1. After listening to son and poetry by Nicolás Guillén, students will make observations about how the poetry and music are linked through rhythm, structure and theme.
2. Students will be able to understand and use the term jintanjáfora as well as create their own jintanjáforas.
3. Students will memorize, recite and give a brief oral explanation in Spanish of a Nicolás Guillén poem for classmates “using the poetic language of
1. Listen to teacher recite a Guillén poem from memory and give a short explanation of it in Spanish in the same manner students will have to.
2. Listen to son and make observations about its structure, rhythm and theme with a partner. Share observations with class.
3. Listen to a recording of Nicolás Guillén recite the same poem. Make connections between poem and music with help from the teacher.
4. Listen to an explanation of the word
and read different examples of them in Guillén’s poems.
5. Reflect on cultural themes of importance in personal life, for example Laotian heritage, latino heritage, city life, etc.
6. Work with a partner or group create
that sound like the cultural theme of your choosing. Share these with class and record those you like. Could try to guess what cultural theme is reflected in other students examples.
7. Choose a poem you would like to memorize from
Motivos de son
Homework: Given a list of literary terms and their explanations, relate at least three to chosen poem in a written explanation in Spanish. Use teacher’s example as a guide. Practice reading poem out loud several times. Note problem areas in pronunciation requiring help from teacher.
Recording of recitation of Guillén’s poetry
Copies of appropriate poems from Motivos de son and Sóngoro Cosongo
Written explanations of literary terms
Teacher’s poem analysis in written form as guide to students
Suggestions: Collaboration with an English teacher using Langston Hughes’s poems and the blues would be interesting.