Lesson Number |
1 |
2 |
3 |
4 |
5 |
6 |
Time Allocation |
45 minutes |
45 minutes |
45 minutes |
45 minutes |
45 minutes |
45 minutes |
Resources Needed |
Audio of "Mambo Number 5", Internet access, projector |
Internet access, projector, handouts with information about Lou Bega |
Lyrics handouts, audio of "Mambo Number 5" |
Internet access, projector, timeline handouts |
Audio of "Mambo Number 5", lyrics handouts |
Audio of "Mambo Number 5", performance area |
Introduction |
Play "Mambo Number 5" for the class and ask if anyone has heard it before. |
Introduce Lou Bega and discuss the concept of cultural impact. |
Hand out the lyrics of "Mambo Number 5" and play the song. |
Discuss the concept of timelines and careers. |
Review the lyrics and practice singing together. |
Discuss what a performance entails and set up the space. |
Development |
Discuss the release date (1999) and the reasons behind its popularity (catchy tune, danceable rhythm). |
Explore Lou Bega's contributions to society and culture, including his influence on music and dance. |
Break down the lyrics line by line and discuss their meaning. |
Research key events in Lou Bega's career and plot them on a timeline. |
Practice singing the song as a group, focusing on rhythm and pronunciation. |
Perform "Mambo Number 5" as a class, either in small groups or as a whole. |
Conclusion |
Summarize why "Mambo Number 5" was a hit and its lasting impact. |
Summarize Lou Bega's impact and ask students to share what they found interesting. |
Sing the song together one more time as practice. |
Review the timelines created and discuss any patterns or interesting facts. |
Final group practice, ensuring everyone is confident and ready for the performance. |
Reflect on the performance and discuss what went well and what could be improved. |
Assessment |
Ask students to write down why they think the song was popular. |
Have students share one way Lou Bega influenced culture. |
Quiz students on the lyrics and their meanings. |
Evaluate the completeness and accuracy of the timelines. |
Observation and feedback on the singing practice. |
Feedback on the performance and self-assessment by students. |