Inflado Lesson Plan:
This lesson plan is based on a wordless short film called "Fat" available at https://vimeo.com/26941134. I call it "Inflado" because the characters in the video are not really fat, they are just full of air! Because the video reminds me of the work of Botero, I included a short biography of the artist as well! This lesson will introduce students to some vocabulary related to farms and farm animals. The story is easy and relatively repetitive so that students can complete the work with minimal intervention from the teacher.
These plans are suitable for a Spanish 2 (or higher) class. They were designed to fill approximately 3 days for use as an emergency sub plan. The lesson plan is also a great option for any teacher to use as a movie talk with your choice of follow-up activities!
Complete sub plan instructions are provided so that you can leave as an emergency plan if needed. There are a couple of technology-based options, but the plan should still last 3 or more days even without using the online games.
The resource contains:
Copies to make:
PP 2, 4, 5, 7, 9 One per student
PP 11-12 One per student
PP 15-18 Make one set of cards per group of students (or save this activity for when the teacher returns!)
PP 25-36 Make enough copies of the 12 sheets so that every student gets one (so, if you have 24 students, make 2 sets. If you have 30 students, make 3 sets but you will have 6 left over from one of the sets).
Suggested Sub Plan (adjust accordingly based on the speed students are able to complete the activities):
•Have students complete p2 vocabulary sheet individually.
•If technology is available, lead students in a game of Quizlet Live on the vocabulary using the link provided
•Have students read the story on page 4. Allow them to read with a partner or group of 3.
•Visit the website https://vimeo.com/26941134. Project the site to the students and allow them to view the video.
•View the video with students again.
•If technology is available, play Gimkit using the provided link.
•Then, have students individually complete pages 5, 7, and 9.
•If time remains, have them read the Botero reading on page 11 with a partner or group of 3. Comprehension questions may be assigned as well.
•View the video with students again. Have students sit with a partner while viewing. Pause the video periodically and have the students brainstorm sentences in Spanish to describe what is happening on the screen.
•Group the students into pairs or groups of 4. Allow them to play Memoria with the cards.
•Do the “Write, draw, pass” activity explained on page 24.