Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 12
ELA
Unit 4
7th Grade
Lesson 12 of 19
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Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."
Book: The House on Mango Street by Sandra Cisneros pp. 94 – 98 — "The Monkey Garden"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Some have suggested The Monkey Garden is a vignette about "coming of age." With this in mind, write a paragraph in which you explain what the garden itself symbolizes, and why at the end of the story Esperanza says that she never went back. Provide at least two pieces of evidence from the text to support your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Cisneros use imagery and figurative language to develop the mood of the garden on pages 94-95? Provide at least three examples from these pages and explain what mood they develop.
How does Cisneros develop the idea that the garden is mystical/magical? Provide specific examples from pages 95-96 to support your answer.
What does Esperanza realize about the situation between Sally and the boys? How does Cisneros develop the reader’s understanding of Esperanza’s emotions as she comes to this realization? Provide at least two pieces of evidence from the text and explain what they reveal about Esperanza’s state of mind.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
coming of age
schema
a term used to describe the transition from childhood to adulthood. It is also a specific genre of literature that explores the process and experience of growing up.
allusion
n.
An indirect (implied) reference to something/someone from literature, history, or culture
Suggestions for teachers to help them teach this lesson
Note that two vignettes that deal with sexual assault and child marriage are not included in this curriculum ("Red Clowns" and "Linoleum Roses"). As always, use your knowledge of your own students to decide whether you want to read and discuss these chapters as a class.
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: The House on Mango Street by Sandra Cisneros pp. 103 – 110 — "Three Sisters" through "Mango Says Goodbye Sometimes"
While reading, answer the following questions.
What does Esperanza hope for her future?
What do other people hope for Esperanza?
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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.
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.
Standards that are practiced daily but are not priority standards of the unit
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.
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.7.10 — 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 — 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.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.7.10 — 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.
Lesson 11
Lesson 13
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.
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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