La Misma Luna

Directed by Patricia Riggen

This is PDF with activities and resources for teachers and students

2007 Mexican-American drama film in Spanish and English 

La misma luna

This is PDF with activities and resources for teachers and students

 A single mother who illegally immigrates to the United States

PLOT

 La misma luna is a 2007 Mexican-American drama film in Spanish and English.

Director: Patricia Riggen                                  Stars: Adrian Alonso, Kate del Castillo and Eugenio Derbez.

The film tells the story of Rosario (Kate del Castillo), a single mother who illegally immigrates to the United States, and leaves behind her nine-year-old son, Carlitos (Adrián Alonso). Rosario and Carlitos have not seen each other in four years, since Carlitos was five. Rosario, now living in Los Angeles, California, calls her son (who is still in Mexico) every Sunday at 10 A.M. from a payphone. Rosario describes the area around the payphone to Carlitos by saying that there is a laundromat, a mural, and a Domino’s Pizza.

One day, while working for a woman named Doña Carmen (Carmen Salinas), Carlitos encounters two American immigrant transporters (coyotes), Martha (America Ferrera) and David (Jesse Garcia), who offer to smuggle small children and babies across the border. When his grandmother dies, Carlitos decides that he will not live with his aunt and uncle. He finds the two coyotes so that he can make his way across the border to his mom.

TOPICS

Cultura, México, Estados Unidos, inmigración, familia,  ser madre soltera, maternidad, trabajos ilegales, racismo, entre otros.

TOPIC	What I know	What I want to know	What I learned
Immigration
México
Undocumented people
Coyotes

This is PDF with activities and resources for teachers and students

ESSAY – Activities

Writing an essay about immigration. 

1 page. Font Helvetica N11.  

1 introduction paragraph with a thesis. 

2 paragraphs to work and develop the main idea. 

1 conclusion paragraph in where we could confirm the thesis.

Students will summit first the thesis. 

Students will summit the 1st draft: thesis, introduction, body and conclusion. 

Students will submit the essay. 

RUBRIC	Exceeds Expectations	Meets Expectations	Approaches Expectations	Does Not Meet Expectations
Task Completion (30%) * response to         prompt  * main idea * supporting details	All components of the task are included; main idea is clear and supported with rich details Thesis stament	All components of the task are included; main idea is clear and supported with details Thesis stament	Most components of the task are included; main idea is clear with some supporting details Thesis stament	Task is not completed; main idea is unclear and/or does not include supporting details; content may be unrelated and/or repetitive Thesis stament
30   29   28   27	26   25   24	23   22   21	20   18   15   12   9   6  3  0
Vocabulary (25%) * variety * spelling *accent marks	Vocabulary range is rich, using level-appropriate vocabulary; spelling mistakes do not obscure meaning; very few / no accent marks missing; no English used	Vocabulary range is adequate, using level-appropriate vocabulary; spelling mistakes do not obscure meaning; some accent marks missing; no English used	Limited vocabulary range using level-appropriate vocabulary; spelling mistakes occasionally obscures meaning; many accent marks missing; no English used	Use of level-appropriate vocabulary is inadequate, limited and/ or repetitive; use of a translator likely; frequent mistakes in spelling that obscure meaning, uses English
25   24   23	22   21   20	19  18	17   15   13   10   8   5  3  0
Language Control (25%) * grammar	Outstanding control of level-appropriate grammar with very few mistakes; mistakes do not obscure meaning; no impression of the use of a translator	Adequate control of level-appropriate grammar with a few repetitive mistakes; mistakes do not obscure meaning; no impression of the use of a translator	Somewhat inadequate control of level-appropriate grammar with multiple mistakes; mistakes generally do not obscure meaning; no impression of the use of a translator	There is minimal or no control of level-appropriate grammar with frequent mistakes; use of a translator likely; mistakes obscure meaning
25   24   23	22   21   20	19 18	17   15   13   10   8   5  3  0
Sentence Structure (10%)	Complete sentences are used; uses some compound and complex sentences	Complete sentences are used; uses some compound and might attempt a few complex sentences	Complete sentences are used; uses simple sentences; may attempt compound or complete sentences	Relies on simple and repetitive sentences which may be incomplete
10   9	8	7	6   5   4   3   2   1   0
Organization (10%)	Well organized with a creative introduction, well-developed body, and conclusion; very cohesive and clear logical flow	Organized with an appropriate introduction, adequate body, and conclusion; cohesive and logical flow	Somewhat organized with an adequate introduction, body, and conclusion; mostly cohesive with a generally logical flow	Lacks organization, cohesion, and/or logical flow
10   9	8	7	6   5   4   3   2   1   0

CONVERSACIÓN – Activities

Students must bring flashcards with vocabulary, questions and information related to immigration.

Students will bring flashcards with words or situation they did not understand from the movie. For example: “estar de mojado” (being “undocumented” in the USA – crossing to the US through the ocean)

Rubric: 7 flashcards

1st flash card: student’s name and movie’s name.

2nd: Vocabulario de la película. Words or expressions they did not understand. For example: “estar de mojado” (being undocumented in the US)

3rd: write 4 sentences about the movie using the grammar from the class. For example, Carlitos es un niño feliz. Also, students must include more then 1 topic from the movie (immigration, family, illness, single parenthood, México, etc)

4th: Lo que SI te gustó

5th: Lo que NO te gustó

6th: Estereotipos presentes en la película

7th: Questions. Write questions about the movie. Students will ask these questions at the circle while they are doing the speaking activity.