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TEACHERS’ RESOURCE VALENTÍN - Glasgow Film Theatre · Leticia Julieta Cardinali Abuela Carmen...

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VALENTÍN 3rd Level suitable for S1–S3 Curriculum for Excellence subject areas: Spanish / Expressive arts / Health and wellbeing / Social studies Written by Anne-Marie Goldie, Secondary Teacher TEACHERS’ RESOURCE This learning resource is produced by Glasgow Youth Film Festival with support from our partners: Thanks to Metrodrome
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VALENTÍN3rd Level suitable for S1–S3

Curriculum for Excellence subject areas: Spanish / Expressive arts / Health and wellbeing / Social studies

Written by Anne-Marie Goldie, Secondary Teacher

TEACHERS’ RESOURCE

This learning resource is produced by Glasgow Youth Film Festival with support from our partners:

Thanks to Metrodrome

Nacionalidad: argentino/francés/holandés/españolAño de Producción: 2004Idioma: españolGénero: DramaCalificación: PG

ValentínhaditsworldpremiereinSeptember2002andwasreleasedinArgentina’scinemasinMarch2003.ItplayedatvariousfilmfestivalsincludingCannes,London,TorontoandRotterdamandwonprizesaroundtheworld.ThefilmwasArgentina’sofficialsubmissionforthe2003AcademyAwards,intheBestForeignLanguageFilmcategory.ValentínwasreleasedintheUKon27February2004byMetrodome.

Valentín

Release

Eldirector AlejandroAgrestiElescritor AlejandroAgresti Elproductor EddydeKroesElnarrador RodrigoNoyaElredactor AlejandroBrodersohnMúsica LuisSalinas,PaulM.vanBrugge

Ficha Técnica

Valentín RodrigoNoyaLeticia JulietaCardinaliAbuela CarmenMauraElpadredeValentín AlejandroAgrestiTíoChiche JeanPierreNoherRufo MexUrtizbereaDr.Galaburri CarlosRoffé

Ficha Artística

ACTI

VITI

ES

1. VOCABULARY RESEARCH

Thinkofthetitleofthefilm.Whatdoesitmean?

Lookattheimageoftheposter,whattypeoffilmdoyouthinkitmightbe?

a

Inyourgroups,makeupaspiderdiagramwiththeword‘Valentín’inthemiddle.

Thinkofallthewordsandphrases,firstlyinEnglish,thatmightbeassociatedwiththeword‘Valentine’thenuseadictionarytofindtheirSpanishequivalentsandputthemonyourdiagram.

b

Afterwatchingthefilm,decidewhichkindsofloveyousawinValentín.Weretheythekindsofloveyouwereexpectingtosee?

Whydoyouthinkthedirectormighthavechosenthistitleforthefilm?

I can understand how a bilingual dictionary works and use it with support.

MLAN 2-11a

I can use a bilingual dictionary independently to help me understand a new language.

MLAN 3-11a

I can recognise features of words in the language I am learning and use them to make sense of vocabulary and of the connections between words.

MLAN 3-11b

d

c Thinkofallthedifferentkindsoflove(elamor)thatthereare(i.e.familylove,loveforafootballteam,loveforahobby,loveforagirlfriend/boyfriendetc).

Antes de la película

ACTI

VITI

ES

2. RESEARCH PROJECT AND PRESENTATION

ThefilmissetinBuenosAires,Argentinain1969.The1960swasadecadeofrevolutionandsocialchange.Accordingtothedirector,AlejandroAgresti,1969wasthelastyearoffreedominArgentinaforalongperiodoftime.

Usetheinternettoresearch‘Argentina,theDirtyWar’.

Ingroupsoffourorfive,findanswerstothequestionswhichfollowandprepareashortpresentation(5minutes)ontheinformationyoufindout!

Findoutthefollowinginformation:• WhatwastheDirtyWar?• Howlongdiditlast?• Whatisamilitarycoup?• WhodidamilitarycouptakeplaceagainstinArgentina?• Whathappenedtoleft-wingsupportersandsocialistsduringthiswar?• Whowere‘TheChildrenoftheDisappeared’?

I have worked with others, using a variety of media including ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a country where the language I am learning is spoken.

MLAN 2-06b

I have contributed to a group to plan and prepare short talks in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken.

MLAN 3-06a

a

Photographs of The Disappeared

ACTI

VITI

ES 3. IDENTIFYING NOUNS, ADJECTIVES AND VERBS

Inpairs,readtheSpanishsynopsisofthefilm.Pickoutthenouns,adjectivesandverbsyoucanidentifytogetherusingaSpanishdictionary.

Sinopsis:LapelículatienelugarenBuenosAires,Argentinaen1969.

SetratadeunniñoquesellamaValentín.Valentínviveconsuabuela,porquesuspadresestándivorciados.Valentínechademenosasumadre,peronolaconocemucho.Notienecontactoconsumadre,(queesjudía)porquesupadrenoessimpático.También,supadresiempretienemu-chasnovias.

LeticiaeslanoviamásrecentedelpadredeValentín.Valentínlaquieremuchoycuentacosaspersonalesaellasobresuspadres.CuandoLeticiaoyeestascosassobresupadre,ellanoquierecontinuarasalirconél.ElpadredeValentínseenfadaconélporquecreequeValentíntieneculpa.

LaabueladeValentínllegaaserenfermaysemuere.Valentíntienequevivirconsuamigodelinstitutoporqueyanotienefamilia.

Undía,Valentínhablaconunhombrequeestáenunbar,yelhombretieneunregaloporValentíndesumadre.ElhombreexpliqueaValentínlasrazonesporqueellanuncahavisitado.

Glosario:Tenerlugaren TotakeplaceinEchardemenos TomisssomeoneJudío/Judía JewishEnfadarse TogetangryTenerculpa TobeguiltyofsomethingLlegaraserenferma TobecomeunwellTenerque Tohavetodo(something)Explicar ToexplainLasrazones Thereasons

I work on my own and with others to understand text using appropriate resources. I can read and demonstrate understanding of more complex texts which contain familiar and unfamiliar language.

MLAN 3-08a

a

Photographs of The Disappeared

4. WRITING AN ADVERTISMENT

Valentínlongstohaveanewmum.Imagineyouarehim.Makeupanadvertfor‘theperfectmother’usingtheprofilebelow!Youmaywishtousethevocabularyprovidedorinventyourownwiththehelpofadictionary.

¡SE BUSCA UNA MADRE PERFECTA!

Color de pelo :Color de ojos :Estatura :Personalidad :Talentos :

Llama a Valentín, teléfono : 18 29 43 72

Vocabulario:Elpelorubio/moreno/castaño/negro/pelirrojoLosojosazules/marrones/verdesEsgrande/pequeña/gorda/delgadaSimpática/cariñosa/feliz/divertida/afectuosa¡Escocineraexcelente!/¡Esbuenafutbolista!/¡Esbuenaoyente!

I can create, amend and present more extended information about myself and others, my experiences, or a topic of my choice for different purposes.

MLAN 3-13a

a

ACTI

VITI

ES

ACTI

VITI

ES 5. LISTENING AND TALKING

RecallthescenewhereValentín’sDadisangrywithhimbecausehethinksthatitishisfaultthatLeticiabrokeupwithhim.

ImagineyouarenowValentín.YouareveryhurtandgotoseeLeticabecauseshebrokeherpromisenottotellyourfather.Thinkofthekindofconversationthatwouldhappenwhenyoumet.

Howwouldyoufeel?Whatwouldyousay?WhatdoyouthinkLeticiawouldsayback?

a

InventaconversationbetweenyouandLeticia.Youmaywishtousesomeofthevocabularybelow,orusesomethatyoufindonyourown.

Withapartner,pretendthatoneofyouisValentínandtheotherisLeticia.Actoutyourconversations.

Glosario:Estoymuyherido/triste/enfadada I’mveryhurt/sad/angrySientomuytraicionado Ifeelbetrayed.¿Porquéhasrotoconmipadre? Whyhaveyoubrokenupwithmydad?Teníaconfianzaenti Itrustedyou.¿Quédijisteamipadre? Whatdidyousaytomydad?Notequeríahacerdaño Ididn’twanttohurtyou.Noquierosalircontupadre Idon’twanttogooutwithyourfather.Miniño/miamor Sweetheart/darling

When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others.

MLAN 2-03a

I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures.

MLAN 2-03b

I can take part effectively in prepared conversations by using a variety of language structures to share information, experiences and opinions and by offering straightforward reasons for having these opinions.

MLAN 3-03a

b

ACTI

VITI

ES 6. THEMES

Thinkaboutthethemes(lostemas)ofthefilm.Whatoneswouldyousayarethemostrelevantinthisfilm?LookuptheSpanishforthewordsbelow,usingadictionary,andcircletheonesyouthinkaremostimportantinthefilm:

Love–Betrayal–Friendship–Women–Temptation–Anti-Semitism–Fantasy/Reality–Childhood–Power–Trust–Religion–Revolution–Liberty–

I can understand how a bilingual dictionary works and use it with support.

MLAN 2-11a

I can use a bilingual dictionary independently to help me understand new language.

MLAN 3-11a

a

PickoneofthethemesfromaboveanddiscussinEnglishaparticularscenewhereyoufeelthisthemewasapparent.

I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.

LIT 1-01a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build upon thinking.

LIT 2-02a

b

ACTI

VITI

ES 7. WRITING

ThinkofthescenewhereValentín’sgrandmotherdies.Valentínisnowleftonhisown.

Choosetobeoneofthefollowingcharacters:Valentín,Valentín’sdad,Rufo,Leticia.Howwouldyoufeelasthischaracter?Whatwouldyoubethinking?

WriteashortparagraphinEnglish.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.

LIT 2-26a

I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience.

LIT 3-06

a

Whatdidyouthinkofthefilm?Whatpartsdidyoulike?Whatpartsdidyounotlike?Whatcharactersdidyoulike/notlike?Didyoufindthefilmfunny/sad?

WriteasummaryofyouropinionofthefilminEnglish.

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience.

LIT 2-26a

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information for ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.

LIT 3-26a

b

Valentín on Wikipediahttp://en.wikipedia.org/wiki/Valent%C3%ADn

Spanish film suggestions for S3 and above

Valentín review by Roger Eberthttp://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20040521/REVIEWS/ 405210303/1023

Languages on Screen

www.languagesonscreen.org.ukEducationalresourceforlearningModernLanguageswithfilm

Moving Image Education

www.movingimageeducation.orgEducationalresourcetoanalyseandcreatefilms

Filmstreet

www.filmstreet.co.uk/pages/teachers.phpMovingImageEducationresourcesforteachers

Growing Up in Argentina’s Dirty War by Angelique Chrisafis

www.guardian.co.uk/lifeandstyle/2008/sep/06/family.pinochetTheGuardianSeptember62008

Children of the Disappeared step forth

www.guardian.co.uk/world/2003/jun/08/argentina.theobserverTheObserver,Sunday8June2003

ValentínisavailabletobuyonlineonDVD.AllofthesetitlesarealsoavailabletopurchaseintheUK.

Butterfly’s Tongue Manuel Lozano Cert: 15Bombón, El Perro Carlos Sorin Cert: 15I’m Gonna Explode Geraldo Naranjo Cert: 15Innocent Voices Carlos Padilla Cert: 15Machuca Andrés Wood Cert: 15The Motorcycle Diaries Walter Salles Cert: 15Pan’s Labyrinth Guillermo del Toro Cert: 15 Sin Nombre Cary Fukunaga Cert: 15Spirit of the Beehive Víctor Erice Cert: PG

Useful Links:

BBC News: Timeline Argentinahttp://news.bbc.co.uk/1/hi/world/americas/country_profiles/1196005.stm

Viva! Film Festival www.vivafilmfestival.com/index.php


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