Dreaming in Cuban by Cristina Garcia

Literature Lesson Plans - Sykalo Eugen 2024

Dreaming in Cuban by Cristina Garcia

Subject: English Literature, Latin American Literature, Women's Studies (can be adapted)

Grade Level: 11-12 (due to mature themes and complex narrative)

Time Allotment: 4-6 weeks

Learning Objectives:

  • Students will be able to analyze the themes of exile, identity, and the yearning for belonging across generations in a Cuban American family.
  • Students will be able to identify and interpret the significance of magical realism and the use of multiple narrators in the novel.
  • Students will be able to analyze the experiences of the female characters and the challenges they face in a patriarchal society.
  • Students will be able to evaluate the portrayal of pre-revolutionary Cuba, the impact of the revolution, and the complexities of exile.
  • Students will be able to discuss the novel's contribution to understanding the Cuban American experience and the challenges of cultural identity.

Materials:

  • Copies of "Dreaming in Cuban" by Cristina Garcia
  • Whiteboard/Projector
  • Markers/Pens
  • Chart paper or handout for note-taking
  • Map of Cuba (optional)
  • Images depicting Cuban culture (optional)

Lesson Procedures:

Week 1: Introduction and Cuban Identity

  1. Brainstorming: Begin by asking students what they know about Cuba and the Cuban American experience. Elicit responses and discuss the concept of exile and its impact on identity. Consider showing a map of Cuba (optional).
  2. Cristina Garcia and Dreaming in Cuban: Introduce Cristina Garcia as a prominent Cuban American writer and "Dreaming in Cuban" as a novel exploring the interconnected stories of a Cuban family navigating exile in the United States.

Weeks 2-3: Fragmented Lives and Magical Realism

  1. Reading and Analyzing: Divide the novel into manageable sections. After each section, students engage in close reading activities, focusing on the distinct narratives of Celia del Pino (the grandmother), Lourdes (the mother), and Pilar (the daughter).
  2. Multiple Narrators: Analyze the use of multiple narrators and how it contributes to a fragmented understanding of the characters' lives and the complexities of their experiences.
  3. Magical Realism: Discuss the use of magical realism and how it reflects the characters' cultural background and blurs the lines between reality and fantasy. Consider images depicting Cuban culture (optional).

Weeks 4-5: Exile, Revolution, and Loss

  1. Character Analysis: In small groups, students analyze the experiences of the female characters, particularly regarding exile, the loss of homeland, and their struggles to adapt to a new life in the United States.
  2. Pre-Revolutionary Cuba: Explore Celia's memories of pre-revolutionary Cuba and how they shape her perception of her identity and her relationship with her daughter.
  3. The Impact of the Revolution: Discuss the impact of the Cuban Revolution on the characters' lives and how it contributes to their sense of displacement and longing.

Week 6 (Optional):

  1. Creative Response: Students can choose a creative response activity, such as writing a letter from one character to another expressing their feelings and frustrations, creating a family tree depicting the characters' relationships and how they've been impacted by historical events, or writing a poem from the perspective of a character reflecting on loss and memory.
  2. Essay Writing: Students write an essay analyzing a specific theme or literary device (e.g., magical realism, multiple narrators) in the novel and its significance. The essay should consider Garcia's exploration of identity, exile, and the Cuban American experience to support their analysis.

Differentiation:

  • Provide pre-reading activities, chapter summaries, or audiobooks for struggling readers.
  • Offer extension activities for advanced readers, such as researching the history of Cuba and the Cuban Revolution or comparing "Dreaming in Cuban" with other works of literature that explore the theme of exile.
  • Modify assignments to cater to different learning styles (e.g., visual learners can create a timeline depicting the key events in the characters' lives)

Assessment:

  • Participation in class discussions and group activities
  • Quality of notes, presentations, and creative responses (if applicable)
  • Analysis of themes, magical realism, and the use of multiple narrators
  • Essay writing (if applicable)

Extension Activities:

  • Students can research the concept of cultural identity and its complexities in the context of exile and immigration.
  • Students can compare and contrast the portrayal of Cuba in "Dreaming in Cuban" with contemporary news reports or documentaries.
  • Students can explore the works of other Cuban American writers and analyze their contributions to understanding the Cuban American experience.