ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street
Students explore the American experience through the eyes of a young Latina girl as she struggles to define herself in relation to her community.
ELA
Unit 4
7th Grade
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Sandra Cisneros’s The House on Mango Street is the story of Esperanza, a second generation Chicana (Mexican-American) girl living in a low-income neighborhood in Chicago. The novella, structured as a series of vignettes, spans a year in the life of young teen Esperanza, allowing the reader a window into her world through first-person narration.
Through this text, students will study the relationship between a person’s environment and the formation of their identity. They will think about the way that Cisneros develops the reader’s understanding of the physical and cultural setting that Esperanza inhabits, and also how she develops Esperanza’s unique perspective on the world around her.
Because this is a shorter text, students will spend a significant amount of time engaged in close reading and rereading, thinking about the way that analysis of author’s craft leads to a deeper understanding of the text’s meaning. While The House on Mango Street is accessible to young adult readers due to relatively straightforward language and a structure of short vignettes, Cisneros nevertheless conveys complex themes about poverty, dreams, gender, and power through nuanced events in a character’s life.
The House on Mango Street continues students’ year-long study of what it means to be American, as it provides a nuanced picture of Mexican-American experience, as well as raising questions about what it means to be young and female in America.
Please Note: Updated enhanced lesson plans for the writing lessons in this unit will be released in September 2023. There may be 3-4 instructional days added to the unit writing projects.
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Book: The House on Mango Street by Sandra Cisneros (Second Vintage Contemporaries Edition, 2009) — 870L
Poem: “There Was an Old Woman Who Lived in a Shoe” by Mother Goose (AmericanLiterature.com)
Article: “Most Teenage Girls Still Experience Sexual Harassment” by Jennifer McNulty
Article: “This is what happens when gender roles are forced on kids” by Emanuella Grinberg and Victoria Larned (CNN)
This assessment accompanies Unit 4 and should be given on the suggested assessment day or after completing the unit.
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Suggestions for how to prepare to teach this unit
Unit Launch
Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
The central thematic questions addressed in the unit or across units
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
conform demeaning defy evocative preoccupied rigid strut stigma trudge
allusion coming of age connotation denotation figurative language imagery literary device metaphor mood perspective sensory details simile symbol tone vignette
To see all the vocabulary for Unit 4, view our 7th Grade Vocabulary Glossary.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Notes to help teachers prepare for this specific unit
Fishtank ELA units related to the content in this unit.
Explain how Esperanza views her home and how living there impacts her identity.
RL.7.3
Explain how Cisneros uses specific literary devices, words, and phrases to reveal aspects of characters and their perspectives.
L.7.5 L.7.5.a L.7.5.c RL.7.6
Explain how Cisneros develops Esperanza’s perspective and contrasts it with other characters in the text.
RL.7.6
Describe how Cisneros uses references to nursery rhymes and fairy tale structures to develop meaning in The House on Mango Street.
RL.7.2 RL.7.5
Writing
Draft the first and final paragraphs of a personal vignette and include descriptive language.
W.7.3 W.7.3.a W.7.3.b W.7.3.d W.7.3.e
Draft a short vignette modeled after "My Name" from The House on Mango Street.
L.7.1 L.7.1.a W.7.3 W.7.3.a W.7.3.d
Explain how Cisneros develops Esperanza’s perspective, identify how it changes, and explain how it differs from other characters' in the text.
Explain how Cisneros uses word choice and figurative language to develop tone and meaning.
L.7.5 L.7.5.a RL.7.4
Explain how Cisneros develops and contrasts characters’ perspectives.
Explain the impact of gender roles and expectations on the lives of young teenagers around the world.
RI.7.3
Explain how sexism and gender roles impact the lives of women in Esperanza’s community.
Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."
L.7.5 L.7.5.a RL.7.2
Describe how Esperanza’s relationship to Mango Street has changed by the end of the text.
RL.7.3 RL.7.6
Socratic Seminar
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
RL.7.1 SL.7.1.a SL.7.1.d SL.7.4
Unpack a prompt, study a Mentor Text, and begin to gather evidence in preparation for writing a literary analysis essay.
W.7.1 W.7.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.7.1 W.7.1.a W.7.5
Draft two body paragraphs of a literary analysis essay with strong evidence and analysis.
W.7.1 W.7.1.a W.7.1.b W.7.1.c
Write a strong introduction and conclusion paragraph.
W.7.1 W.7.1.a W.7.1.e
Assessment – 2 days
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The content standards covered in this unit
L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.a — Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b — Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.d — Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d — Establish and maintain a formal style.
W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
W.7.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3.a — Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.3.e — Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.a — Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b — Spell correctly.
L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c — Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Unit 3
Pursuing Dreams: A Raisin in the Sun
Unit 5
Exploring Identity: American Born Chinese
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