In this experience, students are introduced to the storytelling tradition of Latin America, particularly Colombia. They listen to a Colombian children’s folktale and compare it to one they know. Then they learn about Gabriel García Márquez and magical realism and read the first paragraph of one of Márquez’s stories. Finally, they do their own research to identify other elements of Colombian culture.
Students are introduced to the focus on Colombia and read a quotation by Gabriel García Márquez about pursuing dreams. They respond on a discussion wall to the prompt “What do you think he means?” and then talk with a nearby classmate about their interpretations.
Teacher MovesPresent the lesson overview and objectives, then display the Márquez quotation. Prompt students to share and compare their interpretations, and facilitate a brief whole-class discussion that surfaces key ideas about dreams and stories, explaining that they will explore these themes throughout the experience.
Students learn that storytelling (el cuento) is an important part of Colombian culture and hear a short description of Latin America’s oral tradition. They watch the Colombian children’s folktale Pastorcita in English and post on a discussion wall comparing it to a story or nursery rhyme they know, then discuss as a group the value of shared cultural stories.
Teacher MovesRead aloud the background paragraph on Latin American oral tradition, clarifying key ideas about how stories transmit values and roles across generations. After students view the folktale and post their comparisons, highlight likely connections to “Little Bo Peep” and guide a class discussion about why shared stories matter within a culture.
Students are introduced to Gabriel García Márquez and read a short biography and watch the video García Márquez, Magical Realism Master to learn about his life, influence, and the concept of magical realism. They then read the first paragraph of his story A Very Old Man with Enormous Wings and post on a discussion wall identifying which elements of the paragraph feel “magical” or fantastical rather than realistic. Afterward, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesIntroduce Márquez as a major Colombian author and father of magical realism, and, if needed, read the story paragraph aloud, pausing to explain vocabulary. Prompt students to focus on which details blend fantasy with realistic description in their wall posts. After students respond to one another, spotlight an interesting or exemplary answer in a brief class discussion and invite interested students to read the full story from the student pack.
Students conduct additional research on Colombian culture and create a brief report on one or more topics such as food, architecture, religious beliefs, celebrations and festivals, or music. They compose their report directly in the discussion wall or use a digital tool (for example, Prezi, Tiki-Toki, PowerPoint/Google Slides, Glogster, or another approved tool) and post a link. Students then review classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesClarify expectations for the research report, including acceptable topics, sources, and formats, and approve any alternative presentation tools students propose. Circulate to support students in locating reliable information and organizing their findings. After reports are posted, encourage constructive peer feedback and, if time allows, highlight a range of cultural elements that appear across student work to reinforce the diversity of Colombian culture.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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