Lesson 4 | Making the Ordinary Extraordinary: Magical Realism in Latin American Literature | 10th Grade English | Free Lesson Plan (2024)

Objective

Analyze how characters and events develop Allende's theme about words/language.

Readings and Materials

  • Short Story:“Two Words” by Isabel Allende

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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

What theme about words/language does Allende develop in this story? Provide at least two ways in which Allende supports this theme in the story.

Criteria for Success

  • Identifies the theme of the power of words/language to transform individuals on both a personal and societal level.
  • Supports the thematic statement with examples from the text. Examples might include:
    • By learning how to read and write, Belisa escapes poverty and builds a successful business for herself.
    • The Colonel's speech to the citizens changes their opinion of him and gives them renewed hope for their nation.
    • Belisa influences the Colonel with the two words she gives him, giving her power over him.
    • Belisa's words to El Mulato completely disarms him, and he is no longer a threat to her.

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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

How does Allende characterize Belisa Crepusculario on pages 3–6? What details contribute to that characterization?

What is the Colonel's reputation? How does that compare with his characterization when he first meets with Belisa?

What is the effect of Belisa's speech for the Colonel on the other soldiers and later on the citizens of the country? What is the effect of her two secret words on him?

Vocabulary

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

Text-based

interminable

adj.

(p. 4)

endless

ineradicably

adv.

(p. 6)

not capable of being rooted out or completely removed

irrevocable

adj.

(p. 10)

not able to be changed, reversed, or recovered

Homework

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

  • Short Story:“House Taken Over” by Julio Cortázar

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While reading, answer the following questions.

  • Describe the house in which the narrator and his sister live.

  • What is the source of the siblings' incomes?

  • How do Irene and the narrator occupy their time?

  • What decision do Irene and the narrator make when they realize the back part of the house has been taken over?

  • What happens to the brother and sister at the end of the story?

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Standards

  • 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.

    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.9-10.3— 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.

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.9-10.4

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

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.

RL.9-10.10

Reading Standards for Literature

RL.9-10.10— By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.

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 3

Lesson 5

Lesson 4 | Making the Ordinary Extraordinary: Magical Realism in Latin American Literature | 10th Grade English | Free Lesson Plan (2024)

FAQs

What is magical realism in Latin American literature? ›

Magical realism portrays fantastical events in an otherwise realistic tone. It brings fables, folk tales, and myths into contemporary social relevance. Fantasy traits given to characters, such as levitation, telepathy, and telekinesis, help to encompass modern political realities that can be phantasmagorical.

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 post boom Latin American literature? ›

“Post-boom” writers. In the 1980s and '90s—a period that some have called the “post-boom”—the major novelists who had made a name for themselves in the 1960s continued to publish works of considerable value. In fact, with the early deaths of Puig and Sarduy, they encountered no young rivals of their quality.

What are the genres of Latin American literature? ›

The main periods of Latin American literature are Pre-Colombian, Colonial, Resistance, Modernismo, Boom, and Contemporary. Each period has a genre that ruled, ranging from first-person narratives, magical realism, philosophical short stories, anti-establishment poetry, and experimental prose.

What is the main focus of magical realism? ›

Magical realism is a style of writing in which fantastic elements appear as a natural part of the story's environment, with the emphasis not being on the elements themselves but on what they signify or mean for the characters in the story.

Who is the father of magic realism? ›

GABRIEL GARCIA MÁRQUEZ: This Nobel prize-winning Columbian writer, journalist and screenwriter was a pioneer in the writing style known as magic realism which combines a realistic narrative with fantasy. His best-known novels are One Hundred Years of Solitude and Love in the Time of Cholera.

What is an example of magical realism text? ›

Magical Realism Defined

As the name would suggest, magical realism is a combination of realistic fiction with magical moments weaved into it. For example, in the book Beloved by Toni Morrison, the character Sethe is haunted by the spirit of her daughter.

What does magical realism do to the reader? ›

Instead of fantasy, which takes place in a totally unrecognizable world, it can help a reader feel like their own world is magical. Harry Potter uses magical realism tools to inspire wonder in an audience while also allowing them to feel like they could be in the world themself.

What are the 4 themes of Latin American literature? ›

Four key themes in Latin American literature include civilization vs. barbarism, politics and resistance, the construction of identity, and the construction of reality.

Why is it called Latin American literature? ›

Latin American literature consists of the oral and written literature of Latin America in several languages, particularly in Spanish, Portuguese, and the indigenous languages of the Americas.

What are the characteristics of the boom Latin American literature? ›

Hallmarks. The Boom novels are essentially modernist novels. They treat time as nonlinear, often use more than one perspective or narrative voice and feature a great number of neologisms (the coining of new words or phrases), puns and even profanities.

Which style of literature is especially popular in Latin America? ›

Latin American literature is often associated with magical realism, and magical realism is primarily associated with Latin America. But although the narrative tradition was widely popularized by García Márquez, in some ways it roots from a critique of European surrealism, Clayton explained.

What is the most popular Latin genre? ›

Not only is Salsa one of the most popular genres of Latin American music, but it is incredibly widespread worldwide. Salsa is primarily Cuban-style dance music and is heavily influenced by jazz and Latin rhythms, such as Afro-Cuban son montuno, guaracha, and rumba.

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.

Why is magical realism important to Colombian culture? ›

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.

Is Encanto magical realism? ›

The magic of Encanto flows like the river in the film: strong, ever-present, and able to be re-routed. Like many Disney films, Encanto can be categorized as a fantasy musical, but Encanto fits comfortably under the Magical Realism umbrella.

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.

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