Learning Activity

Indigenous Voices: Cultural Identity and Challenges (Phase 3)

Subject Area

World Languages

Grade(s)

7, 8, 9, 10, 11, 12

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.

World Languages (2017) Grade(s): 07-12 - World Languages

WL17.WL.L4.2

Interpret, restate, and react to what is heard, read, or viewed on familiar and new topics.

Unpacked Content

UP:WL17.WL.L4.2

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 (2017) Grade(s): 07-12 - World Languages

WL17.WL.L5.3

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.

Unpacked Content

UP:WL17.WL.L5.3

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.

Phase

After/Explain/Elaborate
Learning Objectives

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.

Activity Details

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

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.

Variation Tips

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.

Background and Preparation

Background / 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.

Digital Tools / Resources

Article: El anuncio que enfadó a los indígenas y que Coca Cola ha retirado (E…
https://elpais.com/internacional/2015/12/03/mexico/1449174577_288688.html?rel=m…

Approved Date

Owner (Author)

sralawrence100
ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme