Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 19

Finding Home: The House on Mango Street

Lesson 19

ELA

Unit 4

7th Grade

Lesson 19 of 19

The following assessments accompany Unit 4. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the core reading standards and their knowledge from the unit to comprehend new, topically or thematically aligned texts. It includes both multiple choice and short written response questions and should serve as the primary assessment for the unit.

Vocabulary Assessment

The Vocabulary Assessment measures students' acquisition of text-based vocabulary words from the unit.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 18

Lesson Map

Analyze how the author's identity, experiences, and life events influenced her path to becoming a writer.

“How Did Sandra Cisneros Overcome Challenges to Become a Writer?”

Standards

RI.7.3RI.7.4

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

HOMS pp. 3–9

Standards

RL.7.3RL.7.4

progress
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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.7.3RL.7.4

progress
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Write a personal vignette using descriptive details and figurative language to indirectly characterize the narrator.

Day 1 - Brainstorming/ Drafting

Writers brainstorm descriptive details that indirectly characterize the narrator and draft the first paragraph of a personal vignette.

Narrative Brainstorming Page (G7, U4, L4)
Descriptive Details Brainstorming Page (G7, U4, L4)

Standards

W.7.3.aW.7.3.bW.7.3.d

Day 2 - Drafting

Writers draft anecdotes to indirectly characterize the narrator.

Standards

W.7.3.bW.7.3.d

Day 3 - Drafting

Writers finish their drafts adding figurative language to reveal the narrator's thoughts and feelings indirectly.

Figurative Language Brainstorming Page (G7, U4, L4)
Descriptive Details Brainstorming Page (G7, U4, L4)

Standards

W.7.3.bW.7.3.d

Day 4 - Revising / Language

Writers revise personal vignettes to add variety and clarity by using complex sentences to connect ideas.

Standards

L.7.1.bW.7.3.dW.7.5

Explain how the author uses specific literary devices and word choice to reveal how the setting and characters interact.

HOMS pp. 12–18

Standards

RL.7.3RL.7.4

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Explain how the author develops a character's perspective and contrasts it with other characters in the text.

HOMS pp. 19–28

Standards

RL.7.3RL.7.4RL.7.6

Describe how the author uses references to nursery rhymes and fairy tale structures to reveal themes 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 how the author develops the idea that gender norms and stereotypes influence the behavior, choices, and opportunities of young people.

“Gender Norms and Stereotypes”

Standards

RI.7.3

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Explain how events cause a character's perspective to change.

HOMS pp. 43–55

Standards

RL.7.3RL.7.6

Analyze how the author uses figurative language in the poem and vignette to explore similar topics.

HOMS pp. 56–57
“Abuelito Who”

Standards

RL.7.2RL.7.4

Explain how the author uses word choice and figurative language to reveal how the setting shapes the characters.

HOMS pp. 58–64

Standards

RL.7.3RL.7.4

progress
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Analyze how characters are shaped by other characters and the setting.

HOMS pp. 65–78

Standards

RL.7.3

Analyze how the author uses figurative language to describe how the residents of Humboldt Park are impacted by events and ideas.

“How Do Neighborhoods Like Humboldt Park Reflect the Identities of Their Residents?”
HOMS p. 12

Standards

RI.7.3RI.7.4RI.7.9

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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

Explain how the author uses figurative language and symbolism to develop meaning in the vignette.

HOMS pp. 92–102

Standards

RL.7.2RL.7.3RL.7.4

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

HOMS pp. 103–110
“Dear Brown Girl”

Standards

RI.7.4RI.7.6RL.7.2RL.7.3

Socratic Seminar

Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.

HOMS
“Gender Norms and Stereotypes”
“How Did Sandra Cisneros Overcome Challenges to Become a Writer?”
“How Do Neighborhoods Like Humboldt Park Reflect the Identities of Their Residents?”

Standards

SL.7.1SL.7.1.aSL.7.1.bSL.7.1.dSL.7.4

Write a literary analysis that argues a claim supported by a strong introduction and context to explain embedded quotations.

Day 1 - Planning

Draft an outline including a strong claim and evidence to support the claim.

Argumentative Multi-Paragraph Outline (G6–8)
Symbolism Note Catcher (G7, U4)
Non-Exemplar Argumentative Multi-Paragraph Outline (G7, U4, L18)

Standards

W.7.1W.7.5W.7.9

Day 2 - Drafting

Draft an introduction that includes a lead, necessary context, and a clear claim with supporting reasons.

Argumentative Multi-Paragraph Outline (G6–8)
Symbolism Note Catcher (G7, U4)
Argumentative Mentor Text—Day 2 (G7, U4, L18)

Standards

W.7.1W.7.1.a

Day 3 - Drafting

Draft body paragraphs that use context and embedded quotations to develop the argument.

Argumentative Multi-Paragraph Outline (G6–8)
Symbolism Note Catcher (G7, U4)
Argumentative Mentor Text—Day 3 (G7, U4, L18)

Standards

W.7.1.aW.7.1.bW.7.9

Day 4 - Revising / Language

Writers revise essays by adding in complex sentences that strengthen the argument.

Standards

L.7.1.bW.7.5

2 days

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