Emma Daniels tl508 Final Project 1

Emma Daniels TL508 Unit Plan
TL508 Unit Plan
Trujillo and The Mirabal Sisters:

A Unit Plan using Julia Alvarezs In the Time of the Butterflies
Unit Learning Goals
By the end of this unit
SWBAT analyze characterizations of the Mirabel sisters and Rafael Trujillo in a diverse set of
texts.
SWBAT analyze the rise, the events within, and fall of the Trujillo regime.
SWBAT clearly and persuasively express their ideas in discussions with peers using accountable
talk.
SWBAT gain knowledge of the newspaper article/obituary genre and write a newspaper
article/obituary.
By the end of this unit, English language learners will be able to:
SWBAT define and utilize tier 2 and 3 vocabulary words (specifically, those related to
oppressive governments) verbally and in written work.
SWBAT define and apply the concept of characterization by writing an obituary.

SWBAT orally employ vocabulary and concepts from the novel In the Time of the Butterflies
and various fiction and nonfiction sources about the Trujillo regime in a discussion setting.
Standards for the Unit (CCSS or MA Curriculum)
CCSS.ELA-LITERACY.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.
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.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
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 tasks, purposes, and
audiences.
Timeline/outline of project that includes a very brief overview of each day.
Day 1
Overview: Students will be introduced to Rafael Trujillo and the Mirabal sisters. I will give a
brief mini-lesson on Trujillo, and students will take two column Cornell notes. This mini-lesson
incorporates vocabulary words (three key: narcissism, regime, and deceive). The presentation
will be delivered in a number of ways that includes reading, discussion, video, and visual aids
like pictures.
Focus Vocabulary: SWBAT define Tier 2 and 3 words related to oppressive regimes like
narcissism, regime, and deceive. There will also be some vocabulary learning as they read the
1960 Time Magazine article Warning Under the Cliff, specifically the words forestall, fatal,
and expendable.
Assessment:
1. Turn and Talk: Have a student read the quote He who does not know how to
deceive does not know how to rule out loud and then have students turn and talk
with a partner. What do you think Trujillo means by this quote? What do you
think this says about the way Trujillo governed the Dominican Republic?
2. Students will annotate article (underlining important answer the following
discussion questions after reading article:
1. Who were the Mirabel sisters?

2. How did the Mirabel sisters die?
3. Do you suspect Trujillo played a role in the death of the Mirabel sisters?
Why or why not?
4. What was the 14th of June? How did it get its name?
5. What is one question you still have about Trujillos regime?
Differentiation and Language Supports

- Students will work on reading the article, annotating the article, and answering the
questions in deliberate groups (example: Emergent Bilingual students paired with
bilingual students in the same native language)
- Students will be given definitions for tier 2 words from article.
Day 2
Overview: Students will determine the characterization of Trujillo in two texts an excerpt of
The Brief Wondrous Life of Oscar Wao and an excerpt of Biography of a Great Leader by
Abelardo Nanita. I will give a brief mini-lesson on characterization. Then, we will read the
excerpt of The Brief Wondrous Life of Oscar Wao together and determine how Junot Daz
characterizes Trujillo as a group. Then, I will model writing a MEAEAL (Main-Idea-Evidence-
Analysis-Evidence-Analysis-Link) paragraph about how Trujillo is characterized in the text.
Then I give a brief description of Nanita, introducing the vocabulary word sycophant. Then,
students in groups will read the excerpt of Biography of a Great Leader, determine how Trujillo
is characterized in that text, and begin filling out the MEAEAL paragraph graphic organizer
(also using the exemplar text written about The Brief Wondrous Life of Oscar Wao as a guide.)
Finishing the MEAEAL paragraph will be homework.
Focus vocabulary: SWBAT define Tier 2 and 3 words related to oppressive regimes like
sycophant (tier 2). SWBAT define characterization and the different types of characterization.
Assessment:
1. Graphic organizer Abelardo Nanitas characterization of Trujillo.
2. MEAEAL paragraph (HW)
3. Exit Ticket: What does Nanita think about Trujillo? Why might he
characterize Trujillo in this way?
Differentiation and Language Supports:

- Characterization Graphic Organizers
- MEAEAL paragraph exemplar
- Modeling: characterization graphic organizer, MEAEAL paragraph
- MEAEAL paragraph graphic organizer
- Mixed ability grouping
- Before group work, brief reminder about vocabulary strategies if you dont know a word
in a text (context clues, dictionary, phone a friend or a teacher)
Day 3
Overview: Students will use the metaphor of an iceberg to explore the ways in which the U.S.
was involved in bringing Trujillo to power and keeping him there. We will start the class with a
mini-lesson about icebergs and discuss as a group what the people of the Dominican Republic
could see (the tip of the iceberg) about Trujillos regime, taking notes an iceberg graphic
organizer. Then, in groups, students, while reading an article about the connections between the
United States and Trujillo, discovered what the people of the Dominican Republic couldnt see
about Trujillos regime, specifically the foundation of the iceberg, i.e. the ways in which
Trujillo was brought to power and kept in power by the United States. They will continue to use
their iceberg graphic organizer to help guide their discovery. For example, one thing in the
foundation of the iceberg will be Franklin Roosevelts Good Neighbor Policy. Students will
hopefully come to the conclusion that the United States could have done something to oust
Trujillo from power, but for 30 years, they did not.
Focus Vocabulary: SWBAT define Tier 2 and 3 words related to oppressive regimes like
imperialism, indignation, propaganda.
Assessment:
1. Iceberg graphic organizer
2. Exit Ticket: What do you think were the two most important reasons that the Dominican
people couldnt see that Trujillo came rose to power and stayed in power?
- Preview of article on powerpoint slide

o Analysis of picture of Nixon and Trujillo looking like BFFs
One of the key reasons why Trujillo came to power was because of the
United States government.
The United States, although a democracy, has often provided support for
oppressive regimes around the world.
This happens for a variety of reasons:
Economic interests
In the past, to prevent the spread of communism
- Scaffolds on reading: definitions of imperialism, indignation, propaganda, guiding
questions (i.e., What do you think the author means when they say the Caribbean was the
gateway to the canal? What did having access to the Caribbean provide for the United
States? and How does this connect to The Handmaids Tale?)
- Students will work on reading the article, annotating the article, and answering the
questions in deliberate groups (example: Emergent Bilingual students paired with
bilingual students in the same native language)
Day 4
Overview: Students will listen to an NPR clip where Julia Alvarez and Edwidge Danticat discuss
the 1937 Parsley Massacre, the Haitian genocide orchestrated by Trujillo. Then, students will
listen to Rita Doves poem Parsley. Then they will use the Save the Last Word for Me
protocol to analyze the poem.
Focus Vocabulary: SWBAT define the Tier 2 word coy. Students will be able to define and
recognize the significance of perejil, the Spanish word for parsley.
Assessment:
1. Formative: Stop and Jot/Turn and Talk:
a. Pull out a piece of paper. Answer the following question:
i. What happened in the Parsley Massacre and why is it called the Parsley
Massacre? (2 min)
b. Discuss your answer with a partner.
c. Discuss as a group.
2. Save the Last Word for Me protocol: 3 index cards with a quote from the text and why
they chose it/why it was meaningful and important to them.
3. Exit Ticket: How does Rita Dove characterize Trujillo? Why do you think she
characterizes him this way?
Differentiation and Language Supports:

- Students will be provided with a transcript of NPR article.
- Students will both listen to the Rita Dove poem and read it on their own.
- Scaffolding before listening to the poem:
o Two parts:
1. The Cane Fields told from the perspective of the Haitian sugar cane
workers, the ones killed by Trujillo because of the way they roll their
rs, the way they pronounce the word parsley.
El General = Trujillo
2. The Palace told from the perspective of Trujillo.
Thinking about his mothers death decides to determine who is
killed by something his mother and her parrot can do roll their rs
Day 5
Overview: Students will take a quiz on how Trujillo is characterized by various authors and
putting the events in the Trujillo regime into a timeline. They will also begin reading the book
using a partner protocol (one student reads and at designated stopping points the other
summarizes and asks a question, the other student reads, and so on and so forth).
Focus vocabulary: SWBAT define characterization.
Assessment:
1. Quiz on the weeks content
Differentiated and Language Support:

- Students will be paired deliberately (example: Emergent Bilingual students paired with
bilingual students in the same native language, Emergent Bilingual students paired with
non-Spanish speakers so they can help translate the Spanish words in the text)
Day 6
Overview: Students will be able to write found poems characterizing Ded, the sister who
survived. I will introduce the purpose of the activity: to learn more about Ded and what it is like
to be the only sister left. I will also go over the instructions for writing a found poem. Then, I
will put students in groups. In groups, students will read a portion of the text from Deds
perspective. Then they will each be assigned a portion of the text to find 5-10 characterizations
of Ded. Then, in their groups, they will share their examples and discuss two questions:
Based on what you have pieced together about Ded so far, what do you think her
personality is like?
Using what you have just learned, make a supposition about why you think she survived
while her sisters did not.
Then, they will begin to write their found poems on their own using their examples, their peers
examples, or other sections from the text that they look up afterwards.
Focus Vocabulary: SWBAT define the concept of a found poem.
Assessment:
1. Do-now: What are three things you remember about Ded?
2. Found poem characterizing Ded
Differentiation and Language Support

- Students will work on collecting phrases for the found poem in groups (example:
Emergent Bilingual students paired with bilingual students in the same native language)
- Model found poem
Example: This is a found poem I made just using the text of these instructions.
Notice how I only used phrases. Notice how I used changes in capitalization,
punctuation and line spacing to create new meaning. Notice how I repeated some
phrases. You can also change the tense of verbs if you need to.
The Sister Who Survived
The sister who survived

discusses her dead sisters:
Intelligent, high-minded;
Pobrecita, just turned 25!
Her religion, so important.
What is it like,
Being the sister who survived?
Who is Ded?
Harder to pin down,
Piece together
Personality.
The passage of time,

The only sister left living.
Day 7
Overview: Students will begin the class with a quick vocabulary activity, where they pick a word
from the hat that is in the first chapter of the book. Then, they will fill out a graphic organizer for
the word (the word, dictionary definition, definition in their own word, draw a symbol or
picture.) Then, they will share their word with a partner and play vocabulary tinder, trying to
figure out if there is a connection between their two words a match! Then, students will
participate in an anticipation four corners activity about the upcoming themes of the book. I
will read a statement. Then, based on their opinion about the statement (strongly agree, agree,
disagree, strongly agree), the student will go to a corner of the room. Even if they are between
two, they will be instructed to pick one. Then, when students are in their corner, they will have
four minutes to talk to their group about their opinion. One student will be the reporter for each
group, and the same student cannot report out twice. As we discuss as a whole group, I will
encourage students to think about how these statements will play out in the novel.
Focus vocabulary: SWBAT define assorted tier 2 words from Chapters 1-4 of In the Time of the
Butterflies.
Assessment:
1. Vocabulary graphic organizer.
2. Formative: turn and talk vocabulary tinder
3. At the end of the period, students will answer the following questions in a journal write:
a. Pick a statement. Write a short journal response about what you chose and why
you chose it.
b. Based on our anticipation activity, do you have a supposition about something
that may occur in the book In the Time of the Butterflies? (Base it on one of the
statements!)

- Students will interact with vocabulary in multiple modalities.
- Students who did not feel comfortable with the large group discussions will be able to
express their ideas on paper.
- Students who were unsure of how to express their ideas in the large group discussion can
build on the ideas of others in their journal writes.
Day 8:
Overview: Students will participate in a Socratic Seminar about the first four chapters of the
novel.
Focus vocabulary: n/a
Assessment:
1. Students will hand in Seminar preparation questions that they completed for
homework.
2. Students will be graded on their participation in the Seminar.

- Before beginning the Seminar, students will be reminded of the ways that they can
participate/get credit:
o Ask a question!
o Answer a question!
o Kindly disagree!
o Ask for clarification
o Connect someones idea to a quote from the text!
o If you know you struggle with seminars, do one of the above!
- Students will be provided with the following sentence stems, on the board for the
duration of the Seminar:
o I agree with _____________ because ______________________.
o I disagree with _____________ because _______________________.
o I want to add on to what ____________________ said about ________________.
o On page _____ it says ___________________________.
o I have a clarifying question about __________________________.
o Im confused about ____________________________.
o This made me realize _____________________________.
o Can you explain what you mean by _________________?
Day 9:
Overview: For homework, students will have read pages 93-100 of In the Time of the Butterflies.
Discovery Day section. Then, I will remind students of the concept of characterization. Then, I
will have them make a character poster of Minerva in groups. Each group will make a
character poster, drawing Minerva and using arrows from different parts of her body,
characterize her. Specifically: near her brain: thoughts she has had about society; near her eyes:
things she has seen; near her ears: things she has heard; near her mouth: things she has said; near
her hands: actions she has taken; near her heart: her feelings or emotions; and near her feet: ways
she has changed. Students will start by filling in a graphic organizer of these parts (each student
own a few of these parts). Then, the students will come back together, share their
characterizations, and create the poster.
Focus vocabulary: SWBAT define characterization.
Assessment
1. Do-now: What happened to Minerva at the Discovery Day Dance?
2. Character poster graphic organizer
3. Character posters!

- Model of Character Poster (using Offred, the main character of The Handmaids Tale)
- Character Poster Graphic Organizer
- Students will work on the character posters in deliberate groupings.
Day 10:
Overview: Students will watch the Discovery Day Dance section of the In the Time of the
Butterflies movie. They will compare and contrast the movie to the book, specifically how the
directors choices about Minerva either to keep the book and movie the same, or make a
change in the movie affect how her character is depicted. They will use dialectical notes in
their comparison process. We will start with a brief mini-lesson on directorial choices, watch the
movie excerpt, and then complete the dialectical notes.
Focus vocabulary: Students will be able to define the tier 2 word medium, not in the middle
but a particular form or system of communication, like radio, film, or TV.
Assessment:
1. Directorial Choices Dialectical Notes

- Model of dialectical notes
Lesson Plans
Lesson Title: Lesson 1: Introduction to Trujillo and The Mirabal Sisters
Name Date Grade /Age Number Length

April 24, 2017 9th and 10th 1 60 min
Emma Daniels grade
Context
Describe the student population of the school/class/group in terms of linguistic background,
language proficiency, gender, race, ethnicity, and other relevant aspects.
I am working with 9th and 10th graders in a Humanities classroom at Fenway High School in
the Mission Hill neighborhood of Boston. Students are mostly black and Latino/a, and students
are primarily low-income students. In the ninth grade, it is about 70% female, 30% male. In
the tenth grade, its about 50% female, 50% male. In the ninth grade, there is one Level 4
English Learner and many students who are, for lack of a better term, flepped. In the tenth
grade, there are many flepped students, and three Level 4 students who have been
mainstreamed this year. Last year, they were in an SEI setting. In both the 9th and 10th grade
classes, about 30-40% of the students or their parents are originally from the Dominican
Republic, including all of the Emergent Bilingual students discussed above.
Describe the context of the lesson, i.e. previous and subsequent lessons and units.
This is the introductory lesson of the unit, which will explore a key period of history in the
Dominican Republic: the Trujillo regime, including study of the Mirabal sisters and reading
excerpts of In the Time of the Butterflies and watching clips of the corresponding film. The
key skills that will be focused on in the unit are characterization, writing frequently and in a
variety of genres, and verbal discussion.
Rationale
Why did you choose this content/language foci? Why is it important? How does it relate to
students or communitys needs and assets, the programs/schools mission? What research
supports your choice of content/language foci?
I chose this focus for many reasons: one, because it connects to my classs year long essential
question: How do we govern? How should we? Secondly, I chose this focus because in
many ways the topic builds off of our current government (Trujillo is eerily like Donald
Trump) and the ways in which Trujillos regime is similar to the fictional regime depicted in
the book the students read beforehand, The Handmaids Tale. Thirdly, I chose this focus
because of the large population of Dominican students in my classes. It allows my Dominican
students to effectively build off background knowledge, both knowledge of the DR and
knowledge of the Spanish language (which is incorporated a fair amount in the book In the
Time of the Butterflies) to access the content and create new meaning. This is supported by
research, specifically the SIOP model. In Making Content Comprehensible for Secondary
English Learners, Echevarra, Short, and Vogt note, it is a widely accepted notion among
experts that a learners schemata knowledge of the world provide a basis for
understanding, learning, and remembering facts and ideas found in texts.1 Lastly, this topic
aligns with the schools mission is Work hard. Be yourself. Do the right thing. I believe it
aligns because it both addresses the be yourself component of the motto, validating many
students cultural background by placing importance on it in the curriculum, and the do the
right thing component, the Mirabal sisters serving as a model for resistance against
oppressive regimes.
Standards
List the standards your lesson targets (e.g., MA Curriculum Framework, WIDA, etc.) and
explain how your activities address them. Two examples are provided.
Standard Activity
1
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: the SIOP
model. Boston: Pearson.
Students demonstrate understanding of the Students synthesize similarities and

concept of culture through comparisons of the differences between their own ways of
cultures studied and their own. (ACTFL greeting and those of Japanese peers in a
Standard 4.2) graphic organizer.
English language learners communicate for

social and instructional purposes within the Students compare their ideas for a class party
school setting. (WIDA ELD Standard 1) in small groups and agree on the best one.
They give arguments, express opinions, and
negotiate content, turn taking, and language
to do that. They report their results to the
Pre-Kindergarteners: With prompting and class and the teacher.
support, retell a sequence of events from a
story read aloud. (MA CF ELA, Reading After listening to the story The Smartest
Standards Literature Pre-K-5, MA.2.) Giant In Town, students answer simple
questions about main characters and the main
plot line. They are provided with sentence
starters to be completed orally and have the
option of expressing themselves through
gestures. The pictures of the book are shown
in support.
Analyze how complex characters (e.g., those Students will learn about Trujillo and the
with multiple or conflicting motivations) Mirabal sisters in mini-lecture and in the 1960
develop over the course of a text, interact with Time Magazine article Warning Beneath the
other characters, and advance the plot or Cliff.
develop the theme.
Students will analyze the Trujillo regime in a
Analyze a particular point of view or cultural turn and talk and during the mini-lesson.
experience reflected in a work of literature They will also analyze the death of the
from outside the United States, drawing on a Mirabal sisters in the 1960 Time Magazine
wide reading of world literature. article Warning Beneath the Cliff.
Initiate and participate effectively in a range Students will discuss the Trujillo regime in a
of collaborative discussions (one-on-one, in turn and talk. Students will also discuss the
groups, and teacher-led) with diverse partners Time magazine article and discussion
on grades 9-10 topics, texts, and issues, questions in groups.
building on others' ideas and expressing their
own clearly and persuasively.
Write routinely over extended time frames Students will practice their writing by writing
(time for research, reflection, and revision) out do-now and discussion questions.
and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and
audiences.
Objectives
Content Objectives
Content objectives are statements that describe what you intend for the learners to know and
be able to do as a result of your instruction. Content objectives should be specific and
measurable. They should guide your planning for instruction and assessment within the lesson.
Students will gain background on Trujillo and the Mirabel sisters.
Students will surmise Trujillos role in the Mirabel sisters death and begin to learn about the
resistance to Trujillos regime.
Language Objectives
Language objectives are statements that describe what you intend for the learners to know and
be able to do with language in order to fully participate in the lesson. In other words, language
objectives describe how students use language to learn new content concepts and/or to
demonstrate their knowledge and application of the content concepts within the lesson. The
language objectives should be specific and measurable, and should directly relate to the
content objectives and the lessons activities.
SWBAT define tier 2 and 3 vocabulary words related to oppressive regimes.
SWBAT read and annotate a newspaper article from 1960, and synthesize the article by
answering discussion questions.
Materials
List all materials needed in each lesson. Give bibliographic information on books, films, kits,
etc., to be used during the lesson.
1. Projector
2. Powerpoint Slides on Trujillo and the Mirabal Sisters
First 1:30 of In the Time of the Butterflies movie
Barroso, M. (Director). (2000). In the Time of the Butterflies [Motion picture on DVD].
United States of America: Metro Golden Mayer.
3. Copies of Warning Beneath the Cliff with vocabulary scaffolds and discussion
questions
Citation:
Warning Beneath the Cliff . (1960, December 12). Time Magazine.
doi:http://content.time.com/time/magazine/article/0,9171,871907,00.html
Procedure (The How)

The procedure is the set of instructional steps that constitute the heart of the lesson and
contains three parts: Opening, Development, and Closing (described below). All activities
need to be differentiated to address the needs and assets of your diverse group of learners, e.g.
you need to plan for students of various proficiency levels. Number each step of the procedure
and explain exactly what you plan to do and how long it will take. Provide enough detail to
allow someone else to teach from your plan. Each step should be a few sentences in length.
The number of steps in a lesson plan will vary from lesson to lesson.
Opening
To capture the interest and attention of your learners, open your lesson with a motivational
activity. Relate the lesson to previous lessons/learning; review material previously taught. It is
also important to tell the pupils the goals and rationale of this lesson.
Show slide depicting map of the Dominican Republic and the following do-now:
Do-Now: Have students write for two minutes, answering the following question(s):
If youre from the Dominican Republic, what do you know about Rafael Trujillo? What have
your family, previous schools, or people you know told you about what the DR like when he
was in charge?
If youre not from the Dominican Republic, list everything you know about the country.
Development
This section should include a series of activities that will foster learning - new content,
concepts and/or skills. Present these steps in a logical order, one activity flowing into and
building upon another. When you design these steps, consider three basic questions: "What
new content, concepts and/or skills do I want to teach the pupils? What inquiry-based/process-
oriented activities can I devise to help pupils arrive at the new learning independently? What
examples/explanations can I give to extend their new learning?" Activities should move from
simple to complex, concrete to abstract. Key questions to be used during various activities
should be included. It is through these activities that the goals and objectives will be
accomplished.
1. Mini-lecture on Rafael Trujillo and the Mirabal sisters. Remind students of one way
they can take notes: the Cornel method (two columns), and do a brief modeling. Then,
do a brief vocab overview (words: regime, narcissism, deceive). In mini-lecture,
include facts about Trujillos regime and Trujillos narcissism. Include turn and talk
analyzing the following quote of Trujillo: he who does not know how to deceive does
not know how to rule. Ask: What do you think Trujillo means by this quote? What
do you think this says about the way Trujillo governed the Dominican Republic?
Begin watching 0:00-1:30 (min) of In the Time of Butterflies movie that gives brief
overview of the regime. Also introduce the Mirabal sisters. Let students know we will
be reading excerpts of the book In the Time of the Butterflies and watching the movie.
(15 min)
2. Then, split students into groups. Let them know that we will be reading an article about
the death of the Mirabal sisters, learning more about how they died and trying to figure
out Trujillos role in their death. Remind students what a group looks like students
sitting across from one another, everyone doing the reading together, answering the
questions together, etc. (45 min)
Closing
The closing includes the concluding activity and a recapitulation of the lesson's objectives and
student learning.
Bring students back together. Discuss the questions, specifically #3: Do you suspect Trujillo
played a role in the death of the Mirabel sisters? Why or why not?
Assessment
Describe how you will determine which pupils have met the lesson goals/objectives. What
evidence will you examine while the lesson is in progress to establish which pupils are
learning? In other words, describe formative and summative assessment tools.
1) Turn and Talk: Have a student read the quote He who does not know how to deceive
does not know how to rule out loud and then have students turn and talk with a
partner. What do you think Trujillo means by this quote? What do you think this says
about the way Trujillo governed the Dominican Republic?
2) Students will annotate article (underlining important answer the following discussion
questions after reading article:
1. Who were the Mirabel sisters?

2. How did the Mirabel sisters die?
3. Do you suspect Trujillo played a role in the death of the Mirabel sisters? Why
or why not?
4. What was the 14th of June? How did it get its name?
5. What is one question you still have about Trujillos regime?
Extensions
Within the lesson: Extensions are creative activities designed to extend student learning but
are not part of the original lesson. These are activities that pupils can complete in activity
centers, the library, or at home.
Read pages 1-10 of In the Time of the Butterflies.
Beyond the lesson: Explain what you plan for the next lesson; explain the focus of the new
learning that will take place.
During the next lesson, students will learn about characterization. Using the ELA skill of
characterization, students will expand their knowledge of Trujillo and his regime.
Lesson Title: Lesson 2: Different Characterizations of Trujillo

April 25, 2017 9th and 10th 2 60 min
Emma Daniels grade
Context
Rationale
oppressive regimes.
2
Standards
Standard Activity

negotiate content, turn taking, and language
to do that. They report their results to the
Pre-Kindergarteners: With prompting and class and the teacher.
in support.
Students will characterize Trujillo in two
Analyze how complex characters (e.g., those different texts: Junot Dazs The Brief
with multiple or conflicting motivations) Wondrous Life of Oscar Wao and Abelardo
develop over the course of a text, interact with Nanitas Biography of a Great Leader.
other characters, and advance the plot or
develop the theme.
Students will write a MEAEAL paragraph
CCSS.ELA-LITERACY.RL.9-10.6 analyzing the characterization of Trujillo in
Abelardo Nanitas Biography of a Great
Analyze a particular point of view or cultural Leader. Nanita was a sycophant and a part of
experience reflected in a work of literature Trujillos cabinet, so Nanita depicts Trujillo
from outside the United States, drawing on a positively.
wide reading of world literature.
CCSS.ELA-LITERACY.W.9-10.2 Students will write a MEAEAL paragraph

Write informative/explanatory texts to about the characterization of Trujillo.
examine and convey complex ideas, concepts,
and information clearly and accurately
through the effective selection, organization,

and analysis of content.
Students will write a MEAEAL paragraph
CCSS.ELA-LITERACY.W.9-10.10 about the characterization of Trujillo.
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 tasks, purposes, and
audiences.
Objectives
Content Objectives
SWBAT determine the characterization of Trujillo in two texts one fiction, the other a
primary source from the time of his regime.
SWBAT synthesize their ideas about how Trujillo is characterized in a MEAEAL paragraph.
Language Objectives
SWBAT define characterization and six types of characterization.
Materials
Powerpoint Slides on characterization, book talk background for The Brief Wondrous Life of
Oscar Wao and information on Abelardo Nanita
Excerpts of Junot Dazs The Brief Wondrous Life of Oscar Wao

Dia z, J. (2008). The brief wondrous life of Oscar Wao. New York: Riverhead.
Excerpt of Abelardo Nanitas Biography of a Great Leader

Nanita, A. (2014). Biography of a Great Leader. In The Dominican Republic Reader: History,
Culture, Politics (pp. 303-306). Durham and London: Duke University Press.
Characterization Graphic Organizer
MEAEAL paragraph graphic organizer
Exemplar/model MEAEAL paragraph analyzing the characterization of Trujillo in The Brief

Wondrous Life of Oscar Wao
Procedure (The How)

Opening
I will post a picture of Trujillo on the powerpoint. Then, I will ask the group, Based on this
picture, who was Trujillo? What do you notice about him? (2 min)
Development
accomplished.
1. I will give a brief mini-lesson on characterization. Students will be

taking 2 column Cornell notes. I will define characterization as the way
a person or character is represented in a text, and note six ways a
characters personality can be revealed: by telling us directly what the
character is like: humble, ambitious, impetuous, easily manipulated,
and so on; by describing how the character looks and dresses; by letting
us hear the character speak; by revealing the characters private thoughts
and feelings; by revealing the characters effect on other people
showing how other characters feel or behave toward the character; and
by showing the characters actions. (5 min)
2. Then I will give a brief book talk on The Brief Wondrous Life of Oscar
Wao. (5 min)
3. Then, we will read the excerpt of The Brief Wondrous Life of Oscar
Wao together and determine how Junot Daz characterizes Trujillo as a
group. Then, I will model writing a MEAEAL (Main-Idea-Evidence-
Analysis-Evidence-Analysis-Link) paragraph about how Trujillo is
characterized in the text. Then I give a brief description of Nanita,
introducing the vocabulary word sycophant (suck up, someone who
uses flattery to gain power, and letting the student know the following:
that he wrote Biography of a Great Leader about Trujillo and served in
various government positions: as a senator, cabinet member, and as
secretary to the press in the DR. (15 min)
4. Then, students in groups will read the excerpt of Biography of a Great

Leader, and as they read, fill out the Trujillo characterization graphic
organizer. Once they are done with that, they will begin filling out the
MEAEAL paragraph graphic organizer (also using the exemplar text
written about The Brief Wondrous Life of Oscar Wao as a guide.)
Finishing the MEAEAL paragraph will be homework. (28 min)
Closing
student learning.
Exit Ticket: What does Nanita think about Trujillo? Why might he characterize Trujillo in this
way? (5 min)
Assessment
Assessment:
1. Formative: working together to characterize Trujillo in The Brief
Wondrous Life of Oscar Wao
2. Graphic organizer Abelardo Nanitas characterization of Trujillo.
3. MEAEAL paragraph (HW): the expectations for the MEAEAL
paragraph is that there is analysis of two different ways Trujillo is
characterized (for example, how he is directly characterized and how he
is characterized through his actions).
4. Exit Ticket: What does Nanita think about Trujillo? Why might he
characterize Trujillo in this way?
Extensions
As an extension activity, students can read Richard A. Johnsons A Diplomats Diagnosis of a

Dictator, a less positive primary source characterizing Trujillo and describing his regime.
Johnson, R. A. (2014). A Diplomat's Diagnosis of a Dictator. In The Dominican Republic

Reader: History, Culture, Politics (pp. 307-312). Durham and London: Duke University Press.
During the next lesson, students will determine the United States role in bringing Trujillo to
power and keeping him in power.
Lesson Title: Lesson 6: Different Characterizations of Trujillo

May 1, 2017 9th and 10th 6 60 min

Emma Daniels grade
Context
Rationale
oppressive regimes.
Standards
Standard Activity

negotiate content, turn taking, and language to
do that. They report their results to the class
Pre-Kindergarteners: With prompting and and the teacher.
in support.
Analyze how complex characters (e.g., those Students will analyze the complex character
with multiple or conflicting motivations) of Ded by studying her characterization and
develop over the course of a text, interact with
3
other characters, and advance the plot or her interactions with la gringa dominicana
develop the theme. aka the fictional version of Julia Alvarez.
Analyze a particular point of view or cultural

experience reflected in a work of literature Students will analyze the experience of Ded,
from outside the United States, drawing on a who lived through the Trujillo regime in the
wide reading of world literature. DR and the death of her three sisters at his
hands.
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, After collecting examples of characterization
building on others' ideas and expressing their for found poems, students will discuss what
own clearly and persuasively. Deds personality is like and what it is like
to be the sister who survived.
Objectives
Content Objectives
SWBAT write a found poem using the text of Julia Alvarezs In the Time of the Butterflies
to characterize Ded and determine what it was like to be the sister who survived.
Language Objectives
SWBAT identify phrases that characterize Ded.

SWBAT define and execute the concept of a found poem.
Materials
Chapter 1 (pages 3-6) and Chapter 9 (pages 171-174) of In the Time of the Butterflies
Alvarez, J. (2010). In the Time of the Butterflies. Chapel Hill, NC: Algonquin Books of
Chapel Hill.
Procedure (The How)

Opening
1. Do-Now: What are three things you remember about Ded?

2. Begin reading directions:
In the first chapter of In the Time of the Butterflies, Ded talks a lot to the interviewer
the gringa dominicana about her three sisters. She directly characterizes them
Minerva as beautiful, intelligent, high-minded, Maria Teresa as still a girl when she
died, pobrecita, just turned twenty-five, and Patria as Sweet Patria, always her
religion was so important (6). Yet it is harder to pin down what Ded is like as a
character, as she spends most of the chapter discussing her dead sisters.
(5 min)
Development
accomplished.
1. Have student continue reading instructions: In chapter 9, Ded finishes up her

interview with the gringa dominicana. Today, we will try to piece together how Ded
is characterized in Chapter 1 and Chapter 9, trying to figure out her personality and
what it is like being the sister who survived. For this assignment, in your group, you
will round robin read pages 171-174 together, stopping at the line breaks that signal
the passage of time.
2. Let students know that they will be in groups of 4, and each assigned a number from 1-
4. Each number has a different part of the text (1: pages 3-4; 2: pages 4- the top of 6; 3:
pages 171-172; 4: pages 173-174). While they read, their job will be to underline at
least 5 phrases or sentences that you think characterize Ded (I will say: remember,
characterization includes: adjectives that describe her, her private thoughts and
feelings, how she looks or dresses, her effect on other people, her words, and her
actions) and/or reveal what it is like for her to be the only sister left living. Tell them
they will neatly copy these lines on a separate sheet of paper. Tell them: after
everyone has read, discuss the characterizations you each found plus the following
questions with your group:
Based on what you have pieced together about Ded so far, what do you think her
personality is like?
Using what you have just learned, make a supposition about why you think she
survived while her sisters did not.
3. Then instruct a student to continue reading the instructions:
Next, you will be creating a Found Poem about Ded. A found poem takes words and
phrases from other sources and reframes them as poetry by making changes in spacing and
adding or deleting text. Think of it like a verbal collage. You will use your chosen words or
phrases from these interviews to create a poem that characterizes Ded and attempts to answer
the question: What is it like to be the sister who survived?
4. Model a found poem:
Example: This is a found poem I made just using the text of these instructions. Notice how I
only used phrases. Notice how I used changes in capitalization, punctuation and line spacing
to create new meaning. Notice how I repeated some phrases. You can also change the tense
of verbs if you need to.
The Sister Who Survived
The sister who survived

discusses her dead sisters:
Intelligent, high-minded;
Pobrecita, just turned 25!
Her religion, so important.
What is it like,
Being the sister who survived?
Who is Ded?
Harder to pin down,
Piece together
Personality.
The passage of time,

The only sister left living.
Found Poems
5. Then, finish reading instructions:
You will now take the phrases your group came up with and individually turn them into a
Found Poem.
1. Look at all the phrases your group underlined in the text. You can look back through
the text and highlight more words or phrases that you found particularly powering,
moving, or interesting. Remember, you are trying to describe Ded what she is like
today, many years after the deaths of her sisters.
2. Copy down the most powerful phrases and words your group has found.
3. Now, individually, look back over the list your group compiled. Figure out which lines
you like the most. Cut out everything that is dull, unnecessary, or that just doesnt
seem right for your poem.
4. Begin to arrange the phrases in an order that makes sense by theme, content, or how it
sounds. You can make minor changes like punctuation or little changes to words to
make them fit together (such as change the tenses, possessives, plurals and
capitalizations).
5. Read it aloud as you arrange the words! Find a rhythm that you like. Test the possible
line breaks by pausing slightly. If it sounds good, its probably right. Make any
deletions or minor changes.
6. Pay attention to line breaks, layout, and other elements that will emphasize important
words or significant ideas in the poems. You can also put key words on lines by
themselves or repeats words and phrases.
7. If you absolutely need to add a word or two to make the poem flow more smoothly, to
make sense, or to make a point, you may add up to two words of your own.
8. Choose a title that tells what your poem is about. Remember, your poem should
characterize Ded and paint a picture of what it is like for her to be the sister who
survived.
9. Rewrite your final version on a separate page. (5 min)
Then, have students follow directions, collect phrases from the text, discuss discussion
questions, and create found poem! (45 min)
Closing
student learning.
Have 2-3 students share out found poems. Then, have other students comment on what they
think these poems say about Ded. (5 min)
Assessment
1. Do-now: What are three things you remember about Ded?

2. Found poem characterizing Ded
Extensions
Write a found poem from the text characterizing one of the other Mirabal sisters!
In the next lesson, students will participate in an anticipation activity in which they
anticipate both vocabulary from the book and themes from the book.

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Emma Daniels TL508 Unit Plan

TL508 Unit Plan

Trujillo and The Mirabal Sisters:

Unit Learning Goals

By the end of this unit

SWBAT define and apply the concept of characterization by writing an obituary.

Standards for the Unit (CCSS or MA Curriculum)

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

Timeline/outline of project that includes a very brief overview of each day.

1. Who were the Mirabel sisters?

Differentiation and Language Supports

Differentiation and Language Supports:

Differentiation and Language Supports

- Preview of article on powerpoint slide

Differentiation and Language Supports:

Focus vocabulary: SWBAT define characterization.

Differentiated and Language Support:

Focus Vocabulary: SWBAT define the concept of a found poem.

Differentiation and Language Support

The Sister Who Survived

The sister who survived

The passage of time,

Differentiation and Language Supports

Focus vocabulary: n/a

Differentiation and Language Supports

Focus vocabulary: SWBAT define characterization.

Differentiation and Language Support

Differentiation and Language Support

Lesson Title: Lesson 1: Introduction to Trujillo and The Mirabal Sisters

Name Date Grade /Age Number Length

Students demonstrate understanding of the Students synthesize similarities and

English language learners communicate for

First 1:30 of In the Time of the Butterflies movie

Procedure (The How)

1. Who were the Mirabel sisters?

Read pages 1-10 of In the Time of the Butterflies.

Lesson Title: Lesson 2: Different Characterizations of Trujillo

Name Date Grade /Age Number Length

English language learners communicate for

CCSS.ELA-LITERACY.W.9-10.2 Students will write a MEAEAL paragraph

through the effective selection, organization,

SWBAT define characterization and six types of characterization.

Excerpts of Junot Dazs The Brief Wondrous Life of Oscar Wao

Excerpt of Abelardo Nanitas Biography of a Great Leader

Characterization Graphic Organizer

MEAEAL paragraph graphic organizer

Exemplar/model MEAEAL paragraph analyzing the characterization of Trujillo in The Brief

Procedure (The How)

1. I will give a brief mini-lesson on characterization. Students will be

4. Then, students in groups will read the excerpt of Biography of a Great

As an extension activity, students can read Richard A. Johnsons A Diplomats Diagnosis of a

Johnson, R. A. (2014). A Diplomat's Diagnosis of a Dictator. In The Dominican Republic

Lesson Title: Lesson 6: Different Characterizations of Trujillo

Name Date Grade /Age Number Length

May 1, 2017 9th and 10th 6 60 min

English language learners communicate for

Analyze a particular point of view or cultural

Initiate and participate effectively in a range

SWBAT identify phrases that characterize Ded.

Procedure (The How)

1. Do-Now: What are three things you remember about Ded?

1. Have student continue reading instructions: In chapter 9, Ded finishes up her

3. Then instruct a student to continue reading the instructions: