I.- INTRODUCTION OF CHARACTERS – DESCRIPTION.

1.- Recognize the characters below and write under the pictures the name
of each one and their different relationships.

2.- Match each character with the appropriate definition.

Miguel Rivera * * Trainer, alebrije

Dante, Pepita * * Learner
Ernesto Cruz * * His memory is life
Coco * * Cheater, victim
Héctor * * Family, customs
Imelda * * Gives the orders
Abuelita * * Success, unfairness
Chicharrón * * Forgotten friend
3.- Here you are a set of movies which are inspired in (“Día de los muertos
o difuntos) “The day of death people”. In pairs, look for two movie trilers
of these films below and explain the story line.
1.- "La Momia Azteca" (1957) 2.- "Macario" (1960) 3.- "Mictlán" (1969) 4.- "La Mansión
de la Locura" (1973) 5.- "Bajo el Volcán" (1984) 6.- "Día de Difuntos" (1988) 7.- "Hasta
los Huesos" (2002) 8.- "La Leyenda de la Nahuala" (2007) 9.- "Día de los Muertos" (2013)
10.- "El libro de la vida" (2014) y 11.- "Coco" (2017)

4.- How did know Miguel that Hector was murdered? Did he realise it if
they did not pay attention to details of the films?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5.- Although we have seen only six characters, during the film we can
identify more than thirty. Are you able to write the names of some of them?
II.- PHASE OF DEVELOPMENT: INTRODUCTION OF NEW
LEARNING, APPLICATION OF NEW LEARNING AND
REORGANISATION OF NEW LEARNING.

6.- WORD SEARCH:

In this box look for the next words connected with the right to have a
family:

FAMILY, GRANDMA, MEMORY, CELEBRATE, PROTECTION, ALEBRIJE,

TRUST,

F S E U L Ñ A S V N E X
F A M I L Y C A O V T E
L A T R T D E I H N A J
Y D L Q U I T L Ñ M R I
R H U D U C R I A L B R
O J L S E J U E S R E B
M K P T S P S S T E L E
E I O N K Ñ T F U A E L
M R G R A N D M A L C A
P Z X O E N E R T Y A S
7.- Help Dante to go through the maze to get to Miguel.

8.-
What does make possible to keep on alive the Miguel’s family in the death
peoples’s world?
- The memory of the still alive people.
- The pictures in the celebration.
- The “lebrijes”.

9.- What was the reaction of the public to the real behaviour of their idol?
- They do not mind.
- They clap him anergically.
- They boo him.
10.- How do solve the Miguel’s great-great-grandfathers their problems in
the world of death people?
- Being quiet.
- Trying to save another one.
- Forgiving.
11.- Why Miguel has to work in the family’s business after going to school?
- He has to get some responsibilities.
- It is his grandmother’s idea for the Day of
the Death People.
- He wants to keep on doing the family’s
tradition.

12.- Let’s solve all mistakes that appears in the Coco film’s summary
below:
“It is a very lively film that deals with a little girl called Guadalupe who dreams about being a
musician, but her brother does not want to help her because their great-great-grandfather,
who was musician too, left them. In addition, they want to force Guadalupe to be shoemaker,
like all the members of the family. Accidentally, Guadalupe goes to heaven and she will not can
escape unless their parents´s curse.

13.- The “Day of the death people” of Mexico was nominated in 2003 by
the UNESCO (United Nations Educational, Scientific and Cultural
Organisation) as “A Masterwork of the humanity’s cultural heritage”.
What would you underline of the “Day of the death people‘s parade”?
[Link]
III.- PHASE OF IMPLEMENTATION AND COMUNICATION:
RESOLUTIONS AND BROADCASTING OF THE MADE
PRODUCT.
14.- Where is located the story?

What are the elements which help you to know that the characters are
placed in that country?
1.- _____________________________________
2.- _____________________________________
3.- _____________________________________

15.- When is developed the background of the film?

16.- Do you know other similar celebrations that take place in different
countries around the world?
____________________________________________________________
____________________________________________________________
17.- Design and colour an altar, like a retable, to put them the beloved
members of your family with some symbols which can identify them. Then
give your opinion about the next sentence:
“The family is like the altar when all your beloved persons are affetionately remembered”.

18.- Choose a song about beyond the death.

a.- “Do you Realise?” The Flaming Lips. What would happen if you realised
that all the people who you love are gone away from this world? This song
deals with this subject in a quite eccentric way.
[Link]

b.- “Videotape” Radiohead – This hard song is like the last will of sombody
who is about to go to the afterlife, underlining that even in the moment of
a deep pain must be a shine of happiness.
[Link]
c.- “The show must go on” Queen. Written by Brian May, it deals with the
secret struggle of his friend Freddie Mercury against the AIDS desease,
therefore the song’s epic level tries to stand out the big figure of the
person who was the leader of the group for thousands of people.
d- “Knocking on Heaven’s Door, Bob Dylan. – It deals with a dying sheriff
describing his last moments of his life.
[Link]
d.- “Tears in heaven” Eric Clapton. This song is about the Eric Clapton’s
died son.
[Link]
e.- “La muerte no es el final” Cesáreo Gabaráin. He wrote this song in
memory of an organist of his parish who died when he was a teenager.
[Link]
eature=emb_logo
f.- “Cuéntame una tontería” Luis Eduardo Aute. When the moment of
death comes Aute prefers talk to him about crocodiles, porphets, orgies,
to be told him a gag of a priest or that everybody is crazy. Everything is
welcome instead of silence: “Don’t be quiet, I beg you, because this dying
man is in a hurry”.
[Link]
19.- This is the soundtrack of the film, it is sung by Natalia Lafourcade in
English and Spanish. What do feel the great-great-grandmother and her
daughter who is Miguel’s grandmother?
[Link]

20.- Take a paper sheed and fold it three parts. In each box
write the name of a loving person and write or draw the
memory of this feeling.
21.- The mourning, when your grandfather is about to die. Reed the next
text paying attention to what says a psychologist called Montse and
answer to the next questions:
[Link]
del-duelo-en-los-ninos-de-0-a-12-anos/
a.- How is tackled the mourning from the bith date up to be twelve years
old?
____________________________________________________________
b.- How should be helped children by the adults to face the mourning in
an appropriate way?
____________________________________________________________
22.- Choose a significant sentence of the film and connect it with one of
the children and teenager’s rights.

- El Día de Muertos es la única noche del año en la que nuestros ancestros nos visitan.
Ponemos las fotos en la ofrenda para que sus espíritus no se revuelvan. ¡Eso es muy
importante! Si no las ponemos, ellos no cruzarán.
- “Vive tu momento”, (Seize yout moment).
- No quiero ser parte de esta familia.
- Nunca subestimes el poder de la música. (La música, como cualquier otra disciplina
artística, tiene infinidad de beneficios para los niños, y es además una forma de
expresión y canalización de las emociones fascinante.
- Creí que era una mentira como las que los adultos dicen a los niños, como las
vitaminas.
- Deshacer un hechizo familiar requiere que tu familia te bendiga.
- … y nunca más olvides lo mucho que tu familia te quiere.
- Toda mi vida siempre hubo algo dentro de mí. Algo que me hacía diferente.
- - El show debe continuar.
23.- Imagine and carry out an “alebrije”: A zoomorphic remarcable
paintings that are made in a mexican style and with a certain scary look
which is close to the people in their situations. The amount of colours and
details shows all the feelings and sensations that are within us during our
life.

Pepita is Mamá Imelda’s spiritual manager, who is as well Miguel’s great-

great-grandmother. She is a mixture of an Eagle, a jaguar, a ram and an
iguana and full of shining colours. Unlike her sweet name she is
aggressive, powerful and very agile.
IV.- PHASE OF GENERALISATION AND TRANSFERENCE.
CHECKING OUT THE LEVEL OF DEVELOPMENT ABOUT
THE ACCOMPLISHED SKILLS.

24.- MEETING:
In a circle looking at others, after watching “Coco” film let’s talk about the
value of the family.
We can be helped by the next questions in order to start a debate.
Remind you have to ask for your turn to moderator, it is not allowed to cut
others participation and we must be respectful for others.
Did you know the Mexican tradition of celebrating the “Death people day”
before watching the movie?
- Who are members of a family?
- What is the purpose of family?
- What is the dream of Miguel? How do he realise
that?
- Do you think Miguel is helped and supported by
his family?
- In the end, what did learn Miguel and his family?
- What rules has got in your family?
25.- CRITICAL ASSESSMENT
In your opinion what character has stood out in the film? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

What character do you look after? Why?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

What character would you want to be? Tell some reasons why.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
 26.- In the next list chose two rights which you think are linked with
the film’s situations and describe the moment:

 Article 1: Definition of a child.

 Article 2: Children must be protected from discrimination.
 Article 3: The best interests of the child
(taking into account the rights and duties of parents).
 Article 4: Legislative measures to implement the treaty.
 Article 5: The rights of parents.
 Article 6: The right to life.
 Article 7: The child's right to birth registration.
 Article 8: The child's right to a name, nationality and family relations.
 Article 9: The child's right not be separated from his or her parents
against the child's will.
 Article 10: The child's right to maintain contact with both parents if
they separate.
 Article 11: Measures against the illicit transfer of children abroad.
 Article 12: The child's right to be heard in any judicial and
administrative proceedings.
 Article 13: The child's right to freedom of expression.
 Article 14: The child's right to freedom of thought.
 Article 15: The child's right to freedom of association.
 Article 16: The child's right to privacy.
 Article 17: The child's right to information from national and
international mass media.
 Article 18: Parents or legal guardians have the primary responsibility
for the child's upbringing.
 Article 19: State obligations to protect children against maltreatment
and abuse.
 Article 20: State obligations to children temporarily or permanently
deprived of their family environment.
 Article 21: State obligations to children with regard to adoption.
 Article 22: State obligations to children who are classed as refugees.
 Article 23: State obligations to children who are mentally or
physically disabled.
 Article 24: State obligations to provide child health care services.
 Article 25: Children placed in physical or mental health care settings
have the right to a periodic review of their circumstances and treatment.
 Article 26: The child's right to social security insurance and benefits.
 Article 27: The child's right to a standard of living adequate for the
child's physical, mental, spiritual, moral and social development.
 Article 28: The child's right to education.
 Article 29: The goals to which a child's education should be directed,
and the right of individual adults to establish and direct educational
institutions.
 Article 30: The rights of children belonging to ethnic, religious or
linguistic minority groups.
 Article 31: The child's right to rest, leisure and recreational activities.
 Article 32: The child's right to be protected from economic
exploitation.
 Article 33: State obligations to protect children from the illicit use of
narcotic and psychotropic drugs.
 Article 34: State obligations to protect children from sexual
exploitation and sexual abuse.
 Article 35: State obligations to prevent the abduction or trafficing of
children.
 Article 36: State obligations to protect children from all other forms
of exploitation prejudicial to the child's welfare.
 Article 37: State obligations to ensure that children are not subjected
to torture, inhuman or degrading treatment or punishments, including
capital punishment or life imprisonment without the possibility of release.
 Article 38: State obligations to ensure that children under fifteen
years do not take a direct part in wars or other hostilites, and to protect
and care for children affected by armed conflict.
 Article 39: State obligations to promote physical and psychological
recovery of child victims of torture, degrading treatment or armed
conflict.
 Article 40: State obligations concerning children who infringe penal
laws.
 Article 41: No part of the Convention shall override provisions
contained in State laws which are more conducive to children's rights.

1. Right number: _____ It appears when …

2. Right number: _____ It appears when…

27.- Do you think the family concept is universal and all of us agree with
this idea or may be people who have different ideas about family? Do you
know anybody who has got a different idea about family comparing with
you?
____________________________________________________________
____________________________________________________________
____________________________________________________________

28.- Give an assessment on the next opinions about the film and tell your
opion about them:

____________________________________________________________
____________________________________________________________
____________________________________________________________

- Ernesto de la Cruz achieves his success taking advantege of other

people. If you are looking for success you know the way.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

- Coco’s great-great-grandmother remembers her father whe she hears

the song. Music is only a hobby or a pretext to have fun.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
- The idols help us to be better or they relieve our pain because we are
not able to be so better but we can project ourselves onto their success.
Why Ernesto de la Cruz is such important idol for Miguel? What
happens when Miguel ralises that his idol was not like he had thought?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

29.- Make your own “Family tree” as Miguel made it using his family’s
pictures. You will need to take information from your eldest relatives.
30.- ACTIVITIES FOR DIGITAL BOARD

- Interactive puzzle. Click for the next website:

[Link]
It sonsists in filling the puzzle: “Familia Rivera
(Coco).

- Explanation obout the origin of “Death people’s day” celebration.

[Link]

- Crossword
[Link]
educativos/5603511-crucigrama_nombres_coco.html

- Memory cards’ game.

[Link]
content/uploads/2017/12/Coco_pdf_5a21ae61927ec.pdf

- Make paper marigolds.

[Link]
content/uploads/2017/12/Coco_pdf_5a21ae4b99361-
[Link]

- Make your own rubber band guitar.

[Link]
content/uploads/2017/12/Coco_pdf_5a21ae310c2af.pdf
- Died bread’s recipe.

[Link]
content/uploads/2017/12/Coco_pdf_5a00a0ff48ae5.pdf

- Recipes’s cards.

[Link]
content/uploads/2017/12/Coco_pdf_5a00a0e9d508a-[Link]
31.- As it is done with “Mandalas”, “alebrijes”, like Pepita’s one, can be
painted too. So, you can do it with the next pictures. While you do it you
must pay attention to the details that you like. Finally you can share your
experience with your mates.
32.- Here you can paint different models of Maya people’s gods in
addition you can compare all of them with the Dante’s one that appears
close to them.
33.- Making masks: