The+House+On+Mango+Street

The following are assignments, links and resources that will help you during our unit.

Reading Schedule: 5/12-16: pp. 3-38 5/19-23: pp. 39-73 5/26-30: pp. 74-110 Journal: How large a role does an author's experiences contribute to their writing? Activity: Review Journal Entry Introduce Sandra Cisneros/style Sm Group research / Poster HW: Finish research || 5/6
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 5/5
 * NWEA Testing**
 * Depending on your assigned**
 * testing time, you work on the**
 * poster on either Tues. or Wed.**

Journal: None

Activity: Work on poster using info. from research Presentations HW: 1. Anticipation guide (Be ready to share tomorrow) 2. Pre-Read Quest. #1 || 5/7 Journal: None
 * NWEA Testing**
 * Depending on your**
 * assigned testing time, you**
 * work on the poster either**
 * Tues. or Wed.** || 5/8

Activity: Book Check Review Pre-Read Quest. Anticipation guide Exit: What did you learn from today's activity? HW: 1. Read pp. 3-11 || 5/9 Journal: What is the common theme among most of the books we have read this year?Which have you been able to relate to most?

Activity: What are vignettes? What are themes of first reading? Pre-Reading Quest. #2 HW: 1. Read pp. 12-25 || Journal: Think about Chap. "Our Good Day" Describe one of the best days you can remember. What happened? How did you feel? Was it similar to Esperanza's?
 * 5/12

Activity: Check Journal Entries Pre-Read Quest. #3 Writing: Hairs Prompt HW: 1. Read pp. 26-38 || 5/13 Journal: Think about who is important in your life and what kind of influence they have on you. Write about them and their influence on you.

Activity: HW: Read pp. 39-55 || 5/14 Journal: Do you feel like you have a role or a place in society? At what point do you feel like you matter most? What would you like your role in society to be? What is this influenced most by: culture, family, pop culture, education?
 * Reading Assessment
 * Houses in the book: Finding
 * Quotes activity
 * Pre-Read Quest. #4

Activity: Graphic Organizer: Esperanza's Head Pre-Read Quest. #5 HW: Read pp. 56-73 || 5/15 Journal: What event in your life has had the most impact on your life until now? Explain why.

Activity: What is a Bildungsroman? Jigsaw

HW: || 5/16 Journal: Write about a time in your life when you felt like your life was different because you were growing up.

Activity: What is Juxtaposition? Revisit "Hips" Write about a passage using juxtaposition.

HW: Finish juxtaposition || Journal: TBD
 * 5/19

Activity: Pre-Read Quest. #6

HW: Read pp. 74-87 || 5/20 Journal: None

Activity: Reading Assessment Pre-Read Quest #7

HW: Read pp. 88-102 || 5/21 Journal: What do you think is the bardes part of being an immigrant? What would be the most difficult challenge? Language, customs, work? || 5/22 Journal: How is the structure of this novel a circle or loop? Has there ever been a time in which you saw yourself in the same frame as where it began? What other novel did we read where it feels like a loop?

Activity: Pre-Read Quest. # 8

HW: Read pp. 103-110 || 5/23 Journal: None

Activity: Reading Assessment ||


 * Pre-Reading Questions (Due : Make sure you do these questions before we start reading each assigned section of chapters. **

Sample of student work for "Hair" Writing Assignment
 * "Hairs" Writing Assignment - Due on **


 * "Table of Contents of my Life " Writing Assignment - Due on**

Review the Table of Contents from House on Mango Street. Share observations about the titles, which chapters they are most interested in reading and why, predict what they will find in those chapters, etc. Discuss the creativity of Cisneros’ "chapter titles" and the impact of a title such as "The Rice Sandwich" on a reader’s interest level and curiosity.

For Monday, using Cisneros’s Table of Contents as a model, you should brainstorm a list of 10 ACTUAL significant events from your life which helped shape your sense of identity (the more interesting and concrete the memory, the better!) and title them accordingly. You should come up with a title for your table of contents. You can also use your first year at Kenwood as a model for this project.

The final draft will be artistically/creatively displayed and illustrated; one of these "titles" can become the foundation for an autobiographical incident essay.

Create your own collection of vignettes of a time period in your life. 1. Divide your life into 10 Chapters by creating a Table of Contents with original Title Chapters. 2. Write 5 vignettes from the Table of Contents. Vignettes should be vivid and descriptive. Each vignette should be around 500 words. 3. Project should be presented as a booklet with an original cover and title. 4. Final project should include: A cover with creative title and artwork, a table of contents with 10 Chapter Titles, and 3 vignettes from the Table of Contents. 5. Table of Contents and Vignettes must be typed. Extra Credit: Provide a drawing / image for each chapter title.
 * "The House on Mango Street" Final Project - Due on **

Project has a creative cover with title and image that corresponds with the Table of Contents. (15%) 10 9 8 7 6 5 0
 * Rubric**

Project has a Table of Contents with 10 Chapters with Creative Titles (15%) 10 9 8 7 6 5 0

Project has 3 vignettes that correspond to the Table of Contents. Vignettes are 500 words each and are free of grammatical errors. (70%) 10 9 8 7 6 5 0

Extra Credit: Provide an image for each of the 10 Chapters in the Table of Contents. Images must correspond to the Chapter Titles. 10 9 8 7 6 5 0

Objective: To get to know the author of the book we will be reading for this unit. By researching Sandra Cisneros, students will get an insight into the novel The House on Mango Street; Connect the author to literature to provide background knowledge in preparation for reading. SWBAT use researching skills to find information on Sandra Cisneros; make connections between their findings and the novel; relate author’s culture to culture in literature. Journal Entry: How large a role does a author’s experience(s) contribute to their writing? If you were to write a short story, what part of your life would you focus on? Class Activity: Homework: Finish Research
 * Monday, May 5, 2014 - The House on Mango Street (Introduction) **
 * Review Journal Entry
 * Introduce Sandra Cisneros and style of writing (Handout)
 * Small Group Research / Poster

Objective: To get to know the author of the book we will be reading for this unit. By researching Sandra Cisneros, students will get an insight into the novel The House on Mango Street; Connect the author to literature to provide background knowledge in preparation for reading. SWBAT use researching skills to find information on Sandra Cisneros; make connections between their findings and the novel; relate author’s culture to culture in literature. Journal Entry: None Class Activity: Homework: 1. Anticipation Guide (Be ready to share and participate).
 * Tuesday, May 6, 2014 - House on Mango Street **
 * Work on Poster Using information from research
 * Small Group Research / Poster - Presentations

Objective: introduce the book as the basis for teaching a theme based unit about “Identity and Individuality”; explore adolescent themes and engage in a discussion by creating a bubble map of “things that kids my age worry about.” SWBAT: Make inferences based on background information; Synthesize, analyze, and evaluate information. Journal Entry: None Class Activity: Homework: 1. Pre Reading Questions #1 2. Read pp. 3-11 The House on Mango Street; Hairs; Boys and Girls; My Name.
 * Thursday, May 8, 2014 - House on Mango Street **
 * Book Check
 * Review Pre Reading Questions
 * Anticipation Guide Activity
 * Exit: What did you learn from today’s activity?

Objective: Explore the topic of theme in the novel and learn about the writing style vignette. SWBAT: define theme; identify theme in a vignette. Journal Entry: Based on most of the novels we have read this year what do you think is the common theme among them and which have you been able to relate to most? Why/Explain. Class Activity: Homework: 1. Finish Pre Reading Questions #2. 2. Read pp. 12-25 Cathy Queen of Cats, Our Good Day, Laughter, Gil’s Furniture Bought and Sold, Meme Ortiz, Louie, his cousin and his other cousin.
 * Friday, May 9, 2014 - House on Mango Street **
 * Review Journal Entry
 * What are themes and vignettes? What are the themes of first readings?
 * Pre Reading Questions #2

Objective: Role Play scenes from the novel. SWBAT: Discuss and give commentary on previous reading assignment; share what they think is important connection. Journal: Think about the chapter ‘Our Good Day.’ Describe one of the best days you can remember from your childhood. What happened? How did you feel? Was your good day at all similar to Esperanza’s good day? If so, how?” Class Activity: Homework: 1. Pre Reading Questions #3. 2. Read pp. 26-38: Marin, Those Who Don’t, There Was an Old Woman..., Alicia Who Sees Mice, Darius and the Clouds, And Some More.
 * Monday, May12, 2014 - The House on Mango Street **
 * Check Homework / Review Journal
 * Reader’s Theater - Our Good Day
 * “Hairs” Writing Prompt (Due Thursday)

Objective: Identify key characters in the novel. SWBAT find key details from the story about several key places; identify key quotes that capture important features of the novel. Journal: Think about who is important in your life and what kind of influence they have on you. Explain. Class Activity: Homework: 1. Finish Pre Reading Questions 2. Read pp. 39-55: The Family of Little Feet, A Rice Sandwich, Chanclas, Hips, The First Job.
 * Tuesday, May 13, 2014 - The House on Mango Street - Feliz Cinco de Mayo! **
 * Homework / Journal
 * Houses in the Book - Findings Quotes activity
 * Pre Reading #4

Objective: Identify and explore the theme of Women and Chauvinism. SWBAT: identify the theme of women in society in The House on Mango Street. Journal: Do you feel like you have a role or place in society? If so, what is it? If not, what would you like your role in society to be? Is it influenced by your family? Your culture?” Class Activity: Homework: 1. Finish Pre Reading questions. 2. Read pp. 56-73: Papa Who Wakes Up Tired In the Dark; Born Bad, Elenita, Cards, Palm, Water; Geraldo No Last Name; Edna’s Ruthie; The Earl of Tennessee, Sire.
 * Wednesday, May 14, 2014 - The House on Mango Street **
 * Homework / Journal
 * Graphic Organizer
 * Pre Reading Questions #5

Objective: Introduce the concept of bildungsroman. This concept will be illustrated by several of the vignettes from The House on Mango Street. SWBAT define and identify bildungsroman; relate bildungsroman to finding identity. Journal: Divide your life into sections with a name for each one. What was the highlight of each section? Class Activity: Homework: Pre-Reading Questions #6
 * Thursday, May 15, 2014 - The House on Mango Street **
 * Homework / Journal
 * Lecture - What is a bildungsroman?
 * Jigsaw activity

Objective: Identify the concept of juxtaposition will also be introduced and exemplified by the vignette “Hips.” The concept of bildungsroman will also be revisited. SWBAT: define and identify juxtaposition; relate bildungsroman to own experiences. Journal: Write about a time in your childhood where you felt like something changed because you were growing up. “How old were you? Where were you? What were you doing? Why did you feel this way? Did you ‘leave someone behind’? Were you ever the one ‘left behind’ by an older someone else growing up?” Class Activity: Homework: None
 * Friday, May 16, 2014 - The House on Mango Street **
 * Review homework
 * Short lecture on juxtaposition (See Notes). Students should take notes.
 * Revisit the chapter “Hips.” In this chapter, Cisneros uses the juxtaposition of the act of jumping rope with the conversation about getting hips and growing up to show contrast. This chapter shows how as the older girls are jumping rope and singing songs about getting hips, we see them leaving Nenny behind. Show how she continues to sing the same old songs as the older girls move on.
 * Review Journal assignment
 * Activity illustrating both juxtaposition and bildungsroman

Objective: Identify the theme of “Fitting In” SWBAT: Read assigned chapters and relate personal story; complete a double entry journal. Journal: Bell Ringer Class Activity Homework: 1. Finish Double Entry Journal. 2. Pre Reading Questions #7
 * Monday, May 19, 2014 - The House on Mango Street **
 * Review Bell Ringer / Pre Reading Questions #6
 * Read pp. 74-87: Four Skinny Trees; No Speak English; Rafaela Who Drinks Coconut and Pineapple Juice on Tuesdays; Sally; Minerva Writes Poems; Burns in the Attic.
 * Double Entry Journal

Objective: What Journal: None Class Activity Homework: None
 * Tuesday, May 20, 2014 - The House on Mango Street **
 * Review homework / Pre Reading Questions
 * Read pp. 88-102: Beautiful and Cruel; A Smart Cookie; What Sally Said; The Monkey Garden; Red Clowns; Linoleum Roses.
 * Open Mind Activity

Objective: Theme of home; discovering social commentary in literature analysis. SWBAT relate known theme of home to a new chapter of The House on Mango Street; define and identify social commentary; recognize social commentary in “Geraldo No Last Name.” Journal: What do you think is hardest part of being an immigrant. Imagine that you are living in a new land where you don’t know the language, the customs and people look at you differently. Class Activity: Homework: Pre Reading Questions #8
 * Wednesday, May 21, 2014 - The House on Mango Street **
 * Students to open their books to page 65 (“Geraldo No Last Name”). We will be looking for three things in this short chapter: theme, cultural stereotypes, and social commentary. These three things will be related to the overall theme of identity. Discuss these issues in a large group setting for this lesson.
 * Graphic Organizer

Objective: Identify the circular structure of the novel. SWBAT: Identify how the author sets up the novel to end in the same frame as where it began. Journal: How is the structure of this novel a circle or loop? Has there ever been a time in which you saw yourself in a position where you had started all over again? Explain. Class Activity: Homework: 1. Finish letter. 2. Finish your Pre Reading Question / Journal entries and turn them in on Friday, June 14.
 * Thursday, May 22, 2014 - The House on Mango Street **
 * Read pp. 103-110: The Three Sisters;* Alicia and I Talking on Edna’s Steps; A House of My Own; Mango Says Goodbye Sometimes
 * Respond to the text creatively by writing a letter from Esperanza back to someone she’s left on Mango Street. (25-30 minutes)

Objective: Introduce a writing project: writing a vignette. SWBAT: write a series of vignettes emulating Cisneros’ style. Journal: None Class Activity: Homework: Continue to work on the vignette project.
 * Friday, May 23, 2014 - The House on Mango Street **
 * Distribute assignment to the class and explain [See Handout] (10 min)
 * Students will have the rest of the class period to work on the project and to ask teacher any questions. (40 min)