Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 4
ELA
Unit 4
7th Grade
Lesson 4 of 19
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Describe how Cisneros uses references to nursery rhymes and fairy tale structures to develop meaning in The House on Mango Street.
Book: The House on Mango Street by Sandra Cisneros pp. 29 – 42 — "There Was an Old Woman..." through "The Family of Little Feet"
Poem: “There Was an Old Woman Who Lived in a Shoe” by Mother Goose
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What idea does Cisneros communicate about the experience of growing up in these two vignettes, and how does her use of structure help to communicate her message? Provide at least two pieces of evidence—one from each vignette—and carefully explain your thinking.
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
How is the vignette, "There was an Old Woman She Had so Many Children She Didn’t Know What to Do" similar and different from the nursery rhyme, "There Was an Old Woman Who Lived in a Shoe"? Provide specific evidence from both texts to support your answer.
Read page 40 carefully. What elements does Cisneros include that remind the reader of a fairy tale? Provide at least two different examples from the text.
Read the conversation between Rachel and the “bum man.” How is this scene similar to a fairy tale? How is it different? Support your answer with evidence from the text.
Some people argue that fairy tales like Cinderella, Rapunzel, and Snow White give young people unrealistic ideas about romance. Do you agree?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
strut
v.
(p. 40)
to walk with strength and confidence
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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.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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.
Lesson 3
Lesson 5
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
Explain how Cisneros develops Esperanza’s perspective and contrasts it with other characters in the text.
RL.7.6
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
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