Curriculum / ELA / 7th Grade / Unit 4: Finding Home: The House on Mango Street / Lesson 9
ELA
Unit 4
7th Grade
Lesson 9 of 22
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Explain the impact of gender roles and stereotypes on the lives of young people.
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
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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.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What are the negative consequences of living in a society with rigid gender roles? Provide evidence from both articles to support your thinking.
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Questions about the text that will help guide the students understanding
What is the relationship between gender norms and stereotypes and mobility? Why does this relationship exist? Provide evidence from the article to support your answer. ("This is what happens…")
According to both articles, what are some of the stereotypes and expectations that people have for both boys and girls? Provide examples from both texts to support your answer. ("This is what happens…" and "Gender Norms and Stereotypes")
According to both articles, who teaches and/or enforces gender roles and stereotypes? In what ways are gender roles enforced? Provide examples from both texts to support your answer. ("This is what happens…" and "Gender Norms and Stereotypes")
What are the dangers of gender norms? How can this be combatted? Provide evidence from the article to support your answer. ("Gender Norms and Stereotypes")
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
stereotypes
n.
an unfair belief about people based on the group they belong to (Fishtank, para. 1)
rigid
adj.
not able to be bent, changed, or adapted (Grinberg & Larned, para. 2)
submissive
passively conforming to the authority or will of others (Fishtank, para. 18)
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. 43 – 55
While reading, answer the following questions.
What does Esperanza want to do during lunch? Why?
What does Mama forget to buy Esperanza before the baptism? How does Esperanza feel about this?
What is Esperanza's first job? What happens to her on her first day?
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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).
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.
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.7.2 — 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.7.10 — 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.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.
Next
Explain how Cisneros develops Esperanza's changing perspective in the text.
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
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.
RL.7.2
RI.7.3
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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