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High School Grade  Lesson 45 minutes

Quixotic Quest: Meet Don Quijote!

JUAN A
CCSS.ELA-Literacy.RL.11-12.9
CCSS.ELA-Literacy.RL.9-10.9
CCSS.ELA-Literacy.RL.11-12.5
Self Directed Learning
Academic Mindset
+ 1 more
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Purpose

Students will embark on a journey through Cervantes' 'Don Quijote de la Mancha' to explore themes of heroism, personal values, and cultural identity. Through project-based activities, students will critically analyze how storytelling shapes societal norms and individual ambitions. By engaging with the text's humor and satire, students will reflect on their own dreams and consider innovative approaches to addressing complex questions relevant to their communities. This experience fosters self-directed learning, academic mindset, and critical thinking, allowing students to connect literature to their personal and communal identities.

Learning goals

Students will explore how Don Quijote's journey challenges traditional notions of heroism and personal values, inspiring self-reflection on their own dreams and ambitions. They will analyze Cervantes' use of humor and satire to critique societal norms, enhancing their understanding of storytelling's role in shaping cultural identity. Through collaborative discussions and creative projects, students will develop critical thinking skills and engage in self-directed learning, fostering a sense of belonging and identity within the classroom community.
Standards
  • [Common Core] CCSS.ELA-Literacy.RL.11-12.9 - Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
  • [Common Core] CCSS.ELA-Literacy.RL.9-10.9 - Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
  • [Common Core] CCSS.ELA-Literacy.RL.11-12.5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.

Products

Students will create a visual storyboard that depicts key moments from Don Quijote's journey, highlighting themes of heroism and personal values. They will also write a reflective journal entry connecting Don Quijote's ambitions to their own dreams, discussing how storytelling shapes cultural identity. Additionally, students will produce a satirical skit or comic strip that critiques social norms using humor, inspired by Cervantes' techniques. These products will be shared in small groups for peer feedback and self-reflection.

Launch

Begin the lesson by inviting students to participate in a role-playing activity where they embody characters from 'Don Quijote de la Mancha.' Each student will choose a character and perform a brief scene that highlights the character's values and motivations. Afterward, facilitate a group discussion on how these characters challenge or reinforce societal norms, encouraging students to draw parallels to contemporary issues. This experiential activity will set the stage for exploring the essential questions and deeper themes of the text.

Exhibition

Students will create a multimedia presentation or digital storytelling project that explores the themes of heroism, dreams, and cultural identity in 'Don Quijote de la Mancha.' They will present their projects to peers and community members, highlighting how Cervantes' use of humor and satire critiques societal norms. This exhibition will include a reflective component where students discuss how Don Quijote's journey has influenced their perspectives on personal values and ambitions, fostering a sense of belonging and identity within the classroom community.