Un viejo que leía novelas de amor Flashbacks Activity

Q: Where are the flashbacks in Un viejo que leía novelas de amor?

The main ones are in chapters 3 and 4 , which interrupt the present-day story to tell Antonio José's past: his wedding to Dolores in San Luis, their arrival in the Amazon, Dolores's death, life with the Shuar, Nushiño's death, and discovering he can read.

Q: How long does the flashback activity take, and when should I teach it?

Plan for 45 to 50 minutes . Ideally, do it right after chapter 4, while the memories are fresh, and review it when students finish the novel. If you're also teaching the character transformation activity, do this one first: students will already have Antonio José's life in order.

Q: How do I grade the flashback storyboard?

Check that each flashback is correctly identified , that the top row shows the present and the bottom row the past, and that the explanation says what the memory adds to our understanding of the character. Since it's pair work, have each partner write at least two of the explanations.

Q: What discussion questions can I use about the flashbacks?

Try: Why does the author start with the gringo's body instead of Antonio José's youth? Which memory best explains the way he hunts? Does your opinion of the old man change after chapters 3 and 4? The last one works well as a short written response.

Un viejo que leía novelas de amor - Flashbacks Example

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Lesson Plan Overview

Template and Class Instructions

Lesson Plan Overview

A flashback (in Spanish, analepsis) interrupts the action to tell something that happened earlier. Sepúlveda uses this device in Un viejo que leía novelas de amor: the story opens with a gringo's body on the dock in El Idilio, and only later, in chapters 3 and 4, do we learn about Antonio José's past.

In this activity, pairs create a two-row storyboard. On top, they illustrate the moment in the present when the memory begins; below, the memory itself and what it reveals about the character. Then they answer: why did the author choose to tell the old man's life story at that point rather than at the beginning?

With students learning Spanish, use the activity to review the preterite and the imperfect: the memories are full of completed actions and descriptions of the past.

Before You Begin

Suggested timing: after chapter 4, with a review at the end of the novel.
Time needed: 45 to 50 minutes.
Assessment: check that each flashback is correctly identified, that it is distinguished from the story's present, and that the explanation says what it adds to our understanding of the character.

Flashbacks in Un viejo que leía novelas de amor

FLASHBACK	WHAT IT REVEALS
The Wedding in San Luis	Antonio José and Dolores marry very young. Having no children, and the gossip that follows, push them to leave the highlands.
Arriving in the Amazon	They arrive in El Idilio as settlers, but the rains and disease defeat them. Dolores dies of malaria.
Life with the Shuar	The Shuar teach him to survive in the jungle. This explains how the old man can read an animal's tracks and wounds.
Nushiño's Death	Gold prospectors kill his friend. Antonio José avenges him without following the Shuar ritual and has to leave.
Discovering Reading	In old age, he discovers he can read and finds the romance novels that stay with him to the end.

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard that shows the flashbacks in Un viejo que leía novelas de amor.

Click "Use This Template" from the assignment.
In the top row, illustrate the moment in the present when each memory begins.
In the bottom row, illustrate the memory.
Write what each flashback reveals about Antonio José.
Save and submit your storyboard.

Un viejo que leía novelas de amor - Flashbacks Template

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Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Partner

Type of Activity: Flashback in Literature

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Lesson Plan Overview

With students learning Spanish, use the activity to review the preterite and the imperfect: the memories are full of completed actions and descriptions of the past.

Before You Begin

Suggested timing: after chapter 4, with a review at the end of the novel.
Time needed: 45 to 50 minutes.
Assessment: check that each flashback is correctly identified, that it is distinguished from the story's present, and that the explanation says what it adds to our understanding of the character.

Flashbacks in Un viejo que leía novelas de amor

FLASHBACK	WHAT IT REVEALS
The Wedding in San Luis	Antonio José and Dolores marry very young. Having no children, and the gossip that follows, push them to leave the highlands.
Arriving in the Amazon	They arrive in El Idilio as settlers, but the rains and disease defeat them. Dolores dies of malaria.
Life with the Shuar	The Shuar teach him to survive in the jungle. This explains how the old man can read an animal's tracks and wounds.
Nushiño's Death	Gold prospectors kill his friend. Antonio José avenges him without following the Shuar ritual and has to leave.
Discovering Reading	In old age, he discovers he can read and finds the romance novels that stay with him to the end.

Copy Activity

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard that shows the flashbacks in Un viejo que leía novelas de amor.

Click "Use This Template" from the assignment.
In the top row, illustrate the moment in the present when each memory begins.
In the bottom row, illustrate the memory.
Write what each flashback reveals about Antonio José.
Save and submit your storyboard.

More options

Copy This Storyboard

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Partner

Type of Activity: Flashback in Literature

Copy Activity

How to Teach the Flashbacks in Un viejo que leía novelas de amor

Mark where each memory begins

After chapter 4, have pairs find the exact sentence where the narration leaves the present and goes back to the past. That moment goes in the top row of the storyboard; the memory goes in the bottom row.

Draw a double timeline

On the board, draw two lines: the present (the gringo's body, the ocelot, the hunt) and the past (the wedding in San Luis, arriving in the Amazon, life with the Shuar). Students see how the novel jumps between them.

Ask what each memory reveals

For each flashback, pairs write what we learn about the character that we wouldn't know otherwise. For example, his life with the Shuar explains why the old man can read an animal's tracks and wounds.

Review the preterite and imperfect

The memories are full of completed actions and descriptions of the past. Have Spanish learners underline one example of each tense in the text; ask heritage speakers to explain why the author chose one or the other.

Discuss the author's choice

Close with the question: Why does Sepúlveda tell the old man's life story at that point and not at the beginning? Grade whether each flashback is correctly identified, distinguished from the present, and explained in terms of what it adds to the character.

Frequently Asked Questions about Flashbacks in Un viejo que leía novelas de amor

Where are the flashbacks in Un viejo que leía novelas de amor?

The main ones are in chapters 3 and 4, which interrupt the present-day story to tell Antonio José's past: his wedding to Dolores in San Luis, their arrival in the Amazon, Dolores's death, life with the Shuar, Nushiño's death, and discovering he can read.

How long does the flashback activity take, and when should I teach it?

Plan for 45 to 50 minutes. Ideally, do it right after chapter 4, while the memories are fresh, and review it when students finish the novel. If you're also teaching the character transformation activity, do this one first: students will already have Antonio José's life in order.

How do I grade the flashback storyboard?

Check that each flashback is correctly identified, that the top row shows the present and the bottom row the past, and that the explanation says what the memory adds to our understanding of the character. Since it's pair work, have each partner write at least two of the explanations.

How do I adapt the activity for Spanish learners and heritage speakers?

For learners, provide the flashback titles and accept one-sentence explanations in the past tense. For heritage speakers, have them find the signals in the text that mark the jump to the past, such as shifts in verb tense or time expressions, and copy them into their storyboard.

What discussion questions can I use about the flashbacks?

Try: Why does the author start with the gringo's body instead of Antonio José's youth? Which memory best explains the way he hunts? Does your opinion of the old man change after chapters 3 and 4? The last one works well as a short written response.