Section 4: Overview

Perejil

We will read Part 3, Chapters 9–12 of In the Time of the Butterflies. We will examine the function of specific rhetorical, stylistic, and literary elements in the novel. We will complete activities that examine vocabulary words, dashes, and em dashes in the context of the text. Finally, we will complete a student-led Socratic Seminar to demonstrate our understanding of the ideas in the text.

• Lesson 1:

  We will rethink how we organized our evidence in our Section 3 Diagnostic.

• Lesson 2:

  We will read about the Dominican Republic during the Trujillo regime and think about how the actual events connect to the novel.

• Lesson 3:

  We will read about the Dominican Republic during the Trujillo regime and relate its history to the novel.

• Lesson 4:

  We will analyze Chapter 9: “Dedé, 1994 and 1960” through the historical lens. We will identify details in the text that connect to the historical context of the novel.

• Lesson 5:

  We will read the first 15 pages of Chapter 10: “Patria, January to March 1960” and analyze the text through the biographical lens.

• Lesson 6:

  We will re-examine Chapter 10, “Patria, January to March 1960,” through a different literary criticism lens to see how our understanding and analyses shift.

• Lesson 7:

  We will analyze the first 15 pages of Chapter 11, “María Teresa, March to August 1960,” through the Marxist lens.

• Lesson 8:

  We will analyze the same text through four literary criticism lenses.

• Lesson 9:

  We will participate in a Socratic Seminar about Chapter 12.

• Lesson 10:

  We will analyze 10 vocabulary words and phrases from Chapters 9–12 of In the Time of the Butterflies.

• Lesson 11:

  Using In the Time of the Butterflies, we will learn how to write sentences with stylistic effect through the use of the em dash.

• Lesson 12:

  We will read and deconstruct Rita Dove’s poem “Parsley.”

• Lesson 13:

  We will analyze “Parsley” and listen to an interview with Julia Alvarez, Rita Dove, and Edwidge Danticat.

• Lesson 14:

  We will engage in a student-led Socratic Seminar in which we discuss how the Mirabal sisters are portrayed as revolutionaries.

• Lesson 15:

  We will review the teacher’s feedback on our Section Diagnostic and will use the feedback to make revisions to our work.

• Lesson 16:

  We will share the analyses we have made about our independent reading texts and make connections to the unit. We will plan a final product to share our experiences from reading independently and the knowledge we have gained.