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.

Materials

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

Standards

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

Lesson

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

Materials

“The Book of Sand”

Standards

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

Lesson

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

Materials

“My Life with the Wave”

Standards

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

Lesson

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

Materials

“The Rememberer”

Standards

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

Lesson

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

Materials

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

Standards

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

Lesson

Analyze how the girls' experience at St. Lucy's serves as an allegory for assimilation.

Materials

“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

Lesson

Writing

Brainstorm ideas for the beginning of a magical realism short story, planning out a story opening using a graphic organizer.

Materials

Narrative Writing Short Story Prompt and Rubric (G10, U4)
Narrative Writing Short Story Graphic Organizer (G10, U4, L12)
Narrative Writing Short Story Mentor Text (G10, U4)

Standards

RL.9-10.5W.9-10.3W.9-10.5

Lesson

Writing

Write the opening 1–2 pages of a magical realism short story by crafting an engaging opening, using transitions between scenes, and including vivid imagery and sensory details.

Materials

Narrative Writing Short Story Prompt and Rubric (G10, U4)
Narrative Writing Short Story Mentor Text (G10, U4)

Standards

W.9-10.3W.9-10.3.aW.9-10.3.cW.9-10.3.d

Lesson

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

Materials

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

Standards

RL.9-10.3RL.9-10.5

Lesson

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

Materials

“Revisionist History: Free Brian Williams”

Standards

RI.9-10.2SL.9-10.3

Lesson

Analyze what the characterization of Bayardo, Angela, and the circumstances of their marriage reveal about honor in this society.

Materials

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

Standards

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

Lesson

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

Materials

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

Standards

RL.9-10.2RL.9-10.3

Lesson

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

Materials

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

Standards

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

Lesson

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

Materials

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

Standards

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

Lesson

Assessment

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.

Materials

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

Lesson

Assessment

Performance Task

Develop a thesis statement and plan evidence-based reasons to support it, using a graphic organizer to structure an argument.

Materials

Argumentative Essay Outline (G10, U4)
Argumentative Essay Mentor Text (G10, U4)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.4W.9-10.5

Lesson

Assessment

Performance Task

Draft the body paragraphs of an argumentative essay using transitional words and phrases to clearly show the relationship between ideas and for emphasis.

Materials

Argumentative Essay Outline (G10, U4)
Argumentative Essay Mentor Text (G10, U4)
Transitional Words and Phrases (G9–12)

Standards

W.9-10.1.cW.9-10.1.dW.9-10.4W.9-10.5

Lesson

Assessment

Performance Task

Outline and draft a counterclaim paragraph that fairly presents the opposing viewpoint using textual evidence and then rebuts it with evidence and analysis.

Materials

Argumentative Essay Outline (G10, U4)
Argumentative Essay Mentor Text (G10, U4)

Standards

W.9-10.1.aW.9-10.1.bW.9-10.1.cW.9-10.4W.9-10.5

Lesson

Assessment

Performance Task

Revise thesis statements by using a dependent clause with a contrast subordinating conjunction; provide peer feedback and use peer feedback to improve an argumentative essay.

Materials

Argumentative Essay Peer Review Worksheet (G10, U4, L24)

Standards

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

Lesson

Writing

Overview

Write an argumentative piece.

Day 1 - Brainstorming

Make a claim that acknowledges the opposing viewpoint.

Materials

Writing Prompt and Rubric Handout (G10, U4, L12)
'True for Who?' Model Diagram (G10, U4, L12)
'St. Lucys True for Who?' Diagram (G10, U4, L12)
Assimilation Viewpoints in St. Lucys (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.

Materials

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.

Materials

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

Lesson

Writing

Overview

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.

Materials