Lesson Plan: Bless Me, Ultima

November 20, 2014

Class: Period 2 U.S. Literature
Unit: MulticulturalismLatino
Objectives:
- Through the Body Biographies students will be able to see how characterization
influences magical realism.
- By recognizing what the significance of characterization, students will be able to able this
understanding to all works of literature.
Standards:
11.1.2.a: Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
i. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research
on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS:
SL.11-12.1a)
11.1.2.c: Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone
used. (CCSS: SL.11-12.3)
11.2.1.a: . Use Key Ideas and Details to:

i. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. (CCSS: RL.11-12.1)
ii. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text. (CCSS: RL.1112.2)
iii. Analyze the impact of the authors choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). (CCSS: RL.11-12.3)
11.2.2.a: Use Key Ideas and Details to:
i. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain. (CCSS: RI.11-12.1)
a. 11.3.3.a: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. (CCSS: L.11-12.1)

i. Apply the understanding that usage is a matter of convention, can change over time,
and is sometimes contested. (CCSS: L.11-12.1a)
ii. Resolve issues of complex or contested usage, consulting references (e.g., MerriamWebsters Dictionary of English Usage, Garners Modern American Usage) as needed.
(CCSS: L.11-12.1b)

Materials:
- Drawing Paper, marker, crayons, colored pencils etc.
- Braided Lives

Anticipatory Set:
I will reference a quote from The Wake-Up Call (a short essay that synthesizes the content of
this mini-unit on Latino/a literature):
But please, strong traveler of narrative roads, walk long enough with these guides so that
their exoticism melts away like the stars at dawn. As you forget to remark on their
superficial differences, you will see that you are listening to a story teller or a poet who
can reveal what you might not have imagined on y0or own, but you can now see and hear
and know with her or him (Garciagodoy 82).
Q: What is the author of this essay telling the reader?
A: That she tried to see the truth past the stereotypes.
Q: How often do we judge somebody on their appearance?
A: a lot.
Objective/Purpose:
Students will express how characterization can impact a piece of literature; especially, how
characterization constructs magical realism within a text.
Q: How is Ultima described in the excerpt; how does this differ from Tenorio or
Narciso?
A: Ultima is comforting, Tenorio is evil, and Narciso is beastly.
Instructional Input:
I will preface my activity with some guiding questions that will get students thinking about
characterization & magical realism in the story. My activity is a Body Biography: students
will work in groups to illustrate the significant characters in this chapter and how their physical
and subjective (i.e. from the narrators point of view) descriptions.
Q: Who is Narciso? How does Antonio perceive this character?
A: he is the drunk, and he is described like an animal/beast
Q: What do you think is significant about his beastly descriptions?
Q: Who is Ultima? Whats up with the owl?
A: A Curanduras, it is her spirit animal?
Q: Do you think Ultima is guilty of what they accuse her? Beside the
tangible evidenc against the accusation why else do you think she is
innocent?
Q: Who is Tenoria? Why is he so made?
A: He is the innkeeper, and his daughter died from witchcraft.

Model:
I will preview examples of body biographies on the internet. I will also emphasize that we are
receiving all these descriptions through a characters subjective perspective.
Check for Understanding:
I will check for understanding by seeing how the way the characters are portrayed reflects their
moral alignment in the story and their attitudes toward magic.
Q: How would you describe Narciso? Why do you think the author chose to use
such animalistic descriptions for this character? Can you link this answer to your
understanding of Ultima; that is, how does Ultimas morality compare with
Narciso?
Guided Practice:
Body Biography: students have the figure of a body drawn on a paper and they must
illustrate the significant details of the character; this activity enriches students
understanding of characterization. Students will work in groups of four to depict the four
significant characters in this excerpt.
Independent Practice:
Students will be encouraged to explore characters they relate with in order to see how this
activity can apply to most fictional texts.