Name:​ Kyungjin Lee/Sivory Chastain-Castellanos

District:​ LAUSD
School:​ Brockton Avenue Elementary School
Subject:​ General Music
Grade:​ TK/Autism
Date: ​December 4, 2018
Lesson Plan Number:​ 3

Nation Standards for Music Education

CREATING
Imagine – generate musical ideas for various purposes and contexts.
(MU:Cr1.1.2a) – Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
PERFORMING
Analyze – Analyze the structure and context of varied musical works and their
implications for performance.
(MU:Pr4.2.1a) – With limited guidance, demonstrate knowledge of music concepts (such
as beat and melodic contour) in music from a variety of cultures selected for
performance.
RESPONDING
Analyze – Analyze how the structure and context of varied musical works inform the
response.
(MU:Re7.2.1a) – With limited guidance, demonstrate and identify how specific music
concepts (such as beat or pitch) are used in various styles of music for a purpose.

California Visual and Performing Arts Content Standards

2.0 CREATIVE EXPRESSION ​– Creating, Performing, and Participating in Music
Compose, Arrange, and Improvise
2.4​ Improvise simple rhythmic accompaniments, using body percussion or classroom
instruments.
3.0 HISTORICAL AND CULTURAL CONTEXT ​– Understanding the Historical
Contributions and Cultural Dimensions of Music
Diversity of Music
3.3​ Use a personal vocabulary to describe voices, instruments, and music from diverse
cultures
Objective
By the end of this lesson,
1. Students will relate Spanish vocabulary with English Vocabulary through singing and
movements
2. Student will relate the uplifting beat and rhythm to dance through movement and playing
rhythmic unpitched instruments
3. Students will create their own rhythms while playing along with salsa music

Equipment and Supplies

1. Electronic Equipment
a. Laptop
b. Speakers
2. Video resource
a. Los Pollitos via Youtube
b. De Colores via Youtube
c. Salsa dance
3. Materials
a. Colorful Scarves
b. Percussion instruments from claves, maracas, drums, tambourines, rhythm sticks
c. Little chicken beaks made out of paper

Procedure
1. Introduction
a. Greet student and have them sit in a U shape
b. Sing the normal goodmorning song
c. Using a visual representation show the students we are going to be talking about
the music from Latin America
d. Ask the class if any students are Hispanic or Latino or speak Spanish
e. Introduce Spanish “Good Morning Song”
Buenos Dias, Buenos Dias, How are you, How are you, Very Well Thank You,
Very Well Thank You, Como Estas? Como Estas?
Introduce this song in a call and response format.
f. Perform Spanish Good Morning song

2. Los Pollitos Activity

a. Explain to the student that we are going to sing a song my abuela or grandma sang to me.
Show the students where my family comes from on the map.
b. Tell the student we it's about the little chicks or los pollitos
 c. Pass out masks, show the students the dance moves and teach the students the right
pitches for the pio,pio,pio.
d. Rehearse the activity twice and do a final run through with the video from youtube

3. Salsa Dancing Activity

a. Explain to students dancing is a very important part of Latin American Culture
b. Show a video of what salsa music looks like via video or demonstration with KJ and
Sivory
c. Pass out percussion instruments claves, maracas, tambourines, drums, and rhythm sticks
d. Get the students to move around dance and explore with the percussion instruments

4. De Colores (Time willing)

a. Tell students that this song comes from many countries in Latin America
b. It's about all the colors
c. Pass out the all the colorful cloth scarves
d. Have the students get up dance and frolic around with the cloths.

5. Closing Activity
a. Sing the “Goodbye Song”
b. Ask students if the if they know how to say goodbye in in Spanish
c. Start call and response on teaching the students Adios song with Goodbye Song melody