Lesson 10 | Making the Ordinary Extraordinary: Magical Realism in Latin American Literature | 10th Grade English | Free Lesson Plan (2024)

Objective

Analyze how diction and narrative point of view reveals the central conflict within the story.

Readings and Materials

  • Book:St. Lucy's Home for Girls Raised by Wolves by Karen Russell

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Discussion & Writing Prompt

How does the shift in the narrative point of view between Stage 1 and Stage 2 reveal the central conflict that emerges in this part of the story?

Criteria for Success

  • Identifies that in Stage 1, Russell uses mainly a first-person plural narrative point of view ("we") to indicate that the girls are united as a pack.
  • Identifies that in Stage 2, Russell uses mainly a first-person singular narrative point of view ("I") to reveal the tension between the girls now.
    • Explains that at the end of Stage 1, the nuns start to give the girls their own names to signify that they are individuals.
    • Through Claudette's narration, Russell reveals that the girls' relationships are changing as well as her internal conflict about adapting to the new environment.

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Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Close Read Questions

Describe the tone of the Stage 1 epigraph. What is the connection between the epigraph and the first paragraph of the story?

What is the impact of the narrator's use of "we" in Stage 1? What does that indicate about the girls and their pack as a whole?

What impact does Stage 2 have on the girls as well as their relationship with each other? What diction suggests this?

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Literary Terms

epigraph

a short quotation or saying at the beginning of a book or chapter, intended to suggest its theme

Text-based

lycanthropic

adj.

(p. 225)

of or pertaining to the delusion in which one imagines oneself to be a wolf

culture shock

n.

(p. 225)

the disorientation or confusion a person may feel when experiencing a new culture.

ostracize

v.

(p. 227)

to exclude someone from society or a group

Homework

Reading and/or task to be completed at home in preparation for the next lesson.

  • Book:St. Lucy's Home for Girls Raised by Wolves by Karen Russell pp. 235 – 246

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While reading, answer the following questions.

  • Summarize the Stage 3 epigraph. How are the girls supposed to feel?

  • How is Mirabella's inability to adapt affecting her?

  • Who are the purebread girls? How does Claudette feel about them?

  • Why is Jeanette crying? How does Claudette respond to her at this moment?

  • How does Mirabella treat Jeannette and Claudette at the beginning of Stage 4?

  • What does Mirabella do at the Debutante Ball? Why?

  • What happens to Mirabella after the Debutante Ball?

  • What is the significance of Claudette's family's reaction to her visit home?

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Standards

  • RL.9-10.3— Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    Reading Standards for Literature

    RL.9-10.3— Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

  • RL.9-10.4— Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

    Reading Standards for Literature

    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.

    Reading Standards for Literature

    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.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.9-10.1

Language Standards

L.9-10.1— Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.6

Language Standards

L.9-10.6— Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RL.9-10.1

Reading Standards for Literature

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.9-10.2

Reading Standards for Literature

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.

RL.9-10.5

Reading Standards for Literature

RL.9-10.5— Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SL.9-10.1

Speaking and Listening Standards

SL.9-10.1— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.6

Speaking and Listening Standards

SL.9-10.6— Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.9-10.9.a

Writing Standards

W.9-10.9.a— Apply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

W.9-10.10

Writing Standards

W.9-10.10— Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Lesson 9

Lesson 11

Lesson 10 | Making the Ordinary Extraordinary: Magical Realism in Latin American Literature | 10th Grade English | Free Lesson Plan (2024)

FAQs

What is magical realism in literature pdf? ›

Magical realism is a genre of literature that depicts the real world as having an undercurrent of magic or fantasy. Magical realism is a part of the realism genre of fiction. Within a work of magical realism, the world is still grounded in the real world, but fantastical elements are considered normal in this world.

What is the purpose of magical realism in Latin American literature? ›

“Magical realism” (or “magic realism”) has given extensive service to the attempt to provide an overarching characterization of Latin American writing, or to identify a mode of Latin American writing that draws a line between what is touted as paradigmatically Latin American and poor imitations of privileged models.

What is magic realism in English literature and its significant contribution? ›

In The Art of Fiction, British novelist and critic David Lodge defines magic realism: "when marvellous and impossible events occur in what otherwise purports to be a realistic narrative—is an effect especially associated with contemporary Latin American fiction (for example the work of the Colombian novelist Gabriel ...

Why did Latin American authors incorporate magical realism? ›

Magical realism in Latin American literature serves as a powerful tool to explore complex themes. By blending the fantastical with the real, it provides a unique perspective on various social, political, and cultural issues.

What is the theme of magical realism in literature? ›

With themes such as sexual identity, love, and war, Murakami's works also incorporate Japanese history, Western culture, and music. British-Indian author Salman Rushdie has written many novels with elements of magical realism, such as Midnight's Children, Shame, and Quichotte.

How do you explain magical realism? ›

Magical realism, perhaps the most common term, usually refers to literature in particular, with magical or supernatural phenomena presented in an otherwise real-world or mundane setting commonly found in novels and dramatic performances.

What tone is most commonly used in magical realist literature? ›

Expert-Verified Answer

In this way, thoughts and visions considered unrealistic or things that are not common or habitual to our routine are shown, for that reason, magical realistic stories usually express a serious and objective tone.

What is symbolism in magical realism? ›

Use of symbols and imagery: In writing magical realism, it is essential to use symbols and imagery to create a sense of the fantastical. This can involve using objects, colors, or other sensory details to create an atmosphere of magic and mystery.

What is the purpose of realism in literature? ›

Realism is a literary genre that presents ordinary day-to-day experiences. Realism often focuses on middle and lower class members of society. The purpose of literary realism is to tell truthful stories of everyday people and their day-to-day lives, and it does so without dramatising or romanticising these stories.

What is an example of magical realism? ›

What is magical realism? Imagine a woman discovers she can cry fabric (instead of water), so she starts a clothing business where she knots her tears into dresses. This odd blending of the magical and the mundane constitutes the elements of magical realism, a wonderful genre for writers of all paths.

What are the benefits of magical realism? ›

Magical realism can help you create a unique and captivating story that engages your readers and stimulates their imagination. By introducing magical elements into your narrative, you can add complexity to your characters' motivations, emotions, and conflicts.

What is the difference between magic realism and magical realism? ›

Magic realism (also called magical realism) is a genre that combines elements of fantasy with realism. In magic realism, the magical or supernatural elements are presented as normal and commonplace, often without explanation.

Who are the Latin American magical realism artists? ›

It consists of 60 works by Latin American artists like Colombians Fernando Botero, Efraín Zuñiga, Darío Ortiz, Alfonso Álvarez; Uruguayans Ignacio Iturria and Fabián Mowszowicz; Argentine Claudio Gallina; and Paraguayan Hernán Miranda, among others.

What is the essence of magical realism? ›

Magical realism, as a literary style, blends magical elements with the real world, creating narratives where the extraordinary is treated as a mundane part of daily life. This unique blend reflects Latin America's cultural, historical, and social fabric, with Colombia often seen as the heartland of magical realism.

Who were the Latin American Authors who wrote in a style known as magical realism? ›

It expanded to describe the 1950s literary movement of Latin American authors (including Gabriel García Márquez, Jorge Luis Borges, and Isabel Allende) who created realistic settings in which magical elements nonchalantly occurred.

What is the original definition of magic realism? ›

magic realism, chiefly Latin-American narrative strategy that is characterized by the matter-of-fact inclusion of fantastic or mythical elements into seemingly realistic fiction.

Is Harry Potter an example of magical realism? ›

The Harry Potter novels, and even movies, are all set in the magical world which is parallel to the real world. Magic realism is the technique in which the writer sets the character in a fantastical world of mystery and Harry Potter novels are an apt example of this technique.

What is the difference between magical realism and fantasy literature? ›

Fantasy is very different. While magical realism situates readers in a predominantly realistic world, fantasy takes place in an unreal world with unreal characters.

What is magical realism a metaphor for? ›

The concept of “magical realism” may conjure twee images and descriptions. If anything, the “magical” parts of magical realism serve as powerful metaphors on reality that set apart the concept from dystopian or supernatural genres. Some of these metaphors illuminate aspects of the human condition.

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