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 as a unique country within northern South America and read a quotation about dreams by Gabriel García Márquez. 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, emphasizing that students will explore Colombian storytelling and culture. Facilitate a brief whole-class discussion of student responses to the quotation, highlighting ideas about dreams and stories and explaining that these themes will be revisited throughout the experience.
Students learn that storytelling (el cuento) is an important part of Colombian culture and listen as the teacher reads background information about Latin America’s oral tradition. They then watch the Colombian children’s folktale Pastorcita in English and post on a discussion wall comparing it to a familiar story they know, followed by a group discussion about the value of shared cultural stories.
Teacher MovesRead aloud the background paragraph on Latin American oral traditions to build context. Ensure students access and view the English version of the folktale, then prompt them to notice similarities to stories such as “Little Bo Peep.” Guide the class conversation about why shared stories matter within a culture and how they communicate values and traditions.
Students are introduced to Gabriel García Márquez as a major Colombian storyteller. They read a brief biography and watch the video García Márquez, Magical Realism Master to learn about his life, influence, and the concept of magical realism. Next, they read the first paragraph of “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, then reply to at least two classmates with questions or positive comments.
Teacher MovesDirect students to the Márquez biography and video, clarifying key points about his role in developing magical realism. Read the story paragraph aloud if needed, pausing to explain challenging vocabulary. After students post, highlight an interesting or exemplary response and use it to deepen discussion about how Márquez blends realistic detail with fantastical elements. Invite interested students to continue reading the full story from the provided resource.
Students conduct additional research on Colombian culture, choosing topics such as food, architecture, religious beliefs, celebrations and festivals, or music. They synthesize their findings into a report, which may be created directly in the discussion wall or using a digital tool (e.g., Prezi, Tiki-Toki, online presentation, Glogster) and then share a link. After posting, they review classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesSupport students in selecting focused research topics and locating appropriate sources on Colombian culture. Clarify expectations for the report’s content and format, including acceptable digital tools and how to share work. Monitor posts on the discussion wall, prompting students to provide specific, respectful feedback to peers and to make connections among different cultural elements they discover.
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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