Curriculum / ELA / 10th Grade / Unit 4: Making the Ordinary Extraordinary: Magical Realism in Latin American Literature / Lesson 15
ELA
Unit 4
10th Grade
Lesson 15 of 22
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Analyze the characterization of Santiago Nasar and the town as well as the structure of the opening chapter.
Book: Chronicle of a Death Foretold by Gabriel GarcÃa Márquez pp. 1 – 24 — Chapter 1
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Today’s lesson contains profanity and depicts sexual assault and harrassment. Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today’s reading. Name for students whether they should read the word (s) aloud if reading the text for the whole group.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Consider the structure and tone of the first chapter. To what extent can the narrator's story be classified as a chronicle? What can a reader expect about this chronicle moving forward? Provide specific evidence from the text to support your ideas and carefully explain your thinking.
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What information does the first paragraphs of the novel give you about the story that is going to unfold?
Compare how Santiago is characterized by his mother, the narrator and the narrator's sister, Victoria Guzmán and Divina Flor. What might account for these contrasting characterizations, and what ideas about bias and perspective is García Márquez introducing?
What ominous signs do Santiago and others overlook, and what coincidences conspired to allow the murder to happen? What does this suggest about the role of fate in Santiago's death?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
novella
fictional prose narrative that ranges from about 50 to 100 pages in length, falling between a short story and a novel
chronicle
n.
a factual account of events in the order of their happening usually without analysis or interpretation
foretold
adj.
predicted
ominous
(p. 4)
giving the impression that something bad or unpleasant is going to happen; threatening; inauspicious
augury
a sign of what will happen in the future; an omen
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Chronicle of a Death Foretold by Gabriel GarcÃa Márquez — Chapter 2, pp. 25–38
While reading, answer the following questions.
When does this chapter take place in relation to Santiagio's murder?
What do you learn about the background of Bayardo San Román? Why has Bayardo San Román come to town?
What is Angela's initial reaction to Bayardo?
What is Bayardo's father known for?
What do Angela Vicario's confidantes explain to her about a woman's "honor"?
How does the narrator describe the Vicario's house? Why is that description significant?
Why does the narrator's mother consider Angela Vicario's putting on the wedding veil to be an act of courage?
How does Pura Vicario respond when Bayardo returns Angela on their wedding night?
Who does Angela identify as the man who took her virginity?
Add any new characters/details to your character map.
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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.9-10.5 — 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.
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.9-10.6 — 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.
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
Determine Gladwell's central ideas about memory in the podcast.
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
Analyze how diction and narrative point of view reveals the central conflict within the story.
RL.9-10.3RL.9-10.4RL.9-10.6
Analyze how the girls' experience at St. Lucy's serves as an allegory for assimilation.
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.
RL.9-10.3RL.9-10.5
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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