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

Finding Home: The House on Mango Street

Lesson 4: Day 1 Brainstorming/ Drafting

ELA

Unit 4

7th Grade

Lesson 4 of 19

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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

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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

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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)

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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's word choice reveals the impact of gender norms and stereotypes on the lives of young people.

“Gender Norms and Stereotypes”

Standards

RI.7.3RI.7.4

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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

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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.7.4

Unpack a prompt, study a Mentor Text, and begin to gather evidence in preparation for writing a literary analysis essay.

Standards

W.7.1W.7.9

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2 days

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