By Marta Lacasa
The activity described below is intended to be used in the subject of Spanish Language and Literature in 3rd year of ESO (Compulsory Secondary Education).
Objetivos de la actividad:
1. To understand oral and written discourse in the various contexts of social and cultural activity.
2. To use language to express oneself coherently and appropriately in the various contexts of social and cultural activity, to become aware of one's own feelings and ideas and to control one's own behavior.
4. Use spoken language in social and cultural activities in a manner appropriate to different situations and functions, adopting a respectful and cooperative attitude.
5. Use language effectively in school activities to search for, select and process information and to write texts specific to the academic field.
6. Understand literary texts using basic knowledge about the conventions of each genre, the themes and motifs of the literary tradition and stylistic resources.
7. Apply with some autonomy knowledge of the language and the rules of linguistic use to understand oral and written texts and to write and speak appropriately, coherently, cohesively and correctly.
8. Understand the principles and mechanisms that govern the functioning of societies.
9. To know and value animal rights.
10. To understand and value civic rights and duties as the foundation of a pluralistic and democratic society.
11. To develop the ability or process of penetrating deeply, through imagination, into the feelings and motives of another individual.
Activity content:
The activity will begin with the viewing of the video shown above, and afterwards the lyrics of the song will be distributed to the students.
Letter from one lion to another
Forgive me, my brother, if I say that I haven't felt like writing to you. I don't know if it's the confinement, I don't know if it's the food, or the time I've already spent in this life.
The truth is that the zoo is depressing and evil cannot be redeemed without affection; if it weren't for those children who bring their joy, it would be even more bitter.
I hope you'll do better traveling the world, even if the tamer, as you tell me, forces you to work more than necessary.
You have to understand, brother, that the soul has a villainous side; unable to kill whomever it wants, it unleashes its power on wild beasts.
Many humans are important, chair by chair, whip in hand.
But getting back to me, nothing has changed here since we were separated. However, there is something I notice among people; they seem to look different.
Their eyes have lost some sparkle, as if they were the captives, I know what I'm telling you, bet whatever you want that they have thousands of problems outside.
We fell into the jungle, brother, and look into what pious hands, its air is tainted with smoke and death, and who can anticipate its fate.
Returning to nature would be their greatest wealth; there they can love each other freely and there is no human zoo.
Take care, brother, I don't know when, but that day is coming.
Working in pairs, they will analyze the text, indicating what the author wants to convey at each moment.
Once all the pairs have thoroughly analyzed the text, a group discussion will take place, in which the ideas reflected in the text will be discussed stanza by stanza. Following this, the teacher will open a debate about the different impressions that arose during the discussion, posing some of the following questions: What did the video convey to you? What did the images in the video convey to you? Which image surprised you the most? Why? What do you think its meaning was? Have you ever wondered whether an animal wants to be in a zoo or a circus? Do you think animals are happy in circuses? And in zoos? Let's put ourselves in that animal's place. If you were put in a kind of zoo for other species to observe, would you like it? Could they really see who you are and how you live if you were in a cage?
This debate aims to enable students to express thoughts, emotions, experiences and opinions, to engage in dialogue, to form a critical and ethical judgment, to empathize with other individuals, to generate ideas, to structure knowledge, to give coherence and cohesion to discourse and to their own actions and tasks, and to make decisions.
Activity evaluation criteria:
1. Distinguish the essential content in oral and written presentations.
2. To grasp the author's intention.
3. Establish relationships between the parts of the text.
4. Provide opinions and personal assessment.
5. Present in an orderly and fluid manner.
6. Maintain a logical order in oral presentations.
7. Integrate external information with your own ideas and experiences.
8. Adapt to the situation and the content when intervening.
9. Clear and expressive enunciation.