Lara Hill's Lesson Plans for The House On Mango Street by Sandra Cisneros

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Here are my raw lesson plans from my unit of The House On Mango Street by Sandra Cisneros. Upon reflection, I think that I went a bit long on this unit, but there were so many things that could be done. I guess it comes down to the age old question of whether it all needs to be done…

If you have any questions on these lesson plans, please feel free to email me at lgchill@yahoo.com with the date of the lesson and your question. Peace to all, and happy teaching.

Lara Hill

http://lhillclasses.tripod.com

Freshman Honors English

Block 1

9/15/98

Lesson Objective:

Students will begin to look at how the author’s autobiographical information influences a text. Students will also look at strategies for handling compact language.

Rationale:

 

Teaching Materials:

bullet House On Mango Street
bullet Soft item to toss around for discussion
bullet "A House of my Own" – Interviews with Sandra Cisneros
bullet "A House of my Own" – question sheet.

Student Materials:

bullet House On Mango Street
bullet Journals

Teaching Procedure:

    1. Roll
    2. Pair Share: Discuss dreams for the future (homework)
    3. Discussion: Hackey-sack: Share partner’s dream for the future.
    4. Link into the House on Mango Street (the text) – "House of my Own" – based on Cisneros’ life.
    5. Have students read "House of my Own" silently.
    6. Answer questions on handout.
    7. Large Group Discussion: Kelley worked on tying into the open-ended questions) and showed how to deal with them and compact language through the analysis of "the hot-house flowers" and the "yellow weed."
    8. Read "The House on Mango Street" aloud.
    9. Review assignment.

Student Evaluation:

Students will work independently answering questions from an in-class reading and then actively participate in a discussion.

Assignment:

Choose one sentence from the first chapter in journal. Paraphrase the sentence. Write about the larger issue that sentence deals with and make a prediction of what will happen in Esperanza’s life with respect to the issue.

Hand out assignment for Dreams essay due on Thursday, September, 24, 1998.

 

Freshman Honors English

Block 1

9/18/98

Lesson Objective:

Students will interact with the reading in order to reach deeper into the meaning behind the words.

Rationale:

 

Teaching Materials:

bullet House On Mango Street

Student Materials:

bullet House On Mango Street

Teaching Procedure:

    1. Roll
    2. Go over question from quiz.
    3. Read "Hairs"
    4. Discussion: In the text, locate metaphors and similes. Analyze last sentence.
    5. Read Interactively: "Boys and Girls"
    6. At "The boys and girls live in separate worlds." – Freewrite: How old do you think Esperanza is? Why?
    7. At "They can’t be seen talking to girls." – Pairshare: Role-play dialogue that siblings might say inside the house and then outside the house.
    8. At "She can’t play with the Vargas kids…" – Brainstorm why Esperanza may feel this way about the Vargas kids.
    9. Review Assignment

Student Evaluation:

Students will actively engage in interactive reading and discussion.

Assignment:  Students will write in journal what are the characteristics that make a best friend.

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Freshman Honors English

Block 1

9/22/98

Lesson Objective:

Students will analyze in depth the links between names and identity. They will infer connections from different poems, from "Names" from The House on Mango Street, and from their own lives in order to determine the relationship between names and identity.

Rationale:

Students are focusing on issues of identity through the use of The House on Mango Street. By bringing in other material (including not only texts, but also the experiences of other students), the students will be able to see some different views regarding names in relation to a person’s identity.

Teaching Materials:

bullet 6 different poems about names and identity
bullet Shape cards for small group breakdown
bullet Poem: "Haciendo Apenas las Recollecíon"
bullet Music for Gallery Tour
bullet Sound for movement in Gallery Tour

Student Materials:

bullet Previous homework assignments: Definition of student’s name and Student’s name poem
bullet Students’ journals
bullet The House on Mango Street
bullet Pens / Pencils

Teaching Procedure:

    1. Freewrite: Poem: "Haciendo Apenas las Recollecíon"
    2. Gallery Tour: Name Poetry

      3. Students will receive shape card for their small group assignment.

      Students will rotate around 6 "pieces" in gallery as a group.

      Students will paraphrase each poem in their journals.

    3. (At seats) Freewrite: "Why did I choose these 6 poems? What connections do you see in the poems?"
    1. Read "Names" from The House on Mango Street aloud. 
    2. Small Groups:

    Students will share their name poems.

    Students will share meaning of name and / or how they were given their name.

    Students will share whether they would change their name if they could and answer why or why not.

    1. Large Group:

A student will volunteer definition of identity.

Students will discuss whether Esperanza’s name reflects her character.

"Why would Cisneros choose the protagonist’s name for this story?"

Students will discuss how a name reflects identity.

    1. Review assignment and response journal format.

Student Evaluation:  Students will actively participate in discussion concerning names and identity. Students will be able to apply connections of name and identity through the assignment.

Assignment:

Journal: Students will read "Salvador Late or Early" by Sandra Cisneros for homework and respond to a quote that reveals an aspect of Salvador’s identity in their journals.

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Freshman Honors English

Block 1

9/23/98

Lesson Objective:  Students will understand the rules of the library and will discover different resources available to them in the library.

Rationale:  Students need to understand the resources available in the library in order to be able to utilize those resources.

Teaching Materials:

bullet 6 different topics related to The House on Mango Street

prejudice, abuse, poverty, self-identity, immigration, gender issues

bullet Shape cards for small group breakdown

Student Materials:

bullet Students’ journals
bullet Notebooks / Pens

Teaching Procedure:

    1. Check journal assignment.
    2. Review procedure for library orientation.
    3. Break out into small groups.
    4. Assign topics for each group.
    5. Library Orientation

Student Evaluation:

Students will be responsible for creating a resource list for their group’s assigned topic and begin to look at some of the resources in detail.

Assignment:

Students will create an individual list of a minimum of 6 specific resources for their topic and write it in bibliography format. Students will also complete two library orientation sheets. This assignment will be turned in to the teacher at next class.

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Freshman Honors English

Block 1

9/24/98

Lesson Objective:  Students will work with Latin prefixes for vocabulary. Students will understand the sound effects used by the author of The House on Mango Street and they will analyze the use of the techniques and the effect that those techniques have on the reader.

Rationale:   Students will apply the learning of concepts such as alliteration, assonance and consonance to integrated text in order to support the acquisition of those concepts. They will also look critically at what the use of those effects do to the reader.

Teaching Materials:

bullet Transparencies of definitions of alliteration, assonance, consonance
bullet Boggle game materials (timer, boggle sheets, prefix cards)
bullet Prop for breaking into pairs – pair breakup
bullet Vocabulary assignment sheet
bullet Prizes for the most boggles
bullet Shape cards

Student Materials:

bullet The House on Mango Street
bullet Students’ journals - Notebooks / Pens
bullet Vocabulary Books

Teaching Procedure:

    1. Collect assignment. – Calm fears about assignment…
    2. Vocabulary Boggle Game – break into 6 teams using shape cards
    3. Predict possible definitions of prefixes by linking categories.
    4. Go over vocabulary assignment.
    5. Pair Assignments: (using some kind of prop)
    6. Large circle: "Can you guess what the rule is…" game

      7. Connections between the names of the members of the pairs

      Alliteration (Laura and Lee)

    7. Go over alliteration, consonance, and assonance with transparencies.
    1. Read "Our Good Day"
    2. Independent Work: Find examples in "Our Good Day" of alliteration, consonance, and assonance.
    3. Discuss what the sounds "do" to the reader – tie in meaning of the chapter.
    4. Review homework assignment.

 

Student Evaluation:  Students will be able to find examples of alliteration, assonance, and consonance in The House On Mango Street and other works and then discuss the affect that these techniques have on the reader. They will also be able to use these techniques in their own writing.

Assignment:  Students will take a poem that they like and find examples of alliteration, assonance, and / or consonance and write what affect these techniques have on them as readers. Use the response journal format. Vocabulary assignment for next Thursday – 10/1/98. Prepare for vocab quiz.

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Freshman Honors English

Block 1

Friday - 9/25/98

Lesson Objective:  Students will understand the sound effects used by the author of The House on Mango Street and they will begin to analyze the use of the techniques and the effect that those techniques have on the reader.

Rationale:   Students will apply the learning of concepts such as alliteration, assonance and consonance to integrated text in order to support the acquisition of those concepts.

Teaching Materials:

bullet Transparencies of definitions of alliteration, assonance, consonance
bullet Prop for breaking into pairs – pair breakup
bullet Shape cards

Student Materials:

bullet The House on Mango Street
bullet Students’ journals - Notebooks / Pens

Teaching Procedure:

    1. Freewrite: What does the term "identity" mean to you?
    2. Pair Assignments: (using some kind of prop) – 6 pairs (3 with alliteration, 3 without)
    3. Large circle: "Can you guess what the rule is…" game

Connections between the names of the members of the pairs

Alliteration (Laura and Lee)

Go over alliteration, consonance, and assonance with transparencies.

    1. Independent Work: Find examples in "Our Good Day" of alliteration, consonance, and assonance.
    2. Review homework assignment.

Student Evaluation:  Students will be able to find examples of alliteration, assonance, and consonance in The House On Mango Street and other works and then discuss the affect that these techniques have on the reader. They will also be able to use these techniques in their own writing.

Assignment:  Vocabulary will be due on Wednesday, 9/30/98

To be turned in: In "Our Good Day" – find 5 examples of alliteration, 2 of consonance and 2 of assonance.

Response Journal: Find a quote from a poem or song that uses alliteration of your own choice and respond to how that device makes you feel or understand about the text.

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Freshman Honors English

Block 1

Monday - 9/28/98

Lesson Objective:  Students will learn hyperbole and personification and begin to look critically at how these devices as well as the previous ones discussed (metaphor, simile, and alliteration) work with the meaning to help the reader understand the text at a deeper level.

Rationale:

Teaching Materials:

bullet Transparencies of definitions of hyperbole and personification
bullet Transparency of Device Chart

Literary Device Quote from Mango Interpretation / effect

bullet Shape cards
bullet Quiz on alliteration, consonance, and assonance

Student Materials:

bullet The House on Mango Street
bullet Students’ journals - Notebooks / Pens

Teaching Procedure:

    1. Check homework / return graded work
    2. Surprise quiz
    3. Notes on Devices: Hyperbole and Personification
    4. Small Group: Fill out device chart
    5. Review homework

 

Student Evaluation:   Students will actively participate in discussion on devices. Students will do well on quiz.

Assignment:  Vocabulary will be due on Wednesday, 9/30/98

Read pgs. 19 – 30

Find one quote that stands out from reading and respond to it. Look at any devices that might be used and write about how the devices affect you and your understanding of the text.

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Freshman Honors English

Block 1

Tuesday - 9/29/98

Lesson Objective:  Students will look more critically at how literary devices work with the meaning to help the reader understand the text at a deeper level. Students will continue to interact with text.

Rationale:

Teaching Materials:

bullet Transparency of Device Chart

Literary Device Quote from Mango Interpretation / effect

bullet Shape cards
bullet Pretty Woman movie

Student Materials:

bullet The House on Mango Street
bullet Students’ journals - Notebooks / Pens

Teaching Procedure:

    1. Check Homework
    2. Read "Our Good Day" aloud.
    3. Back into small groups from day before. Prepare to share with whole group.
    4. Large Group: Share findings from each small group. Discuss interpretations.
    5. Link to rest of text.
    6. Go over extra credit.
    7. Show portion of "Pretty Woman" where protagonist is looked down upon while shopping.
    8. Read aloud "Gil’s bought and sold…"
    9. Freewrite:
    10. Large Group Discussion
    11. Review homework

 

Student Evaluation:  Students will actively participate in discussion.

Assignment:  Vocabulary will be due on Wednesday, 9/30/98

In Journal: Write about a time when you may have felt embarrassed. Write in the third person as if you are telling a short story. Minimum of 2 journal pages.

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Freshman Honors English

Block 1

Wednesday - 9/30/98

Lesson Objective:  Students will synthesize issues surrounding discrimination from 3 different sources in connection with their reading of "Gil’s Used Bought and Sold"

Rationale:

Teaching Materials:

bullet Shape cards
bullet White paper

Student Materials:

bullet The House on Mango Street
bullet Students’ journals - Notebooks / Pens

Teaching Procedure:

    1. Roll / Collect vocabulary assignment.
    2. Freewrite: "How can discrimination be dangerous?"
    3. Make "Appointment Clock"
    4. Pairshare (using appointment clock): Share your discrimination / embarrassment story with partner.
    5. Small Groups: Find similarities between discrimination from Vivian (Pretty Woman), Esperanza’s experience in "Gil’s Used Bought and Sold" and from shared stories. Find How and where discrimination occurs / Feelings when discriminated against / Effects of Discrimination.
    6. Large Group: List them out on easel.
    7. Review assignment.

 

Student Evaluation:  Students will actively participate in discussion and will be able to find similarities between different experiences of discrimination.

Assignment:

In journal: Write (2 pages) of the effects of discrimination. Tie in one example from Pretty Woman clip, vignette, and / or shared stories.

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Freshman Honors English

Block 1

Monday - 10/5/98

Lesson Objective:  Students will demonstrate teamwork and understanding of group focus and pass on that knowledge to their classmates in mini-lessons on 6 chapters from Mango Street.

Rationale:

Teaching Materials:

bullet Grading Rubric Copies
bullet Camera
bullet Video Camera?

Student Materials:

bullet Assessment of Group Effort – 1 page
bullet Individual Task – Write a vignette… - 3 pages
bullet Supplies needed for lesson

Teaching Procedure:

    1. Do Now: What makes a good teacher? Has your group included those things into your lesson?
    2. Collect Journals
    3. Group 1’s Lesson
    4. Group 2’s Lesson
    5. Group 3’s Lesson
    6. Group 4’s Lesson
    7. Remind class about vocabulary assignment due on Wednesday, October 7, 1998.

Student Evaluation:

Students will learn from each other.

Assignment:

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Freshman Honors English

Block 1

Tuesday - 10/6/98 – Shortened Periods for HSPT

Lesson Objective:  Students will demonstrate teamwork and understanding of group focus and pass on that knowledge to their classmates in mini-lessons on 6 chapters from Mango Street.

Rationale:

Teaching Materials:

bullet Grading Rubric Copies
bullet Camera
bullet Video Camera?

Student Materials:

bullet Supplies needed for lesson

Teaching Procedure:

    1. Group 5’s lesson

Student Evaluation:

Students will learn from each other.

Assignment:

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Freshman Honors English

Block 1

Wednesday - 10/7/98 – Shortened Periods for HSPT

Lesson Objective:  Students will demonstrate teamwork and understanding of group focus and pass on that knowledge to their classmates in mini-lessons on 6 chapters from Mango Street.

Rationale:

Teaching Materials:

bullet Grading Rubric Copies
bullet Camera
bullet Video Camera?

Student Materials:

bullet Supplies needed for lesson
bullet Vocabulary Assignment

Teaching Procedure:

1. Do Now: / Collect Vocabulary Assignment

    1. Group 6’s lesson
    2. Reminder about bringing vocabulary book

Student Evaluation:

Students will learn from each other.

Assignment:

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Freshman Honors English

Block 1

Thursday - 10/8/98 – Shortened Periods for HSPT

Lesson Objective:  Students will show their knowledge of the assigned vocabulary.

Rationale:

Teaching Materials:

bullet Vocabulary Quiz
bullet Journals Returned
bullet Vocabulary Boggle Sheets

Student Materials:

bullet Vocabulary books

Teaching Procedure:

    1. Do Now: Write as many words as you can that start with: / Return Journals
    2. Vocabulary Quiz
    3. Give out Vocabulary assignment for next week.
    4. Vocabulary Crossword puzzle

Student Evaluation:  Students will complete vocabulary work and do well on vocabulary quiz.

Assignment:  Read pgs. 31 - 48

Journal: Response Journal – choose 1 quote from reading and respond to it. 2 pages

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Freshman Honors English

Block 1

Tuesday - 10/13/98

Lesson Objective:  Students will review for upcoming assessment by generating their own possible assessment questions.

Rationale:

Teaching Materials:

bullet Transparency: Choose 1 chapter other than your group’s chapter and answer the following: Write why you believe Cisneros included this chapter? Why is it necessary to the story? Consider 1 character from this chapter and list the factors that affect their identity.
bullet Grading rubrics of group / individual work and material returned.

Student Materials:

bullet  

Teaching Procedure:

    1. Do Now: How do you think your group did on their presentation? Grade your group’s effort out of a total of 40 minutes.
    2. Interim Grades handed out. Announcement about Mango test (through pg. 64).
    3. Small groups: Have groups find one essential point that the other students must have learned from your lesson. Come up with one question about that point.
    4. Large group: Review for the test using the questions from each group.
    5. Remind students to study literary devices and their notes. Also place on overhead a transparency with a possible in depth question to help students review for the test.
    6. Independent review.
    7. Review assignment.

Student Evaluation:

Students will actively engage in discussion and each group will create a valuable assessment question.

Assignment:

Review for test.

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Freshman Honors English

Block 1

Wednesday - 10/14/98

Lesson Objective:  Students will be assessed to determine their understanding of the novel.

Rationale:

Teaching Materials:

bullet copies of the test
bullet three-hole loose leaf paper
bullet instructions for the substitute

Student Materials:

bullet House on Mango Street text
bullet Individual Mango assignment

Teaching Procedure:

    1. Do Now: So far, who is your favorite character from Mango Street and why? / Collect Homework (Vocabulary assignment and Mango individual assignment)
    2. Instructions for test
    3. Test
    4. Collect test

 

Student Evaluation:

The test will reveal the students’ understanding of the text.

Assignment:

NONE

 

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Freshman Honors English

Block 1

Thursday - 10/15/98

Lesson Objective:  Students will be assessed on their vocabulary prefixes. Students will begin to understand the definitions of the next prefixes. Students will also begin to comprehend and sympathize with issues surrounding immigrants.

Rationale:

Teaching Materials:

bullet Vocab quiz
bullet Vocab assignment due 10/20
bullet Vocab Boggle sheets
bullet Prefix cards
bullet "Mystery Patient" article
bullet House On Mango Street text

Student Materials:

bullet House on Mango Street text

Teaching Procedure:

    1. Vocabulary quiz
    2. Vocabulary Boggle for next assignment
    3. Review new prefixes
    4. Independent reading of "Mystery Patient" article / Journal question: "How much do you think a person’s name has to do with their identity? Use examples from the article to support your opinion."
    5. Large Group: Discuss journal question
    6. Read "Geraldo No Last Name" in unison
    7. Popcorn reading: Choose one line or phrase from the chapter and speak it when you wish
    8. Review assignment.

Student Evaluation:

Students will complete the vocabulary quiz to determine their knowledge of key prefixes. Students will actively engage in discussion and complete assignment.

Assignment:

Journal: Write a letter to Geraldo’s mother as if Marin was writing in her own diary. Use first person.

 

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Freshman Honors English

Block 1

Friday - 10/16/98 – HSPA modified schedule

Lesson Objective:  Students will further their understanding of immigrants in order for them to be able to sympathize with the characters. Students will also complete their House on Mango Street test.

Rationale:

Teaching Materials:

bullet copies of the test
bullet three-hole loose leaf paper

Student Materials:

bullet House on Mango Street text

Teaching Procedure:

    1. Do Now: List as many words as you can that come into your mind when you think of the word "immigrant." Use some sort of visual graphic, like a brain map to list your ideas.
    2. Review assignment for weekend "Immigrants" article and worksheet.
    3. Hand back tests and allow the students to continue to work on their test.
    4. Students will return tests as they finish and then begin to do weekend assignment.

Student Evaluation:  The test will reveal the students’ understanding of the text. Students will complete assignment.

Assignment:  Immigrant test

Vocab due Wednesday, 10/20/98

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Freshman Honors English

Block 1

Monday - 10/19/98

Lesson Objective:   Students will actively engage in reading of Mango Street in order to come to a deeper sympathy and knowledge of immigrant life.

Rationale:

Teaching Materials:

bullet Immigrant Hand out
bullet Mango Street

Student Materials:

bullet  

Teaching Procedure:

    1. Do Now: Write about a time when you did not understand what a person was saying to you. How did it make you feel. / Collect Work / Return Work
    2. Sign Language activity: Demonstrate what it feels like to not be able to understand someone. Teacher will sign a few sentences to students and at the end of the speech ask the students if they understand what was said, then they should stand up.
    3. Large Group Discussion: What did I say? How did you feel?
    4. Link to "No Speak English."
    5. Read aloud "No Speak English"
    6. Discussion on the emotions that would go through the mother’s mind watching her son speak another language.
    7. Freewrite: Imagine you are Mamacita’s child 20 years from now. Write a letter to your mother about your childhood revealing what happened next. Have some students volunteer to share with the class.
    8. Review Assignment

Student Evaluation:

Assignment:  Immigration article hand out

Journal - finish letter

Read pps. 67-78.

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Freshman Honors English

Block 1

Tuesday - 10/20/98

Lesson Objective:  Students will understand the concept of fallibility and reliability of the narrator. Students will also look at the power of an allusion in a text by looking at the inclusion of "The Walrus and the Carpenter" in "Edna’s Ruthie."

Rationale:

Teaching Materials:

bullet copies of "The Walrus and the Carpenter"
bullet Mango Street
bullet Jabberwocky transparency

Student Materials:

bullet  

Teaching Procedure:

    1. Do Now: Read "Jabberwocky." What does this poem mean? Take 3 nonsense words and make up definitions for them. / Collect HW
    2. Volunteer definitions - Link to nonsense writing. Why write nonsense?
    3. Read "The Walrus and the Carpenter" aloud.
    4. Explain group work. Break into small groups, hand out copies of the "The Walrus and the Carpenter". Find the oddities in the poem. Find those things that don’t make sense.
    5. Large Group discussion
    6. Link tricking of oysters in "The Walrus and the Carpenter" to reliability / fallibility of Narrator. Explain that narrators don’t have to know all. Remind the class of "Louie, Louie’s Cousin, and Louie’s other cousin"
    7. Read "Edna’s Ruthie". Large Group discussion: How much does Esperanza understand about Ruthie? What is the matter with Ruthie? DO you believe that Ruthie "wrote children’s books once?" Point out allusion of "The Walrus and the Carpenter."
    8. Freewrite: What oddities do you see regarding Ruthie.
    9. Large Group Discussion: Why did Cisneros choose "Walrus" for the poem Esperanza reads?

Student Evaluation:

Assignment:

Create a collage that reveals some of the oddities / find the things that don’t make sense.

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Freshman Honors English

Block 1

Wednesday - 10/21/98

Lesson Objective:

Students

Rationale:

Teaching Materials:

bullet shape cards
bullet scissors
bullet construction paper
bullet markers
bullet glue sticks

Student Materials:

bullet  

Teaching Procedure:

    1. Do Now: What things make a relationship a positive one? / Collect vocabulary.
    2. Large Group Discussion: Relationships
    3. Small Group: Explain group work. Each group will have one vignette to focus on. They will write what Cisneros is trying to say about relationships between men and women in that vignette. They will also list ways that women are characterized in the vignette. This will be written in large print to share with the class. They will then work as a group to create a picture of what one of the women in the vignette would look like.

The Earl of Tennessee

Sire

Rafaela…

Sally

Beautiful & Cruel

A Smart Choice

    1. Closure discussion
    2. Review assignment

Student Evaluation:

Assignment:

Write a letter to your parents stating:

  1. What do you believe is the most important thing you have learned so far in this course? Explain why you made this choice.
  2. What are you hoping to gain from the rest of this class? What do you want to take out of this course?
  3. How can your parents, teachers and yourself help you with your goal?

Read pps. 92-98

Bring name tags

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Freshman Honors English

Block 1

Thursday - 10/21/98 - Parent’s Night

Lesson Objective:

 

Rationale:

Teaching Materials:

bullet Venn diagrams
bullet Vocabulary Quiz
bullet copies of "Sisters" short story
bullet Mango Street

Student Materials:

bullet  

Teaching Procedure:

    1. Collect letter to parent’s / Name Tags
    2. Vocabulary Quiz
    3. Go over Vocabulary Review assignment for Latin Prefixes.

Write each prefix from pps. 106-142 and its definition. Create a visual chart classifying the prefixes into different categories. - Due 10/28/98

    1. Link to day before. Gallery tour of group work on Male / Female relationships. Review in light of how these things affect identity.
    2. Link to specific kind of male / female relationship.
    3. Read "Sisters" independently. In journal: Do you think the father did the right thing?
    4. Large Group Discussion: Volunteer opinions.
    5. Read "What Sally Said."
    6. Independent: Work on similarities and differences between two using Venn diagram sheet.
    7. Large Group Discussion.
    8. Review assignment.

Student Evaluation:

Assignment:

In Journal: Response journal format: Choose a line or phrase in "Sisters" or "What Sally Said" and take 2 pages to respond to it.

Finish the book.

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Freshman Honors English

Block 1

Friday - 10/23/98

Lesson Objective:

 

Rationale:

Teaching Materials:

bullet Mango Street
bullet "Sisters"
bullet "Monkey Garden" activity sheet

Student Materials:

bullet Response journal

Teaching Procedure:

    1. Do now: In journal: Write a review for The House on Mango Street. Support your opinion from the text.
    2. Announcements: Postponed test, Parent’s Night
    3. Popcorn Reading: Speak your phrase from response journal from night before as you feel led. You may repeat your phrase.
    4. Discussion from response journal and popcorn reading.
    5. Link to male / female and coming of age.
    6. Independent activity: Monkey Garden worksheets
    7. Review assignment

Student Evaluation:

Assignment:

Write a letter as Esperanza’s mother to her friend or sister explaining how Esperanza has been coming of age. Cite 3 specific examples from the book in your letter. Explain how they tie in to her growth.

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Freshman Honors

Block 1

Monday - 10/26/98

Lesson Objective:

Students will look at how expectations that are not achieved can affect growth. Students will also make predictions about what will happen to Esperanza in the future based on what they have learned about her character from the novel.

Rationale:

Teaching Materials:

Pair share ditto

"No…!" poem

Mango book

Students Materials:

Letters from Friday homework.

Teaching Procedure:

    1. Do Now: Freewrite: Do you believe that you have grown from reading Mango? Has this book, this character, this story - affected you? NOT in journal.
    2. Have three volunteers read their letters from homework in front of the class.
    3. Link: Discuss "Red Clowns" in light of Esperanza’s growing up. "Happiness equals Expectations - Reality" - What does this mean? Read "Red Clowns" and "No…!" Tie in perception to the sexual awakening. How does this experience affect Esperanza’s perception?
    4. Link to "Saying Goodbye to Mango" - Read the following and answer the questions in a pair share. The aunt and Alicia tell Esperanza that she "…must remember to come back." - Why should Esperanza come back? The aunt and Alicia both state that Esperanza "will always be Mango Street." Why do you believe they tell Esperanza this? Esperanza makes reference to her paper and writing. How does writing tie into these quotes. Hint: Look at "Mango Says Goodbye Sometimes."
    1. Freewrite & Large Group Discussion: Based on what you discovered, what do you think will happen in Esperanza’s life 20 years later.
    2. Review assignment

Assignment:

Create three discussion questions that have some depth to share in book groups. One question must tie into identity.

Take review from class work on Friday and tidy it up for discussion on Tuesday. Make sure that your opinion is supported from the text.

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Read the following and answer the questions as a pair.

  1. The aunt and Alicia tell Esperanza that she "…must remember to come back." - Why should Esperanza come back?
  2. The aunt and Alicia both state that Esperanza "will always be Mango Street." Why do you believe they tell Esperanza this?
  3. Esperanza makes reference to her paper and writing. How does writing tie into these quotes. Hint: Look at "Mango Says Goodbye Sometimes."
bullet "When you leave you must remember to come back for the others. A circle, understand? You will always be Esperanza. You will always be Mango Street. You can’t erase what you know. You can’t forget who you are… You must remember to come back. For the ones who cannot leave as easily as you. You will remember?" - The Aunt with the marble hands, pg. 105
bullet "No, Alicia says. Like it or not you are Mango Street, and one day you’ll come back too. / Not me. Not until somebody makes it better. / Who’s going to do it? The mayor?" - Alicia and Esperanza, pg. 107.
bullet "I put it down on paper and then the ghost does not ache so much. I write it down and Mango says goodbye sometimes. She does not hold me with both arms. She sets me free. / One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away. / Friends and neighbors will say, What happened to that Esperanza? Where did she go with all those books and paper? Why did she march so far away? / They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out." - Esperanza at end, pg. 110

Read the following and answer the questions as a pair.

  1. The aunt and Alicia tell Esperanza that she "…must remember to come back." - Why should Esperanza come back?
  2. The aunt and Alicia both state that Esperanza "will always be Mango Street." Why do you believe they tell Esperanza this?
  3. Esperanza makes reference to her paper and writing. How does writing tie into these quotes. Hint: Look at "Mango Says Goodbye Sometimes."
bullet "When you leave you must remember to come back for the others. A circle, understand? You will always be Esperanza. You will always be Mango Street. You can’t erase what you know. You can’t forget who you are… You must remember to come back. For the ones who cannot leave as easily as you. You will remember?" - The Aunt with the marble hands, pg. 105
bullet "No, Alicia says. Like it or not you are Mango Street, and one day you’ll come back too. / Not me. Not until somebody makes it better. / Who’s going to do it? The mayor?" - Alicia and Esperanza, pg. 107.
bullet "I put it down on paper and then the ghost does not ache so much. I write it down and Mango says goodbye sometimes. She does not hold me with both arms. She sets me free. / One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away. / Friends and neighbors will say, What happened to that Esperanza? Where did she go with all those books and paper? Why did she march so far away? / They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out." - Esperanza at end, pg. 110

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Freshman Honors

Block 1

Tuesday - 10/27/98

Lesson Objective:

Students will review what they have learned about the life and literature from The House On Mango Street through book club discussion groups. Students will also review for the test.

Rationale:

Teaching Materials:

bullet Group breakdown
bullet House on Mango Street text
bullet Student tests - graded

Student Materials:

bullet Three questions that they have from the text. At least one should focus on identity.

Teaching Procedure:

    1. Do Now: As you receive your book club group assignments and the topic, create one more discussion question about the topic. Choose your favorite questions for the group.
    2. Announcements: Returned test - use as a review, can bring book, place journals in the back of the class.
    3. Explain the book club format: Read reviews first, 5 minute open forum about reviews, discussion questions. See sheet.
    4. Fishbowl discussion: Explain fishbowl. Group will come up front and have discussion following the book club format. There will be 2 extra chairs to allow for hot seat questions / comments from audience members.

Identity and Male / Female relationships

Identity and Heritage

Identity and Coming of Age

    1. Closure: Have you learned anything new in your book club group that you think is important for the rest of the class to know.
    2. Review assignment: Remind students about test and link work from the day to that. Remind them that vocabulary assignment is due.

Assignment:

Vocabulary Review assignment.

Prepare for essay test on Mango.

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Freshman Honors

Block 1

Wednesday - 10/28/98

Lesson Objective:

Students will be assessed on their understanding of their understanding of the concept of identity in relation to The House on Mango Street. Students will also review for vocabulary test for next day.

 

Rationale:

Teaching Materials:

bullet Essay test

 

Teaching Procedure:

    1. Collect Vocabulary homework, but not the visual diagram.
    2. Break into small groups: Show visual diagram to group and explain your categories.
    3. Remind students to study for vocabulary test and bring visual diagram for entrance to "exam." Remind them about extra credit.
    4. Essay test on Mango test.

Possible questions: Throughout The House of Mango Street, Cisneros’ narrator describes herself from two points of view: as she sees herself and as she believes others see her. We can find an example of this in "My Name": "At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth." Where else in the book does Cisneros convey this dual consciousness? Use these examples to support how she sees her own identity and how she thinks others perceive her. Use three examples to support her own perception of her identity and three examples to support how she thinks others perceive her. How does this sense of two identities affect her?

Extra credit question: Esperanza describes the "Four Skinny Trees" as "four who do not belong here but are here." How does this description reflect her own sense of her identity? Use specific references to the text in your essay.

Assignment:

Study for Vocabulary Test. Remind that extra credit vocabulary words are due by tomorrow.

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Freshman Honors

Block 1

Thursday - 10/29/98

Lesson Objective:

Students will be assessed on their understanding of the Latin prefixes covered. Students will begin to understand the task to be completed as a class on Mango Street on the class web page.

Rationale:

Teaching Materials:

bullet Vocabulary Test
bullet Assignment sheet for Web page
bullet Breakout sections
bullet Return journals

Teaching Procedure:

    1. Do Now:
    2. Collect Extra credit.
    3. Vocabulary Test
    4. Revise essay from the day before.
    5. Students choose interest groups for Web Page project.

Assignment:

Students can bring treats for class.

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Freshman Honors

Block 1

Friday - 10/30/98

Lesson Objective:

Students will focus on their group’s task for the web page project to publish their information about Mango Street. Students will focus on teamwork and choices for publishing and revision.

Rationale:

Teaching Materials:

bullet snacks
bullet Small group breakdown
bullet examples of good web sites
bullet reader’s checklist

Teaching Procedure:

    1. Do Now:
    2. Teach what is necessary for a good Web Page.
    3. Explain group task - Students will work together in their small groups deciding on 3-4 subtopics for individual focus. Students will also decide what "product" will work for that subtopic.
    4. Small group work
    5. Review assignment.

Assignment:

Write a well-written, informative introduction for your subtopic.

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Freshman Honors

Block 1

Monday - 11/2/98

Lesson Objective:

Students will look at the connections between their subtopics in order to support connectivity in the web site. Students will realize the reason why revision is so important in a practical way. Students will also create their own revision rubric for the products that they will be using for the web site.

Rationale:

Teaching Materials:

bullet deck of cards
bullet lemon juice
bullet sugar
bullet spoons
bullet water
bullet cups
bullet string

Teaching Procedure:

    1. Do Now:
    2. Web Circle: Students will share their subtopic do now and make a connection between their subtopic do now and the person’s before. Students will toss a ball of string to the next student.
    3. Independent work: Students will finalize their choice of product and finalize the mechanism for receiving that information. Students need to consider: level of effort, how will you get the information, how many products do you want, and how will you decide which products you will keep.
    4. Assignment round robin: What is needed when for whom…

Assignment:

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Freshman Honors

Block 1

Tuesday - 11/3/98

Lesson Objective:

Students will look at the factors involved in revision. They will publish their writing for the various assignments required for the web site, incorporating the factors that affect good revisions.

Rationale:

Teaching Materials:

bullet access key to C-111
bullet graded work

Teaching Procedure:

    1. Do Now: What factors are important to consider when revising a piece of writing? / Return work.
    2. Large Group Discussion: What factors are important?
    3. Assignment Round Robin – 15 minutes to make sure you get the products you need.
    4. Review activity to be completed on the computers.
    5. Go to writing lab
    6. Explain login procedure.
    7. Help students work on their typing.
    8. Type introduction to section – save as – intro####.doc - #### = id number
    9. Explain the location where the students need to save the information and the way it should be saved.

Assignment:

Print out the work you did in typing and revise – keeping in mind the factors that are required for good revision. Finish typing of introduction and revise.

Students should come right to C-111 for next day.

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Freshman Honors

Block 1

Wednesday - 11/4/98

Lesson Objective:

Students will continue to prepare their work and revise it for the web page.

Rationale:

Teaching Materials:

bullet access key to C-111

Teaching Procedure:

    1. Students will meet at C-111.
    2. Review procedures / rules.
    3. Turn in Introductions to diskette.
    4. Finish assignments to be typed.
    5. Revise, print out and place on diskettes.

Assignment:

Make sure all assignments are ready for web site.

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Freshman Honors

Block 1

Thursday - 11/5/98

Lesson Objective:

Students will witness on a first-hand basis, the reasons that revising is so important when creating a product by connecting the making of lemonade for someone else until it is just right and the creating of a piece of writing for publication.

Rationale:

Teaching Materials:

bullet access key to C-111
bullet Folders for students
bullet Large paper
bullet Transparency example of checklist chart

Teaching Procedure:

    1. Do Now: As students come in, they must put the hard copies of their web information into the group’s file. List the qualities that you are looking for in the examples given to you by the class members. Be specific for your assignment.
    2. Announcements: Commend them on a job well done. – Kelley. Lara: Find out where the students are as to their typing. Of the ones who still have work to type, how many have the capability to type the balance of the work at home on a computer and bring it in on disk?
    3. Lemonade activity: Students work in pairs based on the matching of the card they receive. The student with the red card will make lemonade in the way they believe their partner would want it. They will then give it to their partner and then "correct" it based on their discussion until the partner drinking the lemonade thinks it is just right.
    4. Large Group Discussion: What connections can you make between revising a piece of writing and making lemonade for your partner. Why is revising important when producing a product?
    5. Link to independent work
    6. Independent work: Create a reader’s / viewer’s checklist as a rubric for reviewing the examples of the assignment you received for your subtopic (3-5 items). Keep in mind the qualities you listed during the Do Now activity. Create the criteria that are the most important for your assignment. Write on loose-leaf paper and then write onto large paper. In a graphical matrix format, list the points that you want to focus on as you read / view the work on the left-hand side and the person’s name giving you the assignment on the top. When using the chart for each item on left, assess using either a J for no revision needed, a K for minimal revision needed, and a L for major revision needed.
    7. Edit the work you received: Use the rubric to review the work you have received. Finalize your choices of student work for the web site. Make written comments on the work based on your rubric. Finish for homework.

 

Assignment:

Revision hand-out

Finish editing the examples of the work received for Friday.

 

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Create a reader’s / viewer’s checklist as a rubric for reviewing the examples of your chosen assignment for your subtopic.

 

Your checklist must include:

  1. The qualities that you are looking for in this assignment. (3 – 5 qualities, bulleted)
  2. The names of the people giving you examples.
  3. A symbol at the intersection of each quality and name showing the amount of revision needed.
      1. J = No revision needed
      2. K = Minimal revision needed
      3. L = Major revision needed

 

Use the rubric to review the work you have received. Make written comments.

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Reader / Viewer Checklist for Peer Editing
Criteria Student 1 Student 2 Student 3 Student 4 Student 5

1. Content – Logical statements supported from the text or what is known from the text.

 J L J J L

2. Creativity – Interesting writing that shows creativity.

 K J K J L

3. Grammar – Writing is clear and free of error.

 K L L J L
           

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Freshman Honors

Block 1

Friday - 11/6/98

Lesson Objective:

Students will continue to prepare their work and revise it for the web page.

Rationale:

Teaching Materials:

bullet access to C-111
bullet group folders with lists of members / assignments
bullet diskettes.

Teaching Procedure:

  1. Mini-conferences: Students will reconvene with any students that you still need work from.
  2. Independent Work: Take a few minutes to make a to do list of tasks that you need to accomplish at the writing lab. You will be making the revisions for the examples for your assignment.
  3. Review procedures: When we go to the lab, sit near your group members.
  4. Go to C-111
  5. Make revisions / complete any tasks that need to be done for other groups.
  6. Revise, print out and place on diskettes.

Assignment:

bullet Make sure your examples are all finished and on diskette for your subtopic.
bullet Make sure you have finished all of the assignments you had to do for others.*********************************
bullet Freshman Honors
bullet Block 1
bullet Monday - 11/9/98
bullet Lesson Objective:

Students will continue to prepare their work and revise it for the web page.

Rationale:

Teaching Materials:

bullet group folders with lists of members / assignments
bullet diskettes

Teaching Procedure:

  1. Do Now: What struggles do you face as you write? Write about your writing strategies. Journal.
  2. Announcements: Where we are at…
  3. Hand out Introductions: Use the revising checklist handout and review your own introduction for your subtopic. Write revisions right on the paper.
  4. Get into web small groups and edit your peer’s writing. Use the revising checklist handout. Include any questions that you have as you read the text. Write overall comments on the bottom of the sheet, including; an overall positive comment, any constructive criticism and your name. This is to be done silently. After everyone has written comments, than reread your introduction.
  5. Take 5 minutes to discuss any questions that you have about your reviewers’ comments.
  6. Independently: Make any revisions on paper that need to be done based on your own comments and those of your group members.
  7. Independently: Make any revisions that need to be done on work that was returned to you, or work that you are revising for others.
  8. Small groups: Take the introductions for the subtopics and write a collaborative opening introduction to the overall topic. This should include hints about what the subtopics include, a hook to capture the reader’s attentions so that they will want to read your the rest of your page, and the overall concept of the topic. This should be several paragraphs. Hand write in preparation for typing in C-111 on Tuesday. Review using the reader’s checklist.
  9. Get back into regular seats. Review assignment and what will be done the next day.

Assignment:

bullet Turn in an evaluation of the experience over the past week in English Honors class regarding the web-page project. List concerns, positives, and questions that came up. 2 pages.
bullet Make sure your examples are all finished and on diskette for your subtopic.
bullet Make sure you have finished all of the assignments you had to do for others.

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Freshman Honors

Block 1

Tuesday - 11/10/98

Lesson Objective:

Students will continue to prepare their work and revise it for the web page.

Rationale:

Teaching Materials:

bullet access to C-111
bullet group folders with lists of members / assignments
bullet diskettes

Teaching Procedure:

  1. Do Now: To do list… what do you still have to do. / Collect Homework
  2. Review procedures: Need to correct introduction, type up group introduction, finish revisions, finish any work. All groups using artwork need to put artwork to be scanned into folders.
  3. Go to C-111 and logon
  4. Finish work.

Assignment: