This year my department was so awesome to be up to reenacting Las Posadas. It was all our first time and turned out excellent. This is a great hands on way for students to experience culture. I made a rotation schedule having students rotate clockwise to visit to classrooms. In each class we had a few students stay inside to be the posaderos and the rest went out to the hallway to be peregrinos and go to their first classroom door.
Prior to this day, I handed out the lyrics for the song and we practiced the song, first listening to the first couple verses to get the tune and then joining in to sing.

On the day of Las Posadas, all teachers did the following:
15 minutes - hand out lyrics and practice song with your kids. Have 4 kids stay inside classroom at door to be the Posaderos (teacher goes in hallway with rest of group).
10 minutes - We will all go with our classes and proceed clockwise to our first door (have doors open but posaderos inside and peregrinos remain outside). Push play on boombox. Everyone sings in unison first 2 verses. After the posderos say "Los voy a apalear", pause the song. We move onto next door as we don't want to get a beating!! Hit play once al are at the next door and sing remainder of song!
At second door sing verses 3 & 4 and then the posderos and peregrinos sing the todos part all together. Students have a seat in that classroom. Teachers go back to their own classrooms to do an activity with the group in their classroom. 
15 minutes - Begin activity of teacher’s choice with the group of kids in room. (All the teachers in my department had kids make a Flor de NocheBuena...see the PowerPoint below for instructions. Once I got the students started on cutting/gluing, I played the villancicos in the PP starting with Feliz Navidad. It was so neat hearing them sing this song while keeping their hands busy making their flor!) After 15 minutes release kids back to their classrooms.
50 minutes - Teachers does their own activities with their own kids (food, movie, etc.). Watch Las Posadas: Christmas in Mexico about Las Posadas if desired.

We have a 90 minute periods but this can be easily accommodated to 50 minutes by having the students return after the procession and watch 10 minutes of the Las Posadas:Christmas in Mexico video starting about 8 minutes in where they talk about La NocheBuena and then show a procession and some typical foods.
I played only the 10 minute portion myself while I got the food ready that students had brought. Then we had our fiesta and I played villancicos videos from YouTube.

I was both inspired and introduced to Kevin Karla y la Banda by EstudiaFeliz blog which always has great ideas. I did Sarah's worksheet for the Spanish version of "Wide Awake" focusing on the preterite in my level 2 class. I wanted to use one of Kevin Karla y la Banda's songs with my level 3 students too. As part of reviewing preterite conjugations, I used their song "Siempre Supe", the Spanish version of "I Knew You Were Trouble". I like that this song uses both the yo and tú form. The music videos for their songs are great because they show the lyrics while it is being sung.

I really enjoy Zachary Jone's worksheets and his style inspired me to include some details about Kevin and Karla as well as some discussion questions that I had student discuss in Spanish first. After listening to the song, filling in blanks and watching the video, we discussed what this song said and we compared it to the original Taylor Swift song and discussed why they thought it wasn't a direct translation. 

The students enjoyed this song and throughout the year I played Kevin y Karla's other songs while the students were working on something and they enjoyed guessing which English song it was a cover of.

After the discussion at the beginning of the worksheet, this is the sequence I did: 
1.  Showed the music video first without students filling anything in – this allowed them to experience the song and watch the words and make connections. 
2.  Minimized the video window so that the words weren’t visible and played the song again. Students listened to and filled in the verbs.  Afterward, they compared their blanks and helped each other with missing blank words. 
3.  For participation stamps, they said the answers for the blanks and translated the phrases in the song. 
4. Discussed why the words weren't exactly the same as Taylor Swift's version.
5.  Played music video again so students could sing along.  
 
 Could do following for a warmup the following day if didn't do #4: 
 Have students translate the some of the lyrics from Spanish to English. Then show them what Taylor Swift's version says and they compare what they translated from Spanish to English with what Taylor says in her song. Are they the same? Why do you think they are different?

Side note: "Mi Princesa" by Victor Muñoz is an amazing song to use with the subjunctive. Zachary Jones has an excellent worksheet (you can see his style which I love how he includes extra activities) for this song and the music video is so good. My students liked this song and video so much that for the rest of the year they kept asking to hear it and MANY students downloaded the song and several memorized all the lyrics all on their own. I love seeing them being excited and motivated to take Spanish beyond the classroom.