North Carolina Competencies

Overview of Unit

Day One-Three

Day Four-Six

Day Seven-Nine

 

Like Water for Chocolate, written by Laura Esquivel, has achieved popularity not only in Mexico, but in many other countries.  It has been translated into more than 30 languages, sold more than three million copies, and received rave reviews.  Esquivel also wrote the screenplay for the film by the same name, which won an Academy Award in Mexico. In 1994, Like Water for Chocolate won the prestigious ABBY award, which is given annually by the American Booksellers Association to the book the members of the organization most enjoyed hand-selling.  Written in the magical realism genre, the title refers to a common expression in Mexico of a person at an emotion "boiling point" (Bloomsbury Review 1993).

THE BOOK:
The setting for the book is rural Mexico during the Mexican Revolution in the early 20th century.  The book opens with Tita, the main character, wanting to marry Pedro, but this wish is forbidden by her mother, Elena.  Pedro, in his quest to be close to Tita, agrees to marry her sister, Rosaura.  Tita, was raised in the kitchen with the cook, Nacha and each chapter opens with a recipe, which ties magic realism into the story.  For example, as Tita cries into the wedding cake batter, her feelings of longing and of lost love enter the cake.  As the guests eat the cake, they feel the same sentiments and soon everyone is crying.  The story continues like this, telling the story of Tita and Pedro's love.
 

OVERVIEW:
This unit will expose students to magic realism, with traces of mysticism, a genre popular with Hispanic authors.  It will discuss traditional family values of old Mexico, review the history of Mexico and go more in-depth into the Mexican Revolution, and review food vocabulary.
 

DISCLAIMERS and OTHER IMPORTANT NOTES:
1.  I have planned this unit to use with my Spanish Four class, however, I would not typically spend all 90 minutes of the block schedule working on this piece of literature.  These lesson plans would be used in conjunction with other activities or other mini-units.  This unit could easily be paired with food or Mexican history.

Day One:
*  Find recipes and show pictures of the food of Mexico.  What food do students typically think of as being Mexican?  Read aloud a recipe from the book to the students.  Ask for their initial reactions.  Is this similar to their expectations?  Is this something they would enjoy eating?  Brainstorm a list of food vocabulary and cooking related words.  Respond in journal, “What is your favorite food and why?”
*  Assignment:  Read chapters 1-2; Complete a DIA sheet *Click for an explanation

Day Two:
*  Read aloud sections of the book.  Discuss any issues which were raised from the first two chapters.  Go over the first FIT sheet as a class.  Begin to create a dictionary of cooking vocabulary used in the book. Write a shape poem of an object from the kitchen.
*  Assignment:  Read chapters 3-4; Complete a DIA sheet

Day Three:
*  Review the history of Mexican history.  Create a timeline of important events.  Discuss the Mexican Revolution and assign important figures to individuals to research.  (Library time tomorrow.)  Look in the first three chapters of the book for references to the revolution.  Next, ask students to pick a character from the book to play-act.  Set up a round circle or a stage.  Act out a talk show in the Jerry Springer style.  Interview characters from the book on how they feel about the marriage of Pedro and Rosaura.
*  Assignment:  Read chapters 5-7; Complete a DIA sheet

Day Four:
*  Watch a clip of Woman on Top and create a Venn diagram of similarities/differences to book.  Library time to research famous Mexican revolutionaries.  Students will present this information to the class in a short oral presentation tomorrow.
*  Assignment:  Read chapters 8-10; Complete a DIA sheet

Day Five:
*  Presentation of famous Mexican revolutionaries.  Discuss the previous night's reading.
*  Assignment:  Read chapters 11-12; Complete a DIA sheet; Visit a Mexican store or the Mexican section of the grocery store to look for ingredients to the recipes.

Day Six:
* Have students volunteer to act out a scene from the book.  Discuss the book's ending.  Did it end as the students expected?  How would they like to see it end?
* Journal:  Create an alternate ending for the book.

Day Seven:
* Give each student a video guide handout.  Students should break into small groups to discuss the pre-viewing questions and report back to the whole group.  Read through the rest of the questions as a class before beginning the movie.  Students should not write the answers to these questions while watching the movie, but be prepared to answer them afterwards.  Begin watching the movie, Like Water for Chocolate.

Day Eight:
* Finish the movie.  Assign groups to discuss differences between the book and movie.  Groups should answer each of the questions on the handout to present to the class.  Regroup as a class to discuss the similarities/differences.
* Assignment:  Each student should cook a dish to share with the class.

Day Nine:
* Eat!
 
 

From the North Carolina Standard Course of Study
Second Language Competencies
Level IV:
1.02 Ask and answer open-ended questions to seek and provide information and clarify meaning.
2.01 Demonstrate understanding of oral and written materials without complete reliance on formally learned vocabulary and structures.
2.04 Interpret and analyze main ideas and supporting details from longer oral passages from the target culture or from materials being studied in another class.
3.01 Compose narrations and detailed descriptions in present, past, and future time orally and in writing.
3.05 Explain a complex process incorporating detailed instructions.
4.04 Analyze and discuss historical and contemporary literature and the arts in order to understand the cultural practices and perspectives of the people of the target cultures.
4.05 Evaluate the impact of influential people and events, and their contributions to the global community.
6.04 Transfer information acquired in the foreign language class for use in other disciplines.
7.03 Visit places in person or via technology which provide opportunities to use the target and/or experience the target cultures.
7.06 View, listen to, and read various forms of media that utilize the target language and reflect the target cultures.

English Language Arts Competencies:
English I:
*  Goal 5  The learner will demonstrate understanding of various literary genres, concepts, elements, and terms.
English II:
*  Goal 1  The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.
*  Goal 2.01  Create responses that evaluate problems and offer solutions to a reader/listener
*  Goal 5  The learner will demonstrate understanding of selected world literature through interpretation and analysis.
English III:
*  Goal 2  The learner will inform an audience by using a variety of media to research and explain insights into language and culture.
 

This unit was created by Julie Dudgeon for ENGL 517 (Western Carolina University) and Dr. Mary Warner
Summer 2002
 

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A DIA sheet is an adaption of an idea created by Dr. James Nicholl, professor of English at Western Carolina University.  His idea, which is used in several classes, is called a FIT.  Students get credit for finding one Fact, developing one Interpretation, and creating one Tie-in to personal experience.  It is a simple assignment that encourages student participation, thought, and completion of the reading assignment.