Exploring João Tordo

Overview

This 45-minute lesson is designed for 12th-grade students to engage deeply with the literary work As Três Vidas by João Tordo. The goal is to explore thematic elements, character analysis, and narrative structure through critical thinking, discussion, and writing, aligned with Common Core State Standards (CCSS) for English Language Arts.

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Learning Objectives

By the end of the lesson, students will be able to:

• Analyze the development of complex characters and their motivations within the narrative (CCSS.ELA-LITERACY.RL.11-12.3)
• Interpret themes and central ideas in a multicultural literary context (CCSS.ELA-LITERACY.RL.11-12.2)
• Cite strong and thorough textual evidence to support analysis (CCSS.ELA-LITERACY.RL.11-12.1)
• Produce clear and coherent written analysis reflecting understanding of the text (CCSS.ELA-LITERACY.W.11-12.2)
• Engage in collaborative discussions respecting diverse perspectives (CCSS.ELA-LITERACY.SL.11-12.1)

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Materials Needed

• Copies of selected excerpts from As Três Vidas by João Tordo (translated or original excerpts with glossary)
• Whiteboard and markers
• Student notebooks or digital devices for writing
• Chart paper or smartboard for group collaboration

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Standards Alignment

Standard Code	Description
CCSS.ELA-LITERACY.RL.11-12.1	Cite textual evidence to support analysis of literary texts
CCSS.ELA-LITERACY.RL.11-12.2	Determine central themes and ideas of a text
CCSS.ELA-LITERACY.RL.11-12.3	Analyze how complex characters develop over the course of the text
CCSS.ELA-LITERACY.W.11-12.2	Write informative/explanatory texts to examine and convey complex ideas
CCSS.ELA-LITERACY.SL.11-12.1	Initiate and participate effectively in a range of collaborative discussions

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Lesson Breakdown

1. Hook & Context (5 minutes)

• Begin with a brief introduction to João Tordo and the cultural context of As Três Vidas (Portuguese literature).
• Pose an opening question: What does “three lives” suggest about identity and personal change?
• Students jot down initial thoughts in their notebooks (2 min).

2. Reading and Close Analysis (15 minutes)

• Distribute selected excerpt(s) highlighting a pivotal moment or character development.
• Read aloud with student volunteers alternating paragraphs to deepen engagement.
• Pause to model think-alouds analyzing tone, symbolism, or character motivation.
• Students annotate their copies, marking evidence that supports the unfolding themes (e.g., identity, transformation).

3. Group Collaboration (12 minutes)

• Divide the class into 5 groups of ~7-8 students.
• Assign each group a question to discuss and chart, e.g.:
  • How do João Tordo’s characters embody the theme of “three lives”?
  • What literary techniques does Tordo use to reveal internal conflict?
  • How does the setting influence the mood and tone?
• Groups must cite specific textual evidence and prepare a 2-minute report.

4. Whole-Class Sharing (8 minutes)

• Each group presents their findings concisely.
• Teacher facilitates and synthesizes key points on the board.
• Highlight diverse interpretations and how they deepen the meaning of the text.

5. Exit Ticket Writing (5 minutes)

• Prompt: Write a brief analytical paragraph explaining how a specific character’s “three lives” reveal insights about change and identity.
• Students hand in their paragraphs for formative assessment.

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Assessment

• Formative: Observation of group discussions, annotations, and exit ticket paragraphs.
• Criteria: Accuracy of textual evidence, clarity of ideas, depth of analysis.

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Differentiation & Extensions

• For Advanced Students: Challenge them to compare themes in As Três Vidas with an American literary work exploring identity.
• For ELL or Struggling Readers: Provide a glossary of key Portuguese terms; pair with stronger readers.
• Extension: Assign a creative writing prompt where students write a short story exploring their own “three lives” concept.

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Teacher Reflection Tips

• Note student engagement during group discussions to gauge understanding of complex literary themes.
• Reflect on the effectiveness of cross-cultural literature in expanding students’ worldview.
• Consider follow-up lessons on narrative voice or comparative literary analysis tools.

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This lesson embeds rigorous critical thinking and textual analysis grounded firmly in the Common Core standards, while introducing students to international literature, thus broadening their linguistic and cultural competence in a relevant, engaging way.