| Teaching
Unit as part of Oakland Unified School District "Urban Dreams"
Project
This unit consists of two detailed 9th lesson plans based on The House
of Mango Street. While the tasks are note always sophisticated, you'll
be struck by the rich array of materials (worksheets, assignments, essays,
charts, journals, peer evaluation, quizzes, rubrics, etc.) that can
be freely downloaded from this site. Here is an outline of the two lessons
and their respective materials:
Lesson
Plan by M. Scott
The goal of this lesson plan is "to explore Human Rights issues
and teach simple writing skills for the creation of an autobiographical
book about their Human Rights and own cultural experiences. The final
product is a book comprised of the student's essays. The technology
skills learned include computer graphics, clip art, and formatting.
They also learn how to bind the materials into a book."
In addition to an introduction and essential questions there are three
guided reading handouts, three student essays, teacher commentary,
and Video clips of three students reacting to The House on Mango Street.
If the idea of filmed interviews of students interests you we have
the resources to make that happen!
Lesson
Plan by E. Carlson
The emphasis is placed on "theme, symbol and style." For
the purposes of organization, the novel is divided into eight thematic
sections.
This Lesson Plan is FULL of freely downloadable teacher materials,
mostly Word documents and PDFs. Here's a list:
Pre-readings worksheet; Pre-readings.doc; Student work: Pre-readings;
"Hairs" Modeling Assignment; Figurative Language Quiz ;
Writing prompt; Cluster Chart Cluster Peer Evaluation; Revision Strategies;
Evaluation Rubric; Houses in the Book Chart; Map Project; Before/After
Reading Chart; Double Entry Journal; Open Mind Diagram; Building an
Interpretive Essay; Interpretive Essay Handouts; Mango Street Portfolio
Rubric Portfolio Rubric.
Yale-New
Haven Teachers Institute: The Politics of Gender in The House on Mango
Street
This three-day teaching unit is designed for high school students of
various learning styles and addresses the following teacher concerns:
What is the House on Mango Street about and why would I use this book?
What myths are used to define gender roles in society?
What pre-reading strategy is good for The House On Mango Street?
Don't forget I teach reading!!! (emphasis on prefixes, root words, suffixes
and syllables)
What passages are relevant and are the most important?
Resources
and Tools: The House on Mango Street
From the Department of Women's Studies at Ohio State University, these
resources are divided into three sections:
Language: image, metaphor, and voice
The people on Mango Street
Themes
The themes highlighted include houses; boys and girls/men and women;
belonging and not belonging; going away and coming back
Lesson
Plans: The House on Mango Street
From teacherVision.com, a commercial site There are three free resources:
-Character Chart
Students will analyze the main characters, their relationships with
one another, and any distinct characteristics they may have using the
Character Chart.
-Conflict Dissection
This graphic organizer will help students to study the story's setting,
problem, and solution. Use the Conflict Dissection organizer.
-Discussion Ideas and Questions
To prepare for the discussion element of this story use The House on
Mango Street Questions sheet.
Random
House Academic Resources: The House on Mango Street
Full of thoughtful in-class discussion questions on the following topics:
Comprehension, Language: image, metaphor and voice, The people on Mango
Street, Themes
ClassicNote
on The House on Mango Street
Yes, this is just like Cliff Notes. But you may appreciate the summary
and analysis of each vignette and major character in the stories.
Sparknotes: The
House on Mango Street
Offers summary and commentary per stories, a twenty-question multiple
choice quiz, three study questions and answers. ("Compare Esperanza's
development as an artist to the development of a similar character from
another novel (perhaps Stephen Dedalus from Joyce's Portrait of the
Artist as a Young Man or the protagonist from Maya Angelou's I Know
Why the Caged Bird Sings") What experiences are important to her
writing? Why does she want to write?
Random
Books: Reader's Guide to House on Mango Street
Features 44 discussion questions for discussion of the individual stories
and six general discussion questions.
"The
House on Mango Street: A Space of Her Own" (essay)
In the following essay, an excerpt from novel Daughters of Self-Creation:
The Contemporary Chicana Novel, Annie Eysturoy examines the oppressive
social and cultural conditions that play a key role in fomenting the
social, psychological, sexual, and even "literary" development
of the narrator-artist, Esperanza. According to Eysturoy, the novel
shows Esperanza's Buildings (a journey that traces the protagonist's
path toward self-fulfillment and actualization) as inextricably linked
to her socio-cultural context, "an engagement with her immediate
surroundings that brings about a gradual coming into consciousness about
her own identity as a woman and as a Chicana."
Interview
with Sandra Cisneros
focuses on language/cultural issues
TLWT-Home
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