an archive of lesson plans

Category: reggaeton

SP ADV REGGAETON

Language resident: Natalia Cano

Class theme/topic discussed:

Goal of the class: The students learn about Bad Bunny, Rosalia and old Reggaeton

Class structure:

Warm up:

Do you know Bad Bunny?

Do you know any of his song?

Activity 1: Bad Bunny and Kendall Jenner go on a date

We watch a little bit of this video:

Even though it is in English, it is important for the activity, since they have to know about Bad Bunny’s English for the activity.

After watching the video, they have to decide in pairs who is going to be Bad Bunny or Kendall Jenner. After that, they have to do a little theatre being these characters.

Activity 2: La noche de anoche

What references do you see in this video? What do you think about it?

Activity 3:

We listen to these three song with the lyrics:

-Titi me preguntó – Bad Bunny

-X si volvemos – Karol G

-Candy – Plan B

What differences do you see between these songs and songs in English

Resources used:

Youtube, Spotify

What worked well? What did not work?

This class was very good, my students were very enthusiastic about the topic. However, a class about reggaeton is always going to have explicit content. So it is important to do a disclaimer at the beginning of the class.

ESADV SP2022 Music and poetry

Language Resident: Natalia Cano

Class theme/topic discussed: Music and poetry

Goal of the class: The students discuss their opinions and come up with a story in Spanish

Class structure:

Activity 1: Reggaeton or poetry

The students have to decide if these fragments are reggaeton or poetry.

Tú eras tóxica como veneno

Pero me falta el aire desde que no estás

Quizás no me trajeses nada bueno

Pero al menos no nos la pasábamos mal

Es un placer conocerte

Quizá tú me traigas pena

Pero no puedo perderte

Me gustas cuando callas porque estas como ausente, y me oyes desde lejos, y mi voz no te toca. Parece que los ojos se te hubieran volado y parece que un beso te cerrara la boca.

Hoy te odio en el secreto, ante todo lo confieso

Si pudiera te pidiera que devuelvas todos los besos que te di

Las palabra y todo el tiempo que perdí

Me arrepiento una y mil veces de haber confiado en ti

Quisiera que te sientas como yo me siento

Quisiera ser como tú, sin sentimiento

Quisiera sacarte de mi pensamientoQuisiera cambiarle el final al cuento

Y que yo me la llevé al río
creyendo que era mozuela,
pero tenía marido.


Yo sé que lo nuestro es cosa de ayer

Y me pone contento que te va bien con él

Yo ni te extrañaba ni te quería ver

Pero pusieron la canción que te gustaba ponerY me acordé de ti, cuando me hiciste feliz

¡Ay, qué trabajo me cuesta
quererte como te quiero!
Por tu amor me duele el aire,
el corazón
y el sombrero.

Ella y yo, dos locos viviendo una aventura 
castigada por Dios. 

Un laberinto sin salida
donde el miedo se convierte en amor

Activity 2: Now is your turn

In pairs they have to choose two fragments of poetry, or a song and the rest of the class has to guess what they are.

Activity 3: Estopa

I give the students the beginning of a well-known Spanish song:

Era una tarde tonta y caliente

De esas que pega el sol en la frente

Era el verano del noventa y siete

Y yo me moría por verteThe students have to imagine a story with this text as an inspiration, when they finish, I showed them the video and the ‘’storyline’’ of the song.

Resources used:

We used the projector for the poetry/reggaeton fragments.

Video la raja de tu falda: https://www.youtube.com/watch?v=wECwsE4yNSQ

What worked well? What did not work?

I might add a warmup to this class, but I also think that activity 1 worked a little bit as a warmup.

They discussed a lot during the first activity, so I think it was nice. With the second activity one of the pairs decided to put a fragment of Lorca’s poetry. So, we look the poem up and discussed it a little bit too.I really liked activity 3 because the students had great ideas in their stories, and they were quite disappointed by the actual song.

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