mood after their skirmish in Jalisco?

(from Part II, V - X)
a.
b.
c.
d.

Some of his men had joined the Orozquistas.

There had been too many Orozquistas.
There had been no Orozquistas.
They had been ambushed by Orozquistas.

21

10.
What does War Paint promise the kidnapped girl? (from Part II,
V - X)
a.
b.
c.
d.

War Paint will stick up for her.

She will come to love the rebel life.
She will earn a lot of money.
To take her safely home.

11.
What is Valderrama's response to learning of the great defeat?
(from Part III, I - VII)
a.
b.
c.
d.

His loyalty is to the men of the Sierra, not the government.

He loves the revolution and doesn't care who lives or dies.
His loyalty is to Demetrio Macias, not the government.
He hates the revolution and doesn't care who lives or dies.

12.
What did the villager who helped Demetrio Macias want the
rebels to do in return? (from Part I, XVI - XXI)
a.
b.
c.
d.

To
To
To
To

release his brother from the guardhouse.

spare his brother.
kill his brother.
find his brother.

13.
What is Quail's response to learning of the great defeat? (from
Part III, I - VII)
a.
b.
c.
d.

Now
Now
Now
Now

we are martyrs.
we are doomed.
it's every man for himself.
we are heroes.

14.
What does Demetrio Macias do to the young recruit who tries
to enter Don Monico's house? (from Part II, I - IV)
a.
b.
c.
d.

He
He
He
He

stabs him.
shoots him.
admonishes him.
warns him.

15.
What does War Paint do when no one defends her? (from Part
II, XI - XIV)
a. She kills Margarito.
b. She kills Luis Cervantes.
c. She kills Camila.

22

d. She kills Demetrio Macias.

16.
How does Crispin Robles recruit men to fight with him? (from
Part I, XI - XV)
a.
b.
c.
d.

He
He
He
He

promises them bonuses.

ambushes them from the Federal army lines.
frees them from jail.
takes them at gunpoint.

17.
How did Demetrio Macias get the drop on the Federal soldiers?
(from Part I, XVI - XXI)
a.
b.
c.
d.

He
He
He
He

broke a hole through the wall around them.

sneaked up behind them onto the church tower.
forced the villager to guide him to their hideout.
hid behind the horses in the corral.

18.
Why are Quail and Lard pleased after their skirmish in Jalisco?
(from Part II, V - X)
a.
b.
c.
d.

They
They
They
They

have a lot of loot.

have been treated like heroes.
were given a parade.
did a lot of fighting.

19.
What happens to two of Demetrio Macias' recruits during the
celebration? (from Part I, XVI - XXI)
a.
b.
c.
d.

They
They
They
They

20.
XV)
a.
b.
c.
d.

are shot and killed.

are sick from drinking too much.
run away.
land in jail.

Why are the rebels sorry to leave the village? (from Part I, XI -

They
They
They
They

will
will
will
will

miss
miss
miss
miss

their friends.
the food.
the girls.
the peace and quiet.

21.
What greets Demetrio Macias' men as they enter the plaza of
the village? (from Part I, XVI - XXI)
a. A priest and some beggars.

23

b. A hail of rifle fire.

c. A group of peasants.
d. A squadron of deserters.
22.
- X)
a.
b.
c.
d.

What premonition does Demetrio Macias have? (from Part II, V

"Something's going to happen to me."

"The Federals will capture me."
"Someone's going to kill me."
"Mexico will rise like the sun."

23.
Whom does War Paint turn to for defense? (from Part II, XI XIV)
a.
b.
c.
d.
24.

Margarito.
Demetrio Macias.
Camila.
Luis Cervantes.
How do the rebels refer to their loot? (from Part I, XVI - XXI)

a.
b.
c.
d.

A down payment.
A bonus.
An advance.
A prize.

25.
Why does Valderrama protest Demetrio Macias' order? (from
Part III, I - VII)
a.
b.
c.
d.

The
The
The
The

people
people
people
people

of
of
of
of

the
the
the
the

Sierra
Sierra
Sierra
Sierra

are
are
are
are

their brothers.
harmless.
pitiful.
on their side.

24

Answer Key:
1. B
2. D
3.A
4. D
5. C
6. C
7. A
8. B
9. B
10. D
11. C
12. C
13. C
14. D
15. D
16. A
17. C
18. C
19. A
20. B
21. C
22. C
23. C
24. D
25. C

Music Unit Lesson Plan

Catalina Davila
6th Grade

25

Goals
Illinois Learning Standards
1.C.1b: Identify important themes and topics.
25.B.2: Understand how elements and principles combine within an art form to
express ideas.
18.A.2: Explain ways in which language, stories, folk tales, music, media and
artistic creations serve as expressions of culture.
26.A.2d: Read and interpret the traditional music notation of note values and
letter names.
26.B.2d: Demonstrate knowledge and skills to create works of visual art using
problem solving, observing, designing, sketching and constructing.
25.A.2c: Identify elements and expressive qualities such as tone color,
harmony, melody, form (rondo, theme and variation), rhythm/meter and
dynamics in a variety of musical styles.
4.A.1a: Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
4.A.1d: Use visually oriented and auditory-based media.
Instructional Objectives for Lesson
Students will listen to two corridos and will understand the historical
connection.
Students will learn what a corrido is.
Students will work in a group and create their own corrido.
Cross Curricular Connections
Students will utilize English, Writing and Art.
Materials/Resources:
Computer
Projector
Worksheet: - What is a Corrido?
- Lyrics: Tiempos Amargos and El Cuartelazo
YouTube Video/Song:
- La Adelita
https://www.youtube.com/watch?v=K3w_x2r8fH0

26

Tiempos Amargos (Bitter Times)

https://www.youtube.com/watch?v=2yr92uTb-N8
El Cuartelazo (The Coup dEtat)

El Corrido Del Norte - Revolucin Mexicana on the computer.

https://www.youtube.com/watch?v=oP2icYDQxL4

Time
This lesson will encompass approximately a 45 to 60 minute class session.
Prior Knowledge
The class was learning about Mexicos Independence from Spain. The class had
knowledge about the elements of music (tempo, dynamics, etc.)
Instruction:
Day One:
Anticipatory Set
- The teacher will put the YouTube video/song: La Adelita on.
- Students are to be in their seats actively listening.
- Once the corrido is over, ask the students to mention what instruments
they heard in the song.
- Teacher do not use the word corrido yet.
- Students should raise their hands to mention an instrument.
- The teacher should write the name of the instruments on the board.
Part One
- Teacher: Does any one know what type of genre this song is? Takes
guesses from the student.
Answer: Corrido
- Then the teacher will pass out the What is a Corrido? Worksheet.
- The teacher will go over the worksheet.
- Then the teacher will give other examples of actual corridos.
- The teacher will also give additional information about corridos.
Day Two
Anticipatory Set

The teacher will put the YouTube video/song: El Corrido Del Norte Revolucin Mexicana on the computer.
https://www.youtube.com/watch?v=oP2icYDQxL4
Students are to be in their seats actively listening.

27

After listening, the class will begin still the students should listen.

Part One
- The teacher will play the corrido on YouTube Tiempos Amargos (Bitter
Times).
- The first time they listen to them they will brainstorm what they felt as
they listened to the corridos and about elements of music they heard
(tempo, dynamics etc..) Brainstorming will be done in their Writing
journal.
- The second time they listen to the corridos they will listen for
instruments they know. The list of instruments will be written in their
Writing journal.
- The third time, the students will be able to read the lyrics.
- The teacher will pass out the lyric to the corridos: Tiempos Amargos
(Bitter Times).
- The students will listen and read the lyrics annotating the lyrics.
Part Two
- The teacher will play the corrido on YouTube El Cuartelazo (The Coup
dEtat).
- The first time they listen to them they will brainstorm what they felt as
they listened to the corridos and about elements of music they heard
(tempo, dynamics etc..) Brainstorming will be done in their Writing
journal.
- The second time they listen to the corridos they will listen for
instruments they know. The list of instruments will be written in their
Writing journal.
- The third time, the students will be able to read the lyrics.
- The teacher will pass out the lyric to the corrido: El Cuartelazo (The Coup
dEtat).
- The students will listen and read the lyrics annotating the lyrics.

Day Three
Anticipatory Set
- Teacher: We have learned what corridos are and have heard corridos
about the Mexican Revolution. We have also seen how what was
happening in Mexico influenced the music.
- Now it is our time to compose our own corridos.
Part One
- Students will be grouped in groups of four students. There will be five
groups.

28

The groups are to create their own corridos using all the information they
have learned about the Mexican Revolution, about the artists (Rivera,
Orozco, Siqueiros) and from reading The Underdogs.
The rest of the class will be dedicated to the groups creating their
corridos. The students will use the application on the Ipads called
GarageBand, which will allow the corridos to be created.

Closure
Day Four
- Each group will present their corrido to the whole class.
- The group must have a written explanation of the instruments they used
and how they incorporated musical elements in creating their corrido.
Assessment Based on Objectives
This lesson includes a variety of methods of assessing.
Students will work in a group and create their own corrido.
- Did the group understand what a corrido is? What instruments did
the group include? What musical elements were used in their
corrido? What historical information about the Mexican Revolution
was included in the corrido?
Adaptations and Extensions
Adaptations
For students with social and/or cognitive disabilities in the class, the following
changes can be made:
Allow student(s) to work to work at their own pace with teacher guidance.
Allow student(s) to complete this work as homework if they are unable to
complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of time the
following extensions could be made:
Students can find and listen to more corridos about the Mexican
Revolution on the Internet.

29

30

31

32

33

Page 2 of 2

Lleg la artillera,
conducida por un tren,
porque iban a bombardear
la crcel de Beln.

The artillery arrived

transported by train,
they were going to attack
the jail of Belen.

Tocaban los clarines,

The bugles were calling
sonaban los tambores,
and the drums were playing and the
y andaba el caon nio
canon nio
por los alrededores.
was placed nearby.
____________________________________________________________________________________
Source:
Lyrics of El Cuartelazo by an unknown composer. Reprinted from the CD The Mexican Revolution:
Corridos about the Heroes and Events 1910-1920 and Beyond! (CD 7041-7044) courtesy of Arhoolie
Records (http://www.arhoolie.com).

Lesson Connection: Chivalry and Courtly Love

Copyright The Kennedy Center. All rights reserved.
ARTSEDGE materials may be reproduced for educational purposes.

34

Art Unit Lesson Plan

Catalina Davila
6th Grade

Goals
Illinois Learning Standards
1.C.1b: Identify important themes and topics.
18.A.2: Explain ways in which language, stories, folk tales, music, media and
artistic creations serve as expressions of culture.
25.B.2: Understand how elements and principles combine within an art form to
express ideas.
26.B.2d: Demonstrate knowledge and skills to create works of visual art using
problem solving, observing, designing, sketching and constructing.
25.A.2d: Identify and describe the elements of 2- and 3-dimensional space,
figure ground, value and form; the principles of rhythm, size, proportion and
composition; and the expressive qualities of symbol and story.
4.A.1a: Listen attentively by facing the speaker, making eye contact and
paraphrasing what is said.
4.A.1d: Use visually oriented and auditory-based media.
Instructional Objectives for Lesson
Students will learn about three muralists during the Mexican Revolution:
Diego Rivera, Jos Clemente Orozco and David Alfaro Siqueiros
Students will create their own mural using their knowledge about he
Mexican Revolution, about the three muralists: Rivera, Orozco, and
Siqueiros.
Students will use their knowledge on art elements and colors to create their
mural.
Cross Curricular Connections
Students will utilize English, Writing and Art.
Materials/Resources:
Computer
Projector
White sheets of paper (one per student) size 18 in. by 24 in.
Crayons, colored pencils, markers, paint, watercolor, paint brushes,
straws, water plates, napkins

35

Worksheet: - Artist Research Questions Worksheet

PowerPoint: - Art of the Mexican Revolution
- Los Tres Grandes
Photocopies of the three murals.

Time
This lesson will encompass approximately a 45 to 60 minute class session.
Prior Knowledge
The class was learning about Mexicos Independence from Spain. The class is
also familiar with the elements of art and the color wheel.
Instruction:
Day One:
Anticipatory Set
- The teacher should have the PowerPoint Art of the Mexican Revolution
ready to go on the computer.
- Teacher: We have been studying and reading about the Mexican
Revolution. Now we are going to look at the art that was produced during
this time period. At this time we are going to simply take a look at some
examples of the art that was inspired by the Mexican revolution.
- Students are to look at the PowerPoint
- Teacher: What are some differences and similarities you seen in the
artwork shown?
- Teacher should give students 1 minute or less to think while switching the
slides and allowing see the paintings again.
- Students should raise their hands and the teacher will document what
they are saying on the white board.
Part One
- Teacher: We have been learning and reading about the Mexican
Revolution. We are going to learn about three muralists who were
inspirited by the Mexican Revolution: Diego Rivera, Jos Clemente
Orozco and David Alfaro Siqueiros.
- The teacher will quickly go over the Los Tres Grandes PowerPoint with
the class to introduce the three muralists.
Part Two
- The students will need to pick one of the three muralists without seeing
any of their artwork.
- After picking their muralists, the teacher will pass out the Artist
Research Questions Worksheet.
- The students are to learn about their muralist.
- After completing the Artist Research Questions Worksheet the
students will share with another student who does not have the same
artist.

36

Then the teacher will call three students each having researched different
artists and they will each present to the class while the class takes notes
on the artists who they did not research.

Day Two
Anticipatory Set
- The teacher will collect the Artist Research Questions Worksheet
completed yesterday.
- Teacher will present the mural by, Diego Rivera.
Dream of a Sunday Afternoon in Alameda Park by Diego Rivera
http://smarthistory.khanacademy.org/dream-of-a-sunday-afternoonin-alameda-central-park.html
Part One
- Teacher: Class yesterday we learned about the Big Three. Today we will
look at a mural painted by Diego Rivera. It will be your job to look at his
mural and to interpret what he drew. The mural was painted during the
Mexican Revolution therefore you be will able see the history of the
Mexican Revolution.
- Teacher: There have been many analysis of the mural but I want you to
use what you have learned about the artist, the Mexican Revolution and
from reading The Underdogs to create your own interpretation of the
mural.
- Students will need to talk about at least three art elements when making
their interpretation of the mural.
- The students will need to write their interpretation of at least three
paragraphs in the Writing Journals.
- At the end the teacher will collect the journals.

Day Three
Anticipatory Set
- Teacher will present the mural by Jos Clemente Orozco.
The Trenches by Jos Clemente Orozco.
Part One
- Teacher: Class yesterday we learned about the Big Three and analyzed
the mural by Diego Rivera. Today we will look at a mural painted by Jos
Clemente Orozco. It will be your job to look at his mural and to interpret
what he drew. The mural was painted during the Mexican Revolution
therefore you be will able see the history of the Mexican Revolution.
- Teacher: There have been many analysis of the mural but I want you to
use what you have learned about the artist, the Mexican Revolution and
from reading The Underdogs to create your own interpretation of the
mural.
- Students will need to talk about at least three art elements when making
their interpretation of the mural.

37

The students will need to write their interpretation of at least three

paragraphs in the Writing Journals.
At the end the teacher will collect the journals.

Part Two
- Teacher will present the mural by David Alfaro Siqueiros.
The Revolutionaries by David Alfaro Siqueiros.
- Teacher: We have learned about Diego Rivera and Jos Clemente Orozco.
Today we will look at a mural painted by David Alfaro Siqueiros. It will be
your job to look at his mural and to interpret what he drew. The mural
was painted during the Mexican Revolution therefore you be will able see
the history of the Mexican Revolution.
- Teacher: There have been many analysis of the mural but I want you to
use what you have learned about the artist, the Mexican Revolution and
from reading The Underdogs to create your own interpretation of the
mural.
- Students will need to talk about at least three art elements when making
their interpretation of the mural.
- The students will need to write their interpretation of at least three
paragraphs in the Writing Journals.
- At the end the teacher will collect the journals.
Closure
Day Four
-

Students will create their own mural. They can use any material available
to them.
Their murals must include at least three art elements, two historical
figures of the Mexican Revolution, and must have a quote from the
Mexican Revolution.
The students can use the information they have or can use the library or
the Internet for more information.
The students will have 45 minutes to create their mural.
The whole class will participate in a Gallery walk.
Then the students will pick their favorite mural and explain why it is their
favorite.

Assessment Based on Objectives

This lesson includes a variety of methods of assessing.
Students will create their own mural using their knowledge about he
Mexican Revolution, about the three muralists: Rivera, Orozco, and
Siqueiros.

38

What information did the students include? How was the

information they learned about the Mexican Revolution influencing
their mural?
Students will use their knowledge on art elements and colors to create
their mural.
- Did the students following the guidelines? Were all the
requirements present in the mural?

Adaptations and Extensions

Adaptations
For students with social and/or cognitive disabilities in the class, the following
changes can be made:
Allow student(s) to work to work at their own pace with teacher guidance.
Allow student(s) to complete this work as homework if they are unable to
complete it in class.
Extensions
If there are students who are academically advanced or finish ahead of time the
following extensions could be made:
Students can investigate on the Internet three fun and interesting facts
Mexican art during the Mexican Revolution.
- http://edsitement.neh.gov/feature/mexican-revolution-november20th-1910
Students can write a letter to any of the three muralists to express their
thoughts on their artwork during the Mexican Revolution.

Mural Checklist
Yes

No

Includes at least
three art elements
Includes two
historical figures of
the Mexican
Revolution,
Includes a quote
from the Mexican
Revolution.

39

Art of theMexican
Revolution
1910-1920

40

Name:__________________
Artist Research Questions Worksheet
Answer the following questions about your assigned artist. Be sure to cite your
references. Suggested Web sites: pbs.org, sfmoma.org, moma.org, loc.gov,
metmuseum.org, artic.edu

Name of Artist: ______________________________________________

1. Provide the dates and places of artist's birth and death.

2. How/where did she/he train? Did she/he receive formal arts instruction?

3. Discuss some of the people and/or events that influenced her art.

4. What were her/his political beliefs?

5. Discuss her/his relationship with other Mexican revolutionaries and/or
artists of the time period.

6. Describe the artist's style.

41

7. Describe any recurring subjects, symbols, images, and/or themes in

the artist's work.
8. Cite and describe two examples of the artist's work that you would
consider representative of her/his style (print out images if possible).

If needed, on
separate piece
paper, please
describe any additional qualities of your chosen artist.

The Murals

of

Dream of a Sunday Afternoon in Alameda Park by Diego Rivera

The Trenches by Jos Clemente Orozco.

42

The Revolutionaries by David Alfaro Siqueiros.

The Mexican Revolution Appendix

History Lesson:

Worksheet(s): Important Figures of the Mexican Revolution pg. 6

PowerPoint: Important Figures of the Mexican Revolution
Video: http://english.bicentenario.gob.mx/index.php?
option=com_content&view=article&id=108&Itemid=83

Literature Lesson:

Book: The Underdogs Written by Mariano Azuela and translated by

Gustavo Pelln. (2006). Indianapolis, IN: Hackett Publishing Company
Inc. (25 copies)
Worksheet: - Main Character Worksheet pg. 7
- The Underdogs Quiz pg. 8-12
PowerPoint: - Mariano Azuela PowerPoint

Art Lesson:

Worksheet: - Artist Research Questions Worksheet pg. 7

PowerPoint: - Art of the Mexican Revolution
- Los Tres Grandes

43

Photocopies of the three murals. pg. 8

Music Lesson:

Worksheet: - What is a Corrido? pg. 5

- Lyrics: Tiempos Amargos pg. 6
El Cuartelazo pg. 7-8
YouTube Video/Song:
- La Adelita
https://www.youtube.com/watch?v=K3w_x2r8fH0
Tiempos Amargos (Bitter Times)
https://www.youtube.com/watch?v=2yr92uTb-N8
El Cuartelazo (The Coup dEtat)

El Corrido Del Norte - Revolucin Mexicana on the computer.

https://www.youtube.com/watch?v=oP2icYDQxL4

44

i "Introduction" eNotes Publishing Ed. Scott Locklear. eNotes.com, Inc. eNotes.com

12 Jun, 2014 http://www.enotes.com/topics/underdogs#summary-introduction