SCET Journal 2020

Broadening Diverse Perspectives

Table 1: The House on Mango Street Lessons Lesson # and Title Learning Goals

Overview

Assessment

1: Learning more about Hispanic culture

Students develop inquiry questions about Hispanic culture and conduct research.

Before reading The House on Mango Street students should be able to develop self-generated questions about Hispanic culture in small groups and research answers to broaden inquiry. One way to do this is to work as a whole class to generate questions, so the teacher can guide students. The teacher can write all the questions on a board. Then, students can be placed in small groups depending on their interest in a chosen question to research. Students will work in their small groups to research the topic. They will gather the information to present to the rest of the class. The teacher can define and share notes on what makes a vignette. Then, the teacher can complete a guided reading lesson where the teacher and students read a few of the chapters from The House on Mango Street together, analyzing how these chapters are written in the form of vignettes. The teacher should guide students to analyze the chapters and see how they meet the definition of a vignette. The teacher can lead a mini-lesson on themes and have students identify the themes of the vignettes in The House on Mango Street . The teacher can lead a guided reading lesson on one of the chapters from the novel. Students should be encouraged to discuss why the particular theme is being used. For independent practice, students can work individually or in small groups to choose a vignette from The House on Mango Street to identify and analyze the themes being used. Next, the teacher can lead a mini-lesson on symbolism used in literature and have students identify the symbols used in vignettes from The House on Mango Street. The teacher can lead a guided reading lesson on one of the chapters from the novel. Students should be encouraged to discuss why the particular theme is being used. For independent practice, students can work individually or in small groups to choose a vignette from The House on Mango Street to identify and analyze the symbols being used. Next, the teacher can guide the students to think about a life event around which they can write a vignette. Students should be encouraged to brainstorm themes and/or symbols to use in their vignette. Students can work in small groups to brainstorm and share ideas while the teacher walks around to help. Students will be given time to start writing their own vignette. Teachers can set up writing workshop structures where students can get feedback from each other and the teacher during the revision and editing process before writ- ing the final draft. Students can be encouraged to include an illustration that connects with their vignette.

Students can present the information they gather to share with the rest of the class.

2: Understanding and analyzing vignettes

Students will be able to identify the style of a vignette in The House on Mango Street and explain how this style shapes the point of view in which the story is told. Students will be able to identify themes and symbolism in The House on Mango Street and analyze meaning.

Check for understanding during independent practice and class discussion

3: Understanding and identifying themes and symbolism

Students will complete an analysis of themes and symbolism for one of the chapters from the novel.

4: Creating a vignette Students will be able to create their own vignette.

Students will create a vignette based on a life event. The teacher can assess for structure and how it has characteris- tics of a vignette. Students can also turn in an explanation of any themes and/or symbolism used in their vignette.

South Carolina English Teacher

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