Coco Lesson Plan

Coco Lesson Plan:
Kindergarten
Objectives:
1. Students will identify a piece of music that is traditional to Mexico and connect the style
of the song to the song that they have been learning in class (Pimpón).
2. Students will perform Pimpón with stuffed animals and demonstrate a steady beat by
moving their stuffed animals to the beat as well as maracas.
3. Students will perform a dance to La Cucaracha in their own space.
Standards:
MU:Re7.2.Ka: With guidance, demonstrate how a specific music concept (such as beat) is used
in music.
MU:Cn11.0.Ka: Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life.
Materials:
 Speaker
 Viva el Mariachi by Keith Halligan
 Pimpón
 Stuffed Animals
 Projector
 PowerPoint Presentation
 Maracas
 Un Poco Loco
 iMovie Video
Sequence:
Activity 1 (5 mins): Students will connect the style of Viva
el Mariachi to the style of Pimpón.
1. The teacher will have the students close their eyes as they listen to the beginning of Viva
el Mariachi by Keith Halligan.
a. Teacher: Can you close your eyes and turn your listening ears all the way up for
me?
2. The teacher will ask the students if the song they are listening to reminds them of
another song that they have been learning.
a. Teacher: Keep your eyes closed. Silently raise your hand if this song reminds you
of another song we have been singing in class?
b. Students should raise their hand. Teacher will call on a student to say which song
is similar to the one that they are listening to.
c. Student: Pimpón!
Activity 2 (25-28 mins): Students will perform Pimpón with stuffed animals and maracas to
show that they can perform a steady beat to Pimpón.
1. Teacher will hand out stuffed animals (also known as friends) to each student.
a. Teacher: I brought my friends with me again. Remember, each friend is unique
so we are lucky to have one of the friends and love each and every friend the
same way. Quietly raise your hand and tell me, why can’t we throw our friends
around?
b. Student: Because it will get sick!
c. Teacher: That’s right! Which means that we must be very gentle with our friends.
We also have to make sure that we are really quiet because if we talk really loud
next to our friends ear it is going to hurt their ears.
2. Teacher will have students sing Pimpón to their friend.
a. Teacher will have students cradle their friend and sing to them.
3. Teacher will have students perform the movements that include the steady beat on
their stuffed animal.
a. Teacher: Can your friend do what my friend does?
b. Teacher will then have students put their friend to sleep in the basket.
4. Once students have put all stuffed animals away, the teacher will present the
PowerPoint presentation about Mexico and discuss with students the different
traditions of Mexico.
a. Teacher: Mexico is a country that is right below where the United States is on
the map. In fact, Mexico has areas that are in the desert while there are other
areas of Mexico that are in the rain forest.
b. Teacher: This is what the buildings look like in Mexico. What do you notice about
these buildings?
c. Students: They have lots of colors!
d. Teacher: That is right! In Mexico, they like to use lots of color even in the clothes
that they like to wear. Does anyone know what that big hat is called?
e. Students: Sombrero!
f. Teacher: Exactly! In Mexico, they also celebrate a different holiday. What holiday
do we celebrate in October?
g. Student: Halloween!
h. Teacher: Instead of Halloween, people who are from Mexico celebrate what is
called Dia de Los Muertos. For this holiday, families put up pictures of family
members that are no longer with them and celebrate their life by eating their
favorite foods and doing some of their favorite hobbies.
i. Teacher: Another celebration that they have in Mexico is called a Quinceñera.
This is a special celebration for girls when they turn 15 years old showing that
they are ready to be a woman and they get to wear really pretty dresses and
have a big party.
j. Teacher: Music also has a special term in Mexico. In Mexico, they play what is
called Mariachi music. They play some of the same instruments that we do here
in America. I happened to bring with me some instruments from Mexico. I’m
looking for a silent hand to tell me what instrument is in my bag.
k. Students: It’s maracas!
5. Teacher will have students sit in 3 straight lines and introduce the maracas to the
students.
a. Teacher: What is going to happen is we will sing through one verse while the
three people in the front play their maracas. When I sing, “Pass. Move to back.
Scoot forward,” the person with the maracas will gently hand the maracas to the
person behind them and then go to the back of the line. This way everyone will
get a turn to play the maracas. When we have the maracas we must be gentle
with them and make sure that were aren’t shaking them violently Can you show
me thumbs up if you understand those instructions?
b. Students will imitate teacher as they perform Pimpón with maracas.
Activity 3 (5 mins): Students will perform a dance and utilize their fine motor skills to the song
Un Poco Loco from the movie Coco.
1. Teacher will have students find their own space in the room.
2. During the chorus students will dance in place. During the verse, the teacher will
instruct students to either skip, gallop, or move like a cockroach.
Activity 4 (7 minutes): Teacher will read Miguel and the Grand Harmony with mariachi music
playing in the background.
1. Teacher: Every time I read the words “la musica” can you show me the love sign?
Assessment: Teacher will create a checklist with student’s names and mark which students
struggled showing a steady beat with maracas after the performance.
Assessment Example:
Student Name Struggled with Steady Beat
Jacob X
Serenity
Lincoln
Jason X

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What assessment is used to check students' understanding of rhythm?

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