Curriculum / ELA / 9th Grade / Unit 4: ¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies / Lesson 14
ELA
Unit 4
9th Grade
Lesson 14 of 28
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Lesson Notes
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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.
Book: In the Time of Butterflies by Julia Alvarez — Parts I and II
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
By the end of Part II, all of the Mirabal sisters (except Dedé) have transformed into Mariposas. Compare their reasons for joining the revolution, or, in the case of Dedé, for not.
What different ideas about courage do we see through the thoughts and actions of the Mirabal sisters?
How has Alvarez continued to develop distinct voices in her chapters? What patterns do you see emerging in the way that the sisters tell their individual stories? What motifs can you see across their chapters?
Reading and/or task to be completed at home in preparation for the next lesson.
Read Chapter 9, pp. 171–186
While reading, answer the following questions.
What events are foreshadowed in the beginning of the chapter when Dedé is speaking with the interviewer?
What does Minous ask Dedé that people are usually too polite to ask?
How would you describe Dedé and Jamito's marriage?
What do the three sisters ask of Dedé?
Why is Fidel Castro's speech played endlessly on the radio?
What does Dedé realize about herself when visiting the priest, both about him and herself?
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L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.9-10.3 — 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.
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.9-10.4 — Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Standards that are practiced daily but are not priority standards of the unit
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.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Analyze the factors that influence Dedé's decision to stay out of 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.
Compare and contrast Mate and Minerva's reasons for joining the revolution.
RL.9-10.3
Analyze how religious imagery relates to Patria's decision to join the revolution.
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
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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