Plantilla unidad CLIL / AICLE sobre el pulso y el ritmo.

1. Coordinación bilingüe
Isabel Pérez Torres
Plantilla de unidad AICLE
Asignatura:
Título de la unidad
MUSICA
Profesor: Belén Álvarez García
Pulse,
Accent
and
Rhythm
Curso / Nivel
1º ESO
1. Objetivos de
aprendizaje
/ Criterios de
evaluación
To
identify
and
describe
the
pulse,
accent
and
rhythm
in
a
piece
of
music.
To
be
capable
of
following
and
clapping
a
pulse,
an
accent
and
a
rhythm
To
express
what
you
have
listen
to.
To
take
part
in
a
group
performance.
To
work
well
in
groups.
To
develop
and
to
put
into
practique
techniques
and
skills
to
build
a
performance
(dance,
vocal
or
instrumental)
and
musical
creation
in
groups
or
individually.
To
use
different
sources
of
information
(audio
visual,
Internet,
texts,
scores
and
other
graphics
resources)
in
order
to
get
the
knowledge
and
the
enjoyment
of
music
by
themselves.
2. Contenido de
materia
Elements
of
a
musical
composition:
concept
of
accent,
pulse
and
rhythm.
Identification
of
accent,
pulse
and
rhythm
in
the
listening.
Performance
a
piece
of
learning
by
imitation
and
through
the
reading
of
scores.
The
rhythm:
a
way
of
communication
between
cultures.
3. Contenido de
Lengua /
Comunicación
Vocabulario
Estructuras
Pulse,
heartbeat,
regular,
irregular,
time,
beat,
strong,
patterns,
clap,
meter
(duple,
triple).
Metronome,
keep
the
time,
syncopation,
tempo
• How
to
describe
feeling
relate
with
rhythm
Happy
–
Angry
–
Sad
–
Weak
–
Strong
–
Well
–
Better
–
Nervous
–
Scared
–
Agreeable
–
Brave
–
Calm
–
Delightful
–
Eager
–
Gentle
–
Nice
–
Sweet
–
Optimistic
–
Pessimistic
–
Great...
• Structures:
In
my
opinion.../
I
believe.../
I
prefer..
/
When
I
listen
to
this
song.../That
song
makes
me....
/
• How
to
describe
a
rhythm:

2. Coordinación bilingüe
Isabel Pérez Torres
That
song
shows
more
rhythmic
activity
(syncopations,
shorter
note
values,
etc.)
than
...
/
I´m
hearing...
/
The
beat
is...
/
Tipo
de
discurso Description (oral and writing) comparison
(descripción,
narración, etc.)
Destrezas Lingüísticas
4.Contexto
cultural)
Listening,
Reading,
Writing
and
Speaking
(elemento Cultural differences and rhythm between your favorite music and
classical music
5. Procesos cognitivos
(analizar, sintetizar,
etc.)
To analyze , To summarize, To concentrate
6. (a) Tarea (s)
Write a rap song
6. (b) Actividades
1. What is pulse? Realizing about pulse around us Pulse
feeling Conclusion: musical pulse
Teacher introduces the topic (p. point and music) Images
Students think about different types of natural pulse.
Brainstorming and they experiment pulse.
2. Making music. Practice of pulse. Pulse clapping: 2-time
and 3-time. Concept of accent. Accent clapping (Illustrations)
3. Listening activity. Notice the difference between duple
meter and triple meter. Suggested pieces of music: a polka
and a waltz
4. Movement activity. Suggested piece of music: “The sabre
dance” by Katchaturian.
5. What is a rap song? Brainstorming and True or false with
a handout
6, Explain how they can do a rap song. The teacher or
different students read how they can do it. Take notes. Ask
questions. Create a rubric together

3. Coordinación bilingüe
Isabel Pérez Torres
7. Write a rap song
7. Metodología
Organización
y It´s a good lessson before “Note values” and after the first
distribución en la clase lesson around the difference between rhythm and melody.
/ tiempo
1. SESION:
Ø Activiy
1:
15
minutes
Ø Activity
2:
20
minutes
Ø Activity
3:
15
minutes
2. SESION:
Ø Activity
4:
15
minutes
Ø Activity
5:
10
minutes
3 Y
4
SESION:
Ø Activity
6:
Recursos / Materiales
Metronome, Watches, Blackboard, Claves, Woodblocks, Hi-fi
equipment
Competencias básicas
Linguistic communication competence:
Group activities help students to improve communication
skills. Rhythmic contents provide specific vocabulary and
support general use of language.
Mathematical competence:
Music, and specially rhythm, has an important mathematical
component, because rhythm is based in different notes that
have a proportional relationship between them.
Knowledge and interaction with physical world:
Performance activities, in which students have to use voice
or body in the correct position, can prevent health problems
and develop this competence.
Digital competence and information processing:
Use of technological resources facilitates digital competence.

4. Coordinación bilingüe
Isabel Pérez Torres
New technologies are essential to listen, to record and to
create music.
Social and civic competence:
Group performances and activities help students to develop
social and civic skills.
Cultural and artistic competence:
This teaching unit develops cultural and artistic competence
since music is not an essential way of artistic expression but
also one of the most important vehicles of culture.
Learning to learn:
Listening and performing activities improve the ability of
concentration, attention and memory. Learning strategies are
developed by performance and aural training activities.
Autonomy and personal initiative competence:
Creative activities encourage students to improve their
autonomy and initiative by using their musical skills and
creativity. In addition, they have to explain their own opinions
about music heard.
8. Evaluación
-
To identify and describe the pulse, accent and rhythm in
a piece of music.
To be capable of following and clapping a pulse, an
accent and a rhythm.
To express what you have listened to.
To listen to the music carefully and be open minded to
different styles of music.
To coordinate movements according to the rhythm.
To take part in a group performance.
To work well in groups.
To understand the function of the rhythm in a rap.
To do a basic rap
To express yourself (ideas, feelings) through the rap
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:

5. Coordinación bilingüe
Isabel Pérez Torres
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.