from House The on Mango Street by Sandra Cisneros illustrated by Rafael Lopez ENGAGE 1 Preview Read aloud the title, the author s name, and the illustrator s name. Ask: Why is a house of one s own so important? It offers a private place to live. It belongs to you. It makes you feel safe. 2 Critical Viewing Contrast Visual Details Examine the cover illustration. Explain that this is the girl s dream home. Then direct students to compare it with the illustration on p. 65. Point out that this is her old home on Loomis. Ask: What is the difference between these two houses? The old house is boarded up and shabby. Its neighborhood looks polluted and unsafe. The dream house is cheerful and sunny with bright colors. Interpret and Respond Ask: How does each illustration make you feel about the two houses? The old home makes me feel sad and depressed. The dream home makes me feel happy and cheerful. from The House on Mango Street 61 Build Reading Power Assignstudentstousethe software,based ontheir instructionalneeds. Read Silently Comprehension questions with immediate feedback Vocabulary support Listen Professional model of fluent reading Text highlighting to facilitate tracking Vocabulary support Record Oral reading fluency practice Ongoing fluency assessment with immediate feedback Address Reading Gaps Use the word list generated by the Online Coach to determine what decoding elements students need to learn. Use Inside Phonics for decoding instruction. from The House on Mango Street T61
Lesson 12, continued READ 1 2 Set a Purpose Find out if the family s new house matches the girl s expectations. OBJECTIVES Vocabulary Use Key Vocabulary Strategy: Use Word Parts Reading Strategies Plan: Set a Purpose Plan Your Reading: Preview and Predict Literary Analysis Use Text Features: Illustrations Reading Fluency Read with Phrasing FOCUS THE READING 1 Set a Purpose Preview and discuss the illustration onpp.62 63.Pointoutthatthe illustration is dreamlike, showing thegirl sheadaspartofthehouse andatree.readaloudsetapurpose on p. 62, and have students reread the purpose chorally. 2 Reading Preview and Predict Model for students how to plan their readingbypreviewingpp.62 65and predicting how the story will begin. MODEL Say: I can look at the illustrations and ask myself: What clues do these features tell me about the story? The illustrations show me two different houses. In the first one, the girl looks happy. In the second one, she looks miserable. I predict that I will learn she dreams about the first house, but the second one is where she really lives. As I read, I will think about my prediction. After I finish each page, I may change my prediction based on what I learn. Nowhavestudentspreviewthe pages and then predict how they think the story will begin. Tell students to use sticky notes to write their predictions. B I A Reading Strategy Support Use the Multi-Level Strategies to help students at each proficiency level preview and make predictions. The House on Mango Street We didn t always live on Mango Street. Before that we lived on Loomis on the third floor, and before that we lived on Keeler. Before Keeler it was Paulina, and before that I can t remember. But what I remember most is moving a lot. Each time it seemed there d be one more of us. By the time we got to Mango Street we were six Mama, Papa, Carlos, Kiki, my sister Nenny and me. The house on Mango Street is ours, and we don t have to pay rent to anybody, or share the yard with the people downstairs, or be careful not to make too much noise, and there isn t a landlord banging on the Key Vocabulary expectation n., something that a person looks forward to rent n., money paid to live on an owner s property landlord n., a person who owns land or buildings 62 Unit 1 Decision Point MULTI-LEVEL STRATEGIES Reading Strategy Support Guide students in previewing the illustration on pp. 62 65 inordertomakeaprediction. Use the following sentence frames: I see. I wonder why. I will read to find out. flat apartment Have students work in pairstocompletesentence frames for details as they read pp. 62 65. The illustrations show. The houses are. The pictures seem. Next, I will find out. ceiling with a broom. But even so, it s not the house we d thought we d get. We had to leave the flat on Loomis quick. The water pipes broke and the landlord wouldn t fix them because the house was too old. We had to leave fast. We were using the washroom next door and carrying water over in empty milk gallons. That s why Mama and Papa looked for a house, and that s why we moved into the house on Mango Street, far away, on the other side of town. They always told us that one day we would move into a house, a real house that would be ours for always so we wouldn t Encourage students to considerthemoodofthe illustrations as they write aprediction. The mood/moods of the illustrations is/are. The illustrations give the impression that. I predict because. T62 Unit 1 Decision Point
have to move each year. And our house would have running water and pipes that worked. And inside it would have real stairs, not hallway stairs, but stairs inside like the houses on TV. And we d have a basement and at least three washrooms so when we took a bath we wouldn t have to tell everybody. Our house would be white with trees around it, a great big yard and grass growing without a fence. This was the house Papa talked about 3 ACTIVE READING Read aloud the text from p. 62 to the end of the top paragraph on p. 64. Pause to model using word parts to figure out unfamiliar words. 3 Vocabulary UseWordParts Call attention to the word washrooms on p. 63. Model how youusewordpartstofigureoutits meaning. MODEL Say: If I was not sure what washrooms are, I would see that this word is made up of two parts: wash and room. I know that to wash means to clean oneself. A room is a place. So I think a washroom is a room where one washes, like a bathroom. I think it s another name for a bathroom. Finding the parts of an unfamiliar word can help me figure out what that word means. Encourage students to look closely at other unknown words to see whether they recognize word parts. Ifso,theycancombinethemeanings to figure out the word. hallway stairs stairs shared by everyone in the building Language Background Apartments and flats refer to the same type of housing, or style of buildings where people live. The term apartment is more commonly used in North America. from The House on Mango Street 63 READING FLUENCY Read with Phrasing Thefluencypracticeforthisselectiononp.636uses apassage fromthehouseonmangostreet tohelp students practice reading with correct phrasing. Usetheinstructiononp.T632andmodelreading on the Reading Fluency CD (Track 3) to teach orreviewhowtoreadwithphrasing.thenusethe Fluency Routines on p. T636 for daily fluency practice (See also PD60). Critical Viewing Mood Have students look at the illustration of the dream house that the narrator anticipates moving into. Ask: How does the main character feel about the house that her parents dream about? from The House on Mango Street T63
Lesson 12, continued READ 1 when he held a lottery ticket and this was the house Mama dreamed up in the stories me playing out front. The laundromat downstairs had been boarded up because she told us before we went to bed. it had been robbed two days before and OBJECTIVES Vocabulary Use Key Vocabulary Strategy: Use Word Parts Literary Analysis Analyze Literary Elements: Character But the house on Mango Street is not the way they told it at all. It s small and red with tight steps in front and windows so small you d think they were holding their breath. Bricks the owner had painted on the wood YES WE RE OPEN so as not to lose business. Where do you live? she asked. There, I said pointing are crumbling in places, and up to the third floor. FOCUS THE READING 1 Read On Have students chorally read the remainderofp.64withyou. the front door is so swollen you have to push hard to get in. There is no front yard, only four little elms the city planted by the curb. Out back is a small garage for the You live there? You live there? There. I had to look to where she pointed the third floor, the paint peeling, wooden bars Papa had nailed on the 3 Focus on Genre car we don t own yet and a small yard that looks smaller windows so we wouldn t fall out. You live there? Character Point out that pp. 64 65 show how the narrator feels about where she livesandherlifeingeneral.pointout that the narrator says she remembers moving a lot. Ask: What do you think this shows about the character or the story? (Movingaroundhadabig effect on her.) between the two buildings on either side. There are stairs in our house, but they re ordinary hallway stairs, and the house has only one washroom. Everybody has to share a bedroom Mama and Papa, Carlos and Kiki, me and Nenny. Once when we were living on Loomis, a nun from my school passed by and saw The way she said it made me feel like nothing. There. I lived there. I nodded. I knew then I had to have a house. A real house. One I could point to. But this isn t it. The house on Mango Street isn t it. For the time being, Mama says. Temporary, says Papa. But I know how those things go. Then ask: How does the narrator feel about where she lives? How can you tell? Possible response: She feels shame because the nun makes her feel like nothing. Remind students to pay attention to what the character says, does, and feels as they read the selection. CHECK UNDERSTANDING Key Vocabulary temporary adj., for a short time held a lottery ticket dreamed of winning money dreamed up thought about tight small, narrow so swollen too big for the frame so business customers those things go plans can change Before You Move On 1. Narrator s Point of View How do the girl s expectations of a real house compare to the house on Mango Street? 2. Compare and Contrast How is life on Mango Street like and unlike life on Loomis? 3. Inference Why does the girl feel like nothing? Explain. 2 2 Before You Move On 1. Narrator s Point of View She was disappointed that the house was cramped and shabby and not atalllikethedreamhouseshe had been hearing about. 2. Compare and Contrast In both places, the family lived in rundown neighborhoods. On Loomis, the family rented an apartment, but on Mango Street, they owned the house. If students have difficulty answering,useavenndiagramto compare and contrast the houses on Loomis and Mango Street. 3. Inference Thegirlfeltashamed, because the nun reacted like she couldn t believe anyone could live there. 64 Unit 1 Decision Point CONTENT AREA CONNECTIONS Cultural Contributions Choose a Topic Point out that the family in The House on Mango Street are of Hispanic descent. Tell students that they willworkinpairstoresearchanaspectof Hispanic culture that interests them. They might want to learn more about Hispanic holidays, literature, art, or foods. K What Do I Know? W What Do I Want To Learn? L What Did I Learn? Internet Research Ask students tousethekwlcharttorecord whattheyalreadyknowabout theirtopicandwhattheywanttoknow. SOCIAL SCIENCE Have pairs search for Internet sources about Hispanic culture. Then instruct them to record what they discover in the Learn column of their charts. Oral Presentation Ask pairs of students to prepare and present oral summaries of whattheylearned. T64 Unit 1 Decision Point
ACTIVE READING 3 Vocabulary UseWordParts Point out the word wooden in the rightcolumnonp.64,andguide students to use word parts to access its meaning. GUIDE Say: Cover up the -en in wooden. Now you can see the base word wood. What does wood mean? (It s a product from the trunks of trees.) The -en at the end is a suffix. It means made of. Use the meaning of the base word wood and the suffix -en to tell what wooden means in the sentence. Providewaittimeandaskstudents to signal with a thumbs up when they have their answers ready. Then call on a student to give the meaning. (made of wood) Paraphrase the sentence: Papa had nailed on bars made of wood. Say: I know some window bars are metal, but this makes sense. Papa could only nail on bars made of wood. Encourage students to try this strategy when they come across otherunknownwordsastheyread. Critical Viewing: Effect How do you think the girl feels? How do the colors, shapes, and angles help create this mood? from The House on Mango Street 65 Critical Viewing Effect Have students look at the illustration. Note details described in the text: the wooden bars, peeling paint, and a boarded-up doorway. Ask a student to read aloud each question. I think she feels sad, depressed, or miserable. The colors are dark and depressing. The blocky shapes and sharp angles make it look like an uncomfortable place. from The House on Mango Street T65
Lesson 12, continued READ 1 Set a Purpose Discover more about the girl s life on Mango Street. OBJECTIVES Vocabulary Use Key Vocabulary Reading Strategies Plan: Set a Purpose Plan Your Reading: Preview and Predict Literary Analysis Analyze Literary Elements: Character Language Function Express Ideas and Opinions FOCUS THE READING 1 Set a Purpose Read the Purpose statement and explainthatstudentswilllearnmore about life on Mango Street. 2 Reading Preview and Predict Workwithstudentstopreviewand predict what the main character will experience next. GUIDE Pose these prompts: Look at the headings, illustration, and the large quote. What is a smart cookie? (a smart person) Using your preview of pp. 62 65, what do you think might happen in the girl s life? (She might see dyingtreesonherstreet.maybe she meets a smart person who didn t achieve their dreams.) Invite students to make other predictions. Encourage them to note details that prove whether their predictions were accurate. 2 Four Skinny Trees They are the only ones who understand me. I am the only one who understands them. Four skinny trees with skinny necks and pointy elbows like mine. Four who do not belong here but are here. Four raggedy excuses planted by the city. From our room we can hear them, but Nenny just sleeps and doesn t appreciate these things. Their strength is secret. They send ferocious roots beneath the ground. They grow up and they grow down and grab the earth between their hairy toes and bite the sky with violent teeth and never quit their anger. This is how they keep. Let one forget his reason for being, they d all droop like tulips in a glass, each with their arms around the other. Keep, keep, keep, trees say when I sleep. They teach. When I am too sad and too skinny to keep keeping, when I am a tiny thing against so many bricks, then it is I look at trees. When there is nothing left to look at on this street. Four who grew despite concrete. Four who reach and do not forget to reach. Four whose only reason is to be and be. Key Vocabulary appreciate v., to understand the value of something strength n., the quality of being powerful despite prep., even though 66 Unit 1 Decision Point raggedy excuses worn and weak trees grab the earth between their hairy toes and bite the sky with violent teeth use their roots and branches to hold on ACTIVE READING Have partners read aloud pp. 66 67, oneparagraphatatime.attheend ofeachpage,pauseandaskstudents to reflect on their predictions. Have students verify or modify their predictions before continuing on. COOPERATIVE LEARNING Think, Pair, Share Think Pair Share A A A B B B LANGUAGE DEVELOPMENT Express Ideas and Opinions Use the Think, Pair, Share (PD58) to facilitate language development. Grade Decisions Have students write the title of each selection in Unit 1 and a character s decision on a card. Then students rank the decisions according to how difficulttheyweretomake.havestudents work with a partner to express their ideas and opinions about the most difficult decision they read about. Sharing Ideas Asaclass,discussthedecisions and the ranks of difficulty. Guide the discussiontogetstudentstocombinetheir ideasandreachaclassconsensus. Debrief the Content Ask students what they learned about making decisions from the unit. Model a response: I learned that sometimes the best decision for me may not appear to be the best to other people. Debrief the Cooperative Process Have students evaluate how working with a partner helped them express their ideas and opinions. Ask: How did sharing your ideas with a partner help you better understand them? T66 Unit 1 Decision Point
A Smart Cookie could ve been somebody, you know? my mother says and sighs. She has lived in this city her whole life. She can speak two languages. She can sing an opera. She knows how to fix a TV. But she doesn t know which subway train to take to get downtown. I hold her hand very tight while we wait for the right train to arrive. She used to draw when she had time. Now she draws with a needle and thread, little knotted rosebuds, tulips made of silk thread. Someday she would like to go to the ballet. Someday she would like to see a play. She borrows opera records from the public library and sings with velvety lungs powerful as morning glories. Today while cooking oatmeal she is Madame Butterfly until she sighs and points the wooden spoon at me. I could ve been somebody, you know? Esperanza, you go to school. Study hard. That Madame Butterfly was a fool. She stirs the oatmeal. Look at my comadres. She means Izaura whose husband left and Yolanda whose husband is dead. Got to take care all your own, she says shaking her head. Then out of nowhere: Shame is a bad thing, you know? It keeps you down. You want to know why I quit school? Because I didn t have nice clothes. No clothes, but I had brains. Yup, she says disgusted, stirring again. I was a smart cookie then. 3 ACTIVE READING Focus on Genre 3 Character Point out that p. 67 tells about Esperanza s mother. Think aloud: Her mother says she could have been someone important, but she quit school because she was ashamed of her clothes. She still dreams of going to the ballet or to a play. Explain that in fiction, characters can have an effect on each other. Ask: What effect do you think Esperanza s mother might have on her? Esperanza might stay in school so she doesn t make her mother s mistake. Esperanza might do what her mother did. CHECK UNDERSTANDING 4 Before You Move On 1. Interpret The trees are skinny, but strong, and they will survive in this harsh environment, just like the narrator. Key Vocabulary disgusted adj., feeling ashamed been somebody become someone important velvety lungs a beautiful voice comadres godmothers (in Spanish) Before You Move On 1. Interpret Describe the trees. How are the trees a symbol of the narrator s life? 2. Opinion What do you think about the mother s decision to quit school? Why? 4 If students have difficulty interpreting how the trees symbolize the narrator s life, suggest that theycreatealistofadjectives that describe both. 2. Opinion Responses will vary. Possible response: I don t think that the narrator s mother should have quit school. She feels shame andrealizesthatwithherintelligence and talent, she could have done more. from The House on Mango Street 67 Home-School Connection Neighborhoods Remind students that the places wherepeoplegrowupcanaffecthowtheyact,feel, andlive.somepeople,likethenarrator,feelthey do not belong in their neighborhoods. Others feel strongly connected. Encourage students to ask family members about neighborhoods they lived in. What influence did the neighborhoods have on them? Compilestudents answersinachartfordisplay. from The House on Mango Street T67
Lesson 12, continued READ 1 Predict Will the girl live on Mango Street forever? OBJECTIVES Vocabulary Use Key Vocabulary Reading Strategies Plan: Make a Prediction Plan Your Reading: Preview and Predict Literary Analysis Analyze Literary Elements: Character Use Text Features: Illustrations 2 A House of My Own Not a flat. Not an apartment in back. Not a man s house. Not a daddy s. A house all my own. With my porch and my pillow, my pretty purple petunias. My books and my stories. My two shoes waiting beside the bed. Nobody to shake a stick at. Nobody s garbage to pick up after. Only a house quiet as snow, a space for myself to go, clean as paper before the poem. FOCUS THE READING 1 MakeaPrediction Read aloud the prediction statement at the top of the page. 2 Reading Preview and Predict Invite students to think about what hashappenedsofarandtoapply what they have learned to predict the outcome of the story. APPLY Ask: How do you think the story will end, based on the illustrations? How do the headings help you predict what would happen next? As Esperanza grows older, what do you think she will accomplish? Read aloud pp. 68 69. Remind students to listen for details that are related to their predictions. Afterreading,havestudentsreview their predictions, and then explain how accurate their predictions were. Critical Viewing: Setting What details do you see in this image? How do they relate to the text? petunias flowers shake a stick at get mad at clean as paper before the poem a place that no one has lived in before 68 Unit 1 Decision Point Critical Viewing Setting I see purple flowers, shoes, abook,apillow,achaironthefront porch. These are all things Esperanza saysshewantsinherownhome. T68 Unit 1 Decision Point
ACTIVE READING Focus on Genre Character After reading p. 69, encourage studentstothinkaboutwhattheylearn about Esperanza on these pages. Ask: What does Esperanza say, do, and feel in these sections? Critical Viewing: Plot Describe this image. How does it relate to the girl s experience in the text? Mango Says Goodbye Sometimes Ilike to tell stories. I tell them inside my head. I tell them after the mailman says, Here s your mail. Here s your mail he said. I make a story for my life, for each step my brown shoe takes. I say, And so she trudged up the wooden stairs, her sad brown shoes taking her to the house she never liked. I like to tell stories. I am going to tell you a story about a girl who didn t want to belong. We didn t always live on Mango Street. Before that we lived on Loomis on the third floor, and before that we lived on Keeler. Before Keeler it was Paulina, but what I remember most is Mango Street, sad red house, the house I belong but do not belong to. I put it down on paper and then the ghost does not ache so much. I write it down and Mango says goodbye sometimes. She does not hold me with both arms. She sets me free. Esperanza says what her own house will look like. She writes down the story of her life. She feels that she does not belong to the house on Mango Street. She feels free from it. put it down on paper write ghost does not ache memories do not hurt me She does not hold me with both arms. My past does not stop me. from The House on Mango Street 69 Community-School Connection Affordable Housing Remind students that affordable, well-designed housing is good for the whole community. Have students contact organizations such as the U.S. Department of Housing and Urban Development about the qualities of good design and how proper housing can improve a neighborhood. Students can share information, ideas, and photographs of affordable housing projects with the class. from The House on Mango Street T69
Lesson 12, continued READ OBJECTIVES Vocabulary Use Key Vocabulary Strategy: Use Word Parts Reading Strategy Plan: Set a Purpose Cultural Perspectives Recognize and Appreciate Aspects of U.S. Culture: Literature FOCUS THE READING 1 Set a Purpose Engage students to set a general purpose for reading as they begin this final page: Find out if the girl says goodbye to Mango Street. 1 One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away. Friends and neighbors will say, What happened to that Esperanza? Where did she go with all those books and paper? Why did she march so far away? They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out. About the Author Throughout her childhood, Sandra Cisneros (1954 ) and her family moved many times. She read books to make a home in her imagination. There was a book called The Little House that she checked out of the library over and over again. The house in the story was her dream house. Soon Cisneros started writing her own stories. In 1984, she published The House on Mango Street. Now she lives in a house of her own in San Antonio, Texas. Sandra Cisneros ACTIVE READING Call on volunteers to read aloud p.70,oneparagraphatatime. 2 Vocabulary UseWordParts Afterreading,havestudentsexplain how they figured out the meaning ofawordinthissection,usingword parts. Some possibilities on p. 70 are: imagination throughout goodbye childhood APPLY Say: Find a longer word and identify the base word or words. Tell me how you used the meaning of the base word or words to figure out the meaning of the whole word. 70 Unit 1 Decision Point march go cannot out are not able to leave Before You Move On 1. Character s Motive Why does the girl write about the house on Mango Street? 2. Check Prediction The text doesn t give the answer, but it gives more evidence. What do you think now: Will the girl say goodbye to Mango? Why or why not? 3 CHECK UNDERSTANDING 3 Before You Move On 1. Character s Motive She writes about it because then she can imagine leaving it someday for a better place. If students have difficulty answering, have them reread the last paragraph on p. 69. Guide studentstointerpretthefigurative languagethenarratorusesinthis passage. 2. Check Prediction Answers will vary. I think she will leave Mango Street because she is strong and she has a dream. I think she will leave to represent those that cannot leave. Cultural Perspectives Mexican-American Voices Thenarrator,Esperanza,of fromthehouseonmangostreet, mirrors the childhood experiences of Sandra Cisneros. Both felt displaced as their families moved often and dreamed of escaping to a special house where they could write their stories. BecauseCisnerosmovedsooftenandwastheonlygirlinafamilyofsevenboys,shespentmuchtimebyherselfobservingand writing about people around her. Cisnerosdreamedofbecomingawriter,butwastooshyto share what she wrote with her class. When she realized that she had a distinct voice as a Mexican-American woman, her writing careerblossomed.cisneroslivesinalavenderhouseinahistoric district of San Antonio, Texas. T70 Unit 1 Decision Point