Literature Unit: Magical Realism Grade Level 10th grade

Day 1 Pre-test Introduction PPT

Day 2 Bellwork- KWLS chart Activity: What it is Not Fill-in-the-blank notes

Day 3 Bellwork- Respond to Quote Generate list of characteristics Watch Video: Gabriel Garcia Marquez Magic and Reality

Day 4 Bellwork- Table Discussions: Elements in Art DR-TA Read Monologue of Isabel Watching it Rain on Macondo

Day 5 Review Activity: Snowball Fight Quiz

Day 6 Bellwork- Learning Log Vocabulary SelfAwareness Chart Group Frayer models Begin reading A Very Old Man With Enormous Wings

Day 7 Bellwork- Learning Log Finish reading A Very Old Man With Enormous Wings GISTing Individual Comic Strip

Day 8 Bellwork- Learning Log Collaborative Short story Writing Presenting to class

Day 9 Post-test Activity: Story summary, review, and illustration

Day 10 Re-teaching PlanUse Like Water for Chocolate Closing activity Finish presentations Discuss 3Ws Further Reading and Questions

Pre-test: Magical Realism Score_____________/20 Name ___________________________ Date ___________________________ Hour___________________________ Directions: Circle the correct answer below each question that correctly fills in the blank. If you are unsure, please do not guess just skip the question. 1. Magical Realism is typically associated with ___________, a region of the world. A. Latin America B. Europe C. Asia D. Africa 2. Magical Realism is a genre of ________. A. Cinema B. Literature C. Visual Art D. All of these 3. Which ONE is a characteristic of Magical Realism? A. Consists of elements of surprise and shock B. Mocks omens, prophecies and instances of divine justice C. Consistency in time and a linear, simplistic plot D. features a deceased narrator 4. The typical setting in Magical Realism is_________. A. A futuristic society B. The normal/modern world C. In the past D. Is an original creation 5. Requires _________from the reader to accept an alternative perspective. A. Political knowledge B. Knowledge of disbelief C. Suspension of knowledge D. Suspension of disbelief 6. The tradition of myths and fairy tales is _______ by Magical Realism. A. Rejected B. Embraced C. Transformed D. Ignored

Directions: Circle True or False regarding the following statements. 7. 8. 9. 10. TRUE/FALSE TRUE/FALSE TRUE/FALSE TRUE/FALSE The term Magical Realism is interchangeable with the term Fantasy. The genre has been popular since the 1800s. Synaethesia is the inclusion of sensory descriptions in a text. Characters typically realize the promise of a better life in Magical Realism.

The following questions relate to the short story, A very Old Man with Enormous Wings. Directions: Circle the correct answer below the question. 11. Who is the Author of this story? A. Isabel Allende B. Gabriel Garcia Marquez C. Laura Esquivel D. Jorge Luis Borges 12. What does the arrival of the angel coincide with? A. A crab invasion B. A rainbow C. The child's birth D. The last day of spring 13. Which of these is of one of the angel's miracles? A. A blind man who can now see B. A lame man who can now walk C. A paralyzed man who almost wins the lottery D. A sick man who is cured 14. What does the wise neighbor woman suggest feeding the angel? A. bugs B. hamburger C. mothballs D. garden vegetables 15. How does the crowd determine whether the old man is alive or dead? A. Puts a mirror up to his mouth B. Sticks him with a hot branding iron C. Tickles his feet D. Whistles in his ear 16. Which of the following people comes to visit the angel? A. A leper B. A Portuguese man with insomnia C. A woman with no head D. The pope 17. Which of these quotes depicts the angel's suffering? A. "[He] had a temperature all night and they thought it was due to the stench."

B. "Frightened by that nightmare [he] ran to get Elisenda [. . .]." C. "He was lying in a corner drying his open wings in the sunlight among the fruit peels and breakfast leftovers that the early risers had thrown him." D. "[. . .] spine all twisted from sweeping up so much marketplace trash [. . .]." 18. Which of the following is a clue to the angel's age? A. His baldness B. His tan skin C. His posture D. His flight pattern 19. Where do people suspect the angel might be from? A. America B. Norway C. Sweden D. Switzerland 20. Which of these is an example of the angel's foreignness? A. His dialect B. His passport C. His suitcase D. His taste in food

Teacher Comments written below the line.

Day 1: Narrative- Unit Overview and Introduction This unit about the literary genre of Magical Realism in Latin America will cover the common characteristics that define the genre and will make sure students are able to define and recognize them in texts and be able to determine whether a text fits into the classification of Magical Realism. The teacher will begin the class with a brief hook describing the drive to school that morning full of mundane details and then casually mentioning almost hitting a creature. Students will assume a deer. Describe it in those terms and then finally add the detail of the horn and move on the remainder of drive as if it was not anything special. Take student reactions/comments. Then explain that it was a very brief sample of Magical Realism- a genre where magic elements are a natural part in an otherwise ordinary, realistic environment. A PowerPoint presentation will provide background to give the students a historical and cultural context for this genre along with characteristics. This presentation will also introduce relevant details about Gabriel Garcia Marquez, the units featured author. This would also include a short introduction to the geography and culture of Latin America using aids such as maps. At the end of the unit, the students will have increased knowledge about this particular genres characteristics, purpose and examples. They will have the background information to compare it to other studied genres and be able to create their own original short story in the genre of Magical Realism.

Day 2: Lesson Plan 1. Grades: 10 Subject: English Content Focus: Magical Realism from Latin America (literary genre characteristics) Common Core Standards: CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.RL.9-10.5 Analyze how an authors 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. 2. Purpose/Relevancy Statement: Students will learn about Latin American Magical Realism- its background and characteristics. Students will benefit from this because this provides the students with more tools to specifically categorize, evaluate texts, and discuss texts. Students will want to learn this because this lesson involves initial Constructivist exploration before a Behavioral notes session. They begin learning through group collaboration and an opportunity to be creative. 3. Accommodations: The following accommodations/modifications may be employed: * The words will remain displayed upon the screen * Increased time may be provided *Use of a learning partner/scribe *Larger font copies *If needed notes with fewer blanks 4. Resources: * Projector *Fill-in-the-blank Notes * Copy of 1000 Years of Solitude (or just excerpt) * Copies of home-learning sheet 5. Performance Objective: The students (A) will be able to share 4 accurate facts they have learned about Magical Realism (B) without the use of their KWLS charts or notes (C) with 90% proficiency. (D) 6. Content Literacy Strategy: A KWLS Chart will be utilized to show what students already Know and Wonder about Magical Realism. Students will write down something that they have learned and share with their learning partner (neighbor). At the end of the hour, students will record something that they still want to know about Magical Realism, and turn-in the KWLS Chart to teacher while leaving the room, as an exit ticket.

7. Bell Work: Upon entering the classroom, students will copy the KWLS chart off the board - recording 1-2 things they already know and 1-2 things they wonder about Magical Realism. 8. Opening: Teacher asks, Please take a moment to share a few things you already know or have always wondered about Magical Realism with a Learning Partner After 1-2 minutes of small-group dialog, students will share with the class their Ks and Ws. 10. Guided Practice. A. Teacher says Remember the preliminary information we in yesterdays PowerPoint generally introducing Magical Realism? Today we are going to get into more detail about characteristics to recognize it. But first we will complete a group activity that will help us explore what Magical Realism is NOT and then compare it to a sample of Magical Realism. B. First, sit in your shapes groups (5 students). We are already familiar genres similar to Magical Realism with surprising elements. What could those be? Take voluntary answers or cold call. Right: fantasy, science fiction, and fairy tales, etc. Each group will have to narrate the same event, but each of you will have a different genre and will write in those styles. I am going to give everyone the same scenario to think about. I will even leave it written on the board for reference. Read the events/prompt aloud: "A man is killed. His mother finds the body and begins preparations for his burial." Be creative in your responses, but be sure to follow the conventions of your genre. Allow approx 10-15 min. Circulate. Make comments. Answer/ask questions. Visit each group briefly. C. Regroup as a class. Then ask students to share their responses. Discuss the genre elements their creative descriptions display and talk about what these genres have in common and what they do not. D. Now we will read the way one author used Magical Realism approach to this very scenario. Read from One Hundred Years of Solitude the scene where Jos is shot and his body is discovered by rsula. E. Have students compare the depiction from the novel to the ones they created. How is magical realism similar and different from the genres they are already familiar with? F. Keeping this recent discussion of this story in mind what have you learned about Magical Realism? Fill it in on your KWLS chart and the share with your partner. Have students return to original seats. 9. Instructional Method: A. Now we will create some notes we can reference in the future with these and other elements of Magical Realism all in one place. B. On overhead complete cloze style notes. Add additional elaboration. Take questions. Pause frequently and ask for students to show on fist to five their level of understanding. About halfway through notes teacher says, Lets take a break for a moment and think about these notes. What new information have you learned? Please record it on your KWLS chart. Allow 13 minutes. Return to finishing notes. 11. Lesson Closure: Please write down something that you have learned about Magical Realism and something that you still want to know, when you are done please share your L or S with your learning partner 1-3 minutes. Teacher will then ask students to share their Ls or Ss with the class. If time permits ask each pair for one L or S. 12. Formative Assessment: a. Students use the Think-Pair-Share format with the KLWS chart

b. Teacher is walking around while students are writing together leaning in for comments, questions, and moving on. c. Teacher polls students throughout the notes portions of the lesson, through fist-to-five format to check for quick understanding. d. Students will take a quiz at the end of the week over characteristics of Magical Realism. 13. Re-Teaching Plan/Independent Practice/Extension Activity: a. Re-Teaching Plan: Teacher uses results from Exit Slips to re-teach concepts differently through the visual element of a structured graphic organizer that compares Magical Realism to another familiar genre (poll class to decide on one most students are very comfortable with like realism or fairy tales) and short youtube clip. b. Independent Practice: Students are given a home-learning sheet with 5 scenarios. Students must determine and list why or why not they are examples of magical realism. c. Extension Activity: Students are encouraged to try and find an example of magical realism to share with the class from film, etc or created (similar to the teachers opening story). 14. Summative Assessment: Students will have a pencil and paper test at the end of the mini unit and will also have a performance assessment measure. 15. Reflection Notes: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Day 3: Mini Lesson Plan 1. Grades: 10 Subject: English Content Focus: Magical Realism from Latin America (purpose) Common Core Standards: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 2. Purpose/Relevancy Statement: Students will learn about the purpose of Latin American Magical Realism and its relationship to culture and politics. Students will benefit from this because they will be considering life and from a viewpoint different from their own and learn about valuing the experiences of others. Students will want to learn this because this lesson involves a variety of input both audio and visual. Students will engage in group and individual work some of which involve movement. 3. Accommodations: The following accommodations/modifications may be employed: * Transcripts of the video can be provided and closed captioning turned on * Increased time may be provided *Utilization of a learning partner/scribe 4. Resources: * Projector/ TV with DVD player * Garca Mrquez: Magic and Reality video (first 30 minutes) *Butcher Paper *Markers 5. Performance Objective: The students (A) will be able to explain the purpose of and one example of strength of Magical Realism (B) with the use of a partner (C) with 90% proficiency. (D) 6. Content Literacy Strategy: Students will respond to an Opinionnaire question related to the purpose of Magical Realism in their learning logs at the end of the class. Do you think it is possible to have different versions of reality? Are there different levels of truth? Why or why not? 7. Bell Work: Upon entering the classroom, students see the following quote on the board/overhead and the prompt to think about it. Quote: [Magical Realism] describes a work of fiction or a film which introduces an element of magic into the everyday lives of its characters. In magical realism, miracles take place in broad daylight and ordinary people undergo strange transformations: men are turned into giant insects, the dead are brought back to life, women predict the future or ascend to heaven while folding their laundry. And it is

typical of magical realism that such miracles should be seen not as something unusual or bizarre, but as evidence that there is magic to be found in even the most ordinary of lives. ~ Bede Scott Prompt: Do you agree or disagree with this explanation? Why or why not? Note his very specific examples and try to write your own perfect definition of Magical Realism including one example. 8. Opening: Teacher asks, Please take a moment to turn to your shoulder partner and briefly share the thoughts you wrote down. After 1-2 minutes of small-group dialog the teacher says, Lets break down what this really means to us in our class as readers. Large group discussion follows.

Day 4: Mini Lesson Plan 1. Grades: 10 Subject: English Content Focus: Literary Features in Magical Realism from Latin America Standards: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). 2. Purpose/Relevancy Statement: Students will learn about specific literary features common in Magical Realism. Students will benefit from this because identifying these features, which also exist in all genres to some degree, will enrich their understanding of any texts meaning and will expand the tools they have available to them to express ideas in their own writing. Students will want to learn this because it appeals to a variety of learning styles and allows for creativity. 3. Accommodations: The following accommodations/modifications may be employed: * For clarity the chart may be split into 2 pages 1 for each type of feature * Increased time may be provided and copy of the text to take home for review *Utilization of a learning partner/scribe 4. Resources: * Copies of Monologue of Isabel Watching it Rain in Macondo * Literary Features Grouping Game (sets of term-definition-example) * Magical Realism features and literary features chart *Multiple color 8.5x11 Magical Realism pictures (preferably laminated) 5. Performance Objective: The students (A) will be able to define at least 3 of the discussed literary features and give a correct example (B) without the use of any additional resources (C) with 90% proficiency. (D) 6. Content Literacy Strategy: Before reading Monologue of Isabel Watching it Rain in Macondo students will begin a DR-TA Directed Reading-Thinking Activity. Before reading activate and build background knowledge by eliciting information the students may already have, including personal experiences. Also direct the students attention to the title and other clues. Next, students encourage to make predictions about the text content. Ask questions, such as What do you expect the main idea of this text will be? Then guide students through a section of the text, stopping to ask students to check and revise their predictions. Their new prediction and relevant evidence should be written down. This cycle gets repeated several times throughout the reading. 7. Bell Work: Table discussion: Students will see the prompt on the board: As a table group, examine the picture on your table. How does it portray reality? Designate a speaker and be prepared to explain to the class. 8. Opening: Teacher asks, Remember we originally learned that Magical realism can describe a certain type of visual art AND literature? Do you consider these pictures to be a part of Magical

Realism? Discuss this last question briefly. Allow 3 minutes. Now please share your picture and thoughts with the class. After each group shares transition by explaining that the way artists can use lines and colors authors use literary features to create mental pictures for the reader.

Day 5: Narrative- Review Activity and Quiz Review activity- students will generate questions they think are appropriate for a quiz about the Magical Realism material with potential options and the correct answer. Each student will write and turn in 3 questions on three separate sheets of paper. They could be half-sheets of paper or from the recycling bin. (This could even be assigned the night before as home learning.) These will be mixed in with the teachers questions on sheets of paper which are very similar to those found on the quiz. All this paper will be used for a snowball fight. Explain the rules first stressing the importance of not causing any lasting bodily harm to others. But remind them this is allowed to be fun! Ask students to write test questions down on paper and then crumple the paper into a snowball. Divide the class into two teams and position them on opposite sides of the room. Let the fight begin! When you call time, each student must pick up a snowball. Alternate between teams having a member open up their snowball, reading and answering the question. Recycle the remains. Repeat.

Quiz: Magical Realism Score_____________/10 Name ___________________________ Date ___________________________ Hour___________________________ Directions: Circle the correct answer below each question that correctly fills in the blank. 1. Magical Realism is typically associated with ___________, a region of the world. A. Latin America B. Europe C. Asia D. Africa 2. Magical Realism is a genre of ________. A. Cinema B. Literature C. Visual Art D. All of these 3. Which ONE is a characteristic of Magical Realism? A. Consists of elements of surprise and shock B. Mocks omens, prophecies and instances of divine justice C. Consistency in time and a linear, simplistic plot D. features a deceased narrator 4. The typical setting in Magical Realism is_________. A. A futuristic society B. The normal/modern world C. In the past D. Is an original creation 5. Requires _________from the reader to accept an alternative perspective. A. Political knowledge B. Knowledge of disbelief C. Suspension of knowledge D. Suspension of disbelief 6. The tradition of myths and fairy tales is _______ by Magical Realism. A. Rejected B. Embraced C. Transformed D. Ignored Directions: Circle True or False regarding the following statements.

7. 8. 9. 10.

TRUE/FALSE TRUE/FALSE TRUE/FALSE TRUE/FALSE

The term Magical Realism is interchangeable with the term Fantasy. The genre has been popular since the 1800s. Synaethesia is the inclusion of sensory descriptions in a text. Characters typically realize the promise of a better life in Magical Realism.

Day 6: Lesson Plan 1. Grades: 10 Subject: English Content Focus: A Very Old Man with Enormous Wings vocabulary Common Core Standards: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.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. 2. Purpose/Relevancy Statement: Students will learn about how to approach understanding and learning vocabulary particularly that in the short story A Very Old Man with Enormous Wings. Students will benefit from this because the learning strategies for dealing with vocabulary can be applied to all facets of life and types of reading. This skill creates self-regulating learners and this lesson helps expand student vocabulary. Students will want to learn this because the story itself is suspenseful and students will able to personalize the learning since the vocabulary focused on will be determined by the majority results of a vocabulary self-awareness chart. The selected words will be more meaningful and defined in a variety of ways and for a variety of learning styles. 3. Accommodations: The following accommodations/modifications may be employed: * For clarity the chart may be split into 2 pages 1 for each type of feature * Increased time may be provided and copy of the text to take home for review *Utilization of a learning partner/scribe 4. Resources: Vocabulary Self-Awareness Chart template Frayer Model Template Copies of A Very Old Man with Enormous Wings Colored Pencils/Markers Dictionaries Projector/Overhead 5. Performance Objective: The students (A) will be able to use at least two of the discussed vocabulary words in the correct context (B) with the use of the class word wall, awareness chart and Frayer examples (C) with 90% proficiency. (D) 6. Content Literacy Strategy: Students will complete a vocabulary self-awareness chart followed by the completion of a Frayer Model for a specific word.

7. Bell Work: In your learning log respond to the following question: When you are reading what do you do when you reach a word you do not recognize? How do you discover the meaning? 8. Opening: Teacher asks, There are so many words in this world! - In English and other languages. Even more words keep getting created. It is impossible to know them all. This is why I asked you to discuss ways you try to figure out what words mean. It is a valuable skill. Lets hear some of them. Take several volunteers or cold call. 10. Guided Practice. A. Today we will start reading a short story which contains some potentially tricky words. I will let you as decide which ones we should investigate before we start reading. Show students the vocabulary self-awareness chart with words from the story. Have a student volunteer pass out copies to the class. Ask students to complete the chart by rating each vocabulary word according to their level of familiarity and understanding. A plus sign (+) indicates a high degree of comfort and knowledge, a check mark () indicates uncertainty, and a minus sign (--) indicates the word is brand new to them. Also ask students to try to supply a definition and example for each word. For words with check marks or minus signs, students may have to make guesses about definitions and examples. B. Have students close eyes and raise hand or signal as you read words off if they gave it a minus sign. Write the 5-8 words with the most hands on the board. C. Teacher says, Now we will get into our groups. We will use our familiar Frayer model to explain these words and will share them briefly with the class. Show template again as a reminder. Allow approximately 10 minutes. Circulate. Visit each group and ask and answer appropriate questions. D. Regroup as a class and have each group share their Frayer model and hang it on the wall. 9. Instructional Method A. Now that we have explored some key vocabulary and ways to give it meaning lets recognize these words and apply the same ideas to others from the chart we completed earlier. B. Pass out copies of the story. C. Once we begin reading you will have several jobs to do. One is to listen for our vocabulary words. If you hear one, raise your hand and underline it on the page. We will stop and read back the sentence it appeared in and briefly discuss its definition in the context of the story. D. Have students read up and down rows, etc so everyone has the opportunity to read aloud. E. When a vocabulary word is reached ask the student to re-read the sentence. Ask another student for the definition. Ask how they decided that was the definition, etc. F. Continue this process until the story is half done. 11. Lesson Closure: Please write down one thing you learned today and how you predict the story will end. 1-3 minutes. Teacher will then ask students to share their predictions with a partner. Allow 1-3 minutes. Ask students to share what they have learned with the class. 12. Formative Assessment: a. Students use the Think-Pair-Share format b. Teacher is walking around while students are writing together leaning in for comments, questions, and moving on. c. Teacher sees students recognition of vocabulary during reading through hand-raising. d. The vocabulary self-awareness chart serves as a form of self-assessment 13. Re-Teaching Plan/Independent Practice/Extension Activity:

a. Re-Teaching Plan: If necessary the teacher will use the fishbowl model and show the class step-by-step how to complete the Frayer model or it that is not connecting try a different model with synonyms, antonyms and use it in a sentence for additional support. If recognition during reading is the difficulty, for the next day, have a copy on the overhead with the vocabulary already underlined. Follow the same procedure. Still have students raise their hands when a word is reached. b. Independent Practice: Students will complete a Frayer Model for one additional word from the vocabulary selfawareness chart. c. Extension Activity: Find three of these words in other places such as songs, magazines, newspapers, other stories, etc., to add to the class dictionary examples. 14. Summative Assessment: Students will have a pencil and paper test at the end of the mini unit and will also have a performance assessment measure. 15. Reflection Notes: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Day 7: Mini Lesson Plan 1. Grades: 10 Subject: English Content Focus: A Very Old Man with Enormous Wings Common Core Standards: CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. 2. Purpose/Relevancy Statement: Students will learn about summarizing a text and establishing a main theme in A Very Old Man with Enormous Wings. Students will benefit from this because this skill of prioritizing information will help students focus and be able to answer for themselves the question why is this text important, taking responsibility for their learning. Students will want to learn this because they will have the opportunity to decide which scenes are most important to conveying the theme and create an individual comic strip that summarizes the story. 3. Accommodations: The following accommodations/modifications may be employed: * May use the digital template to create comic strip * Increased time may be provided *Utilization of a learning partner/scribe 4. Resources: *Copies of A Very Old Man with Enormous Wings *Projector/Overhead *Copies of Magical Realism elements examples chart *Copies of Comic Strip Template 5. Performance Objective: The students (A) will be able to concisely summarize A Very Old Man with Enormous Wings including all of the relevant details of characters, setting, etc while addressing/supporting a main theme (B) with the use of the text for reference and class discussion and notes (C) with 90% proficiency. (D) 6. Content Literacy Strategy: After completing the story students will use portions to practice GISTing which helping students paraphrase and summarize essential information. Students are required to limit the gist of a paragraph to a set number of words. Individual sentences from a paragraph are presented one at a time while students create a gist that must contain only the predetermined number of words. By limiting the total number of words students can use, this approach to summarizing forces them to think about only the most important information in a paragraph, which is the basis of comprehension

7. Bell Work: In your learning log write down how you predict the story will end. How will the townspeoples attitudes towards the angel change or remain the same? 8. Opening: Teacher asks, So far we have only read half what would you say the story is about? What appears to be the theme- a common thread or repeated idea that is built-in throughout a text? Discuss with your table. Allow approximately 3 minutes. Volunteers to share with the class. How about sharing some predictions about how it will end? Lets see how Marquezs ending compares to some of ours.

Day 8: Mini Lesson Plan 1. Grades: 10 Subject: English Content Focus: A Very Old Man with Enormous Wings (short story writing) Common Core Standards: CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 2. Purpose/Relevancy Statement: Students will learn about and experience the process of collaboratively writing a Magical Realism short story. Students will benefit from this because this is a way to experiment with writing in a distinct genre and builds a sense of awareness of the concept of literary voice and tone. The group element will also allow them an opportunity to practice appropriate interpersonal communication skills and allow them chances to persuade others or to compromise. Students will want to learn this because it is an engaging, low-pressure way to write a creative story in a group and they will have the opportunity to present it like real authors. 3. Accommodations: The following accommodations/modifications may be employed: * May use the digital template to complete *Length requirement may be reduced * Increased time may be provided *Utilization of a learning partner/scribe 4. Resources: *Projector/Overhead *Copies of Magical Realism short story storyboard template 5. Performance Objective: The students (A) will be able to write and present a short story containing elements that make it obviously Magical Realism and will present it to the class (B) with the assistance of their group members (C) without including any overt elements that would classify the story as another genre. (D)

6. Content Literacy Strategy: As a part of the opening students will brainstorm as a group to consider potential scenarios to write about. Brainstorming involves students working together to generate ideas quickly without stopping to judge their worth. In brainstorming, students in pairs or groups freely exchange ideas and lists in response to an open-ended question, statement, problem, or other prompt. Students try to generate as many ideas as possible, often building on a comment or idea from another participant. This supports creativity and leads to expanded possibilities. The process activates students relevant prior knowledge, allows them to benefit from the knowledge and experience of others, and creates an anticipatory mental set for new learning 7. Bell Work: In your learning log write down which of the 3 Gabriel Garcia Marquez stories that we have read is your favorite and why. 8. Opening: Teacher asks, Just judging from the texts we have read in class, who thinks they really like the work of Gabriel Garcia Marquez? Why or why not? Take a moment to think about it. Now turn to your learning partner and share your opinion. You may want to reference what you wrote in your learning log this morning. Allow 1-3 minutes for discussion. Regroup. Ask for a show of thumbs up and down for who like or dislikes Marquezs work. Take volunteers from both sides to share with the large group. Ok, so today we have an activity that will especially please those who did not like Marquez. In groups you will get to write a short story in the same genre as Marquez. It is your opportunity to write one better than his!

Day 9: Post-Test and Activity Post-test: Magical Realism Score_____________/20 Name ___________________________ Date ___________________________ Hour___________________________ Directions: Circle the correct answer below each question that correctly fills in the blank. If you are unsure, please do not guess just skip the question. 11. Magical Realism is typically associated with ___________, a region of the world. A. Latin America B. Europe C. Asia D. Africa 12. Magical Realism is a genre of ________. A. Cinema B. Literature C. Visual Art D. All of these 13. Which ONE is a characteristic of Magical Realism? A. Consists of elements of surprise and shock B. Mocks omens, prophecies and instances of divine justice C. Consistency in time and a linear, simplistic plot D. features a deceased narrator 14. The typical setting in Magical Realism is_________. A. A futuristic society B. The normal/modern world C. In the past D. Is an original creation 15. Requires _________from the reader to accept an alternative perspective. A. Political knowledge B. Knowledge of disbelief C. Suspension of knowledge D. Suspension of disbelief 16. The tradition of myths and fairy tales is _______ by Magical Realism. A. Rejected B. Embraced C. Transformed D. Ignored

Directions: Circle True or False regarding the following statements. 17. 18. 19. 20. TRUE/FALSE TRUE/FALSE TRUE/FALSE TRUE/FALSE The term Magical Realism is interchangeable with the term Fantasy. The genre has been popular since the 1800s. Synaethesia is the inclusion of sensory descriptions in a text. Characters typically realize the promise of a better life.

The following questions relate to the short story, A very Old Man with Enormous Wings. Directions: Circle the correct answer below the question. 11. Who is the Author of this story? A. Isabel Allende B. Gabriel Garcia Marquez C. Laura Esquivel D. Jorge Luis Borges 12. What does the arrival of the angel coincide with? A. A crab invasion B. A rainbow C. The child's birth D. The last day of spring 13. Which of these is of one of the angel's miracles? A. A blind man who can now see B. A lame man who can now walk C. A paralyzed man who almost wins the lottery D. A sick man who is cured 14. What does the wise neighbor woman suggest feeding the angel? A. bugs B. hamburger C. mothballs D. garden vegetables 15. How does the crowd determine whether the old man is alive or dead? A. Puts a mirror up to his mouth B. Sticks him with a hot branding iron C. Tickles his feet D. Whistles in his ear 16. Which of the following people comes to visit the angel? A. A leper B. A Portuguese man with insomnia C. A woman with no head D. The pope 17. Which of these quotes depicts the angel's suffering?

A. "[He] had a temperature all night and they thought it was due to the stench." B. "Frightened by that nightmare [he] ran to get Elisenda [. . .]." C. "He was lying in a corner drying his open wings in the sunlight among the fruit peels and breakfast leftovers that the early risers had thrown him." D. "[. . .] spine all twisted from sweeping up so much marketplace trash [. . .]." 18. Which of the following is a clue to the angel's age? A. His baldness B. His tan skin C. His posture D. His flight pattern 19. Where do people suspect the angel might be from? A. America B. Norway C. Sweden D. Switzerland 20. Which of these is an example of the angel's foreignness? A. His dialect B. His passport C. His suitcase D. His taste in food

Teacher Comments written below the line.

Activity After The Test When students finish, to be respectful to there peers they will have the option of reading another short story. They will have a variety of short stories handouts to pick from featuring a variety of other Latin American authors known for Magical Realism, particularly women. Students will read the story and write a 2-3 paragraph summary, a 1-2 paragraph personal review of the story supporting their opinion with examples, and a representative illustration for the story. These will be compiled and added to the class reading directory.

Day 10 Re-Teaching and Closure Re-Teaching Plan Activity For my re-teaching plan for recognition of genre examples I will present the audiovisual representation first, then the text. We will review the elements on our class generated list of Magical Realism characteristics and then watch a portion of Like Water for Chocolate. This will be followed by group discussion eliciting the Magical Realism elements. These will physically be checked off the class chart as we go. Next we will read the corresponding passage in the text of Like Water for Chocolate. We will pause and underline the examples of the element and then define the element. This will help support deeper processing of the information. If students have difficulty differentiating between genres we will create a Venn diagram comparing it to Science Fiction, which has similar elements and then show students what a sci-fi A Very Old Man with Enormous Wings would look like highlighting the differences.

Unit-Closing Activity The remaining groups of students will present their Magical Realism short stories to the class. As a group the class will offer the presenters respectful feedback and ask questions. It will then transition into a student discussing about the 3Ws with the teacher. These can be posted on the board and written about or discussed. What did we learn in this unit? What did you personally find interesting? So What? (Address relevancy, importance, usefulness- academically and in daily life). Now What? (How does this fit into what we are learning as a class for the entire semester? Does it affect our thinking?) This feedback will allow the teacher to make changes for future instruction and for presenting this unit again in the future. It benefits the students by allowing them to articulate and contextualize their own learning. This is also an opportunity to address any further confusion or to encourage curiosity and independent exploration if students still have further questions about the subject. This includes having a half-sheet handout prepared detailing suggested reading in worldwide Magical Realism.