Curriculum / ELA / 9th Grade / Unit 4: ¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies / Lesson 3
ELA
Unit 4
9th Grade
Lesson 3 of 28
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Lesson Notes
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Analyze how Alvarez structures her novel and characterizes Dedé and the Mirabal family in the first chapter.
Book: In the Time of Butterflies by Julia Alvarez pp. 3 – 10 — Chapter 1: Dedé
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Dedé feel about being the survivor who has to tell her sisters' story? Provide specific evidence and carefully explain your thinking.
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How has Alvarez structured the opening of her novel, and what is the effect of these choices on the reader? Provide specific evidence from the text and carefully explain your thinking.
How does Dedé feel about the interviewer's visit? What is her attitude towards the woman during their first conversation and encounter? Provide specific evidence from the text and carefully explain your thinking.
What is the significance of Dedé's first memory? Why does Dedé start here, and what does her memory reveal about her own family as well as the social context of the Dominican Republic at the time? Provide specific evidence from the text and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
structure
the way a text is organized
frame narrative
a story that contains another story or story
narrative point of view
the vantage point from which events of a story are filtered and then relayed to an audience
first person
uses the pronouns "I" and "we"; the narrator is a character within the story
second person
uses the pronoun "you"; the narrator speaks directly to the reader
third person
uses pronouns "he," "she," "they," "it"
third person limited
when the narrator only knows the thoughts of one person
third person omniscient
when the narrator know the thoughts of more than one person
commemoration
n.
(p. 3)
remembrance, typically expressed in a ceremony
posthumous
adj.
accruing, awarded, or appearing after death
impertinent
(p. 4)
not showing proper respect; rude
veritable
genuine, authentic
imported
brought into a country from abroad
monolithic
(p. 7)
characterized by rigidity and uniformity
circumscribed
restricted within limits
Reading and/or task to be completed at home in preparation for the next lesson.
Read Chapter 2.
While reading, answer the following questions.
Why does Papá allow the girls to go away to school?
Who is Sinita? What secret does she tell Minerva about Trujillo?
Who is Lina, and what happens to her?
How does Sinita convince Minerva to perform their recitation in front of Trujillo?
What is Minerva's first impression of Trujillo when she sees him in person?
What does Sinita do during the performance? How does Minerva react at the moment?
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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.
RL.9-10.4 — Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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.
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 Minerva's experiences at school change her understanding and view of Trujillo.
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
RL.9-10.3RL.9-10.4RL.9-10.5
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.
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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