Chatham College Education Department

Lesson Plan Format

Subject: Language Arts – Reflection on Esther Tusquets’ The Same Sea As Every
Summer.
Grade Level: 11th Grade

PA STANDARD(S)
1.4.11. A Types of Writing GRADE 11
 Write short stories, poems and plays.
 Apply varying organizational methods.
 Use relevant illustrations.
 Utilize dialogue.
 Apply literary conflict.
 Include varying characteristics (e.g., from limerick to epic, from whimsical to dramatic).
 Include literary elements (Standard 1.3.11.B.).
 Use literary devices (Standard 1.3.11.C.).

NETS-S (ISTE) STANDARD(S)

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.

OBJECTIVE(S)
Students will achieve increased literacy by reflecting on The Same Sea As Every Summer.
Students will demonstrate an understanding of the writing styles used by Esther Tusquets
Students will begin working on a 3-5 page story “in the style of” Esther Tusquets

MATERIALS/RESOURCES
Audio equipment to play the podcast
Students will need writing implements or memory sticks to record the writing activity
Student Notebooks or laptop computers for the writing activity
A whiteboard or overhead projector to show students examples
Student copies of The Same Sea As Every Summer
Stream of consciousness handout:
http://www.neabigread.org/teachers_guides/handouts/thethiefandthedogs/thethiefandthed
ogs_handout_1.pdf

PROCEDURES

1. BEGINNING
Start class by listening to the class podcast: The Same Saab As Every Summer.
This podcast introduces the reflection activity on which we will begin to spend
our next several days of class. The podcast brings up the topics of intertextuality
and stream of consciousness writing as they pertain to Esther Tusquet’s. There is
 also a sample of the writing task I will ask the class to complete this week and a
glimpse of what they can expect for the subsequent assignment.

2. MIDDLE
After listening to the podcast, we will review intertextuality and writing in a
stream of consciousness style. The class will identify sections of Esther
Tusquet’s Same Sea As Every Summer that embody these techniques.

According to Merriam Webster’s online dictionary (http://www.merriam-

webster.com/dictionary/intertextuality), intertextuality is defined as “the complex
interrelationship between a text and other texts taken as basic to the creation or
interpretation of the text.” Given this definition, a good example of intertextuality
in Tusquets’ work would be her constant reference to fairy tales, especially in
regard to how closely they are linked to her narrator’s view of her changing
world. What other works of fiction use intertextuality? What authors have we
read write about writing or being a writer? Or sing about being a singer?
(Shakespeare, Bonfire Madigan)

Stream of consciousness handout:

http://www.neabigread.org/teachers_guides/handouts/thethiefandthedogs/thethiefa
ndthedogs_handout_1.pdf)

Also in referring to Merriam Webster’s online dictionary (http://www.merriam-

webster.com/dictionary/streamofconsciousness), stream of consciousness is
defined as “the continuous unedited chronological flow of conscious experience
through the mind.” Esther Tusquets’ uses this style to let the reader know
specifically what’s going on in the head of the narrator. Often, a sentence may
take up a half a page or more, and employs the frequent use of dashes, to set off
ideas, while keeping the flow of the general thought. Tusquets’ use of steam of
consciousness allows the reader to experience the world through the eyes of the
narrator. Does this style make the narrator more believable?

3. CLOSING
Ask students how they might incorporate stream of consciousness and
intertextuality into their own writing. Ask students what kind of ideas or things
they might write about and whether they feel the use of the writing techniques we
discussed today will help make the writing stronger. Ask the students to begin
prewriting for this assignment, by jotting their own stream of consciousness about
the topic on which they would like to write.

EVALUATION
Students will work on this assignment in class during subsequent days. This stage of the
assignment will be emailed to the teacher for comments and a grade. The student should
apply the concept of intertextuality and have the narrator make use of the stream of
consciousness style.
DIFFERENTIATED ACTIVITIES
Brainstorming groups will be useful for this activity. This would work by pairing 3-4
individuals with varying strengths and needs so that they could discuss topics and talk
about how they might use a prior class reading or favorite song to generate ideas that they
may then refer back to in their writing. This will especially allow for an enhanced
learning experience for the gifted student and could be useful way to incorporate some of
the extra help necessary for the IEP student.

PLAN B
If audio equipment is unavailable, I will verbally present the contents of the podcast and
ask them to refer to the actual podcast later at home when they have computer access or
are in study hall.

PLAN C
Presumably, or in a perfect world, the students will carry memory sticks, or jump drives
—I will copy the podcast for the students during the time I allow for class work, and send
them home with the copy. If I don’t finish them all, I can ask them to stop by the writing
lab to pick them up later.