Match Fishtank is now Fishtank Learning!

Learn More

Finding Home: The House on Mango Street

Lesson 14


Explain Esperanza’s perspective of Mango Street, how it is developed, and how it differs from other characters in the text.

Readings and Materials

  • Book: The House on Mango Street by Sandra Cisneros  pp. 99 – 107

Subscribe to Fishtank Plus to unlock access to additional resources for this lesson, including:

  • Enhanced Lesson Plan
  • Essential Task Guide
  • Student Handout Editor
  • Vocabulary Package


Target Task


Writing Prompt

How does Alicia’s perspective differ from Esperanza’s on pages 106–107? How does their conversation reveal this difference? Provide specific evidence from this vignette that demonstrates their difference in perspective.

Mastery Response


Create a free account or sign in to view Mastery Response

Key Questions


  • What do the three women see for Esperanza’s future? Provide specific evidence from the text to support your answer.
  • How does Esperanza’s conversation with one of the women on page 105 change her perspective of her desire to leave Mango Street? Provide evidence from the text to support your answer.
  • Has Esperanza’s perspective of the house on Mango Street changed since the beginning of the text? Compare her perspective of the house on pages 3–5 to her perspective on pages 106–107.
  • Discussion: What is the difference between a house and a home? Is there a difference for Esperanza?
  • Discussion: Why do you think Esperanza has become so adamant that she does not want to live on Mango Street for the rest of her life?

Lesson Guidance

Standard and Literary Concepts

  • As the book progresses, Esperanza becomes more adamant that she does not belong on Mango Street. She has always been critical of the house where she lives but has become even more determined to leave. She has seen the way that people’s lives have been limited by class, gender, location, and race, and she feels certain that she cannot be limited by those things.
  • The change in Esperanza’s perspective is subtle only because it hasn’t changed exactly—it’s become more intense.


  • Teachers should make a decision about whether or not it is appropriate to teach the vignette “Red Clowns” in their classroom. There are no questions in this lesson that address this vignette, so teachers can include it or omit it, depending on preference. If you plan to teach it, it is strongly suggested that parents and school support staff are informed from the beginning of the unit that this story will be part of the text. [Students will probably read this chapter whether or not it is assigned, so take that into account.]


  • Read The House on Mango Street, pages 108–110. Read, take notes, and continue to think about how Esperanza has changed over the course of the text.

Enhanced lesson plan

Enhanced Lesson Plan

Get recommendations on pacing and lesson structure, as well as suggestions for meeting the needs of a range of learners. Download Sample

Coming Soon:
January 2021


Common Core Standards

  • RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.