Day 7
What's on for today and why?
Today the class will be in the computer lab.  The aim for today is to have the students learn about Ecocritical theory.  Ecocriticism is a fairly new form of criticism and can be applied to the novel to give a new look to it.  The students will first define Ecocriticism and then see how it can be applied to the text.
What to do:
1. The Computer Lab
Take the entire class on a mini-fieldtrip to the computer lab today.  The students will have the class period to search on the Internet for three definitions of Ecocriticism.  When they have found these meanings and think they understand the theory, then it is time for the next step.
2.  Handout 5
Have the students fill out this handout completely.  The first question is the part that requires the computer.  When they are done with the computer, have them use their novel to answer the other questions on the sheet.
3.  Assign parts
Assign parts to the students for tomorrow's performances.  If they have looked over their lines, the class will go much smoother tomorrow.
4.  Homework
Have the students read pages 122-142.  Have the students look over their part for the performances of chapters 12 and 13.
How did it go?
If the students walked out of the computer lab seeing a larger connection between the novel and nature, then the class went well.  If they also learned how to successfully search the web for a definition and had a part assigned to them for tomorrow?s class, then there is not much more a teacher could ask for.
Handout 5: Ecocriticism
Question Answer
What is Ecocriticism? (Give three definitions and cite each source with the web page you found it on.) 1.
http://
2.
http://
3.
http://
If this theory is applied to Bless Me, Ultima, what can you learn about the novel?
Does applying this theory to the novel make you change your thoughts about the novel?
Is this a valid theory to apply to this novel?  Does it work within the constraints of the novel?
Which character in the novel is most connected with nature?  Could you apply Ecocritical theory to this character?
Day 8
What's on for today and why?
Today is an all day performance day!  The students were assigned parts to look over for homework and now it is time to see them shine.  This will show the class an actual enactment of these two chapters (12 and 13) and through this they will gain a better understanding of the text.
What to do:
1.  Groups
Have the students break up into the groups they will be performing with.  In the groups, they have to decide how to act out the chapter.  There may be more people in a group than have parts.  If so, these people can be the designated directors for the group.  They will have a say in how the chapters will be acted out.
2.  Performances
Have the first group act out pages 127-135.  Immediately following, have the second half of the class act out chapter 13.  In these chapters and on these pages, they will only use the dialogue on the pages.  They should not add anything, but they can cut certain parts if they think them irrelevant.
3.  Discussion
If there is time left in the class, talk about what happened in the novel in these chapters.  Discuss if the performances changed the chapters at all or if they helped the students grasp the concept easier.
4.  Homework
Have the class read pages 143-160.  Ask them to pay special attention to Antonio's friends.
How did it go?
If everyone in the class participated in the performances in some way, then the class went well.
Day 9
What's on for today and why?
Today the class will analyze Antonio?s friends. This will help the students to understand what role these characters play in Antonio's life and the novel.  There is a purpose to every aspect of a novel and today is a look at one of them.
What to do:
1. Q & A
This section is the same as other days. This time will also be used to discussed yesterday?s performances if there was no time at the end of yesterday's lesson.
2.  Group Work
Give all the students handout 6.  Split the class up into nine groups.  Assign each group a character on the handout.  Ask them:
What role does this character play?
How does he interact with Antonio?
What is the most significant event with this character?
Does this character push Antonio forward in any way? If so, how?
List everything the novel has explained or you interpreted about this character.
3. Group Presentations
When the groups are done, have them present the character that they were assigned.  Have the groups go up to the front of the class and write down the most significant facts about the character.  Make sure they give the class specific page numbers if they use quotes from the text.  The rest of the class will be filling in their handouts as the other groups present.  This is also helpful because another student may have other pertinent information about a character to give to the rest of the class.
4.  Homework
Have the students read pages 161-176.  Assign each student to a dream Antonio has had thus far in the novel (pp. 5-6, 61, 70-1, 119-121 and 172-6).  Tell them to look over that particular dream for tomorrow's activities.
How did it go?
If the students left with a better understanding of the characters and their functions, then the class went well.  If they also had a laugh while discussing these characters, then the class went really well.
Handout 6: The Gang
Character Analysis
Samuel:
Florence:
Vitamin Kid:
Lloyd:
Red:
Horse:
Ernie:
Bones:
Abel:
Day 10
What's on for today and why?
Today the class will look at Antonio's dreams.  His dreams have been his sources of past and future.  They also demonstrate foreshadowing in this novel.  His dreams are signs of what is ahead.  These dreams are also part of Antonio?s magic. Overall, they play an important role in the novel.
What to do:
1.  Q & A
This section is the same as other days.  Put more of a focus on pages 161-71.  The last couple of pages of last night?s reading is one of Antonio's dreams and will be discussed in the next section of the class.
2.  Group Work
Have the people working on the same dream performance get together.  There should be five groups in all.  Give them enough time to figure out how exactly they are going to perform the dream for the class.  There should be a part for each person in the group.  The groups will not be even numbered because of the varying number of voices in each dream.
3.  Dream Performances
Have the students start their performances.  Have Antonio?s dreams performed in chronological order.  This will give a more even feeling to the novel.  It will also bring the class up to date at the end of the performances.  All students should have participated in these performances.
4.  Discussion
When each group has performed, see if the students have any questions or comments about the dreams.  Ask them:
What is foreshadowing?
What is so important about Antonio?s dreams?
What role do they play in the novel?
Are these dreams magical?
5. Homework
Have the students read pages 177-202.  Have them pay attention for any references to World War II.
How did it go?
If the students understood the role of Antonio?s dreams and had fun performing them, then the class went well.
Day 11
What's on for today and why?
Today the class will be in the computer lab doing the atomic bomb webquest.  Last night's reading and previous parts of the novel have made reference to the war and to by products of the war.  This webquest is a good way for the students to understand what there was to fear in that time.  It also gives the students an understanding that the bomb ultimately was a crime against nature.
What to do:
1.  Q & A
This section is the same as other days.  The students will also have a chance to discuss what references they remember and saw concerning WWII.
2.  Atomic Bomb Webquest
In the computer lab, the students will go through the webquest.  They will listen to the speeches, look at the photographs and read an account of the day the atomic bomb was dropped on Hiroshima.  While they are doing this, they will take notes in order to fulfill the assignment that end?s in an essay.
3.  Multiple Choice Questions
The students should answer the multiple-choice part of the webquest on a separate piece of paper and hand it in by the end of the class period.
4.  Essay
If the students finish with the webquest before the end of the period, they can start on the essay part in class. 
4.  Homework
Have the students read pages 203-16.  Also, have them finish the essay part of the webquest for day 15 of the unit.
How did it go?
If the students came away from this lesson with an understanding of the time period the book was set in, then the lesson went well.
Day 12
What's on for today and why?
Today the students will take chapter 18 and create a debate.  They will take the words from the chapter and make arguments for and against the existence of God.  This exercise is a kind of performance using the novel's language.  Through this, the students will be able to better see the argument of the chapter.
What to do:
1.  Q & A
This section is the same as other days.  This would also be the time for the student's to ask any questions about yesterday's webquest.
2.  Group Meeting
The class must be split into half.  One half of the class will represent Florence and the "God doesn't exist" side and the other half of the class will represent the kids at catechism and the "God exists" side.  There will be one student that will be the moderator.  He will represent Antonio.  These sides will meet before the debate begins in order to choose language from the novel that they will use for their side of the debate.
3.  Debate
When the groups are prepared, the room will be put into two sides facing one another.  The moderator will sit in between the two groups and control the conversation.  His job will be to make sure the students are using the language from the novel and that each side is being fair.  The debate will last 15 minutes.  No more time will be given to the groups for their arguments.
4.  Post-Debate Discussion
After the debate, have  the class discuss the chapter.
Did the chapter make more sense after the debate?
How does Anaya show the Church in the novel?
How is the religion of the Golden Carp shown in the novel?
5.  Homework
Have the students read pages 217-235.  Make sure each student has a question ready for tomorrow's Socratic Seminar or they will not be able to participate.
How did it go?
If the students saw the chapter in a different manner, then the class went well.  If they could see both sides of an issue more clearly, then the class went very well.
Day 13
What's on for today and why?
Today the class will have their Socratic Seminar.  In essence, this seminar is a formalized discussion with rules.  The students will ask questions that their classmates will either answer or pose another question with.  The class will have to show each other respect during this seminar and perform in a mature manner.
What to do:
1.  Socratic Seminar (http://www.msdsteuben.k12.in.us/thendricks/class/socratic.htm)
As soon as the students walk in, have them set up the desks in a circle so that the students can face each other.  When all the students are seated, read off a couple of rules to the class.  Begin with the opening question: What is Antonio?s destiny?  Support your answer with information from the text.  From here, let the class take on the discussion for the rest of the period.  Intervene only when necessary.
2.  Homework
Have the students write a follow-up to the seminar.  Have them answer:
Was the seminar helpful?
What did you learn?
Did you like this style of discussion?
What was the most interesting part of it?
Would you want to try this with another novel?
How did it go?
If the students learned something new about the novel and learned to respect one another's opinion, then the class was a success.
Day 14
What's on for today and why?
Today we will read chapter twenty-one as a class.  The goal is to discuss imagery regarding this chapter.  This is also one of the most touching chapters in the novel and should generate plenty of discussion.
What to do:
1.  Q & A
This section is the same as other days.  This is also the time to share parts of the paragraphs the students wrote for homework.
2.  Chapter Twenty-One
Read chapter twenty-one out loud in the class.  Have the students take turns reading.  Try to have as many students as possible read.  It is better to hear different voices read something because it gives the other students the differences in voice.  While the students are reading and listening, have them pay attention to images in the chapter.
3.  Imagery
Discuss what imagery is and how it is used in this chapter of the novel.  Ask the students to pick an image from the chapter to discuss.  Ask them why they chose that image and if it means anything them or the chapter.  This discussion will probably lead to talk about symbolism.
5.  Homework
Have the students read pages 243-62.  This will finish the novel.  Have them bring in a question about the novel they want to ask that has not been answered yet.
How did it go?
If the students saw how vividly Anaya writes, then the class went well.
Day 15
What's on for today and why?
Today the class will discuss the end of the novel and the novel in general to sum up what has happened over the past 14 days.  The students will also have the chance to re-write the last chapter of the novel.  This is an exercise in both writing and creativity.  It also allows the students to have the ending they wanted.
What to do:
1.  Discussion
Talk about the last chapter and the novel in general.  Have the students ask the questions they were asked to prepare for today.
2.  Re-write
Have the students re-write the last chapter, in terms of plot, individually.  Give the students about 15 minutes to come up with a new ending.  When they are all done, have the class share their endings.
3.  Final Thoughts
Finalize the novel with any final thoughts the students may have about it.  Ask them:
Did you like the novel or not? Why?
Would you read another novel by Anaya?
Was this novel a different experience for you?
When you first started the novel, did you have a sense of culture shock?
4.  Homework
Have the students prepare for the in class critical lens essay by making sure they have read the entire novel.  This gives some students time to catch up with the rest of the class.
How did it go?
If the students enjoyed the novel and got their creative juices flowing, then the class went well.
Days 16
What's on for today and why?
Today the class will have their in-class critical lens essay exam.  This will be practice for the regents and an exam for the novel.  The exam has been adapted from an actual critical lens essay given on a regents.
What to do:
1.  Exam
The students will have the entire class to finish the exam.  They will not be able to take the exam home in order to work on it.  All writing will be done in class. 
How did it go?
If the students can complete the essay intelligibly and show that they have read and understood the novel, then the class went well.
Critical Lens Exam
Exam:
Write a critical essay in which you discuss Bless Me, Ultima from the particular perspective of the statement that is provided for you in the critical lens. In your essay, interpret the given statement and agree or disagree with the statement according to your interpretation.  Support your opinion using specific references to the novel. Show two instances in the novel where this statement can be shown as true or false.
Critical Lens:
"All conflict in literature is, in its simplest form, a struggle between good and evil."
Guidelines:
Be sure to
Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
Indicate whether you agree ordisagree with the statement as you have interpreted it
Use two instances where this statement can be seen as true or false in the novel
Use the criteria suggested by the critical lens to analyze the novel
Avoid plot summary. Instead, use specific references to appropriate literary elements
(for example: theme, characterization, setting, point of view) to develop your analysis
Organize your ideas in a unified and coherent manner
Follow the conventions of standard written English
Hosted by www.Geocities.ws

1