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Updates

La Vida es un Carnaval by Celia Cruz

2/22/2017

1 Comment

 
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One of my favorite tunes to teach during the month of February is Celia Cruz's classic song "La Vida es un Carnaval". In teaching Celia's tune during the month of February, teachers in immersive classrooms are able to integrate the storied tradition of "Carnaval" festivals, which are an important part of Cuban culture, and also were a large part of the traditions of southern Spain when I was living in that region.

 Teaching students about "La Reina de Salsa" (The Queen of Salsa) through one of her most iconic tunes is also a great way to teach students about Afro-Latino heritage, and the rich and wonderful contributions that inspiring stars such as Celia have brought to the Latino community. 

Not to mention, US-Cuban relations are a hot topic right now, and students will appreciate getting to hear more about this fabled island that Americans have had limited access to over the last fifty years.

If you're interested in teaching Celia Cruz's tune "La Vida es un Carnaval" to your students, please click here for the song warm-up lesson plan!

If you'd like to give students the summative song exam, which I recommend after teaching the song warm-up for seven days, click here.

If you're curious about how to teach songs as warm-ups in your immersive classroom, click here. 

Enjoy! 
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1 Comment
Bobby link
12/23/2020 04:47:09 am

Greeat share

Reply



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    I'm Katherine Lupton: language teacher and author. I live in the lovely state of Oregon. My favorite things include my energetic dogs, music and books (both reading and writing them).

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  • Home
  • About
  • Lessons
    • Teaching with Music >
      • Song warm-up lesson plans, setup, procedure, and exams
      • How to teach "Tú sí sabes quererme" by Natalia Lafourcade
      • How to teach "La Carretera" by Prince Royce
      • How to teach "Latinoamérica" by Calle 13
      • How to teach "Prohibido Olvidar" by Rubén Blades
      • How to teach "Traidora" by Gente de Zona
      • How to teach "La Bicicleta" by Shakira and Carlos Vives
      • How to teach "Culpa al Corazón" by Prince Royce
      • How to teach "Déjà Vu" by Prince Royce and Shakira
      • How to teach "Amor de Mis Amores" by Natalia LaFourcade
      • How to teach "Despacito" by Luis Fonsi and Daddy Yankee
    • Teaching with TPRS >
      • Using TPRS in the World Language Classroom
      • Valentine's Day Lesson
    • Teaching with Tech >
      • Why Duolingo
      • Duolingo In Curriculum
    • Teaching with Film >
      • Rebelión en Oaxaca: Film Resource
      • Blossoms of Fire - A Film Resource
    • Teaching Social Justice >
      • Problems and Solutions in Our Baltimore Community
      • Resources for teaching students about the Oaxacan Uprising of 2006
  • Service Learning
    • The Advocacy Project >
      • Teaching Social Justice: My Background and Context
      • Inspiration for "The Advocacy Project"
      • Providing opportunities for volunteering during "The Advocacy Project"
      • How are students graded while participating in "The Advocacy Project"?
      • Student Reflections on "The Advocacy Project"
  • Travel
    • Cuba >
      • Pedro Pablo Oliva and "The Great Blackout"
      • Patio del Pelegrín Community Project
      • El Tanque - Casa Cultural Comunitaria
      • A Lecture with Cuban Academic Jorge Mario Sánchez Egozcue
    • Mexico >
      • Oaxaca: Mazatec and the language of whistling
      • Oaxaca: Monte Albán and a Oaxacan lunch
      • Oaxaca: Monte Albán and Atzompa
      • Oaxaca: Yanhuitlan
      • Oaxaca: Danza de las Plumas in Teotitlán del Valle
    • Spain >
      • Madrid
      • Sevilla
      • Feeling at home
  • Resources
  • Tutoring
  • Blog
  • Contact