Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 17
ELA
Unit 4
7th Grade
Lesson 17 of 22
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Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
Book: The House on Mango Street by Sandra Cisneros
Article: “Gender Norms and Stereotypes” by Fishtank Staff
Article: “This is what happens when gender roles are forced on kids” by Emanuella Grinberg and Victoria Larned
Article: “Young Latinos: Born in the U.S.A., carving their own identity” by Suzanne Gamboa, Sandra Lilley, and Sarah Cahlan
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Questions about the text that will help guide the students understanding
How does a person's environment shape their identity and their sense of belonging?
How do gender expectations impact 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?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
There aren't any new text-based vocabulary words in today's lesson.
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 18 is a writing lesson. There is no assigned reading in preparation for tomorrow.
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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.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
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.
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.
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.
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.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next
Unpack a prompt, study a Mentor Text, and begin to gather evidence in preparation for writing a literary analysis essay.
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
Analyze how word choice and tone convey the perspectives of Mojica Rodriguez and Esperanza.
RI.7.2RI.7.6RL.7.2RL.7.3
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
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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