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Bless Me, Ultima Unit
Essential Questions
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How do external factors shape the individual?
Why does an individual conform outwardly if he or she questions internally?
How does an individual find peace in a world of contradictions and competing ideas?
How does an individual find peace in a world of violence and death?
Major Learning Targets – Pre AP and Common Core Skills and Standards
a. Analyze the novel as an allegory* for an individual’s internal struggle and growth. (RL9-10.3 Analyze
how complex characters develop theme)
b. Respond to free response essay item similar to those that will appear on the AP English Literature
exam (RL 9-10.2 Determine a theme of a text/RL9-10.1 Textual evidence)
c. Offer a close read of Bless Me, Ultima and support all assertions and interpretations with direct
evidence from the text. (RL 9-10.2 Determine a central idea of a text /RL 9-10.4 Analyze impact of
figurative and connotative meanings, specific words, and tone/RL9-10.5 Analyze an author’s choices
with sentence structures).
*Allegory is a literary device in which characters or events in a literary, visual, or musical art form represent or symbolize
ideas and concepts.
End of Novel Major Assessment--Theme Analysis AP English Literature Essay Prompt
In Kate Chopin’s The Awakening (1899), protagonist Edna Pontellier is said to possess “that outward existence
which conforms, the inward life which questions.” Likewise, in Bless Me, Ultima, the protagonist Antonio
conforms outwardly while questioning inwardly. Write an essay in which you analyze how this tension
between outward conformity and inward questioning contributes to the meaning of the work as a whole.
Avoid a mere plot summary.
During Reading Post-It Notes
To uncover theme and be ready to answer the major assessment essay, please make the following types of
notes:
o
o
o
o
examples of conforming outwardly,
examples of questioning inwardly
other: contrasts /juxtaposition, repetition “again and again”, pivotal moments “aha moments”,
words from the wiser “life lesson offered by an older, wiser character).
On post-it note record page number, first few words from quote/passage, the type of note, and a thought you
had about the quote/passage.
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Other Assessments and Activities
1. Reading Response Entries
2. Reading Check Assessments (This means you will have a quiz/assessment with no warning over your
reading)
3. Passage Analysis Presentations
4. Passage Analysis Constructed Responses and/or Graphic Organizers (How FIDDS contributes to tone or
meaning?)
5. Small and whole group discussions-conversational roundtables, mystery envelops, and/or Socratic
seminars
Reading Section Schedule
Chapters 1-8
(Uno-Ocho)
Due
Thursday, October 8
Chapters 9-12 (Nueve-Doce)
Due
Thursday, October 12
Chapters 13-17 (Trece-Diecisiete)
Due
Wednesday, October 21
Chapter 18-22 (Dieceiocho-Veintidos)
Due
Tuesday, October 27
Also notes the following study tips:
On my website, you will find the following study aids: character lists, symbol lists, study guide questions, and Spanish to
English translations for novel.
***The best details and quotes for your essay will be from the whole novel and will be more than just pieces of dialogue
between two characters. Details and quotes that are mostly from dialogue reveal “quick” rather than close reading.***
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Bless Me, Ultima by Rudolfo Anaya
End of Novel Pre-AP Theme Analysis Essay Assessment – Final draft 100 points
(More points will be given for writing process items)
In Kate Chopin’s The Awakening (1899), protagonist Edna Pontellier is said to possess “that outward existence
which conforms, the inward life which questions.” Likewise, in Bless Me, Ultima, the protagonist Antonio
conforms outwardly while questioning inwardly. Write an essay in which you analyze how this tension between
outward conformity and inward questioning contributes to the meaning of the work as a whole. Avoid a mere
plot summary.
Prewriting
Please select one or more of the following before you begin outlining:
brainstorming, listing, clustering, charting, or freewriting. Use this space provided or a separate sheet of paper.
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Outline Template
Thesis (include universal theme statement):
Body Paragraph #1 Topic Sentence -
Supporting Details:
Body Paragraph #2 Topic Sentence -
Supporting Details:
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Body Paragraph #3 Topic Sentence -
Supporting Details:
Optional: Body Paragraph #4 Topic Sentence -
Supporting Details:
Concluding Thesis (with universal theme statement) restated in other words
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Pre-AP Literary Analysis Scoring Guide
1)
Ideas:
9-8
Significant and
insightful
understanding of the
text, its style, and
the essay question
I can perceptively
and insightfully
determine an ironic
meaning or theme
based on its
development over
the course of the
text.
2)
I can determine a
meaning or theme
with some insight
based on details
pulled from the
entire text.
5
Completes the task and
shows an
understanding of the
question but does so
on a superficial level;
states the obvious.
I can accurately
determine an obvious
meaning or theme
based on the majority
of the text.
4-3
Misses important ideas in the
text and/or summarizes or
paraphrases the text’s ideas
2-1
Minimal understanding of the
topic or the text, resulting in
frequent misinterpretations
I can determine a general or
obvious meaning or theme of
a text based on part of the
text.
I do not determine a clear
meaning or theme of a text
OR
OR
I may accurately summarize
the passage’s meaning or
theme instead of interpreting
a meaning or theme.
I provide a meaning or theme
that shows that I did not
understand or read the text.
Development A – Evidence/Quote Choices
9-8
Evidence is strong,
persuasive, and
abundant.
Quotes and details
demonstrate
attention to more
difficult or less
obvious parts of text
3)
7-6
Completes the task
of the essay; some
insights; less clarity
and precision than a
9-8
7-6
Evidence is mostly
persuasive and
abundant.
Quotes and details
occasionally
demonstrate
attention to more
difficult or less
obvious parts of text
5
Evidence lacks depth.
Quotes and details
demonstrate attention
to easier or more
obvious parts of text.
4-3
Evidence used lacks clarity
and/or accuracy or is not used
well to develop assertions.
Quotes and details
demonstrate attention to
easier or more obvious parts
of text and a superficial
reading, perhaps reading out
of context.
2-1
Little evidence is provided.
Quotes and details are minimal
and demonstrate little reading
of the text.
Development B – Explanations Evidence/Quote Choices and Relationship to Theme/Thesis
9-8
All evidence from the
text is followed by the
writer’s clear
explanations relating
quotes/details to the
thesis and showing the
relationship of chosen
details/quotes to one
another.
7-6
Most evidence from
the text is followed
by the writer’s clear
explanations relating
quotes/details to the
thesis.
5
Some evidence from the
text is followed by the
writer’s explanations
sometimes relating
quotes/details to the thesis.
4-3
Some evidence from the text
is followed by the writer’s
explanations, but the
explanations are unclear or
do not relate back to the
thesis.
2-1
Evidence has little writer
explanation following it.
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4)
Organization:
9-8
Sound, organic
organization growing
from the writer’s
purpose with thematic
and topical transitional
phrases.
5)
7-6
Sound organization
with thematic and
topical transitional
phrases.
5
Adequate and clear
organization with
predictable transition
words and phrases.
4-3
Somewhat clear organization
with predictable transition
words and phrases; reader
may be lost in some parts.
2-1
Unclear organization; little
to no transitional phrases or
words
5
Adequate diction and
syntax. More errors but
understanding of ideas
while reading is clear in
most parts of essay.
4-3
Inconsistent control of
diction and syntax. Errors
impede understanding for
the reader throughout the
most of the essay.
2-1
Diction is inaccurate, and
syntax is simplistic. Errors
impede understanding for
the reader throughout all of
the essay.
Style and Correctness
9-8
Articulate diction and
syntactic variety for
effect. Error-free and
reading is entirely
smooth for the reader.
7-6
Accurately used
diction and syntax;
lacks sophistication of
9-8. Few errors and
reading is mostly
smooth for the
reader.
AP Literary Analysis Scoring Scale
8-9=Significant understanding; well-developed; organized; stylistically mature 9=100-97%
8=96-90%
6-7=some insights; not as precise or developed as 8-9; generally well-written with some lapses in structure, sentence structure, or word choice
7=89-86%
6=85-80%
5= adequate understanding of question but obvious or literal; writing may be formulaic or underdeveloped in parts; acceptable writing style but
fairly simple
5=79-75%
3-4=relies on paraphrase or summary rather than complex interpretation; may demonstrate misunderstandings; underdeveloped in most parts of
the essay; may miss parts of the text; grammar mistakes may impede understanding
4=74-70%
3=69-60%
1-2=incomplete response and interpretation; little understanding of the topic; does not address question or assignment accurately
2=59-50%
Comments and writing goal:
1=49% and below
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STUDENT WRITER TROUBLESPOTS
Content of Literary Analysis
 Thesis/theme needed clarity. OR
Thesis/theme stated
obvious/seemed like summary
rather than interpretation and
inference. (see theme statement
handout)
 Organization needed transitioning.
OR Organization needed a clearer
flow of ideas.
 Major or significant details from the
text inadequately addressed,
incorrectly addressed, or not
addressed.
 Details not smoothly introduced:
the “I” of “IRE.” Quotes seem to be
“dropped” or inserted without a
clear set-up of the issue or point to
be addressed.
 “E” of “IRE” does not relate back to
the thesis in some parts. OR “E” of
“IRE” does not explain key words or
phrases from the quote or “R” to
show how you interpreted the line
as you did.
 Detail selection does not reflect a
thoughtful consideration of the
WHOLE novel. Details from only a
couple of places and not from end.
Details selection are obvious and/or
mostly from character dialogue.
Student’s Style
 Wordiness in some sentences
 Word(s) used incorrectly
 Sentences contain multiple punctuation,
grammar, and mechanics errors.
 Sentences lack variety or seem choppy.
 Repetitive ideas or word choice (and not
for literary effect or coherence)
 Lack of clarity when explaining ideas in
A) introduction
B) body paragraphs
C) conclusion
 Tone of essay seems inappropriate.
 Verb tenses shift and/or pronouns shift
making the reading confusing.
 Introduction and conclusion are simplistic
and lack voice/style.
 Introduction and conclusion do not have
author, title, thesis statements, or necessary
background information.
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