Curriculum / ELA / 9th Grade / Unit 4: ¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies / Lesson 7
ELA
Unit 4
9th Grade
Lesson 7 of 28
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
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.
Book: In the Time of Butterflies by Julia Alvarez pp. 3 – 59 — Part 1
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Choose one of the Mirabal sisters. Explain how Alvarez makes that sister's voice distinct and one way that Alvarez connects her chapter to another. Provide specific evidence from the text and carefully explain your thinking.
Upgrade to Fishtank Plus to view Sample Response.
How does Alvarez create a distinct voice for each sister? Provide specific details from the text and carefully explain your thinking.
What details does Alvarez use to tie the chapters together? Provide specific details from the text and carefully explain your thinking.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
voice
the manner of expression of the speaker in a literary work (particularly the narrator) or of a character in the work that can give the reader a sense of that person's personality
Reading and/or task to be completed at home in preparation for the next lesson.
Read Chapter 5.
While reading, answer the following questions.
Fela was one of the family servants. What does she seemingly have the power to do?
Who is Minou?
Who is Jaimito, and what is his relationship with Dedé?
Who is Virgilio Morales? What does Dedé learn about his political activities?
How does Lío's presence affect Dedé's thoughts and feelings?
What happens the night Lío goes into hiding?
What does Dedé do with the letter Lío gave her to give to Minerva? Why do you think she does this?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
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 Alvarez develops her central ideas of storytelling and uses literary foils to characterize Dedé and Jaimito.
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
RL.9-10.4RL.9-10.5
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free