Lesson Plan

Latin and Central American Literature: Gabriel Garcia Marquez

Grade Levels

10th Grade

Course, Subject

Reading, Writing, Speaking, and Listening,Literature
Related Academic Standards
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Textual features and organization inform meaning
    Textual structure, features and organization inform meaning
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Analyze the impact of societal and cultural influences in texts
    Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Assert new and unique insights based on extended understanding derived from critical examinations of text(s)
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the characteristics of various genre (e.g. fiction and nonfiction forms of narrative, poetry, drama and essay) to determine how the form relates to purpose.
    Evaluate the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Evaluate the effectiveness of the author’s use of literary devices in various genre
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Generalize the use of academic vocabulary across disciplines
    Identify and analyze the characteristics of various genre (e.g. poetry, drama, fiction) and explain the appropriateness of chosen form for author’s purpose
    Identify and distinguish between components of fiction and non-fiction texts
    Identify and evaluate essential content between and among various text types
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
    Identify the use of bias, stereotype, and propaganda where present
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, hyperbole, foreshadowing, flashback, allusions, satire, and irony)
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use connections between and among words based on meaning, content, and context to distinguish nuances or connotations

Common Core Standards

  • 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.9-10.4: 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.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
  • W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)
  • L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • L.9-10.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Rationale

This lesson has been inspired from the Common Core ELA Curriculum Maps. It has been designed to develop the concept of magic realism. This exploration will be guided by the teacher and several work suggestions have been made (the teacher must select what is appropriate for the class). This lesson was derived from: http://commoncore.org/maps/index.php/maps/grade_10_unit_1/ They consider religious, generational, and cultural conflicts, as well as the effects of modernization, political struggle, and other themes common to many literary works. Students also recognize how not all literary works make explicit political or cultural statements and must be approached on their own terms. In order to enrich their understanding, students investigate the historical background for selected works, as well as read author biographies.

Vocabulary

  • metaphor
  • solitude
  • imagery
  • magic realism
  • symbolism
  • theme
  • Objectives

    • Explore the role of the magical and fantastic in Latin American literature.
    • Explore narrative forms and techniques in Latin American literature.
    • Analyze the role of time in Latin American narrative.
    • Listen to and analyze Latin American poetry in the original and in translation.
    • Explore the role of local and universal themes in Latin American literature.
    • Consider the challenges of translation, including the different connotations that various cultures attach to given words.
    • Offer insightful inferences regarding the themes of the text.
    • Create clear, original, specific thesis statements.
    • Organize concrete evidence and supporting textual details to support a thesis statement.
    • Use precise language, avoiding casual language and clichés.
    • Write appropriate transitions to organize paragraphs.
    • Analyze how literary devices produce meaning.

     

    (http://commoncore.org/maps/index.php/maps/grade_10_unit_1/)

    Lesson Essential Question(s)

    • LEQ: http://www.youtube.com/watch?v=BJF7gv5GiQI Why are these paintings considered Magic Realism?
    • LEQ: What is magic realism?
    • LEQ: What are the challneges of translation?
    • LEQ: What are the universal themes in this speech / selection?
    • LEQ: How is magical realism similar and different from the genres with which you are already familiar?
    • LEQ:What is the evidence of magic in this excerpt?
    • LEQ:What is the effect of magic realism in this piece?
    • LEQ: How does the journalistic and factual style of this piece conflict or highlight the effects of magic realism?

    Duration

    This lesson plan will take several days to complete. It has been designed to cover a conceptual topic and formative assessments, checks for understanding, writing prompts are written throughout the lesson to help the teacher assess the pacing of the lesson.

    Materials

    • Projector / Computer / Youtube

    Suggested Instructional Strategies

    W=How will you help your students to know where they are headed?
    Why they are going there, and what ways they will be evaluated along the way?


    • UEQ: How does magic realism reveal new perspectives of reality? How does magic realism reveal new perspectives of reality? After
      reading One Hundred Years of Solitude, Chronicle of a Death Foretold and Labyrinth
      of Solitude, write an essay that addresses the question and analyzes magic
      realism, providing examples to clarify your analysis. Cite at least three
      sources, pointing out key elements from each source. What conclusions or
      implications can you draw? L2 In your discussion, address the credibility and
      origin of sources in view of your topic. 
      L3 Identify any gaps or unanswered questions. Include a bibliography for
      source citation. (Literary Analysis)
      • LEQ: http://www.youtube.com/watch?v=BJF7gv5GiQI
        Why are these paintings considered Magic Realism?
      • LEQ: What
        are the universal themes in this speech / selection? Listen to and analyze LA
        poetry (speech) in the original and the translation, What are the challenges of
        translation and what are the universal themes in this speech? Students answer
        this with a ticket out the door.
      • LEQ: How
        is magical realism similar and different from the genres with which you are
        already familiar?

      • Summary Point Writing: What is the effect of magic realism in
        this piece
        ?
        • LEQ: What
          is the effect of magic realism in this piece? What is the evidence of magic
          in this excerpt?
           This will be a
          guided discussion with the students. 
          Differentiation: for striving learners give them a bulleted list of main
          points or utilize think – pair – share and control the groups to include
          multiple levels to enable students the opportunity to discuss and relate to the
          topic as well as to teach each other.
        • LEQ: How
          does the journalistic and factual style of this piece conflict or highlight the
          effects of magic realism? Summary Point Writing: Citing evidence from
          Chronicle of a Death Foretold, how does the style of this piece (journalistic
          and factual) conflict or highlight the surrealistic and magic details of
          ordinary events in the story
          ?
    • What is magic
           realism
      ?
           Compare / Contrast Graphic Organizer. To answer this question, compare
           fantasy, science fiction, fairy tales. At the bottom of the three bulleted
           columns on the graphic organizer there is a summary box where students
           will use the brainstorm / board summary and the top of the graphic
           organizer to define the question in a written paragraph: What is Magic
           Realism?
    • What are the
           challenges of translation?
      (including the different
           connotations that various cultures attach to given words) The students
           anticipate what challenges may be faced in translation with partners
           (small group) and then share back with the entire class (whole group). A
           teacher creates the list of anticipated challenges from the whole group
           share back.

     

    H=How
      will you hook and hold students’ interest and enthusiasm
      through thought-provoking experiences at the beginning of each instructional
      episode?


    • Activating Strategy / Anticipatory Set: Defining what magic
      realism is / is not.

    Watch: http://www.youtube.com/watch?v=BJF7gv5GiQI
    Looking at paintings and pausing them on the projector, ask: Why might these
    paintings considered Magic Realism?
    At this point we are looking for
    bulleted points about what the elements may be of Magic Realism. We will use
    this brainstorm / board summary for the compare/contrast graphic organizer. The
    goal is to generate some vocabulary and ideas that may be used to later define
    what magic realism is.


    • What are the challenges of translation? (including
      the different connotations that various cultures attach to given words) The
      students anticipate what challenges may be faced in translation with partners
      (small group) and then share back with the entire class (whole group). A
      teacher creates the list of anticipated challenges from the whole group share
      back.

    • Activating Strategy: How is magical realism similar and
      different from the genres with which you are already familiar?
      (Chapter 7,
      beginning at "One September afternoon" through "with a shell of
      concrete") What is the evidence of magic in this excerpt?

    • Activating Strategy: Frayer: Solitude Part 1: Solitude definition,
      Part 2: Examples of usage, Part 3: Solitude in Spanish is Solidad (also a
      woman's name), Part 4: What does the title One Hundred Years of Solitude
      imply? What is the implication of The Labyrinth of Solitude?

    • Activating Strategy: What is a chronicle? What are the hallmarks
      of a journalistic or factual text? Why would / wouldn't an author of a
      journalistic or factual piece include opinion, thoughts, dreams, or fantasy?
      What effect would including them have upon the text?

     

    E=


    •   What
        experiences will you provide to help students make their
        understandings real and equip all learners for success throughout your
        course or unit? Students will be going to the official Nobel Prize website: http://www.nobelprize.org/ on this site
        they will be looking at Gabriel Garcia Marques as well as Octavio Paz.  This authentic experience will enable the
        students to make their understandings of these authors real.

    R=


    •   How
        will you cause students to reflect, revisit, revise, and
        rethink? In this study students will be using summary point writing as
        well as writing larger pieces.  The
        teacher will utilize the writing process with these activities. Students will
        reflect with summary point writings, they will revisit them in the final
        writing piece from the Literacy Design Collaborative, task 21. Finally, they
        will have to justify their own thoughts on what was studied as well as cite
        and reflect upon sources.  These
        activities will enable students the opportunities to reflect, revisit,
        revise, and rethink.

     

    E=


    •   How
        will students express their understandings and engage in
        meaningful self-evaluation? Embedded into this study students will be
        engaging with discussions with partners as well as whole group.  These engaging discussions will enable
        students the opportunity to discuss their understandings with others to help
        clarify their reasoning before writing about the topics.

    T=


    •   How
        will you tailor (differentiate) your instruction to address the unique
        strengths and needs of every learner? What does
        Marques mean by "solitude" in his Nobel Prize acceptance speech
        "The Solitude of Latin America"? How is solitude a metaphor? Is it
        a fitting metaphor? Why or why not?
      Use
        specific textual evidence to discuss.

        Differentiation: For slower learners provide a graphic organizer which
        outlines a five paragraph essay. From this graphic organizer learners write a
        five paragraph essay (paragraph one: introduction, paragraph two: what is a
        metaphor, paragraph three: what is solitude, paragraph four: how does Marquez
        describe the solitude of Latin America in his speech, paragraph five:
        conclusion The Labyrinth of Solitude. What is this solitude?
        Support your writing with text examples. Differentiation: Develop a graphic
        organizer through the lesson to develop the ideas for the summary point
        writing

    O=


    •   How
        will you organize learning experiences so that students move from
        teacher-guided and concrete activities to independent applications that
        emphasize growing conceptual understandings as opposed to superficial
        coverage? Throughout this lesson students will be scaffolding the learning by
        completing graphic organizers and engaging in summary point writings after
        class and partner discussions. These techniques culminate in a writing
        assignment from the literacy design collaborative where they will discuss
        their learning experiences independently.

    Instructional Procedures

    Activating Strategy / Anticipatory Set: Defining what magic
    realism is / is not.

    Watch: http://www.youtube.com/watch?v=BJF7gv5GiQI
    Looking at paintings and pausing them on the projector, ask: Why might these
    paintings considered Magic Realism?
    At this point we are looking for
    bulleted points about what the elements may be of Magic Realism. We will use
    this brainstorm / board summary for the compare/contrast graphic organizer. The
    goal is to generate some vocabulary and ideas that may be used to later define
    what magic realism is.


    1. What is magic realism? Compare
      / Contrast Graphic Organizer. To answer this question compare fantasy, science
      fiction, fairy tales. At the bottom of the three bulleted columns on the
      graphic organizer there is a summary box where students will use the brainstorm
      / board summary and the top of the graphic organizer to define the question in
      a written paragraph: What is Magic Realism?

    2. Using the above graphic organizer (Compare / Contrast) students
      will be divided into three groups and they will write a narrative story as 1.)
      Fantasy 2.) Science Fiction 3.) Fairy Tale. This narrative will be a five
      paragraph goal. Once these are created and reviewed in class, the teacher must
      determine that the students know the differences between the three types of
      literature. They are to retell the same narrative as magic realism.

    3. Summary: What best describes the difference between your
      two narratives? DOK level 2 (all students wrote about magic realism and one of
      the following: fantasy, science fiction, fairy tale)

    Gabriel Garcia Marquez: Nobel Prize Acceptance Speech


    1. What are the challenges of translation? (including
      the different connotations that various cultures attach to given words) The
      students anticipate what challenges may be faced in translation with partners
      (small group) and then share back with the entire class (whole group). A
      teacher creates the list of anticipated challenges from the whole group share
      back.

    2. Read this article: http://www.themodernword.com/gabo/gabo_PEN_grossman.html
      Complete a graphic organizer while reading: The most important thing about
      translation challenges. They list bulleted challenges to translation from the
      reading and then share the list with a partner. Finally they complete the
      bottom of the graphic organizer which says: What are the challenges of translation?
      This summary writing demonstrates mastery of the concept.

    3. To apply the concept mastery: For the students give each a copy of
      the speech: http://www.nobelprize.org/nobel_prizes/literature/laureates/1982/marquez-lecture.html
       Listen to the speech:http://www.youtube.com/watch?v=V2yc5ESsXac&feature=related
      Listen to and analyze LA poetry (speech) in the original and the translation,
      What are the challenges of translation and what are the universal themes in
      this speech? Students answer this with a ticket out the door.

      1. Summary Point Writing: What does Marques mean by
        "solitude" in his Nobel Prize acceptance speech "The Solitude of
        Latin America"? How is solitude a metaphor? Is it a fitting metaphor? Why
        or why not?
        Use specific textual evidence to discuss. Differentiation: For
        slower learners provide a graphic organizer which outlines a five paragraph
        essay. From this graphic organizer learners write a five paragraph essay
        (paragraph one: introduction, paragraph two: what is a metaphor, paragraph
        three: what is solitude, paragraph four: how does Marquez describe the solitude
        of Latin America in his speech, paragraph five: conclusion.

    Gabriel Garcia Marquez: One Hundred Years of Solitude (chapter 7
    excerpt) *1410Lexile

    Activating Strategy: How is magical realism similar and
    different from the genres with which you are already familiar?
    (Chapter 7,
    beginning at "One September afternoon" through "with a shell of
    concrete") What is the evidence of magic in this excerpt?  This will be a guided discussion with the
    students.  Differentiation: for striving
    learners give them a bulleted list of main points or utilize think – pair –
    share and control the groups to include multiple levels to enable students the
    opportunity to discuss and relate to the topic as well as to teach each other.

    Discussion questions:


    1. Why does the author present fantasy as real?

    2. What effect does this have upon the text?

    3. What is the conflict in this text?

    4. Supporting your belief, do you think there is more concern with
      who or why in the "mystery" of what happened to Jose?

    Summary Point Writing: What is the effect of magic realism in
    this piece
    ?

    Octavio Paz: The Labyrinth of Solitude (excerpt p. 195)

    Activating Strategy: Frayer: Solitude Part 1: Solitude definition,
    Part 2: Examples of usage, Part 3: Solitude in Spanish is Solidad (also a
    woman's name), Part 4: What does the title One Hundred Years of Solitude
    imply? What is the implication of The Labyrinth of Solitude?

    • Excerpt:
      p.195 (Solitude) Solitude is the profoundest fact of the human condition. Man
      is the only being who knows he is alone, and the only one who seeks out
      another. His nature -if that word can be used in reference to man, who has
      ‘invented’ himself by saying ‘no’ to nature- consists in his longing to realize
      himself in another. Man is nostalgia and a search for communion. Therefore,
      when he is aware of himself he is aware of his lack of another, that is, of his
      solitude.

    The teacher will select the portion of this text to be used for class. This
    selection will be done to focus the reader on the idea of silence and solitude
    in Latin America. (suggested is the excerpt above but chapter 2 Mexican Mask is
    also appropriate for this discussion)

    • Chapter
      2: The Mexican, whether young or old, criollo or mestizo,l general or
      laborer or lawyer, seems to me to be a person who shuts himself away to protect
      himself: his face is a mask and so is his smile. In his harsh solitude, which
      is both barbed and courteous, everything serves him as a defense: silence and
      words, politeness and disdain, irony and resignation. He is jealous of his own
      privacy and that of others, and he is afraid even to glance at his neighbor,
      because a mere glance can trigger the rage of these electrically charged
      spirits. He passes through life like a man who has been flayed; everything can
      hurt him, including words and the very suspicion of words> His language is
      full of reticences, of metaphors and allusions, of unfinished phrases, while
      his silence is full of tints, folds, thunderheads, sudden rainbows,
      indecipherable threats. Even in a quarrel he prefers veiled expressions to
      outright insults: "A word to the wise is sufficient." He builds a
      wall of indifference and remoteness between reality and himself, a wall that is
      no less impenetrable for being invisible. The Mexican is always remote, from
      the world and from other people. And also from himself.

    Octavio Paz received the Nobel Prize for Literature in 1990:
    (speech) http://www.nobelprize.org/nobel_prizes/literature/laureates/1990/paz-lecture.html
     (look at the last paragraph to compare /
    contrast with the other excerpts. Summary point writing: From the excerpts we
    have read, explain what Octavio Paz means by The Labyrinth of Solitude. What
    is this solitude
    ? Support your writing with text examples. Differentiation:
    Develop a graphic organizer through the lesson to develop the ideas for the
    summary point writing.

    The Mexican, whether young or old, criollo or mestizo,l general

    or laborer or lawyer, seems to me to be a person who shuts

    himself away to protect himself: his face is a mask and so is his

    smile. In his harsh solitude, which is both barbed and courteous,

    everything serves him as a defense: silence and words, politeness

    and disdain, irony and resignation. He is jealous of his

    own privacy and that of others, and he is afraid even to glance

    at his neighbor, because a mere glance can trigger the rage of

    these electrically charged spirits. He passes through life like a

    man who has been flayed; everything can hurt him, including

    words and the very suspicion of words> His language is full of

    reticences, of metaphors and allusions, of unfinished phrases,

    while his silence is full of tints, folds, thunderheads, sudden

    rainbows, indecipherable threats. Even in a quarrel he prefers

    veiled expressions to outright insults: "A word to the wise
    is

    sufficient." He builds a wall of indifference and remoteness

    between reality and himself, a wall that is no less impenetrable

    for being invisible. The Mexican is always remote, from the

    world and from other people. And also from himself.Octavio Paz
    received the Nobel Prize for Literature in 1990:(speech) http://www.nobelprize.org/nobel_prizes/literature/laureates/1990/paz-lecture.html

    Gabriel Garcia Marquez: Chronicle of a Death Foretold (This
    part of the lesson will take several days) *1270 Lexile

    Activating Strategy: What is a chronicle? What are the hallmarks
    of a journalistic or factual text? Why would / wouldn't an author of a
    journalistic or factual piece include opinion, thoughts, dreams, or fantasy?
    What effect would including them have upon the text?

    Gabo (Gabriel Garcia Marquez's nickname) got the idea for writing Chronicle
    of a Death Foretold
    from reading The Metamorphosis by F. Kafka.
    Create a graphic organizer to compare and contrast the similarities and
    differences between the first few pages of each book. Summary Point Writing: Using
    examples from the texts, How can you justify that Chronicle of a Death
    Foretold
    was inspired by The Metamorphosis
    ?

    "Como lo maten?" Gabo discusses how a reader doesn't
    have to go to the last page to find out if Santiago Nasar dies or not, readers
    find out on the first page that he will die. This book is about "how"
    and magic realism and journalistic style play a large role in revealing
    "how" to the readers. http://www.youtube.com/watch?v=-Oh_sR3bKG4

    Clips from the film "Cronica de una muerte anunciada"
    may be used for comparison to the book: The first two clips:

    Summary Point Writing: Citing evidence from Chronicle of a
    Death Foretold, how does the style of this piece (journalistic and factual)
    conflict or highlight the surrealistic and magic details of ordinary events in
    the story
    ?

    UEQ: How does magic realism
    reveal new perspectives of reality? How does magic realism reveal new perspectives of reality? After
    reading One Hundred Years of Solitude, Chronicle of a Death Foretold and Labyrinth
    of Solitude, write an essay that addresses the question and analyzes magic
    realism, providing examples to clarify your analysis. Cite at least three
    sources, pointing out key elements from each source. What conclusions or
    implications can you draw? L2 In your discussion, address the credibility and
    origin of sources in view of your topic. 
    L3 Identify any gaps or unanswered questions. Include a bibliography for
    source citation. (Literary Analysis)

     

    Writing rubric: http://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

    Conventions rubric: http://static.pdesas.org/Content/Documents/English_Comp-Conventions_Scoring_Guidelines_2011-02-16.pdf

    Formative Assessment

    Activating Strategy Formative Assessment: . This narrative will be a five paragraph goal. Once these are created and reviewed in class, the teacher must determine that the students know the differences between the three types
    of literature. They are to retell the same narrative as magic realism

    Formative Assessment for Novel Prize Acceptance Speech: What are the challenges of translation? This summary writing demonstrates mastery of the concept.

    Formative Assessment for Nobel Prize Acceptance Speech: Summary Point Writing: What does Marques mean by
    "solitude" in his Nobel Prize acceptance speech "The Solitude of Latin America"? How is solitude a metaphor? Is it a fitting metaphor? Why or why not?
    Use specific textual evidence to discuss. Differentiation: For slower learners provide a graphic organizer which outlines a five paragraph essay. From this graphic organizer learners write a five paragraph essay (paragraph one: introduction, paragraph two: what is a metaphor, paragraph three: what is solitude, paragraph four: how does Marquez describe the solitude of Latin America in his speech, paragraph five: conclusion.

    Formative Assessment for One Hundered Years of Solitude: Summary Point Writing: What is the effect of magic realism in this piece?

    Formative Assessment: Octavio Paz received the Nobel Prize for Literature in 1990: Summary point writing: From the excerpts we have read, explain what Octavio Paz means by The Labyrinth of Solitude. What is this solitude? Support your writing with text examples. Differentiation: Develop a graphic organizer through the lesson to develop the ideas for the summary point writing.

    Formative Assessment: Chronicle of a Death Foretold: Summary Point Writing: Using examples from the texts, How can you justify that Chronicle of a Death Foretold was inspired by The Metamorphosis?

    UEQ: How does magic realism
    reveal new perspectives of reality? LDC: http://www.literacydesigncollaborative.org/wp-content/uploads/2012/02/LDCTemplateTasks.pdf
    Task 21
    : How does magic realism reveal new perspectives of reality? After
    reading One Hundred Years of Solitude, Chronicle of a Death Foretold and Labyrinth
    of Solitude, write an essay that addresses the question and analyzes magic
    realism, providing examples to clarify your analysis. Cite at least three
    sources, pointing out key elements from each source. What conclusions or
    implications can you draw? L2 In your discussion, address the credibility and
    origin of sources in view of your topic. 
    L3 Identify any gaps or unanswered questions. Include a bibliography for
    source citation. (Literary Analysis)

     

    Writing rubric: http://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

    Conventions rubric: http://static.pdesas.org/Content/Documents/English_Comp-Conventions_Scoring_Guidelines_2011-02-16.pdf

    Related Materials & Resources

    Differentiation:

    What does Marques mean by "solitude" in his Nobel Prize acceptance speech "The Solitude of Latin America"? How is solitude a metaphor? Is it a fitting metaphor? Why or why not? Use specific textual evidence to discuss.
    Differentiation: For slower learners provide a graphic organizer which outlines a five paragraph essay. From this graphic organizer learners write a five paragraph essay (paragraph one: introduction, paragraph two: what is a metaphor, paragraph three: what is solitude, paragraph four: how does Marquez describe the solitude of Latin America in his speech, paragraph five: conclusion

    The Labyrinth of Solitude. What is this solitude? Support your writing with text examples. Differentiation: Develop a graphic organizer through the lesson to develop the ideas for the summary point writing.

     One Hundred Years of Solitude is a Lexile leve of 1410 if you wish to replace it with an easier read you may choose Bless Me, Ultima by Rudolfo Anaya with an 840 Lexile level.  Also, if you choose to replace the 1270 Lexile of Chronicle of a Death Foretold you may wish to use Life of Pi by Yann Martel at an 830 Lexile level.

    Translation:

    The individual classroom teacher will decide what portions of this lesson will require authentic reading in the Spanish language.  The techniques will depend upon the level of your students and the adaptability of the text.  See this document for more details: http://www.languagetesting.com/wpcontent/uploads/2012/07/OPI.FamiliarizationManual.pdf

     

    Writing rubric: http://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

    Conventions rubric: http://static.pdesas.org/Content/Documents/English_Comp-Conventions_Scoring_Guidelines_2011-02-16.pdf

     

    Author

    A. Martell

    Date Published

    February 10, 2011
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