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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Key Thinking
Key thinking students do about today's reading.
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?
Enhanced Lesson Plan
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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
