• 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.

• 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/)

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.

• Projector / Computer / Youtube

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: https://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.

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

Watch: https://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=

R=

E=

T=

O=

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

Watch: https://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:https://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?

• The
  Metamorphosis: http://www.gutenberg.org/ebooks/5200
• Chronicle
  of a Death Foretold (may be available with a google search)

"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. https://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:

• https://www.youtube.com/watch?v=-Oh_sR3bKG4
• https://www.youtube.com/user/tadeolugon#p/search/1/mAQo64O7HVQ

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: https://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

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

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: https://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

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

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: https://static.pdesas.org/Content/Documents/English_Comp-Expository_Scoring_Guidelines_2011-08-16.pdf

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