Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 7
ELA
Unit 4
7th Grade
Lesson 7 of 22
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Analyze how texts contribute to a central idea or message about identity and belonging.
Book: The House on Mango Street by Sandra Cisneros — p. 28
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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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
The article "Young Latinos: Born in the U.S.A., carving their own identity" discusses identity and terms used by members of the Hispanic/Latinx community including Latino/a, Hispanic, Chicano/a, Afto-Latino/a, etc. It also references the Deferred Action for Child Arrivals (DACA) program, which allows undocumented young people brought to the U.S. as children to remain in the country. This may be a sensitive topic for students. Consider how to best support students when reading the article and addressing the topic of immigration and identity. As a part of intellectual preparation, review the following articles:
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How do the article and the vignette "Those Who Don't" deepen the reader's understanding of the challenges faced by young Latinos in the U.S.? What similarities can be drawn between the challenges discussed in the article and the way outsiders view Esperanza's community in "Those Who Don't"? Cite evidence from both texts to support your answer.
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Questions about the text that will help guide the students understanding
How does Esperanza's perspective of her own neighborhood differ from that of people who do not live there? How does Cisneros develop this difference in perspective? Cite evidence from the text to support your answer. (The House on Mango Street)
What role does language play in the struggles young Latinos face when maintaining their cultural heritage and integrating into American society? ("Young Latinos…")
In what ways do societal perceptions and stereotypes regarding race impact the identities of Latino youth? How do these perceptions shape their experiences and opportunities? ("Young Latinos…")
How do the lives of Esperanza and the individuals in the article contradict the stereotypes believed about them? Cite evidence from the text to support your answer. ("Young Latinos…" and The House on Mango Street)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
anecdote
a short story about a real incident or person that demonstrates a larger idea or argument
empower
v.
to give someone the authority or power to do something (Gamboa, Lilley, & Cahlan, para. 18)
combat
to take action to reduce or prevent something (Gamboa, Lilley, & Cahlan, para. 31)
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
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?
What does "And Some More" reveal about the four girls?
What do Lucy, Rachel, and Esperanza do with the shoes?
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RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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.
Standards that are practiced daily but are not priority standards of the unit
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.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.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.
RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
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.
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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.
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
RI.7.2RI.7.3RL.7.2
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
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
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.
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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