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Let´s go on learning together..

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Ask your students to make a short film about life in their hometown for other students around the world: What would they show? What people, groups or traditions would they profile? What would they want people around the world to know about where they live? What visual and audio elements would enhance the project? How might their film inform and engage audiences?

Mariela Iannaci

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Ask your students to storyboard or make a short film about their own lives: What aspects of their lives would they share? What audio and visual elements, images and words would they include? How might other students learn from their experiences?

- How would you describe your identity?
- What does your accent say about who you are?
- What does your unique style say about you?

Mariela Iannaci

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T asks their sts to make a short video related to their daily routines, but they should only use images without sound or subtitles.

Previously, the T had already given them lessons related to the topic of the PS and vocabulary about daily routines.
Then, sts share their videos with their clasmates in a projection. Their classmates must say which parts of the routines learned in class correspond to what the classmates are projecting. They can use their folders as a guide.

By Cinthia Torres.

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The teacher asks the students to add dialogues to the videos and add music according to what they want to convey in that routine.
Students will be able to ask questions such as:
Are there similarities or differences in our routines?

By Cinthia Torres.

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The teacher asks students to make a short film about their good and bad habits in their daily lives. They should use only images and students have to keep in mind that they cannot use sounds or music.
Students would use the knowledge about habits worked on in some previous lessons to make the short film. They might think about: What would they show? What habits would they like to show? How? What people would they share the short film with? What kind of images would they consider? Would they use still or moving images to capture people's attention? What type of message would they like to send? To end the video, they could propose one last question. For example: Do you consider you have good or bad habits?
Fernanda Bughamer

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The teacher propose to watch a video about traditional food around the world. After watching it, a debate could start: Do tou sometimes eat these foods? Do you like them? Can you mention more international food and which countries they are from? Can you mention some typical Argentininan food? Which is your favourite? Can you find similarities with international foods?
Fernanda Bughamer.

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ACTIVITY 1
The teacher gives to the students , one video to watch related to the different cultures around the world ( languages, identitites,costums , social life and other aspects).

Once they have seen the video , the students will have to stablish about our culture with respect to the others . Also they will say which one is the most similar to ours?
( They can into account , the food , costums , and all aspect)
To finally this activity they have to share your opinios with your classmates ( debate).

MILENA SOTO

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Activity 1:
Teacher asks students what makes up their identity. We brainstorm as a class: name, likes/dislikes, age, etc.. Then ss answer the question individually and start to think how they would convey their answers in video format with images but no sound.  T tell ss that this video should work to introduce themselves to somebody they don't know.
Activity 2:
SS watch a video called "What's in a name?"
Before watching we analize the question What's in a name? and ss attempt to answer it.
While watching SS pay attention and answer some comprehension questions.
T then asks What is the significance of names in some cultures and communities?, ss go back to the video and take notes about what Isha says.
Ss reflect upon the idea of "making yourself a little vulnerable" that Isha mentions and they think of a moment when they were in that position (mispronunciation of other's name or their name mispronounced? )
Finally, as Hw ss ask their family about their name and prepare a short presentation to share with their classmates the following lesson.

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What’s in a Name? | Isha Marthur | TEDxYouth@WestVancouver

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The teacher's proposal for the students is to watch a video with images of different professions, for example, dancer, teacher, doctor, housekeeper, babysitter, plumber, soccer player, among others. Then, I would ask them about those images: could these activities be carried out by men, women or both, currently? What happened in the past?
By Ayelen Sale

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The teacher suggests that the students make a video with their mobile phones about the places that they consider most significant in the city where they live. After that, I would ask them to explain the reasons for their choice and to answer, are those places important to them or to the community?

By Ayelén Sale

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Lesson 2: Teaching the way our students learn. (Nassif Reynoso, Silvia)

Activity 1

First, the teacher will show the students different images of traditional celebrations from their city, Santiago del Estero, such as “La Salamanca” and “La Marcha de los Bombos”.  After that, the teacher will ask students about these celebration when and how are celebrated, etc.

Then the teacher will ask them:

Do you know a typical festival of our country?

When we celebrated it?

Why is celebrated?

Is there a typical dance for the celebration?

Do you like this kind of celebrations? etc.

Finally, the teacher will ask students to select a holiday from their country, for example ¨Dia de la Tradicion¨ and make a short video about it. In the video they must indicate the date of the celebration, in which province we celebrate it, why is celebrated, they also have to talk about the typical dances, food and clothing of the celebration they choose.

Activity 2: Soundless video.

For the next class and after watching the presentation of the students' videos about the celebrations in Argentina, the teacher will ask students to research and talk about different celebrations of the countries around the world. For example. ¨El Carnaval de Rio de Janeiro¨ in Brazil, ¨La Tomatina´ in Spain, etc.

Then, they will have to make a soundless video about them. In the video they will show the celebrations they have chosen and their countries of origin. They may record dates, typical images of the celebrations, foods, clothing and dances, songs or musical instruments that characterize them. They can use the questions from the previous video.

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Lesson 2: Optional activity - Veronica Arce

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Lesson 2: Optional activity - Veronica Arce

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Activity 1-Soundless film

Students will be asked to create a soundless film about pollution. The objective will be to show problems and possible solutions. The teacher will assign different roles (scriptwriter, editor, director, etc.)
The film should be ready in three weeks’ time (pre-production, production and postproduction stages) and should include images depicting pollution in their community and images that show positive attitudes towards the environment which can be shown as part of the solution.
Students should consider different questions at the moment of producing the film:

-          In which aspects is pollution affecting my community?

-          Are we having harmful attitudes towards the environment?

-          Can we find examples of activities that are promoting solutions to these problems in our community?

-          Are we part of the problem or part of the solution?

In class the film will be shown to the rest of the class. Students would share their opinions about the film and the topic. Peer feedback should be important.

Activity 2

To keep working on the same topic of pollution, students will watch a video (Stop pollution now) to reflect on their own opinions.
After that, they will be asked to create a short film. The objective will be to give advice and engage the community in being more eco-friendly.
The teacher will assign different roles and state the language they are expected to use. The film should be ready in three weeks’ time (pre-production, production and postproduction stages) and posted on their social media, using the hashtag #StopPollutionInOurCommunity.

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T shows a short silent film and let Ss note down their interpretation of the story, characters and emotions conveyed. In groups, Ss discuss and brainstorm their own interpretation of the film. T encourages critical thinking and creativity. T challenges each group to create a new soundtrack for the silent film, emphasising the emotions, tensions, and narratives they perceived. They can use musical instruments, voice, or found objects for sound effects. Finally, each group presents their interpretation and plays the soundtrack for the class, explaining the critical thinking process. After all presentations, T leads a class discussion on how different interpretations and soundtracks can change the viewer’s understanding of the same visual content.