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2nd Grade Music Lesson: San Severino

This music lesson plan teaches 2nd grade students about different occupations through the song "San Severino". Students will learn some Spanish vocabulary, sing the song, and perform movements to represent each occupation mentioned - carpenter, baker, cowboy, and shoemaker. The class will move in a circle during parts of the song. Students will be split into groups, each assigned an occupation to create a movement for. They will perform their movement during the corresponding verse while singing about having "la Buena vida", or a good life. The goal is for students to listen for cues and learn through song, movement, and a bit of Spanish.

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68 views4 pages

2nd Grade Music Lesson: San Severino

This music lesson plan teaches 2nd grade students about different occupations through the song "San Severino". Students will learn some Spanish vocabulary, sing the song, and perform movements to represent each occupation mentioned - carpenter, baker, cowboy, and shoemaker. The class will move in a circle during parts of the song. Students will be split into groups, each assigned an occupation to create a movement for. They will perform their movement during the corresponding verse while singing about having "la Buena vida", or a good life. The goal is for students to listen for cues and learn through song, movement, and a bit of Spanish.

Uploaded by

api-510351548
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Moriah Fitch and Kaylee Gonzalez

Movement
Music Lesson Plan

Title: San Severino


Grade Level: 2nd Grade
Source: Silver Burdett and Ginn 2 pages 34-35

Materials needed:
Our voices

Procedure:

A. In this song, it is going to talk about 4 different kinds of workers: el


carpintero (carpenter), el panadero (baker), el caballero (cowboy),
and el zapatero (shoemaker). And they all sing about how good their
life is by singing “la Buena Buena vida”.

1. Ask the students what “la Buena vida,” means. Explain that it means,
“good life,”
2. Sing the first verse for them but have them sing “A-si, A-si, A-si, this
is the life for me.”
3. Ask the students which occupation was mentioned in the first verse.
4. Sing the whole song with them. El carpintero, el zapatero, el
panadero, and then el caballero.
5. Split them up into four groups of 5-6 and assign an occupation for
each group to provide a movement for the occupation.
6. Have them come back to the circle and ask them for a whole group
movement that we can do for “This is the life for me.”
7. Tell the students that we will move in a circle, for “la Buena Buena
vida, then we will stop at “Now this way, now that.” Then the group
with the occupation of the verse will perform the movement that they
chose while we sing the occupation. Then we will all perform the
same movement that we all agreed on during, “This is the life for me.”
8. Sing and perform all four verses.
Closure: Okay, what does el caballero mean? What about el zappatero?
What were they singing about? What phrase did they use to say their life is
good?
Educational Objective: By the end of this lesson, students will have learned . . .
To learn a little bit of Spanish and will have played a movement game reflecting the
occupations. In order to do this, they will have to listen for certain cues.

Social/ Cognitive Physical Musical Non-Musical


Subjects
Emotional
They will They have We will all National Standards “Core” Music Content
Standards Standards
work with to listen for move in a
their peers specific circle and 1. Singing Creating They are
Imagine learning a little
to create a cues, so select Yes bit of Spanish
Plan and Make
movement they know groups will and using
that they all when to go perform 2. Play Instruments Evaluate & Refine movement to
symbolize an
agree on. and perform movements occupation.
their for the Present
3. Improvising MU:Cr3.2.2a
movement various
occupation
Convey
s
4. Composing
expressive intent

for a specific
5. Reading & purpose by
Notating
presenting a final
version of
personal musical
6. Listening ideas to peers or
informal
Yes audience.

7. Evaluating

Performing

8. Integration Analyze
(outside arts) Interpret

Yes Rehearse,
Evaluate, & Refine
9. History/C
ulture Present
10. Yes
Responding
Select
Analyze

Interpret

Evaluate

Connecting
Connect #10

Connect #11

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