The House on Mango Street: Week 2 of 4

Transcription

1 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of ) The House on Mango Street: Week 2 of 4 Unit Overview This is a 4-week unit in which students learn more about figurative language and character analysis while practicing using context clues and inference skills to comprehend the short novel The House on Mango Street. Learners write personal responses to the novel using evidence and experience. Learners also practice summarizing. Finally, learners use new vocabularies in a variety of parts of speech, striving for verb tense accuracy and subject-verb agreement. Focus of Week 2 Reading chapters ten through nineteen of the novel. Expanding a character chart. Maintaining a personal response journal. Writing summaries. Identifying concise summaries, not too broad or too narrow. Using simple past to retell or summarize a story. Reviewing figurative language. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 1 House on Mango Street Unit

2 House on Mango Street Unit: Week 2, Monday Objectives Learners will be able to Literacy: read two chapters of the novel. Literacy: write a personal reaction to two chapters. Listening/speaking: discuss key vocabulary before reading. Listening/speaking: read aloud with emotion, fluency, and while minding punctuation. Transitions & Critical Thinking: personally connect to the novel. Transitions & Critical Thinking: categorizing items from their own repertoire. Grammar: use the simple past to retell or summarize a story. Materials Make Student Copies Textbook: The House on Mango Street, pp Textbook: The ESL Reader s Companion to The House on Mango Street, pp. 40 Handout: Summarizing Chapter Ten Make Single Copies or Reference Handout: Scattergories Teacher Prompts Props, Technology, or Other Resources A projector Learners dictionaries A set of notebooks for daily journaling Lesson Plan Warm up for today s Lesson Description: Play a simplified version of the board game Scattergories. Materials/Prep: Handout: Scattergories Teacher Prompts Activity 1: Literacy/vocabulary Description: BEFORE YOU READ vocabulary class discussion Materials/Prep: Textbook: The ESL Reader s Companion to The House on Mango Street, p. 40 Activity 2: Literacy & Listening/speaking Description: Read chapter ten, Louie, His Cousin & His Other Cousin (pp ). Materials/Prep: Textbook: The House on Mango Street, pp Activity 3: Literacy, Grammar & Critical Thinking Description: Create a summary for chapter ten by ordering sentences and inserting correct past tense verbs. Materials/Prep: Handout: Summarizing Chapter Ten Activity 4: Literacy & Listening/speaking Description: Read chapter eleven, Marin (pp ). Materials/Prep: Textbook: The House on Mango Street, pp Activity 5: Literacy/vocabulary Note: Skip this activity if time is running short Description: Students select words from a Parking Lot list to look up Materials/Prep: learners dictionaries Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 2 House on Mango Street Unit

3 Activity 6: Checking for Understanding Description: Personal response writing Materials/Prep: Learner notebooks designated for journaling Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 3 House on Mango Street Unit

4 Teacher Directions: Warm up: Scattergories Game-Materials: Handout: Scattergories Teacher Prompts Divide learners into pairs or teams of no more than three, so that every learner has an opportunity to participate. Explain that the warm-up activity is based on a board game called Scattergories, a mash-up of the words scatter and categories. Today, learners will listen for two things: 1) a category and 2) an initial letter (a letter all words within the category must begin with). Learners designate one person per pair/group to record ideas. The teacher times each round for one minute. After all four rounds have been completed, ask each group to report out. The group with the most correct responses wins! Categories have been chosen based on content from the novella The House on Mango Street. Teacher Directions: Activity 1: Literacy/vocabulary Materials: Textbook: The ESL Reader s Companion to The House on Mango Street, p. 40 Step 1: Context Share with learners the purpose of the Before You Read vocabulary explanations, as provided by the textbook: This section contains cultural information, translations of words written in Spanish, and explanations of words or expressions that may be uncommon, so students need not waste time hunting for them in their dictionaries. Like any novel with realistic dialogue, The House on Mango Street includes language that is inappropriate for students own use. [Organization of The Companion, p. vi] The last statement is exemplified by the term flat, meaning apartment, which in the Midwestern U.S. isn t very useful, but knowledge of its noun form existence in other English-speaking countries is helpful, especially at the advanced level. Step 2: Guided Practice Read nylons through P.R. together and provide examples whenever possible. For example, cop = police officer, but do they carry the same connotation? Are they equally appropriate? Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 4 House on Mango Street Unit

5 Step 3: Partner Practice Learners pair up and practice using gotta and honked, because those may be the most useful phrases for personal application. Learners should discuss 1) something they must do in the very near future and 2) whether they have honked at someone or been honked at and for what purpose. For example, Later today, I ve gotta make dinner. I ve gotta work overtime this weekend. I ve honked softly at people in front of me who didn t go at green lights. People have honked at me a couple of times for the same reason! Fadumo honked at me to wave hello. Etc. Limit discussion of the vocabulary to about 15 minutes. Teacher Directions: Activity 2: Literacy & Listening/speaking Materials: Textbook: The House on Mango Street, pp Step 1: Prep Write the words Vocabulary Parking Lot at the top of one side of the board. If the board doubles as screen for the projector, you can alternatively write this on a piece of flip chart paper. Grammar Note: Learners must use has/have before got to. It is incorrect to say, I gotta, but many people say this, especially when using the expression, I gotta go. Sometimes the contraction I ve is said very quickly and it is difficult to hear the contracted have. Gotta is not an actual word and therefore it is not correct to write gotta, but this is what we say and hear. Also, learners must note that they use simple past with honk when they recall a specific incident, but the present perfect if they are recalling several incidents over their entire driving history. An example of each is provided in Step 3. Step 2: Guided Practice Students open their books the tenth chapter of the novel The House on Mango Street, entitled Louie, His Cousin & His Other Cousin. Read the first few lines aloud as students follow along. Pause and ask students what they are wondering about so far as they read. Ask students to reread the text to find clues about the meaning of new words. If the class gets stuck and can t figure out what a word means, continue reading for a bit to see if the meaning becomes clearer. If it does not become clearer and the students ask you to explain what it means, ask a student to come up to the board and write the word in the Vocabulary Parking Lot and then continue reading don t explain the word or use a dictionary yet. They will work with the words in the parking lot later, as time allows. It is important to keep reading so they will build their understanding of the text instead of spending most of their reading time looking up words. Step 3: Pair Reading Learners pair up and take turns reading through the tenth chapter of the novel aloud. Learners should be encouraged to pause and question the text as they read. Learners should strive for fluency at this point and attempt to use context clues instead of their dictionaries. Learners keep Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 5 House on Mango Street Unit

6 the Before You Read sheet nearby in case they need to refer back to it about any new or unfamiliar phrases on pp As they come across words they would like to look up, remind them to write in the Vocabulary Parking Lot. Not every unfamiliar word needs to be in the parking lot, so encourage students to keep reading and be selective about which words they add to the parking lot list. Step 2: Class Discussion Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to find the answers. Ask them to give the location of the evidence they find (page number, paragraph number, etc.) Instructor Demo Note: Ask questions instead of providing the answers. This encourages critical thinking and future selfguided questioning before beginning an exercise. For example, ask learners, How many sentences do you need to order? or Why would it be incorrect to start with He has a girl cousin? When everyone asked Louie s cousin where he got the car, he didn t answer. Where do you think he got it? Teacher Directions: Activity 3: Grammar, Literacy, & Critical Thinking Materials: Handout: Summarizing Chapter Ten; a projector Step 1: Instructor Demonstration Place a copy of the Summarizing handout on a projector and demonstrate filling in one of the missing verbs. Some of the verbs are regular ed ending past verbs, whereas others are irregular past verbs. Brainstorm with learners how they might begin organizing the sentences to create a logical summary of the chapter. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 6 House on Mango Street Unit

7 Step 2: Pair Work Learners partner up to order the five sentences into a logical summary of the chapter. Partners also fill in the blanks with the correct verbs in their simple past tense forms. Step 3: Corrections Correct together as a class. Teacher Directions: Activity 4: Literacy & Listening/speaking Materials: Textbook: The House on Mango Street, pp Step 1: Pair Reading Learners pair up and take turns reading through the eleventh chapter of the novel The House on Mango Street, entitled Marin, aloud. Learners should be encouraged to pause and question the text as they read. Learners should strive for fluency at this point and attempt to use context clues instead of their dictionaries. Learners keep the Before You Read sheet nearby in case they need to refer back to it about any new or unfamiliar phrases on pp As they come across words they would like to look up, remind them to write in the Vocabulary Parking Lot. Not every unfamiliar word needs to be in the parking lot, so encourage students to keep reading and be selective about which words they add to the parking lot list. Step 2: Class Discussion Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to find the answers. Ask them to give the location of the evidence they find (page number, paragraph number, etc.) What does Marin look like? What does Marin dream about? What evidence do you find in Marin to support this? Teacher Directions: Activity 5: Literacy/Vocabulary Materials: learners dictionaries Note: Skip this activity if time is running short. Step 1: Read through the words that students wrote in the Vocabulary Parking Lot earlier in the lesson. Each student chooses two or three words from the list to look up, depending on how much time is left. They may use any criteria they wish to select words. Step 2: Students look up the words in dictionaries. They may copy the definitions, if they wish. Be sure to leave time for the journaling activity. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 7 House on Mango Street Unit

8 Teacher Directions: Activity 5: Literacy/Checking for Understanding Materials: Designated notebooks for regular journaling Learners continue Personal Response Journals. If there are any new learners to the class, provide some context for this activity by allowing them a few minutes to silently read Suggestions for Writing, pp from The ESL Reader s Companion to the House on Mango Street. Learners should comment on at least one aspect of the tenth or eleventh chapter today before leaving. This is the learners Exit Ticket. This journal entry should differ from a summary. A personal response is a reaction to the text, making a personal connection to what one has read. Consider the prompt: Esperanza knew, or understood what was happening with Louie s cousin and his car. Do you agree or disagree? What evidence can you find to support your stance? Inform learners that only a teacher/coordinator will read the Personal Response Journal. Teachers/coordinators will be reading to check for comprehension and clarity, but will not be doing a lot of editing, because journaling does not involve edit/revision steps. Learners will not be expected to share anything recorded here with classmates, so they should write freely. Learners may share journal entries if they wish, but it is always optional. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 8 House on Mango Street Unit

9 Scattergories Teacher Prompts INSTRUCTIONS: Learners form small groups. Each group needs a sheet of paper for recording items that fit within a category. Categories are inspired by the novella The House on Mango Street. The teacher calls out an initial letter and a category. Groups must work together to think of as many things as they can that begin with the named letter and fit within the category. The teacher allows one minute for groups to brainstorm and list items on their paper. Round 1: Initial letter: P, Category: Fruit Round 2: Initial letter: S, Category: Family Members Round 3: Initial letter: M, Category: Adjectives that Describe People Round 4: Initial letter: L, Category: First Names (given names) Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 9 House on Mango Street Unit

10 Summarizing Chapter Ten (THIS EXERCISE IS BASED ON THE ESL READER S COMPANION TO THE HOUSE ON MANGO STREET S P.11) INSTRUCTIONS: 1. Put the following sentences in order to create a paragraph that summarizes the tenth chapter of The House on Mango Street. 2. Fill in the spaces with the correct past tense form of the verb in parentheses. Many are irregular (do not take ed endings), so be careful! Louie (is) Esperanza s brother s Puerto Rican friend who (lives) in a basement apartment on Mango Street. Police (chase) Louie s cousin down the alley until he (crashes) into a lamppost. He (has) a girl cousin who (stays) in and (watches) his little sisters and a boy cousin who only (appears) once. The kids all (wave) as the police (drive) Louie s cousin away. This cousin of Louie s (drives) up in a big yellow Cadillac and (gives) rides to all the neighborhood kids. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 10 House on Mango Street Unit

11 House on Mango Street Unit: Week 2, Tuesday Objectives Learners will be able to Literacy: read chapters twelve, thirteen, and fourteen. Literacy: identify similes, metaphors, and personification. Literacy: write a personal reaction to the twelfth, thirteenth, or fourteenth chapters. Listening/speaking: read aloud with emotion, fluency, and while minding punctuation. Listening/speaking: apply novel vocabulary to real-life conversational situations. Transitions & Critical Thinking: distinguish between different types of figurative language. Grammar: use the simple past to retell or summarize a story. Materials Make Student Copies Textbook: The House on Mango Street, pp Textbook: The ESL Reader s Companion to The House on Mango Street, pp Handout: Similes, Metaphors, and Personification Table Make Single Copies or Reference Props, Technology, or Other Resources A beach ball Learners Dictionaries A set of notebooks for daily journaling A projector (optional for corrections) Lesson Plan Warm up for today s Lesson/Review Description: Volunteers summarize yesterday s reading to the class without using any notes and using the past tense via a ball toss activity. Materials/Prep: a beach ball Activity 1: Literacy/vocabulary Description: BEFORE YOU READ vocabulary class discussion Materials/Prep: Textbook: The ESL Reader s Companion to The House on Mango Street, pp Activity 2: Literacy & Listening/speaking Description: Read chapter ten, Those Who Don t (p. 28), by following along with the instructor. Read chapters thirteen, There Was an Old Woman, and fourteen, Alicia Who Sees Mice, in pairs. Discuss each chapter as a whole class (pp ). Materials/Prep: Textbook: The House on Mango Street, pp Activity 3: Literacy & Critical Thinking Description: Discuss and practice identifying similes, metaphors, and personification in the novella, chapters ten through thirteen. Materials/Prep: Handout: Similes, Metaphors, and Personification Table; a projector (optional for corrections) Activity 5: Literacy/vocabulary Note: Skip this activity if time is running short Description: Students select words from a Parking Lot list to look up Materials/Prep: learners dictionaries Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 11 House on Mango Street Unit

12 Activity 6: Literacy/Checking for Understanding Description: Personal Response journal writing Materials/Prep: Learner notebooks designated for journaling Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 12 House on Mango Street Unit

13 Teacher Directions: Warm up: Summarize Chapters Ten and Eleven with Beach Ball Activity Learners stand in a circle and prepare themselves to summarize The House on Mango Street, chapters ten and eleven, without looking at any handouts, notes, or the novella itself. Learners must recall the characters, setting, and plot. Learners should use the past tense. The teacher may begin by passing the beach ball to a learner who was in class on Monday. This learner must recall one important event or character that the class read about yesterday and share a sentence in the simple past. Then he/she must pass the ball to another learner. If a learner receives the ball, but was absent on Monday, he/she should pose a question about the novel. The next learner to receive the ball should answer the question using the past tense. By doing so, he/she is also summarizing, in a sense. This exercise helps review and support any learners that may have been absent on day one. Teacher Directions: Activity 1: Literacy/vocabulary Materials: Textbook: The ESL Reader s Companion to The House on Mango Street, pp Step 1: Context Share with learners the purpose of the Before You Read vocabulary explanations, as provided by the textbook: This section contains cultural information, translations of words written in Spanish, and explanations of words or expressions that may be uncommon, so students need not waste time hunting for them in their dictionaries. Like any novel with realistic dialogue, The House on Mango Street includes language that is inappropriate for students own use. [Organization of The Companion, p. vi] The last statement is exemplified by the term flat, meaning apartment, which in Midwestern U.S. isn t very useful speech, but knowledge of its noun form existence in other English-speaking cultures is helpful, especially at the advanced level. Step 2: Guided Practice Read There Was an Old Woman through catch sight of the hind legs together and provide examples whenever possible. For example, There Was an Old Woman is a nursery rhyme. After reading the rhyme, ask learners what it means. Do any other cultures have a similar verse? Can anyone guess what the chapter might be about based on its title? There was an old woman, who lived in a shoe, She had so many children; she didn t know what to do, She gave them some broth without any bread, She whipped them all soundly, and sent them to bed. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 13 House on Mango Street Unit

14 Step 3: Partner Practice Learners pair up and practice using how come and no wonder, because those may be the most useful phrases for personal application. Learners think of two situations in which they might be able to use the aforementioned phrases. Later, they will see how they are used in the chapters read in class. For example, Teacher: How come you were late today? Learner: blah, blah, blah Teacher: Oh, no wonder you were late! Learner A: How come you didn t come to class yesterday? Learner B: I had to work. Learner A: Oh, no wonder you didn t come! How come you put a lot of sugar in your coffee? Etc. The instructor will need to remind learners to be appropriate and not ask very personal how come questions. For example, What s your favorite season? How come? is appropriate; however, Are you married? How come? is not. Limit discussion of the vocabulary to about 15 minutes. Teacher Directions: Activity 2: Literacy & Listening/speaking Materials: Textbook: The House on Mango Street, pp Step 1: Prep Write the words Vocabulary Parking Lot at the top of one side of the board. If the board doubles as screen for the projector, you can alternatively write this on a piece of flip chart paper. Step 2: Guided Reading Teacher reads the twelfth chapter of the novel The House on Mango Street, entitled Those Who Don t aloud, demonstrating reading with emotion and using punctuation (stopping at periods and pausing at commas). Learners should follow the text, not the instructor s face. Since this chapter is quite short, but powerful, if learners request a repeat of the oral reading demonstrating fluency, emotion, and minding punctuation, share a second time before moving on to step 2. If ask what a word means, continue reading for a bit to see if the meaning becomes clearer. If it does not become clearer, ask a student to come up to the board and write the word in the Vocabulary Parking Lot and then continue reading don t explain the word or use a dictionary Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 14 House on Mango Street Unit

15 yet. They will work with the words in the parking lot later, as time allows. It is important to keep reading so they will build their understanding of the text instead of spending most of their reading time looking up words. Step 2: Class Discussion Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to find the answers. Ask them to give the location of the evidence they find (page number, paragraph number, etc.) Who is scared to be in Esperanza s neighborhood? Where does Esperanza feel scared? What evidence from the story supports your answer? Do you think there are people who feel scared to come into your neighborhood? If yes, why might that be? Step 3: Pair Reading Pairs continue reading the thirteenth and fourteenth chapters of the novel The House on Mango Street, entitled There Was an Old Woman and Alicia Who Sees Mice aloud, also demonstrating reading with emotion and using punctuation (stopping at periods and pausing at commas). Learners should be encouraged to pause and question the text as they read and listen. Learners should attempt to use context clues. As they come across words they would like to look up, remind them to write in the Vocabulary Parking Lot. Not every unfamiliar word needs to be in the parking lot, so encourage students to keep reading and be selective about which words they add to the parking lot list. Step 4: Class Discussion Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to find the answers. Ask them to give the location of the evidence they find (page number, paragraph number, etc.) Do you feel sorry for Mrs. Vargas? Why or why not? What do you think happened to Angel Vargas? Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 15 House on Mango Street Unit

16 Teacher Directions: Activity 3: Literacy & Critical Thinking Materials: Handout: Similes, Metaphors, and Personification Table; a projector (optional for corrections) Step 1: Setting the Context Figurative Language is expressing ideas indirectly. It is the opposite of literal language. We use figurative language to help readers feel, see, or experience the written word. In literature, figurative language is often referred to as literary devices. There are many types of figurative language. The House on Mango Street is full of examples of figurative language. Learners review simile, metaphor, and personification specifically and practice identifying them in recently read chapters. Step 2: Pair Practice Learners complete the table handout in pairs. Circulate the room to check for individual understanding of the literary devices reviewed today. Step 3: Corrections Correct together, eliciting responses from learners. Time-permitting, have learners come forward to write answers in a projected copy of the handout. Discuss the accuracy of the learner responses as a class. Teacher Directions: Activity 5: Literacy/Vocabulary Materials: learners dictionaries Note: Skip this activity if time is running short. Step 1: Read through the words that students wrote in the Parking Lot earlier in the lesson. Each student chooses two or three words from the list to look up, depending on how much time is left. They may use any criteria they wish to select words. Step 2: Students look up the words in dictionaries. They may copy the definitions, if they wish. Be sure to leave enough time for the journaling activity. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 16 House on Mango Street Unit

17 Teacher Directions: Activity 4: Literacy/Checking for Understanding Materials: designated notebooks for regular journaling Learners continue their Personal Response Journals. Learners should answer one of the two questions listed below before leaving class today. This is the learners Exit Ticket. This journal entry should differ from a summary. A personal response is a reaction to the text, making a personal connection to what one has read. 1) Esperanza admires both Marin and Alicia. Do you agree or disagree? Explain. 2) Are there neighborhoods that you are scared to go to? Describe them and give your reasons for being scared. Inform learners that only a teacher/coordinator will read the Personal Response Journal. Teachers/coordinators will be reading to check for comprehension and clarity, but will not be doing a lot of editing, because journaling does not involve edit/revision steps. Learners will not be expected to share anything recorded here with classmates, so they should write freely. Learners may share journal entries if they wish, but it is always optional. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 17 House on Mango Street Unit

18 Similes, Metaphors, and Personification Table INSTRUCTIONS: 1. Read the definitions and examples of each listed below. 2. Complete the table that follows by filling in each cell with information from the novel using chapters Note that some figures of speech may not be found in chapters 12-14, especially not five of each. Not ALL cells of the table will be completed. Simile: (definition) a figurative comparison of two things that usually are not considered similar; similes contain like or as (example) Friends are like chocolate cake. Metaphor: (definition) a figurative comparison of two things that usually are not considered similar that states one is the other; metaphors do not use like or as (example) Her hair was a flowing golden river. Personification: (definition) a figurative statement that gives human-like characteristics to things or animals (example) I heard the last piece of pie calling my name. Page Number Simile Found Metaphor Found Personification Found Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 18 House on Mango Street Unit

19 House on Mango Street Unit: Week 2, Wednesday Objectives Learners will be able to Literacy: read two chapters of a novella and use context clues to understand new concepts/vocabulary. Listening/speaking: discuss the chapters read while providing evidence from the story to support their claims. Transitions & Critical Thinking: provide evidence (actions, words, and thoughts) to support a character s personality or characteristic. Display this information in a graphic organizer. Transitions & Critical Thinking: recognize an appropriate summary and the qualities that make it so. Transitions & Critical Thinking: identify situational irony. Grammar: use simple past to complete a chapter summary. Materials Make Student Copies Textbook: The House on Mango Street, pp Textbook: The ESL Reader s Companion to The House on Mango Street, pp Handout: Character Analysis Chart Make Single Copies or Reference Props, Technology, or Other Resources Learners dictionaries Learner notebooks designated for journaling A projector Lesson Plan Warm up for today s Lesson/Review Description: Summary exercise that reviews There Was an Old Woman. Materials/Prep: Textbook: The ESL Reader s Companion to The House on Mango Street, pp Activity 1: Literacy & Listening/speaking Description: Read chapters fifteen and sixteen, Darius and the Clouds (pp ) and And Some More (pp ), aloud in pairs or small groups. Materials/Prep: Textbook: The House on Mango Street, pp Activity 2: Literacy/Transitions & Critical Thinking Description: Continue Character Analysis Chart, this time considering the character Alicia. Materials/Prep: Handout: Character Analysis Chart Activity 3: Literacy/vocabulary Note: Skip this activity if time is running short Description: Students select words from a Parking Lot list to look up Materials/Prep: learners dictionaries Activity 4: Checking for Understanding Description: Make a personal response entry in journals. Materials/Prep: Learner notebooks designated for journaling Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 19 House on Mango Street Unit

20 Teacher Directions: Warm up: Summary Exercise-Material: The ESL Reader s Companion to The House on Mango Street, pp Step 2: Match Errors Denote B or C next to each summarizing error listed (#s 1-4). Step 3: Corrections Discuss the correct answers as a class. This exercise provides review of one of the last chapters the class read, as well as a clear analysis of what constitutes for a good summary. Three summaries are provided each summarizing There was an Old Woman but in a different way. Summary A is the proper way; whereas Summary B is too broad, or general, and opinionated and Summary C is too narrow, or detailed, filled with specific quotes. Step 1: Read Learners read all 3 summaries and compare them to each other. Teacher Directions: Activity 1: Literacy & Listening/speaking Materials: Textbook: The House on Mango Street, pp Step 1: Discuss Pre-reading Vocabulary Before reading the novel, discuss the following terms taken from The ESL Reader s Companion to The House on Mango Street, p. 60: 1. the Eskimos (p. 35) = the native people of Alaska and northern Canada 2. cumulus (p. 36)= a type of cloud 3. otherwise known as (p. 36)= also called 4. There s that wide puffy cloud that looks like your face when you wake up (p. 36)= the words you and your can be used in two ways: (1) specifically, meaning the person/s spoken to, or (2) impersonally, meaning any person, as in: That cloud looks like [somebody s] face when [they] wake up This impersonal you is informal and conversational.) 5. yous (p. 37) plural, nonstandard English for you Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 20 House on Mango Street Unit

21 6. Cream of Wheat cereal (p. 37)= thick hot breakfast food 7. frijoles (p. 37)= Spanish word for beans Limit discussion of the vocabulary to about 10 minutes. Step 1: Prep Write the words Vocabulary Parking Lot at the top of one side of the board. If the board doubles as screen for the projector, you can alternatively write this on a piece of flip chart paper. Step 2: Guided Practice Students open their books the fifteenth chapter of the novel The House on Mango Street, entitled Darius and the Clouds. Read the first few lines aloud as students follow along. Pause and ask students what they are wondering about so far as they read. Ask students to reread the text to find clues about the meaning of new words. If the class gets stuck and can t figure out what a word means, continue reading for a bit to see if the meaning becomes clearer. If it does not become clearer and the students ask you to explain what it means, ask a student to come up to the board and write the word in the Vocabulary Parking Lot and then continue reading don t explain the word or use a dictionary yet. They will work with the words in the parking lot later, as time allows. It is important to keep reading so they will build their understanding of the text instead of spending most of their reading time looking up words. Note: Make sure learners understand that the chapter And Some More is written much like a play, but without the character names written before the parts, making it much more difficult to follow. The text does not contain quotation marks, so readers have to infer who is speaking when. It is highly recommended that the whole class read the chapter aloud with different readers taking on the parts of the four girls holding the conversation around clouds. Discuss the situational irony that occurs at the end of the chapter when Nenny names the girls just after the question of Who s stupid? Step 3: Pair Reading Learners pair up or form small groups of no more than four and take turns reading through the fifteenth and sixteenth chapters of the novel The House on Mango Street, entitled Darius and the Clouds and And Some More aloud. Learners should be encouraged to pause and question the text as they read. Learners should strive for fluency at this point and attempt to use context clues instead of their dictionaries. Learners keep the Before You Read sheet nearby in case they need to refer back to it about any new or unfamiliar phrases on pp As they come across words they would like to look up, remind them to write in the Vocabulary Parking Lot. Not every unfamiliar word needs to be in the parking lot, so encourage students to keep reading and be selective about which words they add to the parking lot list. Step 3: Class Discussion Discuss the text. DO NOT tell the answers to the learners! Instead, refer students back to the text to find the answers. Ask them to give the location of the evidence they find (page number, paragraph number, etc.) Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 21 House on Mango Street Unit

22 How does Darius surprise Esperanza? In And Some More, someone says, There s that wide puffy cloud that looks like your face when you wake up after falling asleep with all your clothes on (p. 36). Do you think this statement is A) a deliberate insult, or B) an innocent comment that was misunderstood? Why? Teacher Directions: Activity 2: Literacy/Transitions & Critical Thinking Materials: Handout: Character Analysis Chart Step 1: Context A character analysis gives readers a stronger understanding of the story and helps them to become better critical thinkers, because they must question character motive and symbolism. Writers use character analysis when they write a story to help them decide plot or how relationships between characters will work. Book reviewers, or critics, also use character analysis when they review the quality of a story. Step 2: Graphic Organizer Learners fill in Character Analysis Charts for Alicia, revisiting the chapter Alicia Who Sees Mice. Learners need to list actions made and/or words said by the characters that prove or support the characteristics they choose for them. For example, if a learner decides that a characteristic of Alicia is that she is intelligent, he or she must find some evidence from the story that supports this claim. This evidence might be found in something Alicia did or said. Because Alicia hasn t had a speaking role in the novella as of yet, all Words will be reported thoughts through Esperanza as narrator. Once the evidence has been found, page numbers must be provided in the pages column of the chart. Make sure learners are not filling in sections that they have not read yet. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 22 House on Mango Street Unit

23 Step 3: Discuss Project the Character Analysis Chart and elicit responses from learners. List learner ideas and evidence as provided. Ask learners to explain their analysis ideas as thoroughly as possible via whole class discussion. Teacher Directions: Activity 3: Literacy/Vocabulary Materials: learners dictionaries Note: Skip this activity if time is running short. Step 1: Read through the words that students wrote in the Parking Lot earlier in the lesson. Each student chooses two or three words from the list to look up, depending on how much time is left. They may use any criteria they wish to select words. Step 2: Students look up the words in dictionaries. They may copy the definitions, if they wish. Teacher Directions: Activity 4: Literacy/Checking for Understanding Materials: designated learner notebooks for personal response journaling Learners continue their Personal Response Journals. Learners should respond to the question below before leaving class today. This is the learners Exit Ticket. This journal entry should differ from a summary. A personal response is a reaction to the text, making a personal connection to what one has read. After reading And Some More, did you think that was the end of the girls friendship? Why or why not? Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 23 House on Mango Street Unit

24 Inform learners that only a teacher/coordinator will read the Personal Response Journal. Teachers/coordinators will be reading to check for comprehension and clarity, but will not be doing a lot of editing, because journaling does not involve edit/revision steps. Learners will not be expected to share anything recorded here with classmates, so they should write freely. Learners may share journal entries if they wish, but it is always optional. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 24 House on Mango Street Unit

25 Character Analysis Chart Character Actions Words Pages Characteristics (adjectives determined by reader) Esperanza The House on Mango Street to Our Good Day Nenny The House on Mango Street to Our Good Day Cathy Cathy Queen of Cats Alicia Alicia Who Sees Mice Sally Sally & Linoleum Roses Esperanza The Three Sisters to end of novella Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 25 House on Mango Street Unit

26 House on Mango Street Unit: Week 2, Thursday Objectives Learners will be able to Literacy: read three chapters of the novella while using context clues to aid in understanding new phrases/vocabulary. Literacy: pass a practice reading test covering summarizing. Listening/speaking: orally share responses to comprehension questions pertaining to chapters Transitions & Critical Thinking: hold roles in order to function within a small discussion group. Transitions & Critical Thinking: identify appropriate summaries. Grammar: use the simple past in a story summary. Materials Make Student Copies Textbook: The House on Mango Street, pp Handout: Comprehension Questions, Chapters Handout: Practice Reading Test Summarizing Make Single Copies or Reference Handout: Shoes Word Web Images (to project) Handout: Practice Reading Test Summarizing, Answers Props, Technology, or Other Resources Learners Dictionaries A projector Lesson Plan Warm up for today s Lesson Description: Learner pairs brainstorm word webs for SHOES and SANDWICHES. Materials/Prep: Instructions to be posted on board (provided in Teacher Directions) Review: Literacy & Grammar Description: Write a 3-sentence summary in the simple past explaining what happened in chapter 16, And Some More. Materials/Prep: Guidelines provided in Teacher Directions; Textbook: The House on Mango Street (for learners who were absent to reference) Activity 1: Literacy & Listening/speaking Description: Read chapters (The Family of Little Feet, A Rice Sandwich, and Chanclas) in small groups. Materials/Prep: Textbook: The House on Mango Street, pp Activity 2: Listening/speaking & Critical Thinking Description: Discuss chapters in small groups. Materials/Prep: Handout: Comprehension Questions, Chapters Activity 3: Literacy/vocabulary Note: Skip this activity if you are short on time Description: Students select words from a Vocabulary Parking Lot list to look up Materials/Prep: learners dictionaries Activity 4: Checking for Understanding Description: Take a practice reading test covering summarizing vs reacting to text. Materials/Prep: Handout: Reading Test Practice Summarizing; Handout: Reading Test Practice Summarizing, Answers Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 26 House on Mango Street Unit

27 Teacher Directions: Warm up: Word Webs Materials/Prep: Handout: Shoes Word Web Images (to project); instructions to be posted on board Learners partner up and create word webs for the following words: SHOES and SANDWICHES. Place the two words on the board and ring them with arrows shooting off of each to demonstrate that partners must brainstorm types of each. The pair with the most qualifying examples of each category wins! After learners complete the SHOES web, share the image handout. Make sure learners are aware that this is a limited list of images. There are several other types of shoes, such as flats, pumps, snowshoes, work boots, etc. that are not pictured. SHOES sandals boots SANDWICHES peanut butter BLT Teacher Directions: Review: Literacy & Grammar-Prep: Post the guidelines listed below on the board. In review of the chapter And Some More, learners write a three-sentence summary following these guidelines: Do not copy any sentences directly from the book! Only paraphrase. Use past tense. Don t be too broad or too narrow in your summary. Try to be concise so that readers feel it is a reasonable review of what was read in class yesterday. Do not include your opinion or feelings in the summary. Only restate what happened. When opinion or feelings are included, it is no longer a summary, but a reaction or response to the text. This is a different type of writing. Ask a few learners to share their short paragraph summaries with the whole class. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 27 House on Mango Street Unit

28 Teacher Directions: Activity 1: Literacy & Listening/speaking Materials: Textbook: The ESL Reader s Companion to The House on Mango Street, pp ; Textbook: The House on Mango Street, pp Step 1: Discuss Pre-reading Vocabulary Before reading, discuss the following terms taken from The ESL Reader s Companion to The House on Mango Street, pp : tamales through saddle shoes. Ask learners to practice using know by heart, as this phrase may be the most practical in everyday conversation. Some learners may know a phone number, library card number, etc. by heart. Others may know verses of the Quran or Bible by heart. Limit discussion of the vocabulary to about 15 minutes. Step 2: Prep Write the words Vocabulary Parking Lot on the top of one side of the board. If the board doubles as a screen for the projector, you can use flip chart paper instead. Explain to students that don t know what a word means (and it isn t on the list you just went over), continue reading for a bit to see if the meaning becomes clearer. If it does not become clearer and they would like to look it up, one student from your group can come up to the board and write the word in the Vocabulary Parking Lot and then continue reading don t use a dictionary yet. They will work with the words in the parking lot later, as time allows. It is important to keep reading so they will build their understanding of the text instead of spending most of their reading time looking up words. Step 3: Small Group Reading Learners form small groups of no more than four and take turns reading through the seventeenth through nineteenth chapters of the novel The House on Mango Street, entitled The Family of Little Feet through Chanclas aloud. Learners should be encouraged to pause and question the text as they read. Learners should strive for fluency at this point and attempt to use context clues. Learners keep vocabulary (pp ) nearby as they read in small groups in order to reference new terms. As they come across words they would like to look up, remind them to write in the Vocabulary Parking Lot. Not every unfamiliar word needs to be in the parking lot, so encourage students to keep reading and be selective about which words they add to the parking lot list. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 28 House on Mango Street Unit

29 Teacher Directions: Activity 2: Listening/speaking & Critical Thinking-Materials: Handout: Comprehension Questions, Chapters Step 1: Role Assignments Either randomly assign learners the following roles, or allow them to choose: 1. Discussion manager: reads questions aloud to group; makes sure each member has a chance to share an idea/answer to each question 2. Time-keeper: notifies the group every 5 minutes; gives a warning when only 5 minutes remain (total activity time is 20 minutes once discussions begin) 3. Recorder: writes down group members responses to questions; writes legibly so presenter will be able to read responses later 4. Presenter: reads or summarizes the group s responses to the whole class after the discussion; must pay attention and understand everyone s responses; cannot share only his/her ideas! Note: If a group consists of only three learners, combine the roles of time-keeper and presenter, as these two roles will not have simultaneous responsibilities. Make sure the responsibilities of each role are clearly conveyed both in writing and orally by listing them on the board and explaining as necessary. Step 2: Discuss Comprehension Questions Small groups work together in roles to complete the handout Comprehension Questions, Chapters within 20 minutes. Step 3: Present Out Each group s presenter shares answers, preferably summaries of answers instead of reading directly from the handout, with the whole class. Some Q/A can be conducted between the class and each group as it presents. Instructor should serve as facilitator of Q/A session. Teacher Directions: Activity 5: Literacy/Vocabulary Materials: learners dictionaries Note: Skip this activity if time is running short. Step 1: Read through the words that students wrote in the Vocabulary Parking Lot earlier in the lesson. Each student chooses two or three words from the list to look up, depending on how much time is left. They may use any criteria they wish to select words. Step 2: Students look up the words in dictionaries. They may copy the definitions, if they wish. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 29 House on Mango Street Unit

30 Teacher Directions: Activity 3: Literacy/Checking for Understanding Materials: Handout: Reading Test Practice Summarizing; a projector Step 1: Independent Practice Before distributing the questions, remind learners that this is practice for their reading test. During the test they should not talk, look at their notebook or dictionary, or look at other learners papers. Pass out the Reading Test Practice handout. Give everyone 5-10 minutes to complete questions 1-4. Use this time to circulate the room and see who has mastered this skill and who needs extra practice. Step 2: Reviewing Answers Use a projector to review the questions. Invite learners to come up and circle the correct answers. They should also identify for the class the key information that helped them find the correct answer. Comprehension Questions, Chapters Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 30 House on Mango Street Unit

31 INSTRUCTIONS: Discussion Manager reads questions aloud. Every member of the group participates in answering the questions. The recorder writes down everyone s answers or a very good summary of answers with the help of his/her team. Do not move on to a new question, if the recorder is not ready! Work together at all times. Pay attention to the time-keeper. Try to complete all questions in 20 minutes. 1) How do Esperanza, Lucy, and Rachel feel at first about the high-heeled shoes? What evidence from the chapter supports your conclusion? 2) How do the following people react when they see the girls walking the street in their high heels? Mr. Benny: The boy on the bicycle: The group of girls: 3) What makes the girls run home fast? 4) Esperanza gives her mother many reasons for eating her lunch at school instead of going home. What is her real reason for wanting to eat in the canteen? How do you know? 5) What do you think is the most exciting thing for Esperanza about the baptism party? Why? 6) Write a question or two that your group has about the novel so far: Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 31 House on Mango Street Unit

32 Reading Test Practice Summarizing Those who don t know any better come into our neighborhood scared. They think we re dangerous. They think we will attack them with shiny knives. They are stupid people who are lost and got here by mistake. But we aren t afraid. We know the guy with the crooked eye is Davey the Baby s brother, and the tall one next to him in the straw brim, that Rosa s Eddie V., and the big one that looks like a dumb grown man, he s Fat Boy, though he s not fat anymore nor a boy. All brown all around, we are safe. But watch us drive into a neighborhood of another color and our knees go shakity-shake and our car windows get rolled up tight and our eyes look straight. Yeah. That is how it goes and goes. (The House on Mango Street, p. 28) 1. People that appeared frightening to outsiders were people that the neighborhood knew well. This sentence summarizes A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 Reading Test 2. Oftentimes ignorant people who got lost drove into Esperanza s neighborhood and feared for their lives. This sentence summarizes A. Paragraph 1 B. Paragraph 2 C. Paragraph Esperanza feels insecure when she visits a neighborhood of a different culture. I think this is common, and when she says, That is how it goes and goes, she means it s no different than the experience of the people who visit her neighborhood. What makes this a poor summary? A. It contains too much personal opinion and interpretation of the text. 3. This chapter is about Esperanza s neighborhood. What makes this a poor summary? A. It is too narrow. B. It is too broad. C. It contains too much personal opinion and interpretation of the text. B. It is too long. C. It includes a quote. Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 32 House on Mango Street Unit

33 Reading Test Practice Summarizing, Answers 1. B. Paragraph 2 2. A. Paragraph 1 3. A. It contains too much personal opinion and interpretation of the text. (For example, I think and she means ) 4. B. It is too broad. (This sentence is much too general and doesn t give enough details. It could be addressing other chapters of the book.) Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 33 House on Mango Street Unit

34 Shoes Word Web Images (examples to project for class viewing) high heels cowboy boots sandals flip flops tennis shoes/sneakers high tops Nikki Carson-Padilla, Minnesota Literacy Council, 2014 p. 34 House on Mango Street Unit