“My Name” from The House On Mango Street, by Sandra …



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|Paige Baker |Lesson topic(s) and/or Essential Question(s)/Essential Understandings |

|English 9 | |

|Text: The House On Mango Street by |How are our identities based on where we come from and our communities? |

|Sandra Cisneros |How is descriptive language used to develop characters and themes? |

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|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. |

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| |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). |

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| |CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s 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 surprise |

|Objectives |What will your students know and be able to do as a |

| |result of this lesson? |

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| |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 |

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|Instructional |What materials, texts, manipulatives, visuals, etc. will |

|Materials and |you need for this lesson? |

|Resources |What technological resources (if any) will you need? |

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| |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 |

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|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? |

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| |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 aren’t 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. |

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|Environmental |What student grouping will be used? What changes will you need to make in the classroom due to|

|Factors |instruction, materials, safety, etc., if any? |

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| |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. |

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|Instructional Activities and Tasks |What activities will you and your students do and how are they connected to the objectives? |

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| |Pre-reading journals- students will begin thinking about the themes of community and how it |

| |shapes identities. |

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| |Out loud reading and verbal comprehension questions/discussion- Annotated The House on Mango |

| |Street. |

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| |I’m 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. |

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| |Student presentation of poem- students will read their poems to the classroom. Other students |

| |will be allowed to ask appropriate questions. |

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| |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. |

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|Assessment |How will you determine what the students know and are able to do during and as a result of the |

|Activities |lesson? |

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| |Classroom discussion |

| |Collect poems |

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|Instructional tasks and activities |What 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? |

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|Before class: Write “What is a noun? What is an adjective? Examples?” on the board for a small | |

|refresher lesson | |

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|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 |Students participate in grammar recap—raise their hands to explain what a nouns and adjectives |

|is? What an adjective is?” Write students’ definitions of nouns and adjectives on the board. “Can|are, and give examples. |

|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. | |

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|1: 05 Hand out annotated reading for the day. Ask students to look at handout and ask what they | |

|notice about the text. | |

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|1: 07 “That’s right. They are highlighted to give you a resource and examples of how nouns and | |

|adjectives are used in writing.” | |

| |Students raise their hands and share what they notice about the text—the nouns and adjectives are|

| |highlighted. |

|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. | |

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|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 |Students volunteer to summarize past reading. |

|your hand. Is everyone ready?” Begin reading. | |

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|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? |Students read along. |

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|1:21- “Good job with answering the questions today guys. We’re going to move on to our assignment| |

|now.” Display blank version of “I’m from” poem. | |

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| |Students answer or ask questions as we read out loud |

|1: 23 Introduce the I’m From poems; “To get a sense of where we come from, and how much the | |

|people and places we’ve experienced affect who we are, we’re going to get creative and begin | |

|working “I’m From” poems today. Tell me, what do you notice about this poem?” | |

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|1: 27 “Good. So what you’re going to is fill out these nouns and adjectives that best describe | |

|you in this poem. But we’re 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. | |

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|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? |Students raise their hands and describe the poem, picking up on the blank adjectives and nouns. |

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|1:33- “Lansing, that’s good. What about an adjective that describes Lansing?” | |

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|1:35 “Great job you guys. Does this example help you understand what is expected of you? “Answer | |

|any questions |Students help to fill out nouns and adjectives in the classroom example of the poem. |

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|1:37 “For the rest of the class period, I’d like to you work on these poems. Think hard about the|Students help fill in a noun. |

|nouns and adjectives that really define you. If you’d like, you can use whatever language is | |

|comfortable for you. You’ll notice that there are examples of nouns and adjectives in the boxes | |

|on your worksheets. You don’t have to use those words, but if you get stuck, you are welcome to | |

|use them. Any questions? |Students help fill in an adjective. |

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|1: 42-1:50 Walk around and answer any questions students may have, check on progress. | |

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| |Students ask questions if they have any |

|1:53- “Ok class, take the next couple of minutes to finish up what you have. If you aren’t | |

|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” | |

| |Students ask questions if they have any, begin work on their assignment. |

|1:55 “Alright, work time is up. Is everyone just about finished or completely done with their | |

|poem? Alright, I’ll 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. | |

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|2:00- Collect completed poems. Dismiss class. Remind them that if they had not completed their | |

|poems that they are due first thing tomorrow. | |

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| |Students finish up poems |

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| |Students share their poems |

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| |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 over—Students 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 communities—themes 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-grandmother’s 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 you’re born female-but I think this is a Chinese lie because the Chinese, like the Mexican, don’t like their women strong.

My great-grandmother. I would’ve liked to have known her, a wild horse of a woman, so wild she wouldn’t 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. That’s 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 couldn’t be all the things she wanted to be. Esperanza. I have inherited her name, but don’t 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 sister’s 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.

I’m 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. |Adjectives: A word that describes something. |

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| |Examples: strong, clever, stubborn, confident, happy, |

|Examples: Courage, home, family, companion, grades, school, |determined, kind, wonderful. |

|class, sports, freedom | |

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

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