Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 17

Finding Home: The House on Mango Street

Lesson 17

ELA

Unit 4

7th Grade

Lesson 17 of 22

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Lesson Map

Explain how Esperanza views her home and how living there impacts her identity.

HOMS pp. 3–9

Standards

RL.7.3RL.7.4

Analyze the role that one's name plays in shaping identity in multiple sources.

HOMS pp. 10–11
“Two Men and Two Paths”

Standards

RI.7.2RI.7.9RL.7.6

Draft the first and final paragraphs of a personal vignette and include descriptive language.

HOMS pp. 10–11 — "My Name"

Standards

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.

HOMS

Standards

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.

HOMS pp. 12–18

Standards

RL.7.3RL.7.4RL.7.6

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Explain how Cisneros develops Esperanza's perspective and contrasts it with other characters in the text.

HOMS pp. 19–27

Standards

RL.7.3RL.7.6

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Analyze how texts contribute to a central idea or message about identity and belonging.

HOMS — p. 28
“Young Latinos: Born in the U.S.A., carving their own identity”

Standards

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.

HOMS pp. 29–42
“There Was an Old Woman Who Lived in a Shoe”

Standards

RL.7.2

Explain the impact of gender roles and stereotypes on the lives of young people.

“Gender Norms and Stereotypes”
“This is what happens when gender roles are forced on kids”

Standards

RI.7.3

Explain how Cisneros develops Esperanza's changing perspective in the text.

HOMS pp. 43–55

Standards

RL.7.6

progress
monitoring

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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.

HOMS pp. 56–57
“Abuelito Who”

Standards

RL.7.2RL.7.4

Explain how Cisneros uses word choice and figurative language to develop tone and meaning.

HOMS pp. 58–64

Standards

RL.7.3RL.7.4

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Explain how Cisneros develops and contrasts characters' perspectives.

HOMS pp. 65–78

Standards

RL.7.6

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monitoring

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Explain how sexism and gender roles impact the lives of women in Esperanza's community.

HOMS pp. 79–91

Standards

RL.7.3

progress
monitoring

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Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."

HOMS pp. 92–102

Standards

RL.7.2RL.7.3RL.7.4

Analyze how word choice and tone convey the perspectives of Mojica Rodriguez and Esperanza.

HOMS pp. 103–110
“Dear Brown Girl”

Standards

RI.7.2RI.7.6RL.7.2RL.7.3

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

HOMS
“Gender Norms and Stereotypes”
“This is what happens when gender roles are forced on kids”
“Young Latinos: Born in the U.S.A., carving their own identity”

Standards

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.

HOMS
Literary Analysis Essay Rubric (G7, U4)

Standards

W.7.1W.7.9

Draft a claim statement and create an outline for a four-paragraph literary analysis essay.

HOMS

Standards

W.7.1W.7.1.aW.7.5

Draft two body paragraphs of a literary analysis essay with strong evidence and analysis.

HOMS

Standards

W.7.1W.7.1.aW.7.1.bW.7.1.c

Write a strong introduction and conclusion paragraph.

HOMS

Standards

W.7.1W.7.1.aW.7.1.e

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