DAY 3—notes
3.1 Warm-up: Putting together the pieces
(8 minutes) (handout and adhesive tape)
Arrange the desks so that there are two rows facing each other. In the middle of
two facing desks, place the handouts, a large piece of paper, and scissors. Also,
have enough adhesive tape available for students to use. Have this ready when
the students walk in.
Group students into pairs. The students who are sitting across from each other
will arrange the pictures and captions in chronological order, using tape to attach
the pieces to the large piece of paper. (5 minutes)
Once the stories are complete, one side of the row will shift three spaces to the
left and read the story of the pair that sat there. The new pair will decide whether
or not the story is ordered correctly. If they think it is ordered correctly, have
them bring it to the front of the room.
Go over a correct one and ask someone to read it out loud. (3 minutes)
3.2 Asking deeper questions
(12 minutes)
Have the students get into pairs and share their responses to the homework
questions from Day 2. Set up (3 minutes) the students in a carousel formation (2
concentric circles of desks facing each other) so that they can rotate partners for
each question. Have inner circle move one to the left for each question (1 minute
per question). Encourage deep reflection.
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¿Por qué sigue tan fuerte (stays so strong) Lupe?
Cuando oyes la historia de Lupe, ¿cómo te sientes?
¿Qué cambios ves en Lupe durante su vida?
¿Es fiel (faithful/committed) Lupe a su familia? ¿Por qué? ¿Qué
evidencia hay?
¿Qué sacrificios hace Lupe por su familia?
3.3 Amor y control: Listening Activity
(15 minutes) (handout)
This activity is to be used in conjunction with the song “Amor y control” by the
Panamanian singer-song-writer Rubén Blades. The song is done in the style of
This unit created by Ashley Wallace and Kate Landau
salsa, a Latin partner dance, and has more than the single verse that appears in
this activity. We would encourage you to make use of the other verses at some
point in time.
a. The first time through, play the relevant parts of the song and have the
students write down any words they recognize. Encourage the students to
write as many words as possible. (4 minutes)
b. The second time, give them the fill-in-the-blank handout. Before playing
the song again, give the students 1 minute to circle the words they heard
the first time through. Also have them underline the words they know
with the text in front of them. Play the song at least twice as the students
attempt to fill in the blanks. Give students the answers. (10 minutes)
Here are the answers:
mamá
cáncer
familia
discusión
familiar
ladrón
drogas
abuses
familia
hijos
amor
padre
madre
familia
familia
cariño
cariño
llanto
juntos
mi
tanto
sentí
madre
tragedias
control
amor
casa
desgracia
3.4 Amor y control: Reflexión
(20 minutes) (handout)
Hand out the translation of the lyrics and have students answer the following
questions in English:
(Intro)
¿Dónde está el cantante (singer)?
This unit created by Ashley Wallace and Kate Landau
¿A quién visita el cantante?
¿Qué o a quién ve el cantante?
¿Qué pasa aquí?
(Aunque tú seas)
¿Por qué grita (yells) el señor?
¿Qué hizo el hombre joven?
¿Qué siente el señor para el hombre joven? (How does the gentleman
feel toward the young man?)
(Sólo quien tiene)
What does the narrator think it means to be a parent?
What do parents want for their children?
(Los vi marcharse)
As they leave, what does the narrator think about?
Why does he make the comparison at the end? (“dos tragedias iguales”)
Would Lupe’s story be another tragedia igual?
(chorus)
What does control mean in the chorus?
What does casa mean in this context?
What are examples of desgracia?
Homework 3
(5 minutes ) (handout)
Each student will write a letter to Lupita.
They will need to have Homework 1 and 2 back in order to do this.
The following address can be used to send Lupita letters through Ashley
Wallace, 25 Mattapan Street, East Falmouth, MA 02536. We will not include
her address for privacy reasons. (This assignment can still be done without
actually sending the letters, of course. But, she would love to read them).
The students should be encouraged to be creative with this assignment.
Directions are on handout.
Due date:
One week from assignment of letter
or
Have the rough draft due in 2 days and then give the students two
days for corrections after you have edited it. (or use your own system)
This unit created by Ashley Wallace and Kate Landau