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Unit Plan Template

Unit Title: Magical Realism and One

Knowing America
Content Area: Spanish AP literature

Hundred Years of Solitude /

Name: Astrid Anticona

Grade Level: 9 -12

CA Content Standard(s)/Common Core Standard(s):

Content - Stage IV
4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines.
4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including:
a. Societal expectations
b. Cultural and literary archetypes
d. World events, social and political issues
e. Belief systems
h. The nature of an interdependent world
i. Issues in curricular and extracurricular subjects
j. Authors and their times
Communication - Stage IV
4.0 Students use extended language (coherent and cohesive multiparagraph texts).
4.1 Engage in oral, written, or signed (ASL) conversations.
4.2 Interpret written, spoken, or signed (ASL) language.
4.3 Present to an audience of listeners, readers, or ASL viewers.
4.4 Discuss, compare and contrast, and support an opinion; persuade.
4.5 Demonstrate understanding of the main ideas and most details in authentic texts.
4.6 Produce and present a complex written, oral, or signed (ASL) product in a culturally authentic way.
Cultures - Stage IV

4.0 Students improvise appropriate responses to unpredictable situations.

4.1 Demonstrate culturally appropriate use of products, practices, and perspectives to others.
4.2 Explain similarities and differences in the target cultures and between students own cultures.
4.3 Explain the changes in perspectives when cultures come in contact.
Structures - Stage IV
4.0 Students use knowledge of extended discourse to understand abstract and academic topics.
4.1 Use extended discourse (native-like text structure) to produce formal communications.
4.2 Identify similarities and differences in the extended discourse (native-like text structure) of the languages the students know.

Big Ideas:

What historical aspects of Colombia are present in the authors work?

How can we see the realismo mgico/magical realism in his literary works? How is applied?
Is there a superposition of time and other transgressions against the chronology of time in his narrative?

During this lesson, the students will work in the comprehension of literary works; we will discuss the important aspects of literary
The students will engage in critical thinking activities through out the lesson, and demonstrate understanding of the author's

Unit Goals and Objectives:

Unit Summary:

This unit has emphasis on the literary work of Colombian writer, Gabriel Garca Mrquez. The students will learn about his life
(biography), his works (bibliography), and will also learn about the Realismo Mgico (literary movement), which is very popular
amongst Hispanic writers. It is also meant to enrich their geographical knowledge of the continent they live in.

Assessment Plan:
Entry-Level: The

introductory assessment will

be a group brainstorm activity. The students
will be ask to get in groups of three, and
discuss literary terms

Formative: This

assessment is meant to test

the students prior knowledge regarding
topics that will be viewed within the lesson.
In this activity the students will visit Quizlet
to answer questions regarding this topics.
They can also play interactive games, and
work with flascards that explain the

Summative: This

assessment Is part of lesson

1, and it is meant to help the teacher to
know if the students are following up with
the reading material, and that the students
are understanding the literary work. This
test will be given to the students during

Lesson 1
Student Learning Objective:

The purpose of this lesson is

to engage the student in
learning about the Magical
Realism Movement, and to
analyze the works of Nobel
Prize winner Gabriel Garca
Mrquez. We will be
working on his acclaimed
novel - One Hundred Years
of Solitude. By the end of
this lesson the students will
have a deep understanding
of the topic at an advanced

Acceptable Evidence
Students will gain
understanding of the Magical
Realism movement and
technique. The students will
also learn about One Hundred
Years of Solitude, and about
the author.

Instructional Strategies:

Lesson Activities:

Instructional Strategies:

Lesson Activities:

In this lesson, the students will have several assessment

activities, which will aid their understanding of the lesson,
their reading comprehension and the retention of all these
A pop quiz regarding Magical Realism and the literary
work, concepts and comprehension.

Lesson 2

Student Learning Objective:

Acceptable Evidence:

Many people have trouble

placing and/or
recognizing countries in a

Students will be able to

recognize all the countries
in the American continent.

In this lesson the students will complete a Webercise with various

activities, such as: Vocabulary, maps, and links to aid in their learning.

map. This unit aims to aid

the students learning of
the countries in the
American continent.


Lesson 3
Student Learning Objective:
This lesson aims to have the
students practice everything
they have learned during
lessons 1 and 2.

Acceptable Evidence:
Students need to show
proficiency in recognizing the
countries of the American
Continent, literary forms and
literary movement
characteristics, and to show
their comprehension of the
novel and poem presented on
lessons 1 and 2.

Instructional Strategies:

Lesson Activities:

Entry level brainstorm activity

Formative level - Quizlet activity for concepts, a quiz for the first 10
chapters of the book, and acrossword activity to recognize the
characters, and a map activity to recognize some countries or Latin

Summative Final Exam of the last 10 chapters of the novel, and a Final

Unit Resources:

Cien aos de soledad PDF -
Youtube videos -,,,,,,,,
Quizlet -

Useful Websites: