Lesson 2: Cortometraje: Justo
Duration of Days: 4
Lesson Objective
Students will be able to articulate their own definition of "fairness" and apply it to the moral dilemma presented in the film.
In your opinion, when is it "fair" to break a rule in order to achieve a greater justice?
Why is it difficult for people to intervene in an injustice? What would you do if you were on that bus?
The argument mentions the "injustice of fate." Can humans truly fix a "fate" that seems unfair, or is justice just an illusion?
WL2. Interpretive Communication Understand and interpret written and/or spoken language on a variety of topics.
WL.2A - 2A. Understand main ideas, topics and specific information on a variety of authentic auditory or written materials.
Description
Set within the confined, democratic space of a public bus, the film depicts a moment where the "injustice of fate" strikes one of the passengers. Rather than remaining passive observers, the other passengers reach a collective breaking point. They decide to intervene to correct a perceived wrong, turning the bus into a microcosm of a social movement or a revolution. The film explores the tension between "the way things are" and "the way things should be."
Purpose
The purpose of this film is to transition students from identifying vocabulary to defending complex opinions. It aims to:
Provide a practical scenario for giving an opinion on what is fair.
DOK 1: Recall Identify the specific event or "injustice" that triggers the reaction of the passengers.
DOK 2: Skill/Concept Describe the atmosphere on the bus using vocabulary related to beliefs and ideologies (e.g., solidaridad, indignación, derecho).
DOK 3: Strategic Thinking Analyze the turning point where the passengers stop being individuals and start acting as a group; use Relative Pronouns to explain their motivations (Lo que los une es...).
DOK 4: Extended Thinking Create a "Passenger's Manifesto," outlining the rules of fairness they believe should apply in public spaces, discussing future situations where these rules might be tested.
The "Fairness" Scale: Provide a visual of a scale. Students place cards representing the "Injustice" and the "Reaction" on the scale to see if they balance out, labeling them with simple phrases (Es justo porque... / No es justo porque...).
Emotion Word Bank: Provide a list of "Reaction Verbs" for the passengers (quejarse, gritar, unirse, exigir) to help students describe the action.
Teacher selection of activities from the Imagina Vista supersite.