Topic: Like Water for Chocolate

Dates: Sep 30-Oct 4

Daily Activity:

no vocabulary study this week

Read for pleasure daily for 7 minutes; write daily reading journal ; collected on Fridays

after school remediation/tutorial available on Oct 1

Reading Schedule for Like Water for Chocolate:

Due Wed, Oct 2: Jan & Feb chapters

Due Thurs, Oct 3: Mar & Apr chapters

Due Fri, Oct 4: May & Jun chapters

Date

Standard

Activity

Differentiation

Strategy

Sep 30

none

present creative response to A Thousand Splendid Suns

students had choice to present  in front of class or not

none

Oct 1

none

start reading Like Water for Chocolate

none

none

Oct 2

  1. Explain my interpretation of a text and identify specific parts of the text that lead me to that interpretation.
  2. Explain how characters change in a text, how they interact with other characters, and why they are important to the plot or theme.

With a group, in the center of a bubble map, put one particular character that the teacher gives you (Pedro, Mama, Tita, Rosaura, or Nacha). In the outside bubbles, put quotes that show the character’s actions/thoughts, words, appearance, or gossip. Outside of those bubbles, put adjectives that those quotes imply about the character.

Teacher will monitor during work time and help students as needed

thinking hats discussion, bubble map

Oct 3

  1. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States.
  2. Analyze how an author draws on and transforms source material in a specific work

Discuss the effect of magical realism in the novel. Take notes on Mexican Revolution (see notes below). Quiz on Oct 7.

none

lecture, discussion

Oct 4

  1. Explain my interpretation of a text and identify specific parts of the text that lead me to that interpretation.
  2. Explain how an author builds at least 2 themes of a text and how those themes work with each other.

With a partner, create a  circle map the motifs of food and fire in Like Water for Chocolate. Find at least 3 examples of each. Explain how they affect the characters and what theme is Esquivel building with these motifs.

Teacher will monitor during work time and help students as needed

thinking map, think-pair-share

NOTES:

Mexican Revolution

1910-1920

Carranza, Madero, Pancho Villa, and Emiliano Zapata

represented

indigenous people, peasant farmers, ejido communal land system, debt slaves/sharecroppers

vs.

Diaz and Huerta

represented

haciendas/plantations, French/Spanish elite