Scope of Lesson: Addressing most Intelligences, the students will work in small groups, moving from station to station, uncovering fun facts about the customs and history surrounding the development of Tango in Argentina.

Duration: 2 to 3 class periods.

Instructional Objectives:
· Upon completion of the lesson students will be able to define main tango terms in Spanish and English.
· Upon completion of the lesson, students will be able to recognize Tango elements and sounds whenever they encounter them.
· Upon completion of the lesson, students will be able to explain to others the beginnings and turning points in the history of Tango.
· Upon completion of the lesson, students will be able to recognize the visual style of tango illustration and design their own tango posters and decorations.

Content Sequence:
· Divide class into four small groups.
· Hand out worksheets.
· Explain general guidelines to the students.
· Be available to help, and coach students through the activity, but DO NOT lecture or interfere when not necessary.

Teaching procedures, methods, strategies:
1. Anticipatory Set: Today we are going to work in groups to learn more about Tango. We have talked about this last week. What do you remember?
· Repeat the facts they mention, and add some if not mentioned (tango is a dance, a type of music and a lifestyle; it originated in Buenos Aires, it was created by Italian immigrants mostly)
2. Teaching Procedures:
-Divide students into groups, and handout worksheet.
-All groups start at station #1, and finish at #6 and 7. The four stations in between can be visited in any order.
-Explain the stations as follows:

· Station #1: CD Player with Tango CD. Station contains a bowl with numbered pieces of paper. Students: Pick a number from the bowl, play the song with the same number on the CD. Take a copy of the song lyrics. Identify the author and singer; and write it down on the worksheet.

· Station #2: Computer with Encarta Encyclopedia on it. Station also has a handout with instructions. Students: Type the name of author and singer, try various links and keywords. Try the name of the song. Look at the pictures and take notes of details, what do tango musicians wear, what kind of instruments do they use? Find the names of the instruments, and see what Encarta has to say. Try to answer as many of the questions in your worksheet as you can.

· Station#3: Books. This Station contains books, brochures, postcards, posters, photographs and other visual and informational material. Students: Sit down and look at this material, discuss it with your group. What do you think, what does it look like? Which pictures are newer and which ones are older? How can you tell?  What words are repeated? Take notes.

· Station #4: Computer connected to the Internet. The Browser is already open at a search engine. Children sites do not offer information on tango. I chose Yahoo for this lesson, however, close teacher supervision will be necessary. Students: Search for tango music, dance, and photographs. Try the name of your song, author, or performer. Look for interesting facts. Is there a tango club or school in your hometown, what is the closest one you can find?

· Station#5: Dancing! Station contains a floor mat with feet circuit designs; students can step on the footmarks and follow the arrows. A CD Player or TV/VCR would be a plus. Also examples of instruments the students can touch and experiment with. Students: Do you think you can follow the dancers? Try stepping on the footmarks and follow the directions as you listen to the music. Is it easy? Is it hard?

· Station#6: ART! Station contains poster paper, crayons, scissors, glue, markers, and other art supplies. Students: Create a poster announcing a big event, it can be the release of a new album, or a big tango competition, or even tango lessons. You decide. Pay special attention to the posters you have seen, and the pictures you have found on the Internet and books, is there a particular style? Are some colors more common in tango ads?

· Station #7: Students: Find a comfortable place, a table, or desk and look at all your material, answers, and notes. Take a Spanish/English dictionary and a copy of the vocabulary list and write a short paragraph on your song and what it is about. It doesn’t need to be a translation. Discuss with your groups the questions in your worksheet for station #7. You will need to put together a brief report on your group’s activities and findings.

· Station #8: Computer with Power Point. Students: Create a brief presentation about your song, author, date, unusual words, and anything else you like. No more than 6 slides.

Closure:
When all groups have completed the stations, each group will present their Power Point and play their song to the class. To wrap up students will discuss their impressions about Tango as a class, and turn in all reports.

Material, outside resources, handouts.
-2 to 3 computers, Encarta Encyclopedia, Internet Access and Power Point.
-TV and VCR
-CD Player and Tango CD
-Art Supplies
-Group worksheet
-Encarta Instructions handout
-Tango material
-Dancing feet mat
-Tango dancing videotape
-At least 4 Spanish/English Dictionaries
-Copies of a vocabulary list for the songs
-Bowl with song numbers for drawing
-Signs on all stations with instructions