Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 14
ELA
Unit 4
7th Grade
Lesson 14 of 22
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Explain how sexism and gender roles impact the lives of women in Esperanza's community.
Book: The House on Mango Street by Sandra Cisneros pp. 79 – 91
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Today's lesson addresses a number of sensitive topics including domestic abuse and child abuse. As part of intellectual preparation, teachers may wish to access the resource "Tips for Talking to Children About Child Abuse" to prepare for the content of this lesson. If students have questions, consult your school or district administrators for resources, in addition to informing a school counselor or other support staff about lesson content.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What does the vignette "Beautiful and Cruel" (p. 88) reveal about how Esperanza's perception of self is influenced by gender roles in her community? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
How is Rafaela's experience of the world influenced by gender roles and sexism? Cite evidence from the vignette, "Rafaela Who Drinks Coconut & Papaya Juice on Tuesdays" (p. 79) to support your answer.
In what ways does Esperanza's perspective of Sally differ from the way that other people see Sally? Cite evidence from the text to support your answer.
How does the setting in "Bums in the Attic" (p. 86) inspire Esperanza's aspirations for the future? How do Esperanza's aspirations work to combat gender roles and stereotypes?
How has Esperanza's mother's life been shaped by gender roles and social class? How does she feel about this? Cite evidence from the text to support your answer.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
content
adj.
(p. 86)
in a state of peaceful happiness
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. 92 – 98 — and pp. 101–102
While reading, answer the following questions.
What happens to Sally?
Describe the monkey garden using evidence from the text.
What do the boys ask Sally to do?
How does Sally react?
Why does Esperanza run to Tito's mother's house? How does she respond?
How is Sally's future decided for her?
Tell students that these pages include themes of child abuse and child marriage. Also tell students that they are going to skip the vignette "Red Clowns" on pages 99–100 because it includes Esperanza's description of a sexual assault.
Given that the "Red Clowns" (pp. 99–100) vignette in The House on Mango Street addresses sexual assault, it may be triggering, confusing, and/or distressing for students. To prioritize their emotional well-being, we suggest skipping this section during homework assignments and in class discussions.
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RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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.7.2 — 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.7.4 — 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.7.10 — 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.
Next
Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."
Explain how Esperanza views her home and how living there impacts her identity.
Standards
RL.7.3RL.7.4
Analyze the role that one's name plays in shaping identity in multiple sources.
RI.7.2RI.7.9RL.7.6
Draft the first and final paragraphs of a personal vignette and include descriptive language.
W.7.3W.7.3.aW.7.3.bW.7.3.dW.7.3.e
Draft a short vignette modeled after "My Name" from The House on Mango Street.
L.7.1L.7.1.aW.7.3W.7.3.aW.7.3.d
Explain how Cisneros uses specific literary devices, words, and phrases to reveal aspects of the setting, characters, and their perspectives.
RL.7.3RL.7.4RL.7.6
Explain how Cisneros develops Esperanza's perspective and contrasts it with other characters in the text.
RL.7.3RL.7.6
Analyze how texts contribute to a central idea or message about identity and belonging.
RI.7.2RI.7.3RL.7.2
Describe how Cisneros uses references to nursery rhymes and fairy tale structures to reveal Esperanza's loss of innocence in The House on Mango Street.
RL.7.2
Explain the impact of gender roles and stereotypes on the lives of young people.
RI.7.3
Explain how Cisneros develops Esperanza's changing perspective in the text.
RL.7.6
Analyze how Cisneros uses figurative language in both the poem "Abuelito Who" and the vignette "Papa Who Wakes Up Tired in the Dark" to explore similar themes and topics.
RL.7.2RL.7.4
Explain how Cisneros uses word choice and figurative language to develop tone and meaning.
Explain how Cisneros develops and contrasts characters' perspectives.
RL.7.3
RL.7.2RL.7.3RL.7.4
Analyze how word choice and tone convey the perspectives of Mojica Rodriguez and Esperanza.
RI.7.2RI.7.6RL.7.2RL.7.3
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack a prompt, study a Mentor Text, and begin to gather evidence in preparation for writing a literary analysis essay.
W.7.1W.7.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.7.1W.7.1.aW.7.5
Draft two body paragraphs of a literary analysis essay with strong evidence and analysis.
W.7.1W.7.1.aW.7.1.bW.7.1.c
Write a strong introduction and conclusion paragraph.
W.7.1W.7.1.aW.7.1.e
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