The activity is meant to work with lower secondary students.
The teacher will write the title of the short movie on the whiteboard: “Hair Love” and she will ask them: “What is the movie about…?” and students will make predictions. She can help asking some more questions like: “ who are the characters? ages? gender?” 

First of all, they will do a brainstorming and the teacher will take note of their prediction, writing words on the whiteboard, next to the title.

Finally she will give them a worksheet where they will write down their predictions. Once they finish watching the film, they will check if their predictions were right, writing down differences or similarities.
You can see the worksheet uploaded.
Dadin Luciana & Pedone Smith Jesica

What we, as teachers, pretend is to make them visualize, to create through this image a mental reflection, thoughts in their minds. 

           After that, we are going to give them a photocopy with the following prompt

Do you think that hair represents their personality?

Do you think that physical or external appearance represents your personality and /or represents the place where you come from?

Do you think that women struggle with some prejudices about how they wear their hair or how their hair is naturally?

After that, we are going to ask them if they can imagine what the video is about. (this way we as teachers are going to make them infer and connect ideas)

Finally, we are going to project the video.

Before watching activity
Before  watching, we will show  some pictures from  the video and stick them on the board. The students have to discuss the following questions orally  and then we write about them together on the board. Then we will give to them the same pictures and stick them on their notebook and write their predictions: 

Cari  Soto and Ceci Martinez

 

b)    In the story “Hairs/ Pelitos” by Sandra Cisneros a young girl introduces us to her family and describes the hair of every member of her family and how different it is among them. 

This book can be used to discuss themes of diversity, and our unique features as individuals. It also allows us the possibility to explore how identity is revealed through hairstyles.

     

 

c)    The lesson will begin when all of the students are gathered in a circle (they can also be seated on the floor)

I will stand up next to the board and ask the students to tell me anything about hair.  I will allow them to shout out any answer that comes to mind when they think about hair.  I will write all of their answers on the board.  If the students need prompting to help them think about hair, I will ask them questions such as, “What color can hair be?”, “What shape can hair come in? ”Why is  our hair not the same? ,etc.  I will let the students shout out answers for a couple minutes.  

Then, I will place big, colorful images/pictures of people’s faces and hair on the board. The idea here is to invite students to talk about what they see. 

 

After we finish generating our list of characteristics of hair, I will sit down on the chair and tell the students that I am going to read them the book “Hair / Pelitos” by Sandra Cisneros.   

Ana Paula Iemme.

We show a picture where the girl from the video's hair is messy and her dad is trying to fix it.
Some questions to help you:
- Who are the people in the picture? Do you think they are family?
- What are they doing?
- Do you think they are happy? Angry? Concentrated?
- Do you think there will be a problem in the video?
- Why do you think that the little girl’s hair is messy?
- Do you think the people in the picture are getting ready for something? If so, what do you think it is?

Sofia Fernandez and Luján Roumec

As a pre-watching activity we thought about grouping students and giving each group one word (respect, stereotypes, acceptance, race, gender, age, physical aspect, hobby). We will give some time to each group for thinking and discussing how that word is connected to the construction of identity. Once discussion is over students will briefly share their ideas and we will display the short film; having them pay attention to the way in which those aspects are represented or not in the film. 

Camila Ferrer & Leticia Armella

C). Before watching activity:

   The teacher will ask students to draw a picture of their own family and after that they will describe the physical similarities and differences among the members. Moreover, she will ask students to think of a smell or noise that reminds them of each person. She will provide some examples on the board for them to understand the task.

   My brother = the sound of a car’s engine

   My grandma = the smell of pasta

   My aunt = Jazmine's fragrance

    They will receive a chart with the name of the family members in the story and a picture of them. They will be asked to write down any word or sentence they hear to describe their hair and after finishing we will discuss their notes. Each description will be written on the board and a reflection about the themes of the story will be proposed by asking questions such as: Do we all look identical? Is that something good or bad? Do you like being unique and different from others?, etc.

Cintia Cores & Mariana Montero

 

Speaking activity:

The idea of this pre-activity is to generate a debate with our students in order to know their thoughts, behaviors and experiences related to the topic. 

Dina Waidatt & Cecilia Ramirez