ALEX Learning Activity

  

Indigenous Voices: Cultural Identity and Challenges (Phase 3)

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  This learning activity provided by:  
Author: Chelsea Lawrence
Organization:UMS-WRIGHT PREPARATORY SCHOOL
  General Activity Information  
Activity ID: 2372
Title:
Indigenous Voices: Cultural Identity and Challenges (Phase 3)
Digital Tool/Resource:
Article: El anuncio que enfadó a los indígenas y que Coca Cola ha retirado (El País, 2015)
Web Address – URL:
Overview:

This activity engages students in expressing their opinion of a Coca-Cola Commercial that aired in Mexico in 2015. Using past Coca-Cola commercials from various decades and an opinion article from El País, students will reflect on prior knowledge of indigenous groups of Latin America to express their opinion on the 2015 commercial. This culminating activity incorporates presentational writing as students express and support their opinion in the target language.

This activity is for intermediate to advanced proficiency levels and should be taught completely 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 IV
2) Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

a. Give main ideas, supporting details, and justify inferences in selected texts.

b. Identify themes, settings, characters, and plot lines found in literary texts.

c. Use background knowledge from other disciplines to understand spoken and written information in the target language.

Insight Unpacked Content
Goals:
Communication
Modes Of Communication:
Interpretive Mode
Evidence Of Student Attainment:
Intermediate Mid Level
Students:
  • understand basic information in ads, announcements and other simple recordings.
  • understand the main idea of what they listen 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 they read for personal enjoyment.
  • read simple exchanges between other people.

At the intermediate high level,
Students:
  • easily understand straightforward information or interactions.
  • understand a few details in ads, announcements and other simple recordings.
  • sometimes understand situations with complicating factors.
  • understand accounts of personal events or experiences.
  • sometimes follow short, written instructions when supported by visuals.
  • understand the main idea and a few supporting facts about famous people and historic events.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocabulary for specific topics.
  • how to communicate in a variety of tenses and moods.
Skills:
Intermediate Mid Level
Students are able to:
  • understand basic information from advertisments and announcements, audio or print.
  • understand the main idea(s) of voice messages and videos
  • understand basic statements and questions in an interview.
  • understand questions in a survey or questionnaire.
  • understand information in a variety of print formats (ex: brochures, magazines, labels, etc.).
  • understand information in interpersonal communication.
  • understand main ideas, supporting details, themes, settings, characters and plot lines in literary texts.
Intermediate High Level
Students are able to:
  • understand basic information from advertisments and announcements, audio or print.
  • understand interpersonal exchanges, spoken or in print.
  • understand information in a variety of print formats (ex: brochures, magazines, labels, etc.).
  • understand main ideas, supporting details, themes, settings, characters and plot lines in literary texts.
Understanding:
Students understand that:
Intermediate Mid Level
  • 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 High:
  • 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 V
3) Present information on a wide variety of both familiar and new topics using varied vocabulary and more complex sentence structure in various time frames and moods.

a. Present information about personal and social events, experiences, and activities.

b. Present information on a topic studied or researched.

c. Present points of view and provide reasons to support them.

Insight Unpacked Content
Goals:
Communication
Modes Of Communication:
Presentational Mode
Evidence Of Student Attainment:
Intermediate High Level
Students:
  • write or present about school and academic topics.
  • write about work and career topics.
  • write about community topics and events.
  • write about entertainment or social events .
  • present their point of view and give supporting reasons.
  • present about events, activities or topics of interest.
Performance Descriptors:
Knowledge:
Students know:
  • the target language vocabulary for specific topics.
  • how to communicate in a variety of tenses and moods.
Skills:
Intermediate Mid & High Level
Students are able to:
  • create materials about their community for visitors from the target culture.
  • prepare stories or brief written reports about personal experiences, events, or other school subjects to share with others.
  • create and narrate a presentation on a current global concern.
  • prepare an oral or written summary of the plot and characters in selected pieces of literature.
Understanding:
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:

  • Interpret and compare the messages and purposes of Coca-Cola commercials.

  • Present their own opinion of the message and purpose of the 2015 Coca-Cola commercial in Mexico with supporting information.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

1. The teacher will ask students to recall Coca-Cola Commercials that they have seen. What is the purpose and/or message of the commercial? What emotions are used by Coca-Cola to sell their product?

 - Piensen en los anuncios de Coca-Cola que han visto.
- Usualmente, ¿cuál es el propósito o el mensaje del anuncio?
- ¿Cuáles son las emociones que Coca-Cola usa para vender/promover su producto?

2. The teacher will play several of the following Coca-Cola commercials from various decades (You can choose the ones you would like to share). After each video, the students will briefly identify the purpose and message of the commercial.
 - ¿Cuál es el propósito/el mensaje del anuncio?
- ¿Cuáles son las emociones que usa Coca-Cola?
- ¿Hay estereotipos en el anuncio?

3. The teacher will present the 2015 Coca-Cola Commercial (Mexico) to the students. The teacher will prompt students to discuss the purpose and message of this commercial as a whole class or in small groups.
*If Indigenous Voices: Cultural Identity and Challenges Phase 1 is used, students have already seen this commercial and the purpose/message can be reviewed especially in comparing and contrasting with commercials of past decades.

 - ¿Cuál es el propósito/el mensaje del anuncio?
- ¿Cuáles son las emociones que usa Coca-Cola?

 - ¿Es diferente el mensaje de este anuncio (2015) en comparación con los       otros anuncios de Coca-Cola? 
- ¿Este anuncio puede contener un mensaje negativo?
- ¿Hay estereotipos o discriminación?
 

4. The teacher will distribute a copy of an article by El País analyzing the 2015 commercial. The students will be asked to read individually and reflect on the following essay prompt:

¿Piensas que el anuncio alimenta los estereotipos y discriminación contra los indígenas?
Expresa tu opinión de este artículo en relación con el anuncio mexicano de Coca-Cola de 2015 y los anuncios anteriores. Incluye hechos y información para apoyar tu opinión.

*Article directly from a website

*Article on a document with space for vocabulary & essay prompt

Students will write a 1-2 paragraph short essay expressing their opinion and turn the assignment in to the teacher. Teachers will grade the short essay according to his/her preferred short essay rubric.

Assessment Strategies:

The short essay provides an assessment strategy to culminate this topic, especially if Indigenous Voices: Cultural Identity and Challenges Phase 1 & Phase 2 activities have been used prior to this concluding activity.


Advanced Preparation:

Make sure that the videos are not blocked on your school wifi.

Prepare copies of the news article for each student.

Students should have prior knowledge of cultural aspects and challenges facing indigenous groups of Latin America. Refer to Indigenous Voices: Cultural Identity and Challenges Phase 1 & Phase 2 Activities.

Variation Tips (optional):

If Indigenous Voices: Cultural Identity and Challenges Phase 1 & Phase 2 Activities are used then this is the final activity or if your students are of a higher proficiency level, encourage students to incorporate information learned about the cultural identity facts and challenges facings indigenous groups in relation to the commercial.

The essay length can also be extended based on proficiency level.

Notes or Recommendations (optional):

For higher proficiency levels, provide students will the following document that can assist them with discourse connecting words to advance their writing skills.

https://drive.google.com/file/d/1HDRH54TW4aDsEWW2gqMdaq-8aXnM2rAH/view?usp=sharing

  Keywords and Search Tags  
Keywords and Search Tags: Advertisement, CocaCola, Culture, Identity, Indigenous Groups, Spanish