Bomba: Género de música
Overview
Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.
The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions.
Resumen español
Los estudiantes investigarán géneros musicales en países hispanohablantes para comprender mejor la historia y las influencias que crearon la música, así como las conexiones culturales/el impacto de la música hoy en día. Comiencen a estudiar Bomba como clase y trabajen juntos en el proceso de investigación; luego, los estudiantes pueden seleccionar un género de música diferente para investigar y explorar antes de crear un ensayo visual sobre su tema.
La lección que se presenta a continuación es el período 4 de un plan de unidad de 10 períodos (en un horario de bloques de 90 minutos). Las lecciones están disponible en español, pero podrían adaptarse para una clase de inglés con traducción al español.
English Summary
Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.
The lesson presented below is period 4 of a 10 period unit plan (on a 90 minute block schedule). Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging
LESSON DESCRIPTION
Género de música: Bomba
Author of the Lesson: Kellie Rosenberger
Unit Summary/Overview: Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, the cultural connections/impact of the music today. We will begin by studying Bomba as a class and work through the investigation process together; then students will select a different genre of music to research and explore before creating a visual essay about their topic.
The lesson presented below is period 4 of a 10 period unit plan (on a 90 minute block schedule). These are the slides for the entire unit. Additional supporting resources are housed in the unit resources folder.
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
| Lectura de UnivisiónVideo:LaLa Anthony Black, Latino and ProudVocabularioReflexión:¿ Qué merece hablar? ¿De qué estás pensando? Usan unas palabras de vocabulario en tu reflección | Video: Historia de Puerto Rico Descolonizar PRQuizlet Vocabulary from Day 1 | Lectura de ABC NewsNotas Cornell: Video 1 y Video 2 (Hacer notas de Cornell) | Repaso del vocabularioTarea: Entrevistas sobre BombaVideo:La Bomba - A Puerto Rican TraditionVideo: Bombazzo | Tarea: Mini-Ensayo (with exemplars and rubric for writing)Bomba: Ensayo visual (una página) |
| Day 6 | Day 7 | Day 8 | Day 9 | Day 10 |
| Bomba: Ensayo visual (una página) | Bomba: Ensayo visual (una página) | Investigación sobre otro género de música (Una página individual) | Investigación sobre otro género de música (Una página individual) | Presentaciones de las páginas en grupos pequeños |
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
- ACTFL World-Readiness Standards For Learning Languages - Cultures: World Language Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
- ACTFL World-Readiness Standards For Learning Languages - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- ACTFL World-Readiness Standards For Learning Languages - Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Content Objectives:
- Students will describe the origins of Bomba music and identify how the musical genre continues to influence Afro-boriken culture in Puerto Rico from readings, videos and interviews
- Students will write a mini-essay about the origins and cultural influence of Bomba today
- Later….Students will create a visual essay using words, phrases, quotes, pictures, symbols to communicate various aspects of music and culture
ELP Standards:
- 9-12.1: An ELL can . . . construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
- 9-12.4: An ELL can . . .construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Language (ELP) Objectives:
- Students will interpret and analyze interviews in Spanish about Bomba music and summarize their findings, written and then orally, with feedback partners.
- Students will write a mini essay about the origins and influence of Bomba music on Puerto Rican and Afro-boriken culture and incorporate evidence from outside sources in the text.
I Can Statements:
- I can interpret and analyze interviews in Spanish about Bomba music and summarize their findings, written and then orally, with feedback partners.
- I can write a mini essay about the origins and influence of Bomba music on Puerto Rican and Afro-boriken culture and incorporate evidence from outside sources in the text.
Supporting Academic Language
Language Functions: Evaluating, drawing conclusions, summarizing
Language Modalities: Listening, writing
Vocabulary: género/genre, diáspora/diaspora, Afro-boricua/Afro-puerto rican, afro-boriken, resistencia/resistance, herramienta/tool, antepasados/ancestors, (+ yubá, sica, bámbula, cuembé, holandé, seis corrido)
Syntax or Sentence Structure(s):
- En el artículo ______, se dice que…
- Según la entrevista con ________, …
- ___________ hablaba de que…
- En el video de ___________ aprendí que…
- _______ se refiere a…
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Basic history of Boriken (Puerto Rico), the Taíno people and the enslaved people brought to the island
- Understanding of the legacy of enslaved people and African influence on Puerto Rican culture
- Intermediate/Advanced listening, reading, writing and speaking (in target language)
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Projector, Computer, Speakers
- Google docs and/or printed interview questions
- Post-its/White Board
- Word Wall/Vocabulary from previous lessons
- Video Interviews:
- Video: La bomba - A Puerto Rican Tool of Resistance Through Creative Expression
- Video: Bombazzo - La bomba y la plena
Learning Supports
Socio-emotional supports: Clear instructions/objectives, exemplars, think time, one-on-one check ins, options for demonstrating proficiency to build on student strengths
Cultural & Linguistic Responsiveness: Reflection on one’s cultural lens, recognizing and addressing bias, real world issues in the classroom, translanguaging, student choice on project topic
Accessibility: Heterogeneous groupings, sentence frames, multimodal input/output, processing time, exemplars, vocabulary supports
Instructional Supports
Differentiation: Collaborative activities, language scaffolding, shared vocabulary/”word wall”
L1 Supports: Shared vocabulary document, sentence frames
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 5-10 minutes as students arrive to allow time to circulate, check-in with students about life/school/etc.
Teacher Does/Students Do: Vocabulary Review - Match the vocabulary terms on the left used in Bomba music with the definitions on the right. (Vocabulary comes from previous day’s lesson)
Transition/guiding question: Why might we use interviews when we are trying to learn about a new subject?
Focused Instruction (Teacher-as-Model)
Time: 10 minutes
Teacher Does/Students Do: Introduce the objective of understanding and making inferences from interviews for the day.
Begin with interview #1 with Jerry Ferao. Post the question from his interview on the board: Read over/break down the question. Ask students to brainstorm, using what they already know, what Jerry might say and write them on a piece of paper in front of them.
Stand - Share - Sit vocabulary related to the answer -- teacher adds these vocabulary words to the board.
Watch the first part of interviews together as a class. (Jerry Ferao).
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does/Students Do:
Give each table a post-it note and have them respond to question #1 as a group. They can use what they heard, or use the words on the board -- or both -- to come up with a group answer.
Then, have a student volunteer from each table read their group’s post-it to the class.
Teacher will collect the post-its and write strong phrases on the board. Students will then use those phrases to write the answer to questions #1 on their own individual document. They can use what their group wrote, or they can come up with their own response.
Group Application (Student-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does/Students Do:
Repeat same process above for first question on interview #2. (Interview with Marién Torres)
Individual Learning (Independent Practice and Application)
Time: 25 minutes
Teacher Does/Students Do:
Students will now use their own language skills to listen to the remainder of the interviews and answer the questions provided by the teacher. Have students finish the interview questions on their own! Teacher consciously mingles to check in with students and make suggestions to improve their writing.
*If students finish early, have them write 2-3 of their own questions about the interviews. (I use Costa’s leveled questions)
Closure
Time: 5 minutes
Teacher Does/Students Do: Share with your table group one of your best answers! Read it with fluency and clarity.
Have students write your best response on a post-it note and stick it on the door - teacher will read over these to check for understanding before next lesson.
Remind students that next time they will be writing a mini-essay (Free Response Question) utilizing the resources we’ve read and studied throughout the unit.
ASSESSMENTS
Formative Assessment
Content and language: Vocabulary word bank, post-its, interview question responses, EQ paragraph with evidence today
Plans for Summative Assessments
Content: One Pager with quotations from interviews used as evidence; vocabulary words, symbols, images, etc to demonstrate understanding
(Example one-pagers; more examples)
Language: Mini-Essay
Using the interview question responses as their ‘source’ have students answer the following essential questions in the form of a mini-essay. Use the sentence frames to support the inclusion of evidence.
- ¿Cuál es la historia de la bomba en la isla de Boriken/Puerto Rico? ¿Cómo es Puerto Rico hoy en día?
- ¿Cuál es el impacto (presencia) del género hoy en día en la cultura afro-boricua?
- ¿Qué piensas tú sobre este género de música, o más general música como forma de cultura y resistencia?
En el artículo ______, se dice que…
Según la entrevista con ________, …
___________ hablaba de que…
En el video de ___________ aprendí que…
_______ se refiere a…
Example essays and writing rubric