The House on Mango Street Unit - EnglishSminglish · PDF fileCOMMUNITY AND IDENTITY Title: The House on Mango Street Age/Grade Levels: 7th grade advanced, or 8th-9th grade Time Required:

The House on Mango Street: Community and Identity

By: Ashley Cox

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COMMUNITY AND IDENTITY Title: The House on Mango Street

Age/Grade Levels: 7th grade advanced, or 8th-9th gradeTime Required: Four weeks (January 19th-February 22nd)

I. Introduction This unit is designed to present reading, writing and discussing in a very relevant and interesting context for students. The unit is simply designed to enhance their reading (7.5), writing (7.7), creativity (7.4) and discussion (7.1) skills. Students will develop the aforementioned skills while thinking about how they can relate to the narrator (text-to-self connections) and how our community develops or inhibits our identity.

II. Objectives

A. General Objectives1.Knowledge and understandings to be acquired.

a. The student will examine how literature can be used to represent ideas, cultures and themes

b. The student will find text-to-self connections c. The student will how neighborhood, community, friends and family plays a

role in shaping our identity d. The student will determine the origins of their “voice” and for what they

would like to use it

2.Skills to be learned. a. The student will participate in and contribute to conversations, group

discussions, and oral presentations. (7.1) b. The student will read to determine the meanings and pronunciations of

unfamiliar words and phrases within authentic texts. (7.4) c. The student will read and demonstrate comprehension of a variety of

fictional texts. (7.5) d. The student will edit writing for correct grammar, capitalization,

punctuation, spelling, sentence structure and paraphrasing. (7.7)

3.Attitudes/appreciation to be acquired. a. The student will appreciate the communicative power of literature b. The student will have a positive attitude about classroom discussions

B. Specific ObjectivesRelationship to general objectives.Incorporation into the daily plans.Pupil objectives resulting from cooperative planning as the unit progresses.

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III. Daily plans (refer to Lesson Plan Guide format) A. Week One: Introductory (January 28th-February 1st) 1. Monday (1/28): No School 2. Tuesday and Wednesday (1/29, 1/30): Orientation (My rules, listening/class discussions, House on Mango Street introductory lesson) 3. Thursday and Friday (1/30-2/1): Read pages 3-30

B. Week Two: Developmental (February 4th-February 8th) 1. Monday (2/4): Read pages 30-45 2. Tuesday and Wednesday (2/5-2/6): Read pages 30-60 3. Thursday and Friday (2/7-2/8): Read pages 60-90 C. Week Three: Developmental (February 11th-15th) 1. Monday (2/18): Read pages 90-110 2. Tuesday and Wednesday (2/19-2/20): Finish novel, start vignettes 3. Thursday and Friday (2/21-2/22): Finish Vignettes

D. Week Four: Culminating (February 18th-22nd) 1. Monday (2/18): No School 2. Tuesday and Wednesday (2/19-2/20): Revise vignettes 3. Thursday and Friday (2/21-2/22): Share vignettes

IV. Evaluation (must relate to objectives)Evaluation may include some of the following techniques:A. Students will write three vignettes, mimicking Cisnero’s style in The House on

Mango Street. Each vignette will be at least one paragraph and must have something in common. Students must include and explain their word choice and connotations, sentence structures, imagery and figurative language. Students will use quotes correctly.

B.Self-evaluationC.Subjective and objective testsD.Informal observation and question sessionsE.Work samplesF.Pupil-teacher conferencesG.Outgrowths of culminating lessons

V. Resources-a listing should include all resources to be used in a unit. For example:A.Pictures or projectionsB. Books

1. The House on Mango Street by Sandra CisnerosC.Displays, models, specimens, collections, etc.

1. Student work boards for their HMS projects, research projects, and poetry

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D.Maps, charts, graphs, diagrams 1. House on Mango Street prediction chart, vocab chart

E. Films and videotapes 1. YouTube video of Sandra Cisneros after the unit

F.Computers and software 1. Always need the computer

G.Audiotapes or records 1. Audio reading from YouTube

H. Other materials 1. Always have music playing when they come into the classroom, themed hopefully 2. White board and dry erase markers and erasers 3. Spinner 4. Question Cubes 5. Post-its 6. Beach ball and wet erase markers 7. Timer (http://www.online-stopwatch.com/countdown-clock/)

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http://www.online-stopwatch.com/countdown-clock/

http://www.online-stopwatch.com/countdown-clock/

LESSON PLAN 1/29-1/30 (T&W)1st, 3rd, 4th and 7th Periods: 85 minutes

I. Essential Questions: What does Ms. Cox expect of me?

II. Purpose/Enduring Understanding: a. This lesson is to introduce myself and the unit. Students will understand my

expectations, practice listening, and make predictions and inferences about the novel The House on Mango Street.

III. SOL’s and SOL Elements• The student will participate in and contribute to conversations, group

discussions, and oral presentations. (7.1) e. Use a variety of strategies to listen actively.

· The student will read and demonstrate comprehension of a variety of fictional texts [...]. (7.5)

e. Make confirm, and revise predictions f. Use prior and background knowledge as a context for new learning.

IV. Objectives: · The students’ motivation to learn will be renewed· The students will understand what is expected of them by me· The students will practice their listening skills and create a list of “Good

discussion habits”· The student will make predictions about and get excited to read The House on

Mango Street

V. Procedure: Includes three components

a. Introduction (10 minutes)· Read the poem “The Road Not Taken” until the bell rings (only because the

video briefly mentions it)· After the bell rings, watch video: https://www.youtube.com/watch?

feature=player_embedded&v=l-gQLqv9f4o

b. Development (55 minutes)· Discussion about my their past learning experiences (Do you like school?

Why or why not?, “Give the chain a tug” story) (10 minutes)· My expectations (1. Construction of active, productive speaker vs. passive,

receptive listener 2. Cooperative learning rules 3. No bullying (Students will take a piece of paper and crumple it up, stomp on it and really mess it up but

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https://www.youtube.com/watch?feature=player_embedded&v=l-gQLqv9f4o




not rip it. Then they will unfold the paper, smooth it out and look at how scarred and dirty is is. Then they will tell it they’re sorry. Now even though they will say sorry and tried to fix the paper, I will point out all the scars they left behind. And that those scars will never go away no matter how hard they tried to fix it. That is what happens when a child bully’s another child, they may say they’re sorry but the scars are there forever.) Also, the take ten table, where students who are not working go). Procedures (Come in and start warm up, wait to be dismissed, candy (my room, the cafeteria or home) and grading (same weight as Mrs. Seals, check plus, check and check minus for participation, re-dos). (10 minutes)

· Listening activity (each student in the group talks for 2 minutes. The other students are not allowed to use any body language, words or sounds. I will keep the time and tell them when to switch. We will discuss their experiences, and ways in which to listen actively (http://changingminds.org/techniques/listening/listening.htm). (20 minutes)

· House on Mango Street predictions: Look through the book (front, back inside) and I will write down their predictions. I will teach them what a vignette is and give them information about the project at the end (they will have to write three vignettes for a test grade.) (10 minutes)

c. Summary (12 for writing, 8 for discussing) Chalk Talk: Identity

VI. Materials needed for the lessona. Booksb. Projector and computerc. Computersd. “The Road Not Taken” poem

VII.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Pre-assessment: My observations over the past two weeks, the personality

profile sheet I gave them

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http://changingminds.org/techniques/listening/listening.htm




LESSON PLAN 1/31-2/1 (Th&F)1st, 3rd, 4th and 7th Periods: 85 minutes

VIII.Essential Questions: What is the main idea of each chapter? The narrator is 12 years old, like many of you. Why is growing up difficult for Esperanza?

IX. Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and

relate to or disagree with text, write about it and hold respectful discussions. These skills will aid them throughout their lives if they choose to be active and engaged community members and lifelong learners.

X. SOLs and SOL Elements• The student will participate in and contribute to conversations, group

discussions, and oral presentations. (7.1) a. Communicate ideas and information orally and in an organized and succinct manner b. Ask probing questions to seek elaboration and clarification of ideas c. Make statements to communicate agreement or tactful disagreement with others’ ideas. d. Use language and style appropriate to audience, topic, and purpose. e. Use a variety of strategies to listen actively.

· The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. (7.4)

a. Identify and analyze figurative language· The student will read and demonstrate comprehension of a variety of fictional

texts [...]. (7.5) d. Describe the impact of word choice, imagery, and literary devices including figurative language. e. Make confirm, and revise predictions f. Use prior and background knowledge as a context for new learning. g. Make inferences and draw conclusions based on the text. h. Identify main idea i. Summarize text relating supporting details. j. Identify author’s organizational pattern k. Identify cause and effect relationships l. Use reading strategies to monitor comprehension throughout the reading process.

XI. Objectives: · The student will be able to use writing as a mode of thinking about text and

group discussions as a way to share their ideas and better understand each other by listening and responding.

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· Students will be expected to read along, write the full time length allotted, participate in any activities and group discussions.

XII.Procedure: Includes three componentsa. Introduction (10 minutes)· This lesson is important because student needs to know how to comprehend

and relate to or disagree with text, write about it and hold respectful discussions. These skills will aid them throughout their lives if they choose to be active and engaged community members and lifelong learners.

· Pre-reading journal activity

b. Development· Read pages 3-15 as a class (10 minutes)· Answer questions silently, then share 1/31, 2/1· Read pages 15-30 (10 minutes)· Answer questions silently, then share

c. Summary· Discussion re-cap (5 minutes)· Grammar mini-lesson: Parts of speech, will give them a passage from the

novel and they will have to highlight the parts of speech on their computer

XIII.Materials needed for the lessona. Booksb. Projector and computer

XIV.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· Pre-Assessment: Chalk talk about identity · How will you assess the students’ knowledge of the new skills taught?

o During the discussion, I will be recording their behavior and listening skills. I will also be checking for comprehension as they speak and when I read their journals.

VI. Adaptations/Remediation (For students with learning challenges) Students with learning challenges will be paired with stronger students

throughout the unit. When they share their journal entries with a partner, they will hopefully gain a broader perspective by sharing/talking with a student with a higher reading level.

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LESSON PLAN 2/4 (Monday)1st, 3rd, 4th and 7th Periods: 50 minutes

XV.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

XVI.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


XVII.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group





XVIII.Objectives: · The student will be able to use writing as a mode of thinking about text and


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· Students will be expected to read along, write journals the full time length allotted, participate in any activities and group discussions.

XIX.Procedure: Includes three componentsa. Introduction (10 minutes)· This lesson is important because student needs to know how to comprehend


· News (students will have to check the news and write on the board top stories), Fig. Language (each class will have a GoogleDoc and each table will be assigned pages to look through to find figurative language and record the example, page number and type of figurative language, this serves as practice and review from what they read the class before).

· Question to answer during the unit: How is your community similar to Esperanza’s?

b. Development· Read pages 30-45 as a class (10 minutes)· Write-Pair-Share (7, 3, 5 minutes) (“Do you ever feel unappreciated by family

or friends?” (p. 44)

c. Summary· Grammar mini-lesson-Dialogue rules-take text from Mango Street to teach it,

students will practice with their white boards and markers.

XX.Materials needed for the lessona. Books b. Projector and computer

XXI. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· How will you assess the students’ knowledge of the new skills taught?o During the discussion, I will be recording their behavior and listening

skills. I will also be checking for comprehension as they speak and when I read their journals.

o I will check for comprehension of the parts of speech when they submit their work

o I will check for comprehension of the figurative language with the ongoing GoogleDoc

VI. Adaptations/Remediation (For students with learning challenges)

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Students with learning challenges will be paired with stronger students throughout the unit. When they share their journal entries with a partner, they will hopefully gain a broader perspective by sharing/talking with a student with a higher reading level.

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LESSON PLAN 2/5-2/6 (T&W)3rd, 4th and 7th Periods: 85 minutes

XXII.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

XXIII.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


XXIV.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group





XXV.Objectives: · The student will be able to use writing as a mode of thinking about text and


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XXVI.Procedure: Includes three components

a. Introduction (10 minutes)· This lesson is important because student needs to know how to comprehend


· News, find metaphors

b. Development· Read pages 45-61 as a class (10 minutes)· Write-Pair-Share (5, 3, 7 minutes) (“What do you think the poem on page 60

means?”· Read pages 60-75 (10 minutes) · Discuss the last few sentences on page 75 (5 minutes)· Beach ball with questions (10 minutes)

c. Summary· Grammar mini-lesson: Commas (Introductory, serial, etc. I will pull passages

from Mango Street to correct) (25 minutes)

XXVII.Materials needed for the lessona. Booksb. Projector and computerc. White boardsd. Beach ball and wet erase markers

XXVIII. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)


skills. I will also be checking for comprehension as they speak, answer questions with the beach ball and when I read their journals.

o I will check for comprehension of the grammar when they write their own examples on their white boards


VI. Adaptations/Remediation (For students with learning challenges)

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Students with learning challenges will be paired with stronger students throughout the unit. When they share their journal entries with a partner, they will hopefully gain a broader perspective by sharing/talking with a student with a higher reading level.

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LESSON PLAN 2/7-2/8 (Th&F)1st, 3rd, 4th and 7th Period: 85 minutes

XXIX.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

XXX.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


XXXI.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group





XXXII.Objectives: · The student will be able to use writing as a mode of thinking about text and


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XXXIII.Procedure: Includes three components



· Comprehension check with poll · Question to answer during the unit: How is your community similar to

Esperanza’s?

b. Development· Read pages 76-90 as a class (10 minutes)· Write-Pair-Share (5, 3, 7 minutes) (“What will you do for your community

when you are older? Why?” pg. 86)· Question Spinners (groups of 4) (20 minutes)

c. Summary· So far, How is your community or family or home similar to Esperanza’s? · Grammar cumulative practice. Give them a passage and they have to correct

dialogue, commas and label the parts of speech for words that I will indicate.

XXXIV.Materials needed for the lessona. Booksb. Projector and computerc. Spinnersd. Online polle. Grammar passage

XXXV.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)


skills. I will also be checking for comprehension as they speak and when I read their journals. I will see if they have mastered the grammar skills with the grammar check.


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LESSON PLAN 2/11 (Monday)1st, 3rd, 4th and 7th Periods: 50 minutes

XXXVI.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

XXXVII.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


XXXVIII.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group





XXXIX.Objectives: · The student will be able to use writing as a mode of thinking about text and


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· Students will be expected to read along, write journals the full time length allotted, participate in any activities and group discussions.

XL.Procedure: Includes three components



· News, metaphors· Question to answer during the unit: How is your community similar to

Esperanza’s?

b. Development· Read pages 90-110 as a class (15 minutes)· Write-Pair-Share (7, 3, 5 minutes) “What does the narrator want throughout

the whole story? What does she do to get it?”· General discussion about the whole book and what was learned

c. Summary· Cubes (each group gets a cube, they write 5 questions on it and pass the cube

to the next group. (30 minutes)

XLI.Materials needed for the lessona. Books b. Projector and computerc. Cubesd. Wet erase markers

XLII.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)


skills. I will also be checking for comprehension as they speak and answer the cube questions and when I read their journals.



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LESSON PLAN 2/12-2/13 (T&W)1st, 3rd, 4th and 7th Period: 85 minutes

XLIII.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

XLIV.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


XLV.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group



d. Describe the impact of word choice, imagery, and literary devices including figurative language. e. Make confirm, and revise predictions f. Use prior and background knowledge as a context for new learning. g. Make inferences and draw conclusions based on the text. h. Identify main idea i. Summarize text relating supporting details. j. Identify author’s organizational pattern k. Identify cause and effect relationships l. Use reading strategies to monitor comprehension throughout the reading process.

XLVI.Objectives: · The student will be able to use writing as a mode of thinking about text and



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XLVII.Procedure: Includes three components

a. Introduction (10 minutes)· Write 10 titles like the ones in Mango Street

b. Development· Review the book· Analyze her style and look at vignettes written by students, relate vignettes to

blogs to make it relevant

c. Summary· Write 1st vignette

XLVIII.Materials needed for the lessona. Booksb. Projector and computers

XLIX.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)


skills. I will also be checking for comprehension as they speak and when I read their journals.

o I will check for comprehension of the figurative language and roots/prefixes and suffixes on the boards



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LESSON PLAN 2/14-2/15 (Th&F)3rd, 4th and 7th Period: 85 minutes

L. Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

LI. Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


LII.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group





LIII.Objectives:

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· The student will be able to use writing as a mode of thinking about text and group discussions as a way to share their ideas and better understand each other by listening and responding.


LIV.Procedure: Includes three componentsa. Introduction (10 minutes)· This lesson is important because student needs to know how to comprehend


· Warm-up: TBD

b. Development· Write Vignette 2 (15 minutes)· Break (3 minutes)· Write Vignette 3 (15 minutes)

c. Summary· Grammar practice, finish vignettes for homework

LV.Materials needed for the lessona. Booksb. Projector and computerc. Pens/pencils and spiral notebooks/paperd. Paper on back wall with Post-Its

LVI.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· How will you assess the students’ knowledge of the new skills taught?o I will be reading and grading the vignettes



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LESSON PLAN 2/19-2/20 (T&W)1st, 3rd, 4th and 7th Period: 85 minutes

LVII.Essential Questions: How can I use vignettes to describe my community, family or friends as Esperanza has described hers?

LVIII.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


LIX.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group



a. Identify word origins and derivationsb. Use roots, cognates, affixes, synonyms, and antonyms to expand

vocabularyc. Identify and analyze figurative languaged. Identify connotationse. Use context and sentence structure to determine meanings and

differentiate among multiple meanings of wordsf. Extend specialized vocabulary through speaking, listening, reading and

writing. · The student will read and demonstrate comprehension of a variety of fictional

texts [...]. (7.5) d. Describe the impact of word choice, imagery, and literary devices including figurative language. e. Make confirm, and revise predictions f. Use prior and background knowledge as a context for new learning. g. Make inferences and draw conclusions based on the text. h. Identify main idea i. Summarize text relating supporting details. j. Identify author’s organizational pattern

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k. Identify cause and effect relationships l. Use reading strategies to monitor comprehension throughout the reading process.

LX.Objectives: · The student will be able to use writing as a mode of thinking about text and



LXI.Procedure: Includes three components

a. Introduction · Review and more analysis of style and peer review workshop instructions (15

minutes)

b. Development· Peer review workshop (40 minutes, each student will meet with me during this

time)· Revise drafts when the group is done to present next class (15 minutes)

c. Summary· Discussion about peer workshops (10 minutes)

LXII.Materials needed for the lessona. Computers

LXIII.Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· How will you assess the students’ knowledge of the new skills taught?o During the peer groups, I will be meeting with all of the students, we

will talk about their essays.o I will see if the peer reviews went well during the discussiono There will have to be a first draft, second draft with changes in another

color, and a final draft which they will turn in and present and I will grade.


throughout the unit. When they share their journal entries with a partner, they will

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hopefully gain a broader perspective by sharing/talking with a student with a higher reading level.

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LESSON PLAN 2/20-2/21 (Th&F)1st, 3rd, 4th and 7th Period: 85 minutes

LXIV.Essential Questions: What is the main idea of each chapter? How is my life or community similar to or different from Esperanza’s?

LXV.Purpose/Enduring Understanding: a. This lesson is important because student needs to know how to comprehend and


LXVI.SOL’s and SOL Elements• The student will participate in and contribute to conversations, group

discussions, and oral presentations. (7.1) a. Communicate ideas and information orally and in an organized and succinct manner b. Ask probing questions to seek elaboration and clarification of ideas. d. Use language and style appropriate to audience, topic, and purpose. e. Use a variety of strategies to listen actively.


d. Describe the impact of word choice, imagery, and literary devices including figurative language. f. Use prior and background knowledge as a context for new learning.

LXVII.Objectives: · The student will be able to use writing as a mode of thinking about text and



LXVIII.Procedure: Includes three components

a. Introduction (10 minutes)· Warm-up: Final reflections: What have you learned during this unit?

b. Development· Presentations

c. Summary

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· Share journals from warm-up and review/discuss what we learned during the unit

LXIX.Materials needed for the lessona. Projector and computer

LXX. Evaluation Part A: (Pre-lesson assessment of the lesson to be completed before the lesson has been taught)

· How will you assess the students’ knowledge of the new skills taught?o I will grade their vignettes and presentations, and the rubrics will be

aligned with the SOLs for the unit



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Documents

The House on Mango Street Unit - EnglishSminglish · PDF fileCOMMUNITY AND IDENTITY Title: The House on Mango Street Age/Grade Levels: 7th grade advanced, or 8th-9th grade Time Required: