LESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANS

LESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANSLESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANSAuthors: Heidi Menssen, Anne NealAuthors’ Emails: hemenss@kckps.org, anneal@kckps.orgLesson Time Frame: 3 class periods. This lesson can be used independently by the music orSpanish teacher.Description: Students will use labeled world maps to identify the different Spanish speakingcountries in the world. Students will also become familiar with Spanish speaking musicians andidentify their respective countries.SBIs:AssessedMusic: Level I9. InterrelationshipsFormulate relationships between music, the other arts, and disciplines outside theArts.9.1. Describe the way the principles and subject matter of other subjects taught in theschools are interrelated with music.AddressedSpanish: Level I2.1. Students demonstrate knowledge and understanding of the relationship among theperspectives, practices, products and contributions of the cultures studied, and useof the knowledge to interact effectively in cultural settings.2.1.2.Experience various areas of the arts i.e. literature, drama, and music and the visualarts.Objectives:1. The student will be able to identify Spanish-speaking countries.2. The student will write a 2-page report on a Spanish-speaking musician and present thereport to the class.Assessment:TasksStudents will be given a labeled (black and white) world map and a list of Spanish- speakingcountries. They will locate these countries and color them.file:///C|/Documents and Settings/Shawn/My Documents/Websites/IARCITSmusic/2005/neal/lessonplan2.html (1 of 4)2/15/2006 8:53:55 PM

LESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANSStudents will be given a list of Spanish-speaking musicians and their respective countries. Theywill locate each musician’s country and label that country with the musician’s initials.Students will do independent research on the Spanish-speaking musician of his or her choice andgive a report.Task Prompts:Black and white world maps—labeled with the countries and alist of the Spanish-speaking countries in the worldHandouts of Spanish-speaking musicians and his/her home countryRubricDistinguished: The student will identify 80% of the Spanish-speaking countries accurately. Thestudent will write and present a 2-page report on a Spanish-speaking musician.Basic: The student will identify 70-79% of the Spanish-speaking countries accurately. Thestudent will write and present a 1 to 1 1/2 page report on a Spanish-speaking musician.Unsatisfactory: The student will identify 69% or less of the Spanish-speaking countriesaccurately. The student will write a 1-page report on a Spanish-speaking musician , but will notpresent the report to the class.Student Exemplars: The student will color in at least 80% of the Spanish-speaking countriesaccurately. The student will have a 2-page, written report on a Spanish-speaking musician of his/her choice.Formative Assessment: During the lesson, the teacher will walk around the room, observingstudents working on their maps. The teacher can give prompts to students, or pair a student whois struggling with a student who is understanding the lesson.Materials/Resources:Large, classroom world maps (for observation/discussion)Overhead ProjectorCopies of world maps labeled with the countries and a list of Spanish-speaking countries for eachstudentHandouts of Spanish-speaking musicians for each studentColored pencils/crayonsComputers for internet researchfile:///C|/Documents and Settings/Shawn/My Documents/Websites/IARCITSmusic/2005/neal/lessonplan2.html (2 of 4)2/15/2006 8:53:55 PM

LESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANSLearning Activity:Day 11. Show the class a world map (classroom map or overhead projector). Ask students toidentify the countries where Spanish is spoken. Make a list of their ideas on the board.2. Hand out world maps and the lists of Spanish-speaking countries. (Also hand out coloredpencils unless you want students to supply their own.)3. Have students color in the Spanish-speaking countries on the map. Students can be dividedin to small groups to work on this assignment.4. Give students the next handout that has lists of Spanish-speaking musicians and theircountry of origin.5. Have students find each musician’s country on the map and write the musician’s initials onthe map. Once again, students may be divided into small groups to complete this task.6. End the lesson by telling the students they will need to pick a musician to write a report on.The musician may be one from the given list, or another musician of his/her choice. (Thestudent should check with the teacher to make sure the musician is a Spanish-speakingmusician.) The report should be 2 pages doubled spaced. Classroom computers can beused for individual, internet research.Day 2:1. Begin by reviewing Spanish-speaking countries. You could use a large, classroom worldmap to do this.2. Let students begin independent work on their reports. The teacher can walk around theroom making sure students have what supplies they need. Students can use the computersto do internet research or to type their papers at this time.Day 3:1. Students will present their reports to the class. Each presentation will take 5-10 minutes.Author’s Reflections:The teacher can let the students know about the upcoming lesson and have them pick a Spanishspeakingmusician that they want to use for their report. The teacher can review these selections,making sure the artist fits the criteria.Once a student has selected a musician, they can bring materials to use for their reports.Teacher’s can take more days to do independent work if they choose.Adaptations:Students with learning disabilities could work on their project with the help of a paraprofessional,a special education teacher, or a classroom partner. They could be given more time to work ontheir projects, and they could have someone else type their paper for them.file:///C|/Documents and Settings/Shawn/My Documents/Websites/IARCITSmusic/2005/neal/lessonplan2.html (3 of 4)2/15/2006 8:53:55 PM

LESSON PLAN #2: GEOGRAPHY, SPANISH, AND MUSICIANSContent Knowledge:The teacher should know the countries where Spanish is spoken.The teacher should also be knowledgeable about Spanish-speaking musicians.Strategies:Students can be divided into small groups (on day 1) and help each other locate the Spanishspeakingcountries and match the musicians with his/her home country.file:///C|/Documents and Settings/Shawn/My Documents/Websites/IARCITSmusic/2005/neal/lessonplan2.html (4 of 4)2/15/2006 8:53:55 PM