Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 2 days- 90 minute classes Grade Level:

Sophomore Unit Title: Magical Realism Lesson Title: Introduction to Magical Realism Objectives: I. -Students will imagine and cultivate a beginning understanding of the genre: Magical Realism II. -Students will identify four important themes within Bless Me Ultima. III. -Students will take inventory their knowledge of presented vocabulary terms. IV. -Students will learn about each character before reading the novel. V. -Students will predict the beginning, middle, and end of novel. VI. -Students will question their own learning process and need to read said novel. VII. -Students will learn about the place of New Mexico. VIII. -Students will identify New Mexicos landscapes. Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others and contribute relevant information. Input and needed materials: Hand manipulative (theme cards), text, slides, 3X5 note cards, prediction cards, stickers, blank map, character cards, New Mexico pictures Anticipatory Set: What do the symbols on each card remind you of? After looking at the cue symbols on each card, what do you think this story might be about? Why do you think we are reading this story? Model and Guided Practices: Students will look at hard copies of picture cards. Students will close their eyes and think about their own feelings about the pictures. Students will identify feelings for each card. Students will open their eyes and ears and look at the screen. Students will write down any words that come to mind while watching the pictures flash on the screen. Students will split into groups. Students will share the words they wrote down. Students will pick five important words and write them down on a piece of paper, or poster board. Students will honestly answer each presented question in a vocabulary survey. Students will analyze a brief biography of Rudolfo Anaya.

Students will view their own copy of Bless Me Ultima without opening the cover. Students will respond to the connection between the pictures at the beginning of class and the covers illustration. Students will write down their first thoughts about the cover of the novel. Students will compare their thoughts to their group. Students will look at pictures of New Mexico on the screen. Students will fill out a blank map of New Mexico, using suggestions from me. Students will receive character cards and share who their character is from Bless Me Ultima. Students will correlate their character cards to their provided character list. Students will predict who the main and supporting characters might be. Students will predict their favorite character.

Checkpoints for understanding: -Allow students to feel free to voice their opinions. Ask: What were the pictures about at the beginning of this class? What might this novel be about? Closure: Hand out dream of words journals and have students write their names down on each of them. Tell students that this is how the next lesson will begin. Accommodations: Pre-teach vocabulary, dual language dictionary, visual examples, small group, peer mentor, various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity, extra time for responses Gifted/Talented: Predict vocabulary words by thinking and writing them down. Instruct this group not to open the story. Technology Integration: Slideshow, background music Independent practice: Students will read 10 pages for homework. Students will be instructed to circle and look up words they do not understand. Students who dont want to read at home will be encouraged to attend an after school interactive read aloud with me.

Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 1 week, 90 minute intervals Xs 5 days. Grade Level: Sophomore Unit Title: Magical Realism Lesson Title: Dreams Objectives: I. -Students II. -Students III. -Students IV. -Students V. -Students

will will will will will

identify and analyze key meanings behind the theme of Antonios dreams. compare Antonios dreams and their own. activate their knowledge of presented vocabulary terms. find passages within chapter one that relate to dreams. develop their own dreams for the future.

Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others and contribute relevant information. (1B.) analyze textual context (within a sentence and in larger selections of text) to distinguish between the denotative and connotative meanings of words; (C.) infer words meaning through the identification and analysis

Input and needed materials: -Dream Journal, Vocabulary Grids, clothing line, pins, fabric, pencils, permanent markers, 3X5 main idea cards, self survey, good dream/bad dream grid Anticipatory Set: Ask students throughout lesson: What are dreams? What does Antonios dream mean to you? What does Antonios dream mean to the author? What is the connection between Antonios dream and the video? What makes his dream good or evil? How will his dream influence the rest of the story? Have you ever had a dream like Antonios? How would you change your dream? Model and Guided Practices: Students will describe any dream that they can remember in their dream journal. Students will watch a short clip of: Students will fill out the video viewing guide and answer key questions.

 Students will participate in a think pair share of Antonios dream from chapter one. Students will identify and circle vocabulary words from their inventory list in chapter one. Students will independently fill out their vocabulary square charts by using a dictionary and asking me. Students will get into groups of three and share their charts. Students will re-read chapter one independently. Students will get into groups of five and record passages or quotes that identify the main idea of chapter one. Students will eliminate passages and quotes that do not fit into the main idea. Students will share with the class their findings. Students will find a partner and create a picture that depicts Antonios dream. Students will take a vote of understanding of key vocabulary words. Students will place those words on the word wall. Students will write about their own dream using at least 5 key vocabulary words and the (First, Next, Then, Last) writing approach. Students will hang their pictures on the story wall. Checkpoints for understanding: -Allow students to feel free to voice their opinions. Ask: What is a dream? Tell me what Antonios dream is about. Compare your dream to Antonios.

Closure: Students will fill out their self-survey and new words they learned in their Idream of words journal. Students will be instructed to read 13 pages for homework. Accommodations: Pre-teach vocabulary, dual language dictionary, visual examples, small group, peer mentor, various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity, extra time for responses Gifted/Talented: write a prediction for the next two chapters Technology Integration: Video correlation to theme. Independent practice: Students will read 10 pages for homework. Students will be instructed to circle and look up words they do not understand. Students who dont want to read at home will be encouraged to attend an after school interactive read aloud with me.

Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 2 days, 180 minutes, 90 minute intervals Grade Level: Sophomore Unit Title: Magical Realism Lesson Title: Symbols Objectives: I. -Students will summarize past events in Chapters 1&2. II. -Students will identify important symbols that assist in the main ideas of the story. III. -Students will recognize novel symbols to past mythological figures and tales. IV. -Students will select a symbol that is either represented in the story, throughout time, or from their own imagination. V. -Students will connect their symbol to their previous dreams and future goals. Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others and contribute relevant information. (5.7) Students understand, make inferences and draw conclusions about how an authors sensory language creates imagery in literary texts to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. (5.A) Analyze isolated scenes and their contribution to the success of the plot. Input and needed materials: Hand held symbols for representation, symbol book, I dream of words journal, Analysis chart, fabric, pencils, markers, talking stick, 5point symbol scale, vocabulary survey Question Set: What symbols in the book are similar to the ones in Bless Me Ultima? What symbols do you like or dislike? What are your reasons for your opinion? What do you think the symbols in the novel represent? Model and Guided Practices: Students will access prior knowledge through symbols book. Students will separate into groups of five. Students will identify and write or draw symbols that are interesting to them.

Students will identify symbols that are similar to those in Bless Me Ultima. Students will create an analysis chart of symbols. Students will walk around and ask each group about their chosen symbols. Students will record opinions and present their findings to the class. Students will record their chosen symbols in their dream of words journal. Students will identify key vocabulary words in passages from Bless Me Ultima. Students will find their literacy partner and circle new and interesting words. Students will think pair share their read aloud passages and terminology. Students will capture on fabric, the main idea of assigned passages with their partner. Students will write down important ideas on their 3x5 cards. Students will join their literacy groups of five and discuss the most important ideas. Students will present to the class the major ideas of assigned passages. Students will work with their literacy groups to identify, describe, and draw the relationship of one symbol in the story. Students will analyze, discuss, and document the symbols connection and importance within their groups. Students will present their chosen symbol and literacy connections in front of the class. Students will look up a symbol of their interest on the world-wide-web in the computer lab. Students will only look up information contained in the following web sites: Students will write down three important facts about their symbol. Students will write how the symbol is represented historically and within the book. Students will find their literacy partners and share their findings. Students will create Antonios symbol (totem) pole and create their own. Students will complete a five-point scale survey for their totem. Students will begin creating a story map of all main ideas from the beginning of the story until now.

Checkpoints for understanding: -Allow students to feel free to voice their opinions. Ask: What are the important symbols in Bless Me Ultima? Create and validate your chosen symbol. Break down chapters one and two. Closure: Students will document any new ideas, words, or symbols that they learned about in their dream of words journal. Students will complete their self-survey of learning. Accommodations: Pre-teach vocabulary, dual language dictionary, visual examples, small group, peer mentor, various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity, extra time for responses Gifted/Talented: students will create their own original symbol and write a three paragraph explanation Technology Integration: Web research Independent practice: Students will read 10 pages for homework. Students will be instructed to circle and look up words

they do not understand. Students who dont want to read at home will be encouraged to attend an after school interactive read aloud with me.

Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 2 days, 180 minutes, 90 minute intervals Grade Level: Sophomore Unit Title: Magical Realism Lesson Title: Moral Independence (family, learning, education)

Objectives: I. Students will learn about family relationships in the novel, Bless Me Ultima. II. Students will explore the pressures of family influences upon Antonio and themselves. III. Students will identify what Antonio enjoys about school. IV. Students will associate the similarities of their own dependence and moral independence for themselves and Antonio. V. Students will break down character relationships in the novel. VI. Students will compile and discuss information about other students cultural background, customs, and pressures. VII. Students will assess, document, and discuss code switching terminology within passages. Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others and contribute relevant information. (5.b) Analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures. Input and needed materials: Family web pressure chart, paraphrase activity sheet, opinion/proof sheet, compare and contrast sheet, fabric, pencils, markers, overhead projector, overhead transparencies, overcoming obstacles, dream of words journal, students growth chart, self-survey Question Set: -Who are Antonios relatives? -Who is Antonio closest to? -Who does Antonio fear? -What pressures does Antonio experience? -What pressures do you experience from your family? -How are your pressures similar to other students in the classroom? -What does Ultima infer when she says that Antonio will be a man of learning? -What is your prediction for the ending of Bless Me Ultima?

Model and Guided Practices: Students will participate in jigsaw reading activity. Students will complete vocabulary square charts. Students will complete review quiz. Students will write down all the names of Antonios family. Students will find their literacy partner and compare lists. Students will create a family web chart for Antonio and themselves. Students will get into groups of five and share their charts. Students will assess similarities and differences amongst their peers. Students will discuss pressures from Antonios family and their own. Students will find a new literacy partner and share their findings. Students will draw on transparencies to explain their similarities and differences. Students will present transparencies on the overhead projector. Students will lead a discussion on students cultural backgrounds and the pressures that they face. Students will discuss how they will overcome these pressures. Students will get groups of three and complete the opnion/proof sheet. Students will present their findings to the class. Students will participate in an interactive read aloud in groups of five. Students will illustrate a scene from their read aloud for the story wall. Students will identify and document code-switching words in Bless Me Ultima in their dream of words journal. Students will compare their words with their literacy partner. Students will discuss the influencing of code switching with their groups. Students will find passages that relate to Antonios life obstacles. Students will share their passages in groups of five. Students will complete a paraphrase activity sheet in their groups. Checkpoints for understanding: -Allow students to feel free to voice their opinions. Ask: How is your family similar and different to Antonios? Develop your own family chart. Explain Antonios obstacles. Argue whether or not code switching in Bless Me Ultima assists or distracts from the story. Closure: Students will document any new ideas, words, or symbols that they learned about in their dream of words journal. Students will complete their self-survey of learning. Accommodations: Pre-teach vocabulary, dual language dictionary, visual examples, small group, peer mentor, various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity, extra time for responses Gifted/Talented: Students will write one paragraph about their family. They will also incorporate at least 10 code switching terms from the novel. Technology Integration:

Overhead projector Independent practice: Students will read 10 pages for homework. Students will be instructed to circle and look up words they do not understand. Students who dont want to read at home will be encouraged to attend an after school interactive read aloud with me.

Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 90minute class Grade Level: Sophomore Unit Title: Magical Realism Lesson Title: Tolerance and Understanding

Objectives: I. Students will II. Students will enemies. III. Students will IV. Students will V. Students will VI. Students will VII. Students will

learn the importance of Ultimas influence on Antonio. identify the two religions that cause conflict between Antonio, his family, and compare and contrast Shamanism and Catholicism. research shamanism across cultures. find parallels between the poem and the novel. choose one person that has influenced their lives. compare and contrast their mentor and Ultima.

Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others and contribute relevant information. (5.b) Analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures (20.a) Brainstorm, consult with others, decide upon a topic. (21.a) Organize information gathered from multiple sources to create a variety of charts, forms (e.g., notes, learning logs); and (21.c) Paraphrase, summarize, quote, and accurately cite all researched information according to standard format (e.g., author, title, page number). Input and needed materials: Review Quiz, images template, Pat Moras Curandera, http://www.youtube.com/watch? v=SoJUzuu0BF4, images of the curandera, shamanism across cultures worksheet, survey, computer acess Anticipatory Set: What is a healer?

Who does Ultima remind you of? Who represents tolerance and understanding in Bless Me Ultima? Model and Guided Practices: Students will participate in jigsaw reading activity. Students will complete vocabulary square charts. Students will complete review quiz. Students will add details to their story maps with their literacy partners. Students will view images of curanderas in Mexico. Students will complete thinking about images template. Students will participate in a class interactive read aloud of Pat Moras Curandera poem. Students will circle action statements within the poem with their literacy partner. Students will compare and contrast the poem to Ultima. Students will view a you-tube video of curanderas in Mexico. Students will independently complete the video viewing comparison guide. Students will discuss and document their statements with their group of five. Students will pick one cultures shamanic practices to research about on: http://www.shamanportal.org Students will complete shamanism across cultures worksheet. Students will present a short skit of their findings. Students will compare and contrast shamanism and Catholicism Venn-diagram worksheet. Students will design a fabric square that reflects Antonios turmoil between Shamanism and Catholicism. Students will create a list of what Antonio learned from Ultima. Students will share their discoveries with their literacy partner. Checking for Understanding: -Allow students to feel free to voice their opinions. Ask: What is a curandera? Compare and contrast curanderas and other shamanistic practices. Conclude whether Antonio should follow the shaman or catholic path. Create your own skit that reflects your chosen cultural shamanistic ways. Closure: Students will write down final vocabulary discovery words in their dream of words journal. Students will review assessment guidelines with me. Accommodations: Pre-teach vocabulary, dual language dictionary, visual examples, small group, peer mentor, various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity, extra time for responses Gifted/Talented: Students will create a poem about a curandera. Technology Integration: Slide images of curanderas, You-tube video: http://www.youtube.com/watch?v=SoJUzuu0BF4, and world-wide-web research on: http://www.shamanportal.org Independent practice: Students will read 10 pages for homework. Students will be instructed to circle and look up words they do not understand. Students who dont want to read at home will be encouraged to attend an

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after school interactive read aloud with me.

Thematic Unit Plan Teacher: Lisa Hart Subject Area: English 2 Pacing: 90minute class Grade Level: Sophomore Unit Title: Magical Realism Lesson Title: Assessing your growth and knowledge of Bless Me Ultima Objectives: I. Students will assess Antonios growth throughout Bless Me Ultima. II. Students will assess their own growth and knowledge of Bless Me Ultima. Texas Essential Knowledge and Skills for English 11 110.32. English Language Arts and Reading, English 11 (17.b) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and (17.c) use a variety of correctly structured sentences Input and needed materials: 1 blank growth chart 1 survey Anticipatory Set: How has Antonio grown throughout the novel? How has your knowledge grown throughout this unit? Model and Guided Practices: Students will use their novel to help them independently chart the lessons Antonio learned throughout the book. Students will make sure to document page numbers, important themes, important passages, symbols, and pictures on their growth chart. Students will have the opportunity to record their version of Antonios growth, act out his journey through a performance, or a written essay. Checkpoints for understanding: -Allow students to feel free to voice their opinions. Ask:

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What were the pictures about at the beginning of this class? What might this novel be about? Closure: Students will complete their own growth survey. Students will be commended on their effort throughout this unit. Students will thank each other for their help and participation. Accommodations: various activities, directions read aloud, directions repeated, written directions, key words, phrases highlighted, spelling and pronunciation assistance Modifications: extended time, additional explanation, teacher proximity Gifted/Talented: none. Technology Integration: none.

Independent practice: None.

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