This unit plan focuses on teaching students about Flamenco music and Spanish culture. [1] Students will learn about Flamenco music and how it has influenced cultures globally. [2] They will demonstrate their knowledge through interpersonal, interpretive, and presentational speaking tasks that involve answering questions, listening to stories, and creating charts about Spanish literature, music, and dance. [3] Major learning activities include identifying regions and cities of Spain, learning about cultural aspects like costumes and instruments through poems and stories, and learning the Macarena dance.

1. FLES Methods – Unit Plan Inventory for Thematic Unit Project - October 2011
Unit Plan Inventory Unit Title: Flamenco Music Language Level: Spanish II
Authors: Linda & Marie-Helene Grade Level(s): 5th Grade
Unit Overview: After learning about Flamenco and the aspects of Spain, students can show that they have integrated their learning by
creating a cultural accessory, learning a dance, and communicating more effectively in their new L2.
Stage 1: What students should know and be able to do
Enduring Understanding(s): (Big Idea—Students will understand that Flamenco music globally appreciated.
Essential Question(s): How does music influence your life?
Standards: (Local and/or National) FL.B.1.4, FL.C.1.4, ACTFL 2.2, 3.1
Outcomes/Objectives/Progress Indicators: compare and contrast cultural specifics of Spain’s culture, costumes, music, and dance.
Stage 2: How students will demonstrate what they know and can do: Performance Assessment
Interpersonal Task &
Assessment Tool Interpretive Task & Assessment Tool Presentational Task & Assessment Tool
Interpersonal Task- each students will exchange Students will listen to a story, chant together, and Create charts related to the Literature and presented to the class
questions and answers in small groups. will read a poem together and draw series of
Assessment Tool- Games, quizzes, Pair and pictures and charts that retell al of this.
Share, Cooperative Group Activities and personal
Portfolios.
Stage 3: Preparing students to demonstrate what they know and can do
Language/Communication
Subject
Content Language Grammatical Key Essential Major Learning Activities/
(Connections) Functions Structures Vocabulary Culture(s) Materials Performances (list)
*Language arts Students will Grammatical Guitarra, peineta, Music sounds, Smart board, Beginning-Warm-up essential questions
pattern poem, engage in flamenco, ritmo, museums, PowerPoint, Middle-identify regions and important cities
chants, sayings, questions and structures, maracas, dance movements, graphic organizers, of Spain, match vocabulary, locate cities and
story. answers with the present tense of castanuelas, flamenco sayings, pattern poem regions on ma, ask questions about culture,
teacher pointing to verbs: ser, estar, instrumentos, Don Quijote story, example, story use chants, poem, and story related to a
instruments, bailar, tocar, tener, cuerdas, regions, poems, book, musical famous literature piece- Don Quijote.
regions and hacer, ir. vestidos, capitales Macarena dance instruments , visual Survey, cultural contrast, graphs, story
sharing aids, manipulatives mapping. Identify musical instruments
characteristics of various textures move like Don Quijote,
costumes make a fan.
End- learn Macarena dance
Comparisons: How similar and different ones’ culture is to Spain’s culture
Communities: Relate to other students in another country.
Adapted from Curtain & Dahlberg, 2010, p. 167

2. Adapted from Curtain & Dahlberg, 2010, p. 167