Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 3
ELA
Unit 4
7th Grade
Lesson 3 of 19
Jump To
Explain how Cisneros develops Esperanza’s perspective and contrasts it with other characters in the text.
Book: The House on Mango Street by Sandra Cisneros pp. 17 – 28 — "Laughter" through "Those Who Don't"
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Esperanza’s perspective of her own neighborhood differ from that of people who do not live there? Provide specific evidence that demonstrates how Cisneros develops this difference in perspective.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What literary devices does Cisneros use in the chapter, "Gil’s Furniture Bought and Sold" to develop Esperanza’s perspective of the music box? Provide at least two different examples to support your answer.
What is Esperanza’s perspective of Meme Ortiz’s house? What specific literary devices does Cisnero use to develop Esperanza’s perspective? Provide at least two examples from the chapter "Meme Ortiz," to support your answer.
What is Esperanza’s perspective of Marin? What words and phrases does Cisneros use to develop Esperanza’s perspective?Provide evidence from the chapters "Louie, His Cousin, & His Other Cousin," and "Marin" to support your answer.
What is Cisneros suggesting about race and community in the vignette, “Those who don’t”?
What stereotypes do people have about where you live? How do you feel about those stereotypes?
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. 29 – 42 — "There Was an Old Woman..." through "The Family of Little Feet"
While reading, answer the following questions.
Who are the Vargases? What is notable about their family?
Who is Alicia? What kind of life does she have?
What do some neighbors give to Lucy, Rachel, and Esperanza?
Bring your most engaging lessons to life with comprehensive instructional guidance, detailed pacing, supports to meet every student's needs, and resources to strengthen your lesson planning and delivery.
RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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.
Lesson 2
Lesson 4
Explain how Esperanza views her home and how living there impacts her identity.
RL.7.3
Explain how Cisneros uses specific literary devices, words, and phrases to reveal aspects of characters and their perspectives.
L.7.5 L.7.5.a L.7.5.c RL.7.6
RL.7.6
Describe how Cisneros uses references to nursery rhymes and fairy tale structures to develop meaning in The House on Mango Street.
RL.7.2 RL.7.5
Writing
Draft the first and final paragraphs of a personal vignette and include descriptive language.
W.7.3 W.7.3.a W.7.3.b W.7.3.d W.7.3.e
Draft a short vignette modeled after "My Name" from The House on Mango Street.
L.7.1 L.7.1.a W.7.3 W.7.3.a W.7.3.d
Explain how Cisneros develops Esperanza’s perspective, identify how it changes, and explain how it differs from other characters' in the text.
Explain how Cisneros uses word choice and figurative language to develop tone and meaning.
L.7.5 L.7.5.a RL.7.4
Explain how Cisneros develops and contrasts characters’ perspectives.
Explain the impact of gender roles and expectations on the lives of young teenagers around the world.
RI.7.3
Explain how sexism and gender roles impact the lives of women in Esperanza’s community.
Explain how Cisneros uses figurative language and symbolism to develop meaning in the vignette, "The Monkey Garden."
L.7.5 L.7.5.a RL.7.2
Describe how Esperanza’s relationship to Mango Street has changed by the end of the text.
RL.7.3 RL.7.6
Socratic Seminar
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
RL.7.1 SL.7.1.a SL.7.1.d SL.7.4
Unpack a prompt, study a Mentor Text, and begin to gather evidence in preparation for writing a literary analysis essay.
W.7.1 W.7.9
Draft a claim statement and create an outline for a four-paragraph literary analysis essay.
W.7.1 W.7.1.a W.7.5
Draft two body paragraphs of a literary analysis essay with strong evidence and analysis.
W.7.1 W.7.1.a W.7.1.b W.7.1.c
Write a strong introduction and conclusion paragraph.
W.7.1 W.7.1.a W.7.1.e
Assessment – 2 days
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable ELA lesson plans for free