O APÓSTOLO. LEARNING RESOURCE 3rd and 4th Level suitable for S1 S4
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1 O APÓSTOLO LEARNING RESOURCE 3rd and 4th Level suitable for S1 S4 Curriculum for Excellence subjects: Spanish / Literacy / Religious and Moral Education / Expressive Arts Written by Ashleigh Evans, Teacher This resource is produced by the Glasgow Youth Film Festival by support from our partners: Thanks to: Artefacto Producctiones
2 BEFORE THE FILM SPANISH 1 Look at the poster for the film O Apóstolo. What do you think the title of the film means? Look closely at the images. What type of film do you think this is? Discuss this in groups and create a mind-map or spider diagram of what comes to mind when you look at these posters. This can be done solely in Spanish, or in English first, with each group member then finding the Spanish for each word/phrase. I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a I can recognise features in the language I am learning and use them to make sense of vocabulary and of the connection between words. MLAN 3-11b 2 Read the Spanish synopsis of the film: O Apóstolo narra una oscura historia de misterio ambientada en el Camino de Santiago en la que se mezcla el suspense, el humor y la fantasía a partes iguales. El protagonista, un preso recién fugado de la cárcel, se verá envuelto en extraños e inquietantes sucesos al intentar recuperar un botín que había sido escondido años atrás en una apartada aldea de esta ruta. Siniestros ancianos, extrañas desapariciones, un peculiar sacerdote, y hasta el arcipreste de Santiago confluyen en una trama aderezada de misterio e intriga que llevará al protagonista a enfrentarse a una condena mayor de la que había conseguido escapar. Try to pick out the nouns, adjectives and verbs you can identify, using a dictionary if necessary. After identifying these, try to answer to the following questions: a Where does the film take place? b What three elements does the film mix in equal parts? c Describe the main character. d What is he trying to find? This synopsis makes particularly good use of adjectives to set the scene for viewers of the film. Check if any of these are similar to those you may have used in your mind-map in the previous exercise. 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 Page 2
3 SPANISH / RELIGIOUS AND MORAL EDUCATION The film is set in a remote village, Xanaz, which is situated on the famous Camino de Santiago in the north-west of Spain, in the region of Galicia. a Use the internet to research El Camino de Santiago. In small groups, find answers to the questions that follow and prepare a short presentation (5 minutes) in Spanish on the information you find. Try to find out the following: What is El Camino de Santiago and where is it? Why is it so important to Roman Catholics? What is meant by pilgrimage? What would pilgrims usually take with them on their journey? What are the traditional symbols of El Camino de Santiago and do any of them appear in the film? I have contributed successfully 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 Through investigation of and reflection on Christian traditions, practices and customs, I can explain the significance of these for Christians. RME 3-03a b Create full sentences using the verbs ser or estar. Think carefully before deciding which verb to use. Recuerda: sujeto + verbo + complementos. 1 Astorga, León y Ponferrada Provincia de León. 2 Tumba del Apóstol Santiago Catedral de Santiago de Compostela. 3 Vieira símbolo del Camino de Santiago. 4 El Camino de Santiago peregrinaje a Santiago de Compostela. I can create, amend and present information about a topic of my choice for different purposes. MLAN 3-13a Page 3
4 SPANISH / EXPRESSIVE ARTS When Ramón arrives at Xanaz, he pretends to be a pilgrim on El Camino de Santiago. The villagers are quick to welcome him, and he is offered a room for the night by Snra. Dorinda. At first she seems very hospitable, but Ramón gets suspicious when she is so eager for him to drink some warm milk before bed. a b As they chat, Dorinda says to Ramón, Hay condenas de las que no se puede escapar. What does this mean? What relevance does it have for Ramón in particular? Imagine you are Ramón, and you are suspicious as to why Dorinda is so keen for you to have a drink before bed. Invent a conversation between you and Dorinda. You can use some of the vocabulary below, or use your own ideas. With a partner, pretend one of you is Ramón and the other is Dorinda, and act out your conversations. Ramón Lo siento, pero no tengo sed No me apetece nada de beber Por qué insiste? Es que ya estoy cansado Tengo mucho sueño/estoy muerto Soy intolerante a la lactosa Dorinda Beba! Es un vasito de leche... La leche te ayudará a dormir Toma! Te ayudará a reponer fuerzas Es tarde y mañana querrás partir pronto No me insultes, por favor Por qué tienes miedo? I m sorry, but I m not thirsty I don t want anything to drink Why do you insist? I m already tired I m very sleepy/exhausted I m lactose intolerant Drink up! It s just a little glass of milk The milk will help you sleep Take it! It will help keep your strength up It s late and you will want to leave early tomorrow Don t insult me, please Why are you afraid? 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 I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology. EXA 2-12a Page 4
5 SPANISH The lure of treasure brings Ramón to Xanaz, but when he realises that something dark and sinister is happening in the village, he tries to escape. However, he finds that he is trapped and cannot leave. He meets Salustiano, who tells him that he is now a prisoner of la Santa Compaña. Imagine you are Ramón. Write a letter to Xavier, your friend who is still in prison, telling him what has happened and how you feel now. You can use the vocabulary below or invent your own with the help of a dictionary: Estoy en Xanaz, en busca del botín I am in Xanaz, looking for treasure Los aldeanos son muy raros The villagers are very strange Estoy atrapado aquí I m trapped here La aldea está maldita The village is cursed Siento muy débilz I feel very weak Soy un preso otra vez I am a prisoner again Ayúdame por favor! Help me please! I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B SPANISH / LITERACY Think about the themes (los temas) of the film. Which do you think are most relevant to O Apóstolo? Give reasons for your choices. Give examples of particular scenes when these themes were apparent. La religión La moralidad La amistad La superstición La confianza La libertad La codicia El amor I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B I can persuade, argue, evaluate and explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. LIT 3-29a/LIT 4-29a Page 5
6 CURRICULUM FOR EXCELLENCE LEARNING OUTCOMES COVERED I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a I can recognise features in the language I am learning and use them to make sense of vocabulary and of the connection between words. MLAN 3-11b 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 I have contributed successfully 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 Through investigation of and reflection on Christian traditions, practices and customs, I can explain the significance of these for Christians. RME 3-03a I can create, amend and present information about a topic of my choice for different purposes. MLAN 3-13a 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 I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology. EXA 2-12a I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a I can write about experiences, feelings or opinions and can offer reasons for having those opinions. MLAN 4-13B I can persuade, argue, evaluate and explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. LIT 3-29a/LIT 4-29a Page 6
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