Cine Colombiano- ¡Qué chévere!
This year’s film unit is taking even a steeper climb through the South American Continent.( Click here to see the post about 5 film activities for your class. Most activities are free! ) I’ve added two films to explore cultural themes and social issues while conversing in the target language.
On a personal/pedagogical note, this year I have been learning about MovieTalk, a TPRS strategy for enhancing listening comprehension and focusing on structures. I am still learning about this key strategy in facilitating conversation using film, I am no way an expert, but I have incorporated some of those practices in my class (Check out my Wanna-be-Movietalk activity: Eight free engaging activities for teaching the preterit and imperfect tenses). I am slowing incorporating these strategies as I go.
Shall we take a peek? ¡Dale!
Film unit vocabulary and activities– absolutely free. Engage your students in the following activities:
1. Vocabulary matching- in the target language
2. Writing about their favorite movie, using the vocabulary.
3. Pique their interest in Hispanic movies by allowing them to view images of movies and read summaries/ respond to questions (I have used this activity in Spanish Club).
4. A short activity of films shots, I go all out in my film unit!
I used the Free Film Unit to introduce vocabulary and get students discussing movies in Spanish. The movie images come with summaries (upgrade from last year, if you downloaded this activity) and the narratives really pull students in. This can be used as part of a film unit or as a teaser or cultural assignment… or even sub plans (I’m just saying).
Check out this teacher’s Movie Packet. I purchased it and use it every time I watch a movie. This resource is really my go-to for anytime I have found a great resource, but have not either created materials or found them online. It is very simple and I have used it mostly with series or in Spanish Club.
Now on to the films!
This short eight-minute film highlights the challenges that poor families, especially children face in Colombia. It is about two young girls trying to get a meal. They face a few difficulties, which force them to be creative in solving their problem. The resource below gives an overview of the film for students, vocabulary activities, especially Colombian regionalisms. It also gives students an opportunity to think about the broader themes touched upon in the Cortometraje. We had a great discussion and then went around the class greeting each other with “Qué hubo” a particularly Colombian expression. See the activities outlined below. Check out the preview on TPT!
– Watch and pause questions (freeze frame- paying homage to the Movietalk strategy).
– Discussion questions
– Deep Dive (more in-depth) questions
– Writing prompt
Maria, Llena Eres de Gracia
This film has become a staple in my Cine Latino Series. It highlights the life of “mules” or people who transport drugs. I used the SparkEnthusiasm’s packet, click here for the link. I also created some of my own resources to widen the snapshot of this issue. You can see those resources below. They are totally free and were compiled by online resources and made more comprehensible for students. With the SparkEnthusiasm Kit, I was able to do a gallery walk around the class and have students jot down information about the movie. Also, this packet comes with tons of activities that could be used for pre, during and post. In fact, my summative assessment will consist of the viewing questions, listening, and summary. Had I more time, I would have organized stations.
Current Event: Model turned Mule
The featured article below is a sad but true event that occurred a few years ago. A model from Medellín, Colombia made the regretfully dreadful decision of becoming a mule. We read this article right after seeing the movie María, Llena Eres de Gracia.
This news article sheds light on this issue and the kids were every surprised, even after watching the movie. Click on the original news article here, for your native speakers! Click here for the “Comprehensible Input Version.” I have to say that I only added a few things. I thought that most of the words used were cognates or easily identifiable. I might have changed phrases such as ” le cayeron veiente años” for “recibió veinte años.”
After reading this article with two classes, I decided to change things up for the third class. Turns out that the students in my second class actually googled her and found out that she was sentenced to 15 years; hence my notation in the article. Also, they found a video of her modeling days.
Prior to giving the last class the article, we watched the modeling video. I told them that the video was about an up and coming model from Colombia. After the video, we read the article and, boy, were they surprised. This had more of an impact because this girl is young, beautiful, obviously not poor, had a youtube presence and was blossoming as a model. We then read the article and responded to questions. Click below for the video, and it is totally appropriate.
Click here for video: https://www.youtube.com/watch?v=qbtpFlCSsQU
Check out the film resources below!