7/8 Reading Group. Overview of Reading Group: Sandra Cisneros, House on Mango Street

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1 7/8 Reading Group Overview of Reading Group: Sandra Cisneros, House on Mango Street Relevant CCSS: Literature - Textual evidence to support analysis, objective summaries - Determine theme and analyze its development through text - Meaning of words, how words/literary devices used for effect (alliteration, analogy, allusion) - Compare and contrast two texts/passages and analyze how different use of devices contribute to meaning and style - Analyze author s use of characters POV Writing - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences (descriptive details, pacing, dialogue, transition words/phrases) - Draw evidence from lit. text to support analysis or reflection - Write routinely over extended time and in short periods of time for a range of purposes and audiences Speaking and Listening - Collaborative discussion o Come prepared (having read) o Pose questions that elicit elaboration, bring back to topic as needed o Pose questions that connect the ideas of several speakers o Respond to others speakers with relevant evidence, observations, and ideas o Acknowledge new info learned, modify thinking accordingly Language - Conventions o Phrase v. clause o Simple, compound, complex, compound-complex sentences as signals for different relationships between ideas o Spelling and punctuation o Precision of expression o Recognize and correct incorrect shifts in verb voice and mood - Vocabulary o Demonstrate understanding of figures of speech, word relationships, and nuances in meaning Figures of speech and allusions Use relationships between words (syn/ant, analogy) to determine meaning

2 Name: Date: Final Project: The House on Mango Street In her collection of vignettes titled The House on Mango Street, author Sandra Cisneros painted for us a picture of Esperanza growing up in Chicago in the 1960s. As we have read the book, we have connected with Esperanza and the characters in her neighborhood. We have also analyzed Cisneros s use of literary devices and you have written vignettes of your own, inspired by Cisneros s style. To commemorate our work with The House on Mango Street, you are going to create a booklet in which you show deep things about yourself through a collection of writings, just as Sandra Cisneros does. The booklet will include: 1) An illustrated cover which may illustrate either one of Cisneros s vignettes, or one of your own 2) A Table of Contents page where you list the titles of each entry, and the entry s page number 3) A list of literary devices and writing techniques with a definition and an example copied from your notes for each: a. Literary device b. Vignette c. Metaphor d. Simile e. Show, don t tell f. Dialogue g. Theme h. Personification 4) Analyses (3-5) of the use of literary devices in one of Cisneros s vignettes, of at least 3 paragraphs each. The reason you write these analyses is to demonstrate your ability to identify when a literary device is being used, to cite evidence of the device from the text, and to explain what effect the author s use of the literary device has on the meaning of the text. Being able to analyze texts in this way will help you to appreciate and enjoy good writing when you read it, and will help you understand how to use literary devices to effect meaning in your own writing. 5) Original vignettes (5-10) that you write about your own life in Cisneros s style. The vignettes should include the literary devices and writing techniques we have talked about: they should have metaphors, similes, dialogue, and other literary devices you have learned about, they should show the reader with full description rather than tell the reader. Like Cisneros s vignettes, they do not have to be long (though they should be at least 3 paragraphs), but they should be jam-packed with description and meaning, and the events in each vignette should happen in a logical order. They should each have a title. They can be poetic, but should follow grammar, spelling, and punctuation conventions enough that their meaning is clear.

3 6) 3-4 Poems that reveal important aspects of who you are, like Judith Ortiz Cofer does in her poem about the character María, Like the First Flower. The poem need not be long ( Like the First Flower is only 16 lines!), but should reveal many aspects of who you are, such as how you feel about life at this moment, and your dreams for the future. One of the poems should be written in one of the following ways: a. Write a poem about a springtime moment you have experienced b. Write a poem that compares yourself to a flower or tree c. Write a poem about your house and how you feel in it The other poems can be written about a topic of your choice. 7) A letter: a. To Sandra Cisneros, explaining why you think it is important or helpful for kids to read The House on Mango Street. Cite specific passages and/or ideas from the text that you found helpful or important personally. AND/OR b. To yourself as an older person. Remind your future self of what it was like to be you at this age. What do you want to make sure you remember? What do you wish were different? Imagine how your childhood will influence who you will become as an adult. What advice do you have to give to other kids your age? Most of this work is already in your red notebooks in draft form. Now you will need to type them, by creating and sharing a google doc titled First name Last name Mango Street Project. Keep all of the parts listed above on this one google doc. Give and receive peer feedback, and get teacher feedback on all parts of the assignment. After you make your illustrated cover on regular printer paper and type items 2-7 on a word document that you share with Ann, these items will then be bound into a book. (We will scan the book s cover so that you can have an electronic copy for your portfolio). This work will result in a beautiful compilation you can really be proud of!

4 Week Chapters CCSS March 3 The House on Mango Street Hairs Boys and Girls My Name Cathy Queen of Cats Our Good Day Speaking and Listening: - introduce collaborative discussion March 10 March 17 (no school 3/17) March 24 March 31 April 7 April 14 SPRING BREAK April 28 Reading Group Lesson Plan (for Monday): Laughter Gil s Furniture Meme Ortiz Louie Marin Those Who Don t There Was an Old Woman Alicia Who Sees Mice Darius & the Clouds And Some More The Family of Little Feet A Rice Sandwich Chanclas Hips The First Job Papa Who Wakes up Tired Born Bad Elenita, Cards, Palm, Water Geraldo No Last Name Edna s Ruthie The Earl of Tennessee Sire Four Skinny Trees No Speak English Rafaela Who Drinks Coconut Sally Minerva Writes Poems Bums in the Attic Beautiful and Cruel A Smart Cookie What Sally Said The Monkey Garden Red Clowns Linoleum Roses The Three Sisters Alicia & I Talking A House of My Own Mango Says Goodbye Sometimes Wtg: - analysis of Cisneros -own vignettes in style of Wtg: - analysis of Cisneros -own vignettes in style of Materials: Literacy notebook, dictionary for group (for writing devices definitions and checking vocab), print-out of their writing prompt

5 Introduce The House on Mango Street, explain the final products: bound book. Set the stage for collaborative discussion. Ask, have you participated in reading group before? What worked and what didn t? Looking for: eye contact, listening (no interrupting) and responding to others ideas, asking questions that elicit elaboration, citing evidence in the text, taking notes as we read (we will pause to make time for this) to record thoughts, habits of mind (evidence, viewpoint, connections, conjecture, relevance) Hand out books Round-robin read the front and back of the book Round robin read "The House on Mango Street" - check for comprehension: broom on ceiling, "hallway stairs," pause for note-taking Read "Hairs" - Ask, "What makes this chapter interesting?" Discuss literary devices: metaphor, simile, personification; for each, look up in dictionary, and discuss and write definitions. Also, write in journal an example of the literary device from the text and an example they make up. Discuss, How does Cisneros use of these literary devices effect the meaning and/or style of the passage? Example: And Kiki, who is the youngest, has hair like fur. Simile used not only to give visual picture of Kiki, but may point to her personality as well. Connotations of word fur? Looking for: soft, animalistic, young, undeveloped, not quite human Read "Boys and Girls" - check for comprehension: "like a balloon tied to an anchor;" make a character tree of characters Read "My Name" - Discuss, "What is the theme of this chapter?." Examine phrases, "songs like sobbing," "a Chinese lie," "as if they were made out of tin" Go over writing assignment Name: Date: THE HOUSE ON MANGO STREET JOURNAL PROMPT Choose a chapter to respond to: - For "The House on Mango Street," describe your own house, or the house of your dreams. - In response to "Hairs," write about the "personality" of the hair of your family members, and give us an idea of the personality of your family members as you write. - For "My Name," write about your own name. What does it mean to you? To others? If you wanted to have another name, what would it be, and why? - For all of the choices, use literary devices that we discussed: metaphor, simile, personification. Begin writing in class, and bring finished paragraphs to reading group tomorrow. Collect Books