Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 16
ELA
Unit 4
7th Grade
Lesson 16 of 22
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Analyze how word choice and tone convey the perspectives of Mojica Rodriguez and Esperanza.
Book: The House on Mango Street by Sandra Cisneros pp. 103 – 110
Essay: “Dear Woke Brown Girl” by Prisca Dorcas Mojica Rodriguez
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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.
Mojica Rodriguez uses the f-word in the third paragraph of her essay, "Dear Woke Brown Girl." Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today's reading. Name for students whether they should read the word aloud if reading the text for the whole group.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How would Esperanza receive the message that Mojica Rodriguez sends to young women like herself in "Dear Woke Brown Girl"? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
What kind of future do the three sisters predict for Esperanza? Why do they believe that she must come back? Cite evidence from the text to support your answer.
On page 105, one of the three sisters says to Esperanza, "You will always be Mango Street." What message are they trying to convey to Esperanza and the reader?
How has Esperanza's relationship with Mango Street changed throughout the text? What does this change reveal about how Esperanza has grown as a character? Cite evidence from the text to support your answer.
How does Mojica Rodriguez use word choice and tone to convey her perspective to her intended audience?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
dismantle
v.
to take apart a machine or structure; to break something into pieces (Mojica Rodriguez, para. 5)
defied
to openly resist or refuse to obey (Mojica Rodriguez, para. 6)
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 17 is a discussion lesson. There is no assigned reading in preparation for tomorrow. Prepare for tomorrow's Socratic Seminar by reviewing the discussion questions and gathering sufficient evidence.
While reading, answer the following questions.
How does a person's environment shape their identity and their sense of belonging?
How do gender expectations define a person's experience of the world and their dreams for the future?
What do you think Esperanza will do in the future? What clues from the book give you this impression?
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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.7.6 — Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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).
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.7.4 — 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
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
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.
Explain how sexism and gender roles impact the lives of women in Esperanza's community.
RL.7.3
Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."
RL.7.2RL.7.3RL.7.4
RI.7.2RI.7.6RL.7.2RL.7.3
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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