Chronicle of a Death Foretold By Gabriel Garcia

Chronicle of a Death Foretold By Gabriel Garcia Marquez

Resources http: //thinkglobalschool. org/remembering-gabriel-garcia-marquez/ http: //www. pdesas. org/module/content/resources/14891/view. ashx http: //www. penguinrandomhouse. com/books/57980/chronicle-of-a-death-foretold-bygabriel-garcia-marquez-translated-by-gregory-rabassa/9781400034710/teachers-guide/ Video: http: //www. nytimes. com/video/books/100000002832625/garcia-marquez-master-ofmagical-realism-dies. html http: //bigthink. com/videos/magical-realism-is-still-realism

Agenda Wednesday, 4/20 and Thursday, 4/21 Self-Evaluation of Synthesis Essay Peer Feedback 10 minutes to do any last minute changes, then. . . Submit Final Essay for Grade Check out Chronicle of a Death Foretold Silent Reading

Self-Evaluation 1. Run through the questions/tasks on your “Self-Evaluation Sheet” 2. More info from me - Please double check punctuation for embedded quotes (where you have included text evidence. )

Check out Chronicle of a Death Foretold

Punctuation for Embedded Quotes 1. Introduce the quotation with a complete sentence and a colon. Thoreau ends his essay with a metaphor: "Time is but the stream I go a-fishing in. " 2. Use an introductory or explanatory phrase, but not a complete sentence, separated from the quotation with a comma. In "Where I Lived, and What I Lived For, " Thoreau states directly his purpose for going into the woods when he says, "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. " 3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting. According to Thoreau, people are too often "thrown off the track by every nutshell and mosquito's wing that falls on the rails. " 4. Use short quotations--only a few words--as part of your own sentence. Thoreau argues that people blindly accept "shams and delusions" as the "soundest truths, " while regarding reality as "fabulous. "

Peer Feedback 1. Find a partner. 2. Let them read your essay off of your Chromebook. a. Get their feedback on your handout. When you are done - take a few moments to address any last minute issues with your writing and hit “submit. ” Turn in your Self-Evaluation/Peer Review Sheet.

Chronicle of a Death Foretold Essential Questions: To what extent/in what ways do we have a responsibility to our community? What is truth? How can we know it? How does our own bias and perspective distort the truth? How do race, class, and gender impact our understanding of our responsibilities to our community? What is compassion? How might we best demonstrate compassion for others?

Considerations This text confronts and references (and not sympathetically - our author very clearly is critiquing these): Violence Sexuality Traditional/Stereotypical Gender Roles Xenophobia - fear of those from different cultures

Who is Gabriel Garcia Marquez? NY Times, García Márquez, Magical Realism Master As you watch, jot down key information about our author. What about his life might influence his writing style?

What is a chronicle? a factual written account of important or historical events in the order of their occurrence. How does our understanding of what fiction/literature is conflict with the definition for a chronicle? What does this part of the title mean: “a death foretold”?

Look at the cover. . . Front and Back What do we learn about this text? Read all the text you can find, look at the images. What can we add to our knowledge of the text? Connections to the title?

Entering the text Open up the book to the title page. What do we learn here? Epigraph: a quotation that opens up a book or chapter “The pursuit of love is like falconry” -- Gil Vicente What does this mean or say about love? Here’s something to help you from PBS: Falconry is an art. It requires long hours, constant devotion, finesse, subtlety and skill. The falconer must train a bird of prey to fly free, hunt for a human being and then accept a return to captivity.

Read pp. 3 - 24 As you read, the first chapter in this text - Keep track of who we hear from and what they share with us on the recording form. Be sure you know: Who was murdered? What do we learn about this person? What kind of person are they? What we learn about this murder? What we learn about the characters themselves?

Homework - Reading Please try to read through section 2, pp. 25 -46. You will have about 30 minutes at the beginning of class for reading the text, but that (likely) won’t be enough time to finish that section.

Agenda Friday, 4/22 and Monday, 4/25 Opener Group Character Map Exit Ticket Reading Homework: Read through section 2, pp. 25 -46. Be sure to mark where you see issues/features listed on the bookmark.

Opener Review your “Opening of Chronicle…” handout with a partner. What do learn in this opening section? Who do we learn it from?

Character Mapping With a partner or group of 3 (no larger than 3), review your recording form. Create a web or other visual representation of the following information: a. Who we meet in the 1 st Section (name the characters, including those our narrator speaks with and those we merely learn about) b. Their relationship with each other (draw lines between and identify connections) c. A key piece of information or insight that each individual shares with/reveals about Santiago’s murder

Silent Reading Continue reading section 2, pp. 25 -46 (in the hardback, in the soft copy ? ? ) As you read, look for the topics/issues/feature on the bookmark. Put a tiny post-it there or right down the page #s in your journal when you see a topic/issue/feature.

Exit Ticket Does this text read more like a novel or a piece of journalism? What evidence do you see that it is one or the other? Cite specific evidence to support your thinking.

Agenda Tuesday, 4/26 & Wednesday, 4/27 Opener/Learning Targets Identifying Key Passages when we read Analyzing Key Passages Independent Work on Key Passages - Pull @ least 2 passages (1 from section 1 and 2)

Have out. . . Chronicle of a Death Foretold Bookmark for the text Journal Have technology put away please, in a bag. Not out on desks. Thank you!

Opener - Pair Share Discuss with a partner - What do we notice about these characters? Who do we learn from and what did we learn?

Learning Targets I understand what is meant by a ‘key passage’ in a text. I can practice annotating and discussing a key passage from Chronicle… I can locate key passages from the text to discuss and analyze with a small group.

Journal Response: How do you know what’s important? When you are reading a novel, poem, or any other text - how do you determine what is important?

Key Passage Practice Review the documents - What do you understand about what a Key Passage is? Let’s practice! As you read. . . Annotate and look for: Violence Truth Honor/Dishonor Gender Roles/Stereotypes Expectations of Community/Culture Literary Devices/Features: Simile, Metaphor, Symbols When you have finished reading, IDENTIFY what you believe is a Key Passage from

Turn and Talk What did you notice in this excerpt? What did you identify as the key passage and why?

In your journal, answer the following… Looking at the Key Passage you’ve selected… 1. At the sentence level or micro level. . . what does it tell the reader? Why is it important on this level? a. What do you notice about word choice or literary features? 1. Within the excerpt/section itself. . . What does it tell the reader? How does it connect to the whole selection? Why is it significant in this section? 1. Within the text so far, on a whole or on a macro level. . . why is this passage significant?

Go back through Section 1 and identify a Key Passage 1. Identify the passage and page #. If it is long, put down the first few words and the last few. Be sure to use quotation marks. (Tip: It should not be longer than a few lines or a paragraph. ) a. Identify the context - including speaker, who is being addressed, when did this come up 2. Topic/Issue it connects to. a. Identify the larger subject/issue. Brief description of how it connects to that topic. b. Identify any literary features that might be present: simile, metaphor, symbol 3. Significance of the passage. a. Explain why you chose it. Why is this piece KEY or critical? Does it relate to the larger themes?

Homework Read pp. 25 -46 - look for and mark/post-it aspects from the bookmark. Violence Truth Honor/Dishonor Gender Roles/Stereotypes Expectations of Community/Culture Literary Devices/Features: Simile, Metaphor, Symbols Complete Key Passage for Section 2. If you get through p. 46, continue on to section 3.

Exit Ticket 1. What do you understand about Key Passages that you didn’t at the beginning of class?

Agenda Thursday, 4/29 & Friday 4/30 Silent Reading - 15 minutes to read Chronicle silently Complete Key Passage selection for Section 1 & 2 Make sure you have identified motifs from bookmark. Characterization and Gender Roles in Chapter 2, pp. 25 -46 What do we learn about Bayardo and Angela? What do we learn about gender roles and expectations in the community? Homework Read Section 3 and post-it topics/issues

Silent Reading Finish reading pp. 25 -46. Continue through section 3 if you are ready. As you read, post-it anything you read that relates to the following topics: ○ ○ ○ Violence Truth Honor/Dishonor Gender Roles/Stereotypes Expectations of Community/Culture Literary Devices/Features: Simile, Metaphor, Symbols

Learning Targets I can read a text independently. I can read a text closely to understand how characters are portrayed and developed in a text. I can examine the ways in which characters embody cultural norms around gender.

Journal Response & Pair Share In your journal, respond to the following: Although cultural norms and expectations regarding gender roles are changing, what do you believe are the expectations or rather the stereotypes in our culture for ‘girls’ and ‘boys’? Consider the following: How should girls and boys look/dress? What should they be interested in? How should they act? What happens when we don’t fit the ‘mold’?

Pair Share Find a partner and discuss your journal response.

In Trios! Discussion and Close Reading Work your way through the Section 2 Close Reading handout looking closely at the characters of Bayardo San Román and Angela Vicaro. Be prepared to share out your findings.

Share out What do we learn about Bayardo San Román and Angela Vicaro? What do we learn about expectations for men and women in the town?

Homework Complete the Section 2 Gender roles/community organizer Post-it/Mark down items from your bookmark for sections 1, 2 and 3. Complete Key Passage chart for Sections 1 and 2 (3 would be nice, but not essential, yet).

Agenda Monday, May 2 and Tuesday, May 3 By the time the bell rings. . . Please have phones/electronics in a backpack. Have out your homework, your novel, and your journal. Journal Response/Discussion: Gender Roles and the Murder of Santiago Figurative Language Review Magical Realism HOMEWORK: Read through Section 3, post-it motifs, Key Passage Selection

Learning Targets I can prepare and participate in a discussion of the role gender plays on the community in Chronicle of a Death Foretold. I understand can discuss where I see evidence of the narrative style of Magical Realism in Chronicle of a Death Foretold.

Opener/Group Discussion In your journal, respond to the following. You may use your Gender Expectations recording form to help you gather your ideas. How do Angela and Bayardo embody (or symbolize) the expectations around gender in their community? What role do gender expectations/roles/cultural expectations seem to play in the murder of Santiago? In the responsibilities of the community? How is the concept of Honor influenced or impacted by gender expectations?

Group Discussion Long Term Learning Target: I can participate in a range of discussions on a variety of topics. *************************************** Please discuss the following questions. Be sure to use evidence to support your thinking. How do Angela and Bayardo embody (or symbolize) the expectations around gender in their community? What role do gender expectations/roles/cultural expectations seem to play in the murder of Santiago? In the responsibilities of the community?

Magical Realism What does that phrase mean to you? Break up the words and define. Does it make sense? What questions do you have?

Magical Realism is. . . A chiefly Latin-American narrative strategy that is characterized by the matter-of-fact inclusion of fantastic or mythical elements into seemingly realistic fiction. Magical Realism is Realism How does Rushdie’s explanation of truth in literature help us to understand what magical realism means?

How are these images examples of magical realism? How is this an example of magical realism? Five minutes later, indeed, he returned to the social club with his silver-trimmed saddlebags, and on the table he laid ten bundles of thousand-peso notes with the printed bands of the State Bank still on them. The widower Xius died two months later. “He died because of that, ” Dr. Dionisio Iguaran said. “He was healthier than the rest of us, but when you listened with the stethoscope you could hear the tears bubbling inside his heart. ” p. 37

How is this an example of magical realism? Five minutes later, indeed, he returned to the social club with his silver-trimmed saddlebags, and on the table he laid ten bundles of thousand-peso notes with the printed bands of the State Bank still on them. The widower Xius died two months later. “He died because of that, ” Dr. Dionisio Iguaran said. “He was healthier than the rest of us, but when you listened with the stethoscope you could hear the tears bubbling inside his heart. ” p. 37

Reading for Magical Realism With your group, review the text so far. . . where do we see evidence of magical realism? This can be dialogue, description, or a technique you see the author using. Fill in as many of the examples as you can.

Exit Ticket: But why or what effect does Magical Realism have? Consider the effect of impact the narrative style of magical realism has on a piece of literature. Early on I asked you about whether this text read like a novel or a piece of journalism. Considering your ideas then, what you’ve learned about Magical Realism today - What effect does Magical Realism have on a text? HOMEWORK: Read Section 3. Please have Key Passages for Sections 1 -3 completed by next class period.

Agenda Wednesday, 5/4 & Thursday, 5/5

Agenda Wednesday, 5/4 & Thursday, 5/5 Symbols and Symbolism in Chronicle of a Death Foretold Homework: Please keep reading through Section 4 and keep track of motif/key passages.

Learning Targets I can define and understand various literary devices which will help me analyze my key passage selections at a micro and macro level. I understand the role symbolism plays in a text. I can discuss the symbols I see in Chronicle of a Death Foretold with a small group. I can analyze the impact and effect of symbolism in the text. I can write an extended paragraph that demonstrates my knowledge of symbolism.

Opener A heart often symbolizes love. A flag symbolizes patriotism or freedom or liberty. Tell me what flowers mean or symbolize? What other ideas do we connect with flowers?

Figurative Language Review - Period 5, 6, & 7 Only Long Term Learning Target: I can identify and analyze the effect of literary devices in a text. **************************************** Define the following terms in your journal: Figurative Language (figures of speech go beyond the literal meaning of the words to make the writing more effective, powerful or persuasive) Metaphor Simile Symbol/Symbolism Imagery

Check your definitions Metaphor - an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics Simile - a comparison, showing similarities between two different things using “like” or “as. ” Symbolism - use of a symbol (an object) to signify ideas and qualities that are different from their literal sense. Example, a chain can symbolize a strong connection OR imprisonment. Imagery - Using images that appeal to our senses (so other examples of figurative language can also be examples of imagery) Hyperbole - exaggeration for the sake of emphasis (sometimes hard to distinguish from Magical Realism) Irony - words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that may end up in quite a different way than what is generally anticipated. In other words, it is a difference between the appearance and the reality.

Symbolism Discuss with a partner your understanding of Symbolism. Come up with an example to share with the class. This example can be from literature or from the world at large. For example, consider Macbeth. . . blood seems to symbolize the guilt and conscience that both Macbeth and Lady Macbeth struggle with. Another symbol might be sleep. Sleep could possibly symbolize innocence - once they both commit horrible deeds they struggle to sleep. In fact, Lady Macbeth is sleep walking - torn between both her waking life of guilt and her lack of innocence. Understanding Symbolism

Thinking about our text… What are some objects, things or places that stand out as being important or significant to our story? Or objects, things or places that seem to be associated with or connected to certain characters?

Objects, things, names, places Add your 5 objects, things, names, places to the whiteboard. If someone has written something that ‘goes with’ or seems to be in the same category as yours - write it near, next to, beside, under, close to that word.

Symbolism in Chronicle. . . Colors - Are certain colors associated with certain characters and what might those colors symbolize? Ex. Who is associated with gold and silver? Who is associated with red? Dark shadows? Animals What kinds of animals appear? What are they associated with - ideas, characters, themes? Flowers/Trees/Plants What are they associated with - ideas, characters, themes? Weather What is it associated with - ideas, characters, themes?

Flowers - real and artificial = women and their honor/purity Angela is ‘trained’ to make artificial flowers as part of what makes her ‘marriage material. ’ p. Angela is first seen by Bayardo walking across the plaza carrying a basket of fake flowers when he decides he wants to marry her. In reference to the pigs that the twins raise and butcher: “. . . but remember that they don’t give them people’s names but the names of flowers. ” p. 52 Xius’ house is covered in real flowers, purple anemones. Their possible meaning: Bad luck or ill omens Death of a loved one Foresaken or forgotten love/affection

Analyzing Symbols in the Text With your group - Choose one of the following symbols: Colors (gold, red, green, shadows/darkness), Animals (pigs, rabbits, falcon/falconry), Flowers/Trees/Plants, Weather, Smells/Scents. Locate it in the text, reread the section(s). Then, discuss the following with your group. 1. Identify where you see the image/symbol. Closely read the text. 2. What does it seem to represent? What clues can you find that led you to this conclusion? 3. Do we see this symbol in other places? How is it similar or different to the first time? 4. What is the larger meaning in the symbol? How does it serve to convey a deeper

Symbolism Assignment In Google Classroom, you will find the assignment. Complete the planning/outline sheet prior to writing your extended paragraph next class period. Define Symbolism in your own words Identify the symbol and the page #s you have seen this symbol Describe what you believe the symbol means or represents Author’s use symbols for a reason and it usually is not “to engage the reader” but rather to have an effect/impact theme, character, setting, mood, or important events. What purpose do you think your symbol has?

Agenda Friday, 5/6 & Monday 5/9 Honors Option for Chronicle. . . Symbolism Extended Paragraph Worktime Thesis and Outline Extended Paragraph Due at the end of class today! If you finish, continue reading Chronicle… Please plan on being done with the text by Thursday, 5/12 & Friday, 5/13. Have Key Passages identified and ready for work on Thursday/Friday.

Honors Option For this unit, if you would like to do an Honors Option… Turn your Symbolism Extended Paragraph into a prezi or google slide and present to the class. Form a small group and create a talk show/investigative journalism show wherein you solve the mystery - Was Santiago Angela’s lover? Use evidence from the text to support your conclusions. Who is most responsible for Santiago’s death? Answer this question in a variety of formats: a trial, a newspaper article you write, an infographic. . . what else? Use evidence from the text to support who is responsible. Choose one of the motifs you have been reading for and create a presentation/chart/infographic that highlights the motif and its purpose in

Learning Targets I can plan for and compose a well-written extended paragraph that analyzes Marquez’s use of a symbol or set of symbols in the novel Chronicle of a Death Foretold.

Pair Share What symbol are you focusing on in the text? What does it represent? What is the author’s purpose in using it? (Look back at your list from your handout/homework).

Step 1 - Crafting your claim Thesis statement/Claim: In Chronicle of a Death Foretold, Marquez uses____(identify symbol)____ as symbols to [reveal the character of ______/ enhance theme/motif of_______/ to better convey the setting of this small town/ to create a mood of ______]. In Chronicle of a Death Foretold, Gabriel Garcia Marquez uses __(object/thing/place )___ to symbolize ____(what is the abstract concept? )____ in order to [reveal the character of ______/ enhance theme/motif of_______/ to better convey the setting of this small town/ to create a mood of ______].

Outline if you like. . . If outlining is helpful to you, then choose your best pieces of evidence that clearly help connect the object/symbol to the larger meaning you are putting forth. Describe how the evidence helps support your claim. Complete the outline BEFORE you jump onto Google Classroom.

Criteria and Sample Thesis Supporting Ideas/Text Evidence Connection to Purpose/Effect Get onto Google Classroom and create a new doc in the assignment. Begin your paragraph. Submit it before the end of class. If you finish early - continue reading and working on your Key Passages.

Your Work Plan 1. Complete and submit your extended paragraph about Symbolism 2. Read Part IV - flag the text and identify key passage 3. Read Part V - flag the text and identify key passage

Partner share Read your paragraph to a partner… 1. What is particularly effective about your partner’s paragraph? 2. What could they do to improve their paragraph? Before submitting. . . be sure you have checked for the following: Proper capitalization of names, titles Italicized the title of the novel (or underlined) Cited page #s for your evidence

Agenda Tuesday, 5/10 and Wednesday, 5/11 Key Passage Practice Socratic Seminar #1

Learning Targets I can review literary terms for my Key Passage Analysis. I can engage in an academic discussion about the key passages I have pulled from the text. I can identify and analyze a key passage at the micro and macro level. I can participate in a Socratic Seminar Discussion about a topic related to the novel.

Figurative Language Review - Period 7 Only Long Term Learning Target: I can identify and analyze the effect of literary devices in a text. **************************************** Define the following terms in your journal: Figurative Language (figures of speech go beyond the literal meaning of the words to make the writing more effective, powerful or persuasive) Metaphor Simile Symbol/Symbolism Imagery

Check your definitions Metaphor - an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics Simile - a comparison, showing similarities between two different things using “like” or “as. ” Symbolism - use of a symbol (an object) to signify ideas and qualities that are different from their literal sense. Example, a chain can symbolize a strong connection OR imprisonment. Imagery - Using images that appeal to our senses (so other examples of figurative language can also be examples of imagery) Hyperbole - exaggeration for the sake of emphasis (sometimes hard to distinguish from Magical Realism) Irony - words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that may end up in quite a different way than what is generally anticipated. In other words, it is a difference between the appearance and the reality.

Key Passage Discussion Practice 1. Form a trio. 2. Each person will: a. Share out a Key Passage they have selected - read it outloud. Everyone in the group should turn to that page as it is read. b. The student sharing first should discuss the following first, but then. . . everyone in the group should weigh in on what they noticed. i. What you see at the sentence level or micro level. . . what does it tell the reader? Why is it important on this level? ii. What do you notice about word choice or literary features? i. Within the excerpt/section itself. . . What does it tell the reader? How does it connect to the whole selection? Why is it significant in this section?

Key Passages 1. I will look at the entire packet next class for a grade. 2. You will need it to help you write your Key Passage Analysis Essay. Many of you have not been keeping up with your assignments. This assignment will help me determine a number of Long Term Targets - so please know that everything counts going forward.

Socratic Seminar: Let’s vote. . . To what extent/in what ways do we have a responsibility to our community? What is truth? How can we know it? How does our own bias and perspective distort the truth? How do race, class, and gender impact our understanding of our responsibilities to our community? Remember - our discussion must be text-based. . . so, you can infuse your own experience and that of the world at large, but we must look to the text to best help us answer this question.

Before we begin. . . Socratic Seminar Prep Take some time to write down your thoughts about this question. Go back to the text, pull examples, evidence that you believe is critical in helping us understand the question and the possible responses to it.

Homework Be sure you have finished reading the novel. Be sure you have your key passages identified and your graphic organizer completed. If you want. . . generate your own questions for our next Socratic Seminar - that will certainly get you up into the 4 range for Discussion!

Socratic Seminar #1 Reflection Please take some time to complete the Socratic Seminar #1 reflection. Turn it in before you leave today.

Agenda Thursday, 5/12 & Friday, 5/13 Key Passage Analysis Practice Socratic Seminar #2 Please have out your Reflection Sheet and Seminar Prep Sheet. If you have any missing assignments (Shakespeare Essay, Symbolism Paragraph) please come to Flex today to finish. After next Friday, I will no longer accept those two assignments.

Learning Targets I can identify and analyze a key passage at the micro and macro level. I can participate in a Socratic Seminar Discussion about a topic related to the novel.

Key Passage Analysis Practice 1. Choose 1 of your Key Passages. 2. Complete the Paragraph Structure outline.

Key Passage Analysis Practice Now. . . Exchange with a partner. Read through their paragraph. On a post-it, give them feedback regarding the following: a. Do they make a strong claim/statement about the Key Passage? b. Do they effectively discuss what the key passage is doing on a micro level (word choice, imagery, symbolism, etc. )? c. Do they effectively begin to discuss what the key passage is doing on a macro level - both in the section as a whole and the entire text? When you have finished, have a conversation with your partner. What feedback do you have for them?

Key Passage Structure Essentially, you want to be moving from your awareness and observations of the passage as if it is under a microscope to your awareness and observations of the passage through a telescope - viewing the entire atmosphere in which it exists. You will likely, when moving from micro to macro be adding in additional evidence connecting other parts of the text to show it connects to the larger whole.

Socratic Seminar: Let’s vote. . . To what extent/in what ways do we have a responsibility to our community? What is truth? How can we know it? How does our own bias and perspective distort the truth? How do race, class, and gender impact our understanding of the responsibilities one has to their community? Is honor a value we have in our society? Is it one that is worth killing for? Do we have a responsibility to intervene in the (harmful) actions of others? (Consider this on a personal, local and global level. ) Who is the real victim?

Before we begin. . . Take some time to write down your thoughts about this question. Go back to the text, pull examples, evidence that you believe is critical in helping us understand the question and the possible responses to it. Who is the real victim?

Socratic Seminar #2 Reflection Please take some time to complete the Socratic Seminar #1 reflection. Turn it in before you leave today.

Agenda Monday, 5/16 & Tuesday, 5/17 Drafting your Key Passage Analysis Model Essays Criteria for the Analysis: Determining Word Meaning/Analyzing Text Structure If you have any loose assignment ‘strings’ out there - i. e. Shakespeare essay, Symbolism Extended Paragraph, Key Passages Tracking, etc. - plan on being here during Flex to 1)do that work or 2) talk to me about grading that work. I will not accept or grade any missing/late assignments if I don’t see you at Flex.

Learning Targets I can review model essays to better understand how to craft my own proficient Key Passage essay. I can begin to write my Key Passage Essay.

Speed Dating - Mix it Up! Do you believe that Santiago is guilty of the ‘crime’ the brothers accuse him of? Why do you think Angela Vicario choose Santiago of all the “many easily confused names from this world and the other”? Do you believe our narrator is reliable?

Partner/Pair Share 1. Read through the sample essay. 2. For each paragraph, write the following on a post-it and stick it over the paragraph. a. What is the topic of the paragraph? b. Any observations about how the author writes or what they address 3. Discuss with your partner: a. What do you notice about the structure of the essay?