Curriculum / ELA / 10th Grade / Unit 4: Making the Ordinary Extraordinary: Magical Realism in Latin American Literature / Lesson 21

Making the Ordinary Extraordinary: Magical Realism in Latin American Literature

Lesson 21

ELA

Unit 4

10th Grade

Lesson 21 of 21

The unit's Socratic Seminar and Performance Task are the primary assessments in this unit. The following additional assessments also accompany Unit 4. For more guidance, see the Summative Assessments Teacher Tool.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes multiple choice and an optional on-demand essay.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Lesson 20

Lesson Map

Observe and analyze paintings within the magical realism style.

Beach of Dangast with Flying Boat
American Gothic
Late Visitors to Pompeii
Self-Portrait...
The Subway

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.

Collected Stories pp. 247–254 — "The Handsomest Drowned Man in the World"

Standards

RL.9-10.3RL.9-10.4

Analyze how García Márquez uses characterization to convey a theme.

Collected Stories pp. 217–225 — "A Very Old Man with Enormous Wings"

Standards

RL.9-10.2RL.9-10.3

Analyze how characters and events develop Allende's theme about words.

“Two Words”

Standards

RL.9-10.2RL.9-10.3

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Analyze how Cortázer uses diction and narrative perspective to establish an eerie mood.

“House Taken Over”

Standards

RL.9-10.4RL.9-10.5RL.9-10.6

Rewrite a scene from "House Taken Over" from the first-person narrative point of view of Irene, using diction and tone to convey characterization and mood.

"House Taken Over" Graphic Organizer (G10, U4, L6)

Standards

RL.9-10.3RL.9-10.4RL.9-10.6W.9-10.3

Analyze how Borges uses the symbolism of the Book of Sand to convey a theme about the pursuit and limits of knowledge.

“The Book of Sand”

Standards

RL.9-10.2RL.9-10.3RL.9-10.4

Analyze how Paz uses diction and imagery in the story to convey the emotional journey between the narrator and the wave.

“My Life with the Wave”

Standards

RL.9-10.2RL.9-10.3RL.9-10.4

Analyze genre, narrative point of view, and structure in "The Rememberer."

“The Rememberer”

Standards

RL.9-10.2RL.9-10.5RL.9-10.6

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Analyze how the narrative point of view and characterization reveal the central conflict within the story.

“St. Lucy's Home for Girls Raised by Wolves” pp. 225–235

Standards

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.

“St. Lucy's Home for Girls Raised by Wolves” pp. 235–246

Standards

RL.9-10.2RL.9-10.3RL.9-10.4RL.9-10.5

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Write an argumentative piece.

Day 1 - Brainstorming

Make a claim that acknowledges the opposing viewpoint.

"True for Who?" Model Diagram (G10, U4, L12)
"St. Lucy's True for Who?" Diagram (G10, U4, L12)
Assimilation Viewpoints in St. Lucy's (G10, U4, L12)
Two Paragraph Argumentative Outline (G10, U4, L12)

Standards

W.9-10.1.aW.9-10.5

Day 2 - Planning

Analyze textual evidence by breaking down a quote and connecting it back to the overall claim.

Two Paragraph Argumentative Outline (G10, U4, L12)
Zoom In, Zoom Out Chart (G10, U4, L12)
Zoom in, Zoom Out Exemplar and Practice (G10, U4, L12)

Standards

W.9-10.1.bW.9-10.5

Day 3 - Revising/Language Lesson

Use conjunctive adverbs and punctuation to show relationships between ideas and create emphasis.

Two Paragraph Argumentative Outline (G10, U4, L12)
Conjunctive Adverbs and Punctuation Chart (G10, U4, L12)
Conjunctive Adverbs Practice (G10, U4, L12)

Standards

L.9-10.2.aW.9-10.1.cW.9-10.4

Analyze narrative point of view, characterization, and foreshadowing in Chapter 1.

Chronicle of a Death Foretold pp. 1–24 — Chapter 1

Standards

RL.9-10.3RL.9-10.5

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Determine Gladwell's central ideas about memory in an episode from his podcast, Revisionist History.

“Revisionist History: Free Brian Williams”

Standards

RI.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.

Chronicle of a Death Foretold pp. 25–47 — Chapter 2

Standards

RL.9-10.2RL.9-10.3RL.9-10.6

Analyze how the decisions and actions of the Vicario twins and the community in Chapter 3 develop the theme of honor.

Chronicle of a Death Foretold pp. 48–71 — Chapter 3

Standards

RL.9-10.2RL.9-10.3

progress
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Analyze how García Márquez uses tone, magical realism, and characterization to explore the role of the community in Santiago's death.

Chronicle of a Death Foretold pp. 72–95 — Chapter 4

Standards

RL.9-10.3RL.9-10.4RL.9-10.5

Analyze how the events in the final chapter develop the themes about the community's responsibility, fate, and truth.

Chronicle of a Death Foretold pp. 96–120 — Chapter 5

Standards

RL.9-10.2RL.9-10.3RL.9-10.6

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Socratic Seminar

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.

Chronicle of a Death Foretold

Standards

SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.d

Write an argumentative essay.

Day 1 - Brainstorming

Develop a clear, arguable claim using Socratic Seminar notes, and outline body paragraphs that support the claim with strong reasons, evidence, and analysis.

Argumentative Essay Outline (G10, U4, L20)
Self/Peer Feedback Form (G10, U4, L20)
Socratic Seminar Packet (G10, U4, L20)
Socratic Seminar Reflection Questions (G10, U4, L20)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.5

Day 2 - Drafting

Write the body paragraphs for an argumentative essay using blended quotations.

Argumentative Essay Outline (G10, U4, L20)
Self/Peer Feedback Form (G10, U4, L20)

Standards

W.9-10.1.cW.9-10.5

Day 3 - Drafting

Develop a counterclaim that addresses an opposing viewpoint with evidence and analysis.

Argumentative Essay Outline (G10, U4, L20)
Socratic Seminar Reflection Questions (G10, U4, L20)

Standards

L.9-10.2.aW.9-10.1.aW.9-10.1.bW.9-10.1.c

Day 4 - Drafting

Write a rebuttal that effectively responds to and challenges the counterclaim.

Counterclaim, Support, Question Diagram (G10, U4, L20)
Argumentative Essay Outline (G10, U4, L20)
Self/Peer Feedback Form (G10, U4, L20)

Standards

L.9-10.2.aW.9-10.1.aW.9-10.1.bW.9-10.1.c

Day 5 - Peer Review

Provide feedback on a peer's writing and then use peer feedback to improve one's own writing.

Self/Peer Feedback Form (G10, U4, L20)
Guide to Effective Feedback Handout (G9–12)

Standards

L.9-10.2.aW.9-10.1W.9-10.4W.9-10.5

2 days

If additional assessment is needed, use the Warm Read and/or Vocabulary Assessments to gauge student understanding of unit content and skills.

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