Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 8
ELA
Unit 4
7th Grade
Lesson 8 of 22
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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.
Book: The House on Mango Street by Sandra Cisneros pp. 29 – 42
Poem: “There Was an Old Woman Who Lived in a Shoe” by Mother Goose
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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.
In "The Family of Little Feet," Esperanza and her friends are sexually harassed by older men. The descriptions are not graphic, but may still be triggering for students. Sexual harassment includes unwelcome sexual advances and other verbal or physical harassment. Students will read more about gender norms and stereotypes, including sexual harassment later in this unit. Consider how to best support students when reading this chapter and addressing the topic of sexual harassment, including what school or community resources should be provided. As a part of intellectual preparation, read this article titled "Teaching about Sexual Assault in Young Adult Literature" and focus on the "Suggestions for Instruction.”
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 the vignettes "There Was an Old Woman…" and "The Family of Little Feet"? Cite evidence from both texts to support your answer.
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Questions about the text that will help guide the students understanding
Compare and contrast the vignette, "There Was an Old Woman She Had so Many Children She Didn't Know What to Do" to the nursery rhyme, "There Was an Old Woman Who Lived in a Shoe." Provide specific evidence from both texts to support your answer.
How does "Darius & the Clouds" reveal Esperanza's innocence and wisdom?
What does the fairy tale reference in "A Family of Little Feet" reveal about how Esperanza feels about growing up?
How does the conversation between Rachel and the "bum man" have fairy tale qualities? How does it differ from fairytales?
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
strutted
v.
(p. 40)
to walk with strength and confidence
fondly
adv.
with positive feelings; with affection (Mother Goose, line 4)
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.
Article: “Gender Norms and Stereotypes” by Fishtank Staff
Article: “This is what happens when gender roles are forced on kids” by Emanuella Grinberg and Victoria Larned
While reading, answer the following questions.
What are gender norms and stereotypes, and how are they different from biological differences?
What role do family, friends, and media play in shaping children's understanding of gender roles?
How do gender norms influence emotional expression in boys and girls?
What are some suggested actions for combating gender-based stereotypes and promoting inclusion?
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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.
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.
Next
Explain the impact of gender roles and stereotypes on the lives of young people.
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
Analyze how texts contribute to a central idea or message about identity and belonging.
RI.7.2RI.7.3RL.7.2
RL.7.2
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
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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