Unit Plan Extensions and Adaptations
Theme: Immigration Music and Poetry
If time permits or if some students are needing an extra challenge teachers can add this lesson plan to also introduce poetry while continuing with the immigration theme.
Day 1
Immigration Music Video Lesson Plan
Materials:
Day 1
Immigration Music Video Lesson Plan
Materials:
- Technological devices with headphones
- Notecards with inquiry questions
- Pencils
- Copy of lyrics for the five songs that will be studied
- YouTube videos:
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Lesson Overview with Learning Tasks
1. The teacher sets up five "stations"--one for each music video. The stations will include a copy of the lyrics.
2. The students will go to one of the five stations, and fill out the following information on a note card:
- Nombre de la canción y artista-grupo
- Un comentario sobre la letra.
- Un comentario sobre la música.
- Un comentario sobre las imágenes.
- Una pregunta.
- Estrellas--de una a cinco.
4. The teacher will write the names of the songs on the board and all students will have to come up and put a tally mark beside their favorite. As a class, see which one wins, and find out why.
Source Adapted from: http://spanishandillinois.blogspot.ca/2011_03_01_archive.html
Day 2
La poesía de inmigración
La poesía de inmigración
Materials:
- Poem by Pablo Neruda "Migración".
- Ideas and Details Guide
Ideas and Details Guide | |
File Size: | 169 kb |
File Type: |
Lesson Overview and Learning Tasks
1. Make sure students were given a copy of "Migración" by Pablo Neruda at the end of the last class in order for students to take some time to read it before coming to this class.
2. Have student volunteers read sections of the poem out loud to the class.
3. Discussion: What is this poem about? Did you like it? What is the tone of the poem? What are the themes? Did you see any symbols?
4. Have students fill out there Ideas and Details Guide for further understanding and exploration of the poem. For students who struggle with the length of the poem, chose a smaller section for them to focus on and analyze.
1. Make sure students were given a copy of "Migración" by Pablo Neruda at the end of the last class in order for students to take some time to read it before coming to this class.
2. Have student volunteers read sections of the poem out loud to the class.
3. Discussion: What is this poem about? Did you like it? What is the tone of the poem? What are the themes? Did you see any symbols?
4. Have students fill out there Ideas and Details Guide for further understanding and exploration of the poem. For students who struggle with the length of the poem, chose a smaller section for them to focus on and analyze.
Day 3
Create their own poems
Materials:
Create their own poems
Materials:
- Notebooks and pencils
- Spanish-English Dictionaries
- Thesaurus
- Technological device and printer
Lesson Overview and Learning Tasks
1. Now that students have explored music and poetry in Spanish on the topic of immigration, it is their turn to create their own short poem. Explain the project and provide students with a rubric so that they are aware of exactly what is expected of them.
2. Students can begin doing individual brainstorms to get their ideas flowing.
3. Next a rough draft can be started. The teacher must circulate the room during this process to guide students with their ideas.
4. Students can type out their final copies and print.
5. Poems can be displayed decorated and displayed around the classroom or turned into a class poetry book.
1. Now that students have explored music and poetry in Spanish on the topic of immigration, it is their turn to create their own short poem. Explain the project and provide students with a rubric so that they are aware of exactly what is expected of them.
2. Students can begin doing individual brainstorms to get their ideas flowing.
3. Next a rough draft can be started. The teacher must circulate the room during this process to guide students with their ideas.
4. Students can type out their final copies and print.
5. Poems can be displayed decorated and displayed around the classroom or turned into a class poetry book.
Unit Plan Adaptations
- If students need more time for their projects please allow this so that students are handing-in well thought out and complete work.
- Have students needing support, verbally express to you what they want to say and help write these expressions on an individual whiteboard for them to copy into their notes.
- Lower level students can do less written work, which contains more scaffolding. Advanced students can do the additional pages or add on activities.