As this is a lesson plan based in the multiliteracies approach, its goal is to not only enable student use of the preterit, but also to generate student discussions in Spanish around these important events in past and more recent Chilean history, as well as to encourage students to think critically about how the preterit is used in these real-world contexts. At the end of the class, students present their stories to the class. They work in pairs to reconstruct the day and then re-write the schedule as a story, both from the first-person perspective of a Chilean who lived experienced the event. Students are then asked to apply their understanding of the preterit by writing a schedule of the events of the day from the perspective of one of the people in the photo.
These first parts of the lesson seek to contextualize preterit use within students’ own experiences and their discussion of historical events, after which students are paired to analyze photos of Chileans participating in voting in the referenda. Afterward, students discuss the historical and cultural context of the referenda with the class, considering together what this event means for Chilean people. The lesson starts with a student poll about their own voting practices and opinions on the importance of voting. Instead of prioritizing direct translation, this lesson rather emphasizes the negotiation of meaning through student interpretation of two mini-documentaries and photos about the referenda. This multiliteracies lesson plan targets the use of preterit forms through the exploration and analysis of the historic referendum in Chile in 1988 and the recent one of 2020. Multiliteracies Lesson Plan: El referendum de Chile, 1988 y hoy
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