ࡱ>  )RbjbjWW .55@H   (D8     LNNNNNN$!}$r  fMD$r        LLT 3# 10l80t,E%.E%4E%(drr4E% :  Paige Baker English 9 Text: The House On Mango Street by Sandra Cisneros  Lesson topic(s) and/or Essential Question(s)/Essential Understandings How are our identities based on where we come from and our communities? How is descriptive language used to develop characters and themes?   Standards  What standards will be addressed by this lesson? CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surpriseObjectives What will your students know and be able to do as a result of this lesson? SWBAT identify themes of the text and use textual support for their claims. SWBAT recognize and later use descriptive language to create their own poems and pieces  Instructional Materials and Resources  What materials, texts, manipulatives, visuals, etc. will you need for this lesson? What technological resources (if any) will you need? Computer Projector Pens/pencils Notebook paper for each student Handout of poem Highlighter if students desire Popsicle sticks with students names on them Student copies of text Learner Factors How does this lesson accommodate different development levels of students? How does this lesson accommodate individual differences in approaches to learning, create connections between the subject matter and student experiences, and/or include provisions for students with particular learning differences or needs? Students will be able to share about themselves; this assignment allows for them to express how their community (or communities) has affected their lives. Also, it allows for students to express their creativity in varying levels; students who like poetry may be more creative with it, and students who arent fond of it will still have well written poems for their effort. Students, having written a poem about their own community will then be able to empathize with and think about other communities and the ones existent in The House on Mango Street. Struggling readers may be able to make connections about the theme of community while completing this assignment by looking at their own, while advanced readers may look into the community within the text and begin to predict and draw conclusions from the communities that are being presented.  Environmental Factors What student grouping will be used? What changes will you need to make in the classroom due to instruction, materials, safety, etc., if any? Students will work individually at their own seats. All desks will be facing towards the front board in the room. Materials will include worksheets, copies of text, a computer and projector, markers and writing utensils.  Instructional Activities and Tasks What activities will you and your students do and how are they connected to the objectives? Pre-reading journals- students will begin thinking about the themes of community and how it shapes identities.  Out loud reading and verbal comprehension questions/discussion- Annotated The House on Mango Street. Im from poems- Students complete their poems after discussion. Poems will help them identify their communities, and think about how they have affected their personal identities. Student presentation of poem- students will read their poems to the classroom. Other students will be allowed to ask appropriate questions. Paragraph reflection on the poem- can be about why they wrote what they wrote, what they learned about their community, or perhaps what they think Esperanza may have written, and what they think community may have to do with the upcoming chapters of the book.  Assessment Activities  How will you determine what the students know and are able to do during and as a result of the lesson? Classroom discussion Collect poems Instructional tasks and activitiesWhat activities will you and your students do and how are they connected to the objectives? (Make sure to include timeframes)What will you be doing?What will the students be doing? Before class: Write What is a noun? What is an adjective? Examples? on the board for a small refresher lesson 1: 00-1:05 Beginning of class: Greet class. Begin with the prompt displayed on board, If you guys remember from last class, we discussed nouns and adjectives. Can anyone tell me what a noun is? What an adjective is? Write students definitions of nouns and adjectives on the board. Can anyone give me examples? Write student examples on the board. Use corresponding colored markers for nouns and adjectives as are used on the reading text. Ensure that students are praised for their examples and participating. 1: 05 Hand out annotated reading for the day. Ask students to look at handout and ask what they notice about the text. 1: 07 Thats right. They are highlighted to give you a resource and examples of how nouns and adjectives are used in writing. 1:10 Alright class. Can someone sum up what we read last time? If students are struggling, help by asking questions or calling on students if they are not participating. 1:12- Thank you for helping us remember what happened last time. Alright, everyone read along as I read the passage out loud. Be prepared to answer questions, and if you have any please raise your hand. Is everyone ready? Begin reading. 1:12-1:20- Read aloud, and occasionally stop to ask comprehension questions and answer student questions. What does Esperanza think of her name? Why does she want to change it? What do you think a name says about you? What do you think Esperanza feels about her grandmother? 1:21- Good job with answering the questions today guys. Were going to move on to our assignment now. Display blank version of Im from poem. 1: 23 Introduce the Im From poems; To get a sense of where we come from, and how much the people and places weve experienced affect who we are, were going to get creative and begin working Im From poems today. Tell me, what do you notice about this poem? 1: 27 Good. So what youre going to is fill out these nouns and adjectives that best describe you in this poem. But were going to do an example together first as a classroom. So, our name is noun the adjective. What noun do you guys think describes our classroom? What are we? What about the adjective? What describes this class? Fill in the students answers to the projected example on the board. 1: 30- Good job guys, we are English the eighth grade class. What about the second line? Where are we from? What noun can we put down here, what location? 1:33- Lansing, thats good. What about an adjective that describes Lansing? 1:35 Great job you guys. Does this example help you understand what is expected of you? Answer any questions 1:37 For the rest of the class period, Id like to you work on these poems. Think hard about the nouns and adjectives that really define you. If youd like, you can use whatever language is comfortable for you. Youll notice that there are examples of nouns and adjectives in the boxes on your worksheets. You dont have to use those words, but if you get stuck, you are welcome to use them. Any questions? 1: 42-1:50 Walk around and answer any questions students may have, check on progress. 1:53- Ok class, take the next couple of minutes to finish up what you have. If you arent finished at the end of the class period, take your poem home and complete it for homework. You will turn it in at the beginning of class tomorrow 1:55 Alright, work time is up. Is everyone just about finished or completely done with their poem? Alright, Ill share with you guys the poem I wrote, and then you guys will get the chance to share with us your poem Share my poem, give students the opportunity to share theirs. 2:00- Collect completed poems. Dismiss class. Remind them that if they had not completed their poems that they are due first thing tomorrow.  Students participate in grammar recapraise their hands to explain what a nouns and adjectives are, and give examples. Students raise their hands and share what they notice about the textthe nouns and adjectives are highlighted. Students volunteer to summarize past reading. Students read along. Students answer or ask questions as we read out loud Students raise their hands and describe the poem, picking up on the blank adjectives and nouns. Students help to fill out nouns and adjectives in the classroom example of the poem. Students help fill in a noun. Students help fill in an adjective. Students ask questions if they have any Students ask questions if they have any, begin work on their assignment. Students finish up poems Students share their poems Students turn in completed poems or bring it home for homework, then pack up and leave.  Accommodations explained: The student I chose to accommodate this lesson for has a mild cognitive impairment that affects her comprehension and focus. After viewing her IEP, I noticed that the majority of her required accommodations focused on giving her extra time for reading, as well as giving her the opportunity to have text read aloud to her. Therefore, in my lesson, I tried to accommodate everything to an out loud format along with the written text: the piece is read aloud as well as the directions for the assignment are given out loud. Bea also has a tendency to lose focus and forget what the class is going over. In order to keep the class focused and remind them what the class is going over, I have incorporated a cyclical lesson plan that keeps hitting the notes I want the students to go overStudents begin with a reminder grammar lesson, grammar is highlighted in the reading, and grammar is a main part in their assignment. Also, the ideas of home and identity begin with the reading and continue into the assignment. My hope was that the connections between the mini-lesson, the reading with highlighted grammar, and the assignment that incorporated in both themes of the classroom discussion and text would help students keep focus and not get lost during the class. Furthermore, instead of waiting to ask comprehension questions after the entire text has been written, the lesson has them incorporated into the reading time, so the text can be discussed and questions can be answered in real time. These questions may help guide students who have trouble with comprehension, and aid them in thinking and remembering important parts of the text. Repetition of visual cues is also an accommodation I have made from the first version of the lesson. I have added a visual reminder of what nouns and adjectives are on the board, on the reading text, and on the worksheet. Students will be surrounded by visual reminders of grammar, an accommodation that will help the entire classroom. The final accommodation I have made is the guided practice of the assignment. Students are given the opportunity to explain what they see in the assignment, and then practice filling out two lines of the poem as a class. There is also a plethora of examples for students to refer to on their worksheet, as well as the ones they thought of on the board during the beginning of the lesson when I ask for examples. Guided practice and plenty of examples help students make connections between the parts of grammar I want them to learn and their uses while thinking about themselves, their names and their communitiesthemes that run through the text. Visual reminders, cyclical structures, and real time discussion questions are all accommodations I made in order to aid comprehension. The constant reminders are designed to help students focus, and the repetitive structures are aimed to help students understand and constantly work with not only the grammar, but the themes being developed in the text as well. Response to Peer Feedback: My peers, as a whole, agreed that my accommodations seemed appropriate for my student. However, some commented that they thought that the word back I originally had on my worksheet was confusing or too restricting. In response to this, I changed the word bank to an example bank that students could draw upon if they got stuck during their poem. Some also commented that they thought that the poem may have been confusing or limiting in relation to the piece. I tried to make the connection more evident in my lesson plan, but I chose not to the grammar aspect of the poem as I think that practicing grammar was a vital part of the lesson. I did change the content of the poem to more reflect the themes of the piece we were reading in order to better connect the assignment and the reading. My Name from The House On Mango Street, by Sandra Cisneros Nouns; A person, place, thing or idea =Blue Adjectives; a word used to describe a noun= Red In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, song like sobbing. It was my great-grandmothers name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse which is supposed to be bad luck if youre born female-but I think this is a Chinese lie because the Chinese, like the Mexican, dont like their women strong. My great-grandmother. I wouldve liked to have known her, a wild horse of a woman, so wild she wouldnt marry. Until my great-grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. Thats the way he did it. And the story goes she never forgave him. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldnt be all the things she wanted to be. Esperanza. I have inherited her name, but dont want to inherit her place by the window. At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sisters name-Magdalena-which is uglier than mine. Magdalena who at least can come home and become Nenny. But I am always Esperanza. I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do. Im From: Exploring Nouns and Adjectives Below there are six lines with blanks at the end. Fill in blanks with the appropriate type of word, noun (labeled as noun) or adjective (labeled as adj.) that best describe you. Use this opportunity to share something about yourself, so please be thoughtful about what you fill in. Nouns: A person, place, thing or idea. Examples: Courage, home, family, companion, grades, school, class, sports, freedomAdjectives: A word that describes something. Examples: strong, clever, stubborn, confident, happy, determined, kind, wonderful. Notice: You do not have to use the words listed in the boxes, but you may if you are stuck. I am from My name is __________ the ____________ noun adj I am from ____________ ___________. adj. noun My family is ___________ and ____________ adj adj I am ___________, __________, and __________. adj adj adj I am good at ___________. noun I am proud of ___________ ___________. adj noun When I am at school I am a ____________ ____________ adj noun When I am at home I am ___________ and __________ adj adj I want __________ ____________. adj noun 8th Grade Remedial English  How are our identities based on where we come from and our communities? How do nouns and adjectives work in a sentence?  CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. CCSS.ELA-Literacy.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  SWBAT identify themes of the text and use textual support for their claims. SWBAT recognize and identity nouns and adjectives SWBAT create their own poems using adjectives and verbs This lesson accommodates students who struggle with grammar and reading by providing examples of nouns and verbs on the front board, the reading, and their worksheets. Also, the piece is to be read aloud so struggling readers may focus on the plot and text rather than splitting their focus between decoding and understanding. Visual accommodations have been made as wellthe elements of grammar have been included in the worksheet, on the board, and on the reading itself. Students will also have a brief reminder of nouns and adjectives at the beginning of the lesson. Time accommodations have also been made, as my students IEP often has the option for her to be given more time during tests and assignments for better comprehension Pre-reading journals are going to be replaced with a mini-lesson/recap of nouns and adjectives Verbs and Adjectives are going to be marked on the reading text As well as unguided practice of grammar. The poem has been altered to include grammar practice as well as themes of the text. L ! " # % . : k g j `'dtcDhi56箧hoh`g6 hZh`g h0Hh`g hz4zh`ghtlh`g6 huh`g heh`g hG,h`g hM#7h`g h?fh`g hBXh`gh`g h`g6jh`g0JU h`g5< KLM! " # $&P#$/Ifgd8 # $ % / 0 1 2 3 4 5 6 7 8 ~nnnnnnnnnnn$&P#$/Ifgd8kd$$Ifl0$ ,"  6P0x344 layt8 8 9 : k h i j nkd$$Ifl0$ ,"  6P0x344 layt8$&P#$/Ifgd8 G nkd$$Ifl0$ ,"  6P0x344 layt8$&P#$/Ifgd8 ,ablv$&P#$/Ifgd8'(de~nnnnnnnnnn$&P#$/Ifgd8kd$$Ifl0$ ,"  6P0x344 layt8 bcC~nnnnnnn$&P#$/Ifgd8kd8$$Ifl0$ ,"  6P0x344 layt8CDEhi78X~nnnnnnnnnnn$&P#$/Ifgd8kd$$Ifl0$ ,"  6P0x344 layt8 TUy@AB{R!Z!" 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I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] Beth 5T)JBᶴB0BVBBBgBB="""""""";&G J )J2b=?CFN)R*3@CDEHK# 8 CX A{&Y*X+,&--u9<CEFG>L)R+,-./012456789:;<=>?ABFGIJ8@0(  B S  ? ᶴ0Vg=k J@ 5T@44;;;;;;;;>>Q?T?n?q???????@@L@O@@@@@@@@*JvPRqs,,455577:;;;>>???#?/?4?Q?T?????@@,@0@L@O@@@@@@XFdF*J33333333333333333333333111444*J1444@@'J*J@OuFK ^`OJQJo(^`OJQJ^Jo(o p^p`OJQJo( @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o P^P`OJQJo(@Ou         K M?i?K d[83o91xy>MjW`g8/u[@ZD8V{$V@@@4444)J@UnknownG*Ax Times New Roman5Symbol3. *Cx ArialS PalatinoBook Antiqua5. .[`)Tahoma?= *Cx Courier New;WingdingsA$BCambria Math"qh"&" 27 !u 27 !u!24@@2QHP ?@Z2!xx < My Name from The House On Mango Street, by Sandra CisnerosChristina StarrBeth Oh+'04  0< \ h t@My Name from The House On Mango Street, by Sandra CisnerosChristina StarrNormalBeth3Microsoft Office Word@V@_0@  1  27G03VT$m m  !1.^d_q@Times New Roman------  2 mxq_   2 x q_Paige Baker     2 q_   2 xq_English   2 q_9  2 q_   (2 xq_Text: The House On      #2 xq_Mango Street by    "2 xq_Sandra Cisneros    2 q_    2 xq_  '_@Times New Roman------  2 m_   ^2 7_Lesson topic(s) and/or Essential Question(s)/Essential       2 _Understandings   2 _    2 _  @Times New Roman------ d2 ;_How are our identities based on where we come from and our         2  _communities?   2 p_   A2 $_How is descriptive language used to     .2 _develop characters and   2 _themes?    2 S_    2 _  ---  2 _  '- @ !^p-- @ !^p-- @ !^q-- @ !^-- @ !^-- @ !^-- @ !^-- @ !_p-- @ !_-- @ !_-q---  2 &xq  --- 2 8x qStandards ---  2 8q    2 Kxq    2 ]xq    2 pxq    2 xq    2 xq    2 xq    2 xq    2 xq    2 xq    2 xq  '---  2 &  --- S2 80What standards will be addressed by this lesson?    2 8U  --- 2 KCCSS.ELA    2 Kd- 2 Kj Literacy.RL.9    2 K- >2 K"10.2 Determine a theme or central       h2 ]>idea of a text and analyze in detail its development over the      82 pcourse of the text, including    =2 p!how it emerges and is shaped and     m2 Arefined by specific details; provide an objective summary of the      2 text.  2 5    2     2    2 CCSS.ELA    2 d- 2 j Literacy.RL.9    2 - 82 10.4 Determine the meaning of        b2 :words and phrases as they are used in the text, including     F2 'figurative and connotative meanings; an    +2 alyze the cumulative      j2 ?impact of specific word choices on meaning and tone (e.g., how        g2 =the language evokes a sense of time and place; how it sets a      12 (formal or informal tone).      2 (    2 :   2 LCCSS.ELA    2 Ld- 2 Lj Literacy.RL.9    2 L- 72 L10.5 Analyze how an authors      ;2 _ choices concerning how to struct   ;2 _ ure a text, order events within     h2 q>it (e.g., parallel plots), and manipulate time (e.g., pacing,       k2 @flashbacks) create such effects as mystery, tension, or surprise     2   '- @ !p-- @ !q-- @ !-- @ !-- @ !-- @ !pp-- @ !p-- @ !p-/q--- 2 x q/Objectives   2 q/    2 xq/    2 xq/  '/--- X2 3/What will your students know and be able to do as a     2 j/   ,2 /result of this lesson?  2 /  ---  2 /   2 /SWBAT   _2 W8/identify themes of the text and use textual support for      2 /their claims.     2 n/   g2 =/SWBAT recognize and later use descriptive language to create       22 /their own poems and pieces    2 /    2 /  ---  2 */  '- @ !p-- @ !q-- @ !-- @ !-- @ !-- @ !p-- @ !-- @ !-0q---  2 >xq0    2 Pxq0Instructional    2 Pq0    2 bxq0Materials and   2 bq0   2 ux q0Resources   2 uq0    2 xq0    2 xq0    2 xq0  '0---  2 >0  --- G2 P(0What materials, texts, manipulatives, vi    #2 P0suals, etc. will   2 Ps0    2 b0  12 b0you need for this lesson?  2 b0  --- Y2 u40What technological resources (if any) will you need?  ---  2 un0    2 0   2  0Computer    2 _0   2  0Projector   2 T0  '- @ !/p-- @ !/q-- @ !/-- @ !/-- @ !/-- @ !0p-- @ !p-- @ !p-- @ !q-- @ !0-- @ !-- @ !-- @ !0-- @ !-- @ !-'"Systemw27r `w@cw4r --  00//..՜.+,0$ hp|  u!@ =My Name from The House On Mango Street, by Sandra Cisneros Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLNOPQRSTVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~Root Entry F1o 1Data M1TableUU%WordDocument.SummaryInformation(h5DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q