Week Four Outline
Theme: Characters Study and their Motives for
Immigration
Day 1
Character Analysis
Materials:
1. Students can choose one character from the movie whose actions and personality had a powerful effect on them. They will describe the personal qualities that they observed in the character, why those qualities are important to them, why they admire (or dislike) the character, and how the actions of this character reflect their own personal values. Students must give specific examples from the movie to illustrate their observations.
In the analysis students must include the following grammatical elements:
NOTE: This project will be used as formative assessment to ensure students have the knowledge and skills to be able to perform the following Interview with the Characters project for the following classes.
Character Analysis
Materials:
- Character Analysis Guide and Instructions
1. Students can choose one character from the movie whose actions and personality had a powerful effect on them. They will describe the personal qualities that they observed in the character, why those qualities are important to them, why they admire (or dislike) the character, and how the actions of this character reflect their own personal values. Students must give specific examples from the movie to illustrate their observations.
In the analysis students must include the following grammatical elements:
- Me/te/le gusta/an
- Commonly used verbs such as: ir, querer
- The preterite tense.
- At least two irregular verbs such as: poder, conocer, saber, venir, salir, decir, hacer, preferir
NOTE: This project will be used as formative assessment to ensure students have the knowledge and skills to be able to perform the following Interview with the Characters project for the following classes.
Day 2
Interview the Characters from La misma luna Materials:
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1. Students can watch La misma luna interview with Ligiah Villalobos, Screenwriter and Executive Producer to get them excited for creating their own interviews.
2. Students will be creating their own “interview with the characters” from the film. Hand out a rubric that will be used to assess the project summatively. Explain the project clearly so that students know exactly what is expected of them. Clarify any further questions.
3. Students will work in pairs to design interview questions for any of the characters from the movie. One partner will be a character from the movie and the other person will be the interviewer.
4. The partners will write 5-10 questions and answers about the characters they have chosen and the motives for that character’s actions, ideas, feelings, opinions and behavior. Students must addresses the themes and issues of the immigrant experience including reasons for wanting to cross the border illegally.
Sample Questions can include:
1. What is your name?
2. How old are you?
3. What is your occupation? Where do you work?
4. Do you like your job?
5. Where do you live?
6. Why did you do _________ in _________situation?
7. How do you feel about that decision?
8. How do you feel about yourself as a person based on your actions?
5. Students can practice their interview questions and answers for the rest of the class.
6. Inform students that they can dress the part and to come prepared to film for the following class.
2. Students will be creating their own “interview with the characters” from the film. Hand out a rubric that will be used to assess the project summatively. Explain the project clearly so that students know exactly what is expected of them. Clarify any further questions.
3. Students will work in pairs to design interview questions for any of the characters from the movie. One partner will be a character from the movie and the other person will be the interviewer.
4. The partners will write 5-10 questions and answers about the characters they have chosen and the motives for that character’s actions, ideas, feelings, opinions and behavior. Students must addresses the themes and issues of the immigrant experience including reasons for wanting to cross the border illegally.
Sample Questions can include:
1. What is your name?
2. How old are you?
3. What is your occupation? Where do you work?
4. Do you like your job?
5. Where do you live?
6. Why did you do _________ in _________situation?
7. How do you feel about that decision?
8. How do you feel about yourself as a person based on your actions?
5. Students can practice their interview questions and answers for the rest of the class.
6. Inform students that they can dress the part and to come prepared to film for the following class.
Day 3
Luces, cámara, acción!
Materials:
2. Students playing the characters from the movie can dress the part, trying to imitate clothing from the movie for additional credit.
3. Videotape the production so it can be played back at a later date for all to enjoy or share with other Spanish classes.
4. This lesson will be summatively assessed using a rubric. See Assessment section for details.
Luces, cámara, acción!
Materials:
- Interview Q & As in notebooks
- Costumes
- Video camera technology
2. Students playing the characters from the movie can dress the part, trying to imitate clothing from the movie for additional credit.
3. Videotape the production so it can be played back at a later date for all to enjoy or share with other Spanish classes.
4. This lesson will be summatively assessed using a rubric. See Assessment section for details.