Curriculum / ELA / 11th Grade / Unit 5: Dreaming in Cuban / Lesson 9
ELA
Unit 5
11th Grade
Lesson 9 of 31
Jump To
Describe the relationship between Lourdes and Pilar.
Book: Dreaming in Cuban by Christina Garcia pp. 57 – 64 — "A Grove of Lemons"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Pilar’s visit to the church mainly serves to:
Which of the following best proves your answer to the previous question?
On p. 59, Pilar indicates that attempts to connect with her mother have:
Which of the following best proves the above?
Questions about the text that will help guide the students understanding
Suggestions for teachers to help them teach this lesson
Lesson 8
Lesson 10
Explain the relationship between Cuba and the United States and the contributing factors to the rivalry between the two countries.
Become familiar with key terms and phrases from the unit.
Explain Celia’s role in the family and her opinion of the United States.
Describe the importance of the setting.
Continue to develop the del Pina family tree.
Characterize Felicia based on her reaction to her father’s death.
Characterize Lourdes based on today’s reading.
Explain how the author reveals theme through the descriptions of both the United States and Cuba in the opening chapters.
Explain how Garcia uses tone to characterize Pilar.
Contrast views on Communism.
Analyze and explain the symbolism of Celia’s pearl drop earrings.
Explain the symbolism of the sugar cane.
Describe Hugo and Felicia’s relationship.
Define “epistolary” and explain the author’s purpose for including Celia’s letters.
Identify tone in Celia’s letters.
Analyze and explain how Lourdes’s tragic past may have shaped her current views on Cuba, the United States, and immigration.
Explain the events that have shaped Felicia’s character thus far.
Analyze and explain how the author uses tone to create suspense.
Describe the relationship between Ivanito and his mother, Felicia.
Discuss the impact men have had on the del Pino women so far in this novel.
Explain how Garcia reveals Celia’s past through her letters.
Explain how the Cuban revolution impacts the relationship of Felicia and Celia.
Trace the development of Celia’s internal conflict and how she attempts to solve it.
Discuss and debate the fate of Hugo Villaverde.
Contrast how Garcia describes New York and Cuba and explain what theme is revealed.
Explain the symbolism of Pilar’s gift to Lourdes.
Analyze the relationship between Lourdes and Pilar.
Explain how Garcia uses symbolism to convey theme.
Identify and interpret irony in Felicia’s story.
Analyze and explain the relationship between Celia and Javier.
Analyze the impact of the author’s choice in chronology.
Explain how the author develops Lourdes’s character.
Analyze and explain how Garcia further develops Pilar’s character.
Explain the factors that led to Felicia’s death.
Analyze the symbolism of the seashells.
Analyze and interpret Garcia’s use of flashback.
Explain how Garcia further develops character through Celia’s letters and Jorge’s visits.
Analyze Garcia’s use of juxtaposition.
Explain how Garcia reveals the impact that Cuba has on Lourdes.
Analyze how Garcia uses juxtaposition to reveal theme.
Students will be able to explain the title of the final section using evidence from the final scenes.
Assessment
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free