Curriculum / ELA / 9th Grade / Unit 4: ¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies / Lesson 12
ELA
Unit 4
9th Grade
Lesson 12 of 28
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Lesson Notes
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Compare and contrast Mate and Minerva's reasons for joining the revolution.
Book: In the Time of Butterflies by Julia Alvarez pp. 133 – 147 — Chapter 7: María Teresa
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How do the lines of poetry on page 122 connect to Mate and Minerva's motivations for joining the revolution? Provide specific evidence from the text and carefully explain your thinking.
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What do María Teresa's diary entries reveal about the increased oppression of Trujillo's regime and the response to it? Provide specific evidence from the text and carefully explain your thinking.
How does Palomino influence Maria Teresa's ideas about the revolution? Provide specific evidence from the text and carefully explain your thinking.
Reading and/or task to be completed at home in preparation for the next lesson.
Read Chapter 8.
While reading, answer the following questions.
What does Patria say she built her house on? What about her sisters?
What happens in Cuba? Why is this significant to the people of the Dominican Republic?
What is the significance of Patria naming her baby Raul Ernesto with the nickname Che?
How does Patria try to protect Nelson from getting involved with the revolution?
Why does Minerva ask Patria to take care of Manolito?
How do members of the underground movement initially use Patria and Pedrito's land?
What does Patria witness on June 14th while on the retreat? How does it change her?
What does Patria and Pedrito's house become?
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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.
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.9-10.1 — 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 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze how religious imagery relates to Patria's decision to join the revolution.
Identify the key events from Trujillo's dictatorship in the Dominican Republic.
Standards
RI.9-10.2RI.9-10.3
Analyze various accounts of Alvarez's reasons for writing the story of the Mirabal sisters as historical fiction.
RI.9-10.2RI.9-10.7SL.9-10.2
Analyze how Alvarez structures her novel and characterizes Dedé and the Mirabal family in the first chapter.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze how Minerva's experiences at school change her understanding and view of Trujillo.
Analyze the tone of María Teresa's diary and how it contributes to her characterization.
Analyze how biblical allusions and religious imagery contribute to an understanding of Patria's character.
L.9-10.5RL.9-10.3RL.9-10.4RL.9-10.9
Analyze how Alvarez establishes a unique voice for each of the Mirabal sisters and weaves together the chapters into a coherent narrative in Part I.
RL.9-10.4RL.9-10.5
Analyze how Alvarez develops her central ideas of storytelling and uses literary foils to characterize Dedé and Jaimito.
RL.9-10.2RL.9-10.3
Analyze how Alvarez develops ideas about gender roles within Dominican society and how Minerva challenges her role as a woman.
Analyze how Alvarez uses symbols and motifs to convey important ideas and show Minerva's character development.
L.9-10.5RL.9-10.3RL.9-10.4RL.9-10.5
Analyze how María Teresa has changed since her last narrated chapter.
RL.9-10.3
Engage in a mid-novel Socratic seminar considering the larger themes and ideas in In the Time of the Butterflies, supporting arguments with strong textual evidence.
L.9-10.1RL.9-10.1RL.9-10.2RL.9-10.3RL.9-10.5SL.9-10.1SL.9-10.4SL.9-10.6
Analyze the factors that influence Dedé's decision to stay out of the revolution.
RL.9-10.2RL.9-10.3RL.9-10.4
Analyze how Dedé's ideas about bravery and courage develop and change.
RL.9-10.2RL.9-10.3RL.9-10.5
Analyze how Alvarez uses religious imagery and symbolism to develop the reader's understanding of Patria after her family has been arrested.
Analyze how narrative point of view and structure contribute to the reader's understanding of how Mate's imprisonment affects her.
Analyze how Alvarez develops her central ideas about courage with Minerva's experiences outside of prison.
Analyze the structure of the final chapter of the novel before the Epilogue.
Analyze how the narrative point of view, structure, and imagery of the Epilogue contributes to the reader's understanding of Dedé at the end of the novel and develops Alvarez's central message about storytelling.
RL.9-10.2RL.9-10.3RL.9-10.4RL.9-10.5
Analyze one of the central themes from In the Time of the Butterflies.
RL.9-10.1RL.9-10.2RL.9-10.3RL.9-10.4W.9-10.1W.9-10.9
Brainstorm and plan to rewrite a scene from a different Mirabal sister's narrative point of view.
RL.9-10.3RL.9-10.4RL.9-10.5W.9-10.3
Draft a scene from a different Mirabal sister's narrative point of view.
W.9-10.3W.9-10.4W.9-10.5
Revise a scene from a different Mirabal sister's narrative point of view using feedback from a peer review.
Unpack the expectations of a research project, conduct informal research to select a topic, and brainstorm a list of research questions.
W.9-10.7
Evaluate the credibility of sources while gathering information and taking notes on a research topic.
W.9-10.7W.9-10.8
Draft and then create a final postcard that highlights the story of a woman or group of women fighting against injustice around the world.
W.9-10.2W.9-10.4W.9-10.5W.9-10.8
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