Lesson Plan #2 - ​Do You Think You Know Your Latin Genres?? 
(30 minute lesson) 
 
Miss Idalis Irizarry  Thursday, November 7th, 2019 

Grade(s): 9-12  (Music Elective Class for Grades 9-12) → 

Distinguishing Latin Music Styles  
 
*​Some context → This will be the ​second​ class meeting of the semester. In this lesson, my hope 
is for the students in my class to gain an understanding of what it is like to survey music. 
Through my lens as the teacher, this does not simply mean presenting information through 
lecture style, but ​additionally​, playing and internalizing the music we are dissecting. 
 
1. Measurable Objectives(s):​ ​(Measurable learning objectives use action verbs to 
describe what you want the students to be able to do by the end of the class, course, or 
unit) 
 
● Students will be able to ​identify​ at least ONE key musical element in each of the 
following Latin music genres: Salsa, Bachata, Merengue, and Latin Urban Music / 
Reggaeton music. 
● Students will ​internalize​ specific Latin rhythms such as “son clave” in salsa, 
“caballito” in merengue, and syncopation. 
● Students will be able to ​identify​ which songs played in class belong to which of the 
four Latin genres we will begin to break down (either salsa, bachata, merengue, or latin 
urban music / reggaeton). 
● Students will be able to ​improvise ​either using their voices or using percussion 
instruments over each genre of Latin music that we will discuss in class (either salsa, 
bachata, merengue, or latin urban music / reggaeton). 
● Each student will be able to ​determine​ which of the four Latin genres we discuss is 
their favorite and ​give supporting​ ​musical reasons as to w​ hy​.  
 

2. Required Prior Knowledge and Skills:​ ​(What must students know to be successful) 
 
● Students should already be able to physically keep a steady pulse with one part of their 
body. 
 ● Students should already be able to read quarter note / rest, eighth note / rest, and 16th 
note / rest rhythms in written music notation.  
● Students should already be able to identify the musical elements of songs through 
listening examples. 
○ These would be things such as dynamics, articulation, tempo, etc. 
○ Students may not know the exact musical terminology for what they are 
describing, but as long as they can articulate it using other vocabulary. 
 

3. Review Needed:​ ​(What needs to be reviewed to reinforce prior learning related to this 
lesson) 
 
● What different ​steady pulses​ feel like / how to internalize them 
● What does ​‘improvisation’​ mean? 
● What are the ​different musical elements that you listen for in the songs you like​? 
 
 
 
4. Materials, Repertoire, Equipment needed: 
 
● White board 
● White board markers / erasers 
● Tubanos 
● Music posture chairs 
● Pencils with erasers 
● Computer 
● Projector 
● Powerpoint presentation 
● Other percussion instruments that we touch on in class such as the ​guira​, ​cowbell​, 
congas​, etc. (which will be used for improvisation) 
● Different listening examples of each of the four Latin genres  
○ Salsa → ​https://youtu.be/KNcaw0Ye69g 
○ Bachata → ​https://youtu.be/kzbUkVdHsHk 
○ Merengue → ​https://youtu.be/qXXuv5kI5-g 
○ Latin Urban Music / Reggaeton → 
https://www.youtube.com/watch?v=7DtW7U7WRiA 
● Latin genre Identification Worksheet 
● Note taking sheet 
  

5. Agenda:​ ​(list items to be taught and post – use large paper and dark marker if white 
board is not available) 
 
● Exploration / Movement to a Latin song around the classroom 
● Introduction / “quick dives” into these four Latin music genres: 
○ Salsa 
○ Bachata 
○ Merengue 
○ Latin Urban Music / Reggaeton 
● Identifying and distinguishing these four genres 
● IMPROVISATION  
● Pick your ​favorite​! 
 
 
6. Lesson Sequence​ (be sure to list time in the pacing section) ​Pacing 
A. Brief Opening:​ ​(Teacher posted brief  ● As soon as students enter the 
assignment that may be done  classroom, they will listen to ​2 
independently. Brief reading writing,  minutes​ of ​Me Tengo Que Ir ​by 
editing, or problem solving activity to  Adolescent's Orquesta  
ready them for learning – may be a  ○ https://youtu.be/krA4QNOpFb
question about the music that will be  U 
rehearsed or at the younger levels it  ○ Students will walk around the 
may be a learning activity setting up  room and be free to move how 
for today’s lesson)  the please. I will give 
directions as follows →  
○ They will be asked to think 
about how the music makes 
them feel and how it may 
affect others. Does it sound 
familiar? Foreign? What 
emotion does this music make 
you feel? Do you feel like you 
want to tap along with the beat 
of the song?...etc. 

B. Learning Activities: ​(What learning  ● 2 minutes​ - Students will go around 

experiences and instruction will  the room and each briefly share with 
enable students to achieve the desired  the class one thing the know / think 
results – have more learning activities  they already know about Latin music 
than you need)  in general: 
1.  ○ For example, they can pat out a 
2.  rhythmic pattern that they 
believe they hear in Latin 
music, describe the instruments 
used, describe the vocals, other 
musical elements, etc.  
● 5 minutes​ - Brief “dive” into ​salsa 
music​→ 
○ Students will listen to brief clip 
of ​Rebelion​ by Joe Arroyo (I 
will use the cut of this song 
from my podcast.) 
○ The next slide will show 
students what salsa’s ​unique 
musical elements ​are. 
■ We will discuss these 
elements and ​clap​ out 
what is known as the 
“son clave”​ rhythm. 
■ We will also clap out / 
discuss what is known 
as ​syncopation​. 
● 3 minutes​ - Brief “dive” into ​bachata 
music​→ 
○ Students will listen to brief clip 
of ​Morir Solo​ by Prince Royce 
(I will use the cut of this song 
from my podcast.) 
○ The next slide will show 
students what bachata’s 
unique musical elements ​are. 
■ We will discuss and 
play / sing examples of 
arpeggiation​. 
● 5 minutes​ - Brief “dive” into 
merengue music​→ 
○ Students will listen to a brief 
clip of ​Volvio Juanita​ by Milly 
Quezada. (I will use the cut of 
this song from my podcast.) 
○ The next slide will show 
students what merengue’s 
unique musical elements ​are. 
■ Students will learn 
about / clap out what is 
 called the ​“caballito” 
rhythm. 
■ Students will get to 
listen to what a ​guira 
sounds like in person / 
will get to pass the 
instrument around the 
room and feel its 
textures. 
● 3 minutes​ - Brief “dive” into ​Latin 
urban music / reggaeton​→ 
○ Students will listen to brief clip 
of ​Todo Siempre Comienza en 
la Disco​ by Wisin, Daddy 
Yankee, Yandel. (I will use the 
cut of this song from my 
podcast.) 
○ The next slide will show 
students what reggaeton’s 
unique musical elements ​are. 
■ Students will pat on 
their lap what is known 
as the​ “dembow” 
rhythm. 
● 2 minutes​ ​- Students will then be 
asked to listen to a few more short 
clips of some songs from these four 
genres and then place them into the 
correct genre based on our class 
discussion earlier in the lesson. (There 
will be a worksheet for this portion of 
the lesson.) 
● 5 minutes​ - Each student will be 
asked to grab a ​tubano​ OR another 
percussion instrument in the room 
(with my approval) for a Latin music 
improvisation circle​ ​to a genre of 
the class’s choice. 
○ Students will also be allowed 
to use vocal improv over the 
music. 
● 1 minute ​- Students will be asked to 
take out their phones to capture the 
QR code in the powerpoint → this will 
 lead to my podcast on Latin Music 
Genres. 
○ (This podcast is basically an 
overview of what we 
completed in class today.) 
● 2 minutes​ ​- Students will be asked to 
complete an exit slip of describing 
which of the four Latin genres was 
their favorite and WHY. 
○ Students will be asked to give 
some sort of ​supporting 
musical reason​ as to why they 
picked the genre they did. 

C. Assessment:​ (What evidence will  (The following is one of my learning activities 

show that the students understand?  copy and pasted.) 
Describe the assessment used – formal  ● Students will then be asked to listen to 
and informal assessments based on  a few more short clips of some songs 
learning objectives)  from these four genres and then place 
them into the correct genre based on 
our class discussion earlier in the 
lesson. (There will be a worksheet for 
this portion of the lesson.) 
○ YouTube Assessment Playlist: 
https://www.youtube.com/watc
h?v=pGrRcXM6Qxg&list=PL
cqpcCdkIvv6ul-X44DuNXkAs
ulbXqRoh 

D. Closing/Wrap-up:​ (This is a recap of  (The following is one of my learning activities 

the key learning of the day to check for  copy and pasted.) 
understanding. Could be a ticket to  ● Students will be asked to complete an 
leave as individuals or group answers)  exit slip of describing which of the 
four Latin genres was their favorite 
and WHY. 
a. Students will be asked to give 
some sort of ​supporting 
musical reason​ as to why they 
picked the genre they did. 

E. Assignment​:  (The following is one of my learning activities 

copy and pasted.) 
● Students will be asked to write down 
the out of class assignment which is to 
listen to my podcast on Latin Music 
 Genres. 
○ (This podcast is basically an 
overview of what we 
completed in class today.) 
 
 
7. ​Accommodations:​ ​(a. Special Needs, b. ELL etc. ) 
 
● ELL:  
○ Will be allowed to have the powerpoint presentation printed out right in front of 
them for this class. 
○ I will read the directions out loud, and SLOW for the entire class and have 
everyone repeat the directions back to me.  
○ Students will be given visuals up on the board such as key terms or directions 
for assignments. 
 
● Autism Spectrum Disorder (ASD): 
○ Students will be given a note-taking sheet to follow directly along with what 
information is being given in the powerpoint. 
○ The entire class will be given endless opportunities to check their understanding 
after a direction was given. 
○ Students who have ASD can wear noise diminishing / cancelling earphones 
when we do exercises with a lot of noise stimulation.  
 
● Gifted and Talented Students​:  
○ Will be allowed to take heavier notes on other elements of these genres that I do 
not touch upon during the class period. 
○ They will be given a pretest on these genres before attending this class period. 
 
● Attention Deficit Disorder (ADD) / Attention Deficit Hyperactivity Disorder 
(ADHD): 
○ Students will sit near good role models in the classroom. 
■ Providing a seating method that helps the student to move such as a 
silent bouncy chair, standing desk, or foot rest 
○ Students will work closely with a partner (who agrees to do so) who displays 
good behavior / understanding of the material.  
○ Students will have a designated quiet / alone time space in the classroom. 
○ Students will be graded on their understanding, and not as much on their 
penmanship.  

8. ​Teacher Reflection/Self-Evaluation:​ ​(a. Reflect on the process and include student 

responses b. Rethink & Revise - what could you have done differently to improve the outcome 
of this lesson) 
  
(This will be completed after I teach my lesson.) 

9. ​National Standards:​ ​(Creating, Performing, Responding) 

 
● MU:Cr1.1.E.5a ​-​ ​Compose and improvise melodic and rhythmic ideas or motives that 
reflect characteristic(s) of music or text(s) studied in rehearsal. 
● MU:Cr1.1.C.Ia​ - Describe how sounds and short musical ideas can be used to 
represent personal experiences, moods, visual images, and/or storylines 
● MU:Cr2.1.C.IIa​ - Assemble and organize multiple sounds or musical ideas to create 
initial expressive statements of selected sonic events, memories, images, concepts, 
texts, or storylines. 
● MU:Cr3.2.C.Ia​ - Share music through the use of notation, ​performance​, or 
technology, and demonstrate how the elements of music have been employed to realize 
expressive intent. 
● MU:Cr2.1.E.5a​ - Select and develop draft melodic and rhythmic ideas or motives that 
demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal. 
● MU:Cr3.2.E.5a​ - Share personally developed melodic and rhythmic ideas or motives – 
individually or as an ensemble – that demonstrate understanding of the characteristics 
of music or texts studied in rehearsal. 

10. ​State Standards:​ ​(Singing, Reading & Notation, Playing Instruments, Improvisation & 
Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in 
communities, Concepts of style, stylistic influence & stylistic change, Inventions technologies 
& the arts, Interdisciplinary connections) 
 
● 4.12​ - Improvise rhythmic and melodic variations on given melodies in pentatonic, 
major, and minor tonalities 
● 4.13​ - Improvise original melodies over given chord progressions consistent in style, 
meter, and tonality 
● 1.8​ - Sing music representing diverse genres and cultures, with expression appropriate 
for the work being performed, and using a variety of languages 
● 3.9​ - Perform music representing diverse historical periods, genres, and cultures, with 
expression appropriate for the work being performed