Curriculum / ELA / 10th Grade / Unit 4: Making the Ordinary Extraordinary: Magical Realism in Latin American Literature / Lesson 10
ELA
Unit 4
10th Grade
Lesson 10 of 22
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Analyze how diction and narrative point of view reveals the central conflict within the story.
Book: St. Lucy's Home for Girls Raised by Wolves by Karen Russell
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the shift in the narrative point of view between Stage 1 and Stage 2 reveal the central conflict that emerges in this part of the story?
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Describe the tone of the Stage 1 epigraph. What is the connection between the epigraph and the first paragraph of the story?
What is the impact of the narrator's use of "we" in Stage 1? What does that indicate about the girls and their pack as a whole?
What impact does Stage 2 have on the girls as well as their relationship with each other? What diction suggests this?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
epigraph
a short quotation or saying at the beginning of a book or chapter, intended to suggest its theme
lycanthropic
adj.
(p. 225)
of or pertaining to the delusion in which one imagines oneself to be a wolf
culture shock
n.
the disorientation or confusion a person may feel when experiencing a new culture.
ostracize
v.
(p. 227)
to exclude someone from society or a group
Reading and/or task to be completed at home in preparation for the next lesson.
Book: St. Lucy's Home for Girls Raised by Wolves by Karen Russell pp. 235 – 246
While reading, answer the following questions.
Summarize the Stage 3 epigraph. How are the girls supposed to feel?
How is Mirabella's inability to adapt affecting her?
Who are the purebread girls? How does Claudette feel about them?
Why is Jeanette crying? How does Claudette respond to her at this moment?
How does Mirabella treat Jeannette and Claudette at the beginning of Stage 4?
What does Mirabella do at the Debutante Ball? Why?
What happens to Mirabella after the Debutante Ball?
What is the significance of Claudette's family's reaction to her visit home?
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RL.9-10.3 — Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.6 — Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2 — Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9.a — Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze how the girls' experience at St. Lucy's serves as an allegory for assimilation.
Observe and analyze paintings within the magical realism style.
Standards
RL.9-10.7SL.9-10.1SL.9-10.6
Analyze how the villagers' response to the drowned man reveals the symbolism of his character.
RL.9-10.3RL.9-10.4
Analyze how García Márquez uses characterization to convey a theme.
RL.9-10.2RL.9-10.3
Analyze how characters and events develop Allende's theme about words/language.
Analyze how Cortázer uses diction and narrative perspective to establish an eerie mood.
RL.9-10.4RL.9-10.5RL.9-10.6
Rewrite a scene from "House Taken Over" from the narrative point of view of Irene, maintaining characterization and mood.
W.9-10.3
Analyze the effect the Book of Sand has on the narrator and the symbolism of his transformation.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze the diction and imagery Paz uses to describe the different stages of the narrator's relationship with the wave.
L.9-10.5RL.9-10.3RL.9-10.4
Analyze Bender's structural choices in "The Rememberer" and how those contribute to the meaning of the text.
RL.9-10.5RL.9-10.6
RL.9-10.3RL.9-10.4RL.9-10.6
RL.9-10.2RL.9-10.4RL.9-10.5
Brainstorm ideas for a magical realism short story, and then plan out one idea fully using a graphic organizer.
Draft a magical realism short story, focusing on opening the story in medias res and transitioning between scenes.
W.9-10.3W.9-10.3.aW.9-10.3.c
Revise your story draft to include imagery and dialogue.
Analyze the characterization of Santiago Nasar and the town as well as the structure of the opening chapter.
RL.9-10.3RL.9-10.5
Determine Gladwell's central ideas about memory in the podcast.
RI.9-10.1RI.9-10.2SL.9-10.3
Analyze what the characterization of Bayardo, Angela, and the circumstances of their marriage reveal about honor in this society.
Analyze how the Vicario brothers' actions and the community's response develop the ideas of honor and machismo.
Analyze how the details and structure of Chapter 4 contribute to the theme of truth in the novel.
RL.9-10.2RL.9-10.3RL.9-10.5
Analyze how the final chapter resolves conflicts in the novel and develops the theme of truth.
Engage in a Socratic seminar considering the larger themes of guilt and blame in Chronicle of a Death Foretold, supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.d
Write a well-developed essay explaining how the structure of Chronicle of a Death Foretold reveals an important theme from the novella.
RL.9-10.2RL.9-10.5W.9-10.1W.9-10.9.a
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