ALEX Learning Activity

  

Indigenous Voices: Cultural Identity and Challenges (Phase 1)

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  This learning activity provided by:  
Author: Chelsea Lawrence
Organization:UMS-WRIGHT PREPARATORY SCHOOL
  General Activity Information  
Activity ID: 2233
Title:
Indigenous Voices: Cultural Identity and Challenges (Phase 1)
Digital Tool/Resource:
Coca-Cola (México) Christmas Commercial 2015
Web Address – URL:
Overview:

This introductory activity presents the topic of indigenous groups in Latin America. Through the use of a controversial Coca-Cola television advertisement from 2015, students will begin to discover and discuss the unique qualities of indigenous groups as well as issues they face in society. This activity builds upon prior knowledge of content, vocabulary, and grammar in the target language.

This activity is a result of the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
World Languages
WLAN (2017)
Grade: 7-12
Level III
1) Exchange information on familiar topics with a variety of words, phrases, and simple sentences in a variety of time frames.

a. Exchange basic information about self, others, and special interests.

b. Ask for and provide information on familiar topics.

c. Use language to handle tasks related to personal needs.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpersonal Mode
Evidence Of Student Attainment:
Intermediate Low Level
Students:
    • have simple conversations on everyday topics.
    • ask and answer questions on factual information that is familiar to me.
    • use the language to meet my basic needs in familiar situation.

    Intermediate Mid Level
    Students:
    • start, maintain and end a conversation on a variety of familiar topics.
    • talk about my daily activities and personal preferences.
    • use my language to handle tasks related to personal needs.
    • exchange information about subjects of special interest to me.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocab for specific purposes.
  • how to use verbs in a variety of time frames (present, preterit, imperfect, future, conditional.
Skills:
Intermediate Low Level
Students are able to:
  • ask and answer questions related to school subjects
  • have a simple conversation on a variety of concrete topics
  • relate information using basic informal commands
  • construct verbs using formations that indicate past actions
  • interpret meaning of question words when used in conversation and respond appropriately participate in conversations on a number of familiar topics using simple sentence.
  • handle short social interactions in everyday situations.
Intermediate Mid Level
Students are able to:
  • participate in a conversation on familiar topics using sentences and series of sentences.
  • handle short social interactions in everyday situations by asking and answreing a variety of questions.
  • usually say what they want to say about self and everyday life.
Understanding:
Intermediate-Low Level Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Intermediate Mid Level studnets understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
World Languages
WLAN (2017)
Grade: 7-12
Level III
2) Interpret what is heard, read, or viewed on familiar topics in a variety of time frames.

a. Describe main ideas, identify characters, and state details found in a variety of informational and literary texts.

b. Use background knowledge to understand spoken and written information in the target language.

Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Intermediate Low Level
Students:
  • understand the basic purpose of a message.
  • understand messages related to basic needs.
  • understand questions and simple statements on everyday needs related to self.
  • understands messages that tell or ask about topics of personal interests.
  • identify simple information needed on forms.
  • identify some information from news media.

  • Intermediate Mid Level,
    Students:
    • understand basic information in ads, announcements and other recorded information.
    • understand the main idea of what is listened to for personal enjoyment.
    • understand messages related to everyday life.
    • understand simple personal questions.
    • understand basic information in ads, announcements, and other simple texts.
    • understand the main idea of what is read for personal enjoyment.
    • read simple written exchanges between other people.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocabulary for specific purposes including:
    • question words.
    • dates, times.
    • schedules.
    • travel (airport).
    • accepting/rejecting an invitaiton.
    • likes & dislikes.
    • compliments.
    • descriptive words.
    • messages for greeting cards.
    • services being offered on a variety of sitionations.
    • interests and daily routines.
    • sports.
    • jobs.
    • weather.
  • vocabulary related to travel, (customs forms, hotel registrations, information on ID.
  • and can use verbs in a variety of time frames.
Skills:
Intermediate Low Level
Students are able to:
  • understand and determine types of listening sources
  • understand location and time of an event.
  • understand announcements (arrival/departure info, due dates, time and date of messages).
  • understand questions and statements about daily routines, interests, scheudles)
  • understand what is asked for on a form or application.
  • understand basic information in a variety of contexts (weather forcasts, job postings, biographical data).
Intermediate Mid Level
Students are able to:
  • understand the main idea and details of advertisements and announcements and messages.
  • understand the main idea and details of literary and non-literary texts.
  • understand questions asked for surveys questionaires and forms across a variety of contexts.
  • understand basic information given in ads, labels, brochures, erc across a variety of contexts
  • understand the who, what, where, when, why & how of literary & non-literary texts.
Understanding:
Intermediate-Low Level Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
Learning Objectives:

In the target language, students will be able to:

  • identify, through interpersonal communication, the cultural and linguistic differences among indigenous groups by analyzing the commercial and by drawing on background knowledge.

  • identify, through interpersonal communication, the issues facing indigenous groups today by analyzing the commercial and by drawing on background knowledge.

  • interpret and analyze the message and purpose of television advertisement through interpersonal communication.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. The teacher will show the 2015 Coca-Cola advertisement to the students without any prior introduction.

2. The teacher will ask the students to reflect on the advertisement as it is played a second time.

3. The teacher prompts the students with the following questions. Students will answer aloud as a class discussion.

  • What is happening in the advertisement? / What happened in the advertisement?
    ¿Qué está pasando en el anuncio? / ¿Qué pasó en el anuncio?
  • What do you see that makes you draw that conclusion?
    ¿Por qué dices eso? / ¿Cómo sabes?
  • What more can you find?
    ¿Qué más hay?

4. Students form small groups (three to four students) for further analysis and discussion of the advertisement.

5. Each group is given 4 prompting question cards. Groups have three to five minutes to discuss the questions on each card. At the end of each time period, the teacher will ask one student from each group to report on the information discussed by their group. The teacher can note the answers of each group on the board for comparison of answers.

6. Once all parts of the advertisement have been analyzed, the teacher will ask the students, “What more do you want to learn or know about indigenous groups?”
                 ¿Qué más quieren saber y aprender sobre los grupos indigenas?

Students will formulate verbal questions or statements of topics they are curious about in relation to indigenous groups. The teacher will write these questions/topics on the board for all to see. 

Assessment Strategies:

  • Informal/Formative Assessment - The teacher will move about the room as students are discussing each set of question prompts to check to sentence structure, grammatical structure, and recall of vocabulary from past knowledge. The teacher can prompt a group further if they seem to be struggling with the questions or analysis of the video.

  • Summative Assessment - At the end of the class period, the students can write a short reflective paragraph on the advertisement, their group discussions, and what they want to further learn about the topics introduced in class. 

Advanced Preparation:

1. Print and cut out the prompting question cards. Be sure to print enough sets of cards depending on the number of students and the number of groups they form. 

2. Pre-arrange the desks in small groups to better facilitate discussion. 

Variation Tips (optional):

Modification by levels:

  • For a novice proficiency level class, you can modify the prompting questions to contain grammatical structures of present tense as well as provide simple phrases for communication of opinions.

  • There is an English version of the commercial.

Potential expansion topics: 

  • Students continue with Phase 2 of this topic.

  • Students research an additional controversial advertisement (visual or printed) in the US or other countries. Compare and contrast the advertisements in a presentation format and conclude with a student-led discussion of opinions on the issues addressed in the advertisement.

  • Explore the challenges/issues relating to health, education, and human rights that indigenous groups face. What role do indigenous groups have in politics? Have any of the issues been resolved in recent years?
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: Advertisement, CocaCola, Culture, Identity, Indigenous Groups, Spanish