Curriculum / ELA / 10th Grade / Unit 4: Making the Ordinary Extraordinary: Magical Realism in Latin American Literature / Lesson 21
ELA
Unit 4
10th Grade
Lesson 21 of 22
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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.
Book: Chronicle of a Death Foretold by Gabriel GarcÃa Márquez
Rubric: Socratic Seminar Rubric (9-12)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Who or what is to blame for Santiago's murder? Is any person or social institution more to blame for Santiago's murder than others?
The narrator states that most of the townspeople thought that the main victim of the tragedy was Bayardo San Román. Do you agree with their conclusion? Why or why not? Who is the real victim of this tragedy?
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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.9-10.1.a — Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
SL.9-10.1.b — Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
SL.9-10.1.c — Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.1.d — Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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.
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 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Write a well-developed essay explaining how the structure of Chronicle of a Death Foretold reveals an important theme from the novella.
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.
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.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.d
RL.9-10.2RL.9-10.5W.9-10.1W.9-10.9.a
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