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Catchy Title: Mango Madness
Theme/Topic of Lesson: A Study of the Novel "House of Mango Street"
Time Commitment: Four 90-minute periods/blocks
Subject Area(s):
Language Arts
Social Studies - Technology
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: What are some of the conflicts the characters face in the novel,
The House on Mango Street?
What are some important aspects of Hispanic/Chicano heritage?
What are some of the characteristics of your dream house?
Using Esperanza's description of her dream house, design the house.
Overview:
The novel The House on Mango Street follows a young girl as she struggles to grow up and find her poetic voice. Esperanza, the main character, feels that she can only be successful if she has a safe place from which to write. Living in a patriarchal society, she feels the need for a place where women can be free from the violence, both literal and psychological, that accompanies sexual relations with men. She also understands how one's home can communicate something about oneself to the outside world, and she longs to have a home that accurately represents her. Poor and Hispanic, she is subjected to ridicule as a result of the place she lives.
Because the narrator (Esperanza) is just entering puberty, sex is a major concern in this novel. While sexual behavior can be powerful in a positive way, it also involves exposing one's self to others mentally and emotionally. In this male-dominant society, this is dangerous: this book is full of physical assaults and Esperanza is even raped at one point. Although sexuality can be a means of self-expression, in a world like this, it involves too much of a risk; expression must instead occur within a safe space, a secure home.
The plot, loosely following the structure of a novel of education, consists of a string of Esperanza's impressions, some of which are beautifully poetic in nature. While the book may occasionally have something of a "stay in school and don't have sex" feel to it, Esperanza's struggles with the ambiguities surrounding sex and life make convincing artistic fodder. It is at the height of her creativity that Esperanza is most charming, as in the "Hips" section, in which she jumps rope and makes up rhymes with friends. As she gets older, her sense of irony and structure develops, and her reflections grow more sophisticated and more complex.
The House on Mango Street has a minimal plot. Rather than concentrating on external events, Sandra Cisneros records a series of impressions and significant moments in the life of a young girl, (Esperanza) who is slowly becoming a poet. The novel covers a year in her life, a year in which her family moves into a rented house on Mango Street. The house, while in poor condition, provides the family with more space and more autonomy than they have ever had. The rented house allows them to dream of someday having a house of their own, a safe and luxurious haven for the family. This dream is particularly important to Esperanza, the oldest child, who longs for a space in which to develop her own habits and opinions, and for a security that she has never known. The novel follows her and a group of her friends and neighbors as they confront issues of sexuality, domestic violence, death, creativity, friendship, and racism. Esperanza's friends, marry, move away, suffer abuse, and have children. Her family sees deaths and struggles with poverty. In the end Esperanza realizes that, while she may leave Mango Street someday, she will always be obligated to come back to help those who aren't able to leave. Although at this stage in her life she is still ashamed to admit it, Mango Street is an important part of her.
In this lesson, the students will learn about Hispanic/Chicano heritage. Students will also analyze the main characters and their relationships with one another. The students will use a graphic organizer to study the setting, problem and solution to the story. In addition, a set of questions will be used in the group discussion and brainstorming session.
Students will be required to submit a poster that shows both the exterior and interior of their dream house. For this assignment students must have knowledge of using Microsoft Word software. Students will also be required to write a short history of Hispanic/Chicano heritage including biographical information about the author. Students will use old house decorating magazines to produce an individual poster project of their own dream house.
Students will work in teams to build the dream house that Esperanza wanted to live in. The teams will be selected by the teacher according to the number of students in each class. For this activity, students must use a digital camera to take pictures of their homes or model homes that they have visited to plan each room in the house. After gathering this information, the students will be required to use and have knowledge of the software program 3DHome Architect Deluxe 4.0 in order to plan Esperanza's dream house including the floor plan, façade and furniture.
The technologies integrated in this lesson will be using the digital camera, PowerPoint, Microsoft Word and 3DHome Architect Deluxe 4.0.
Accommodations will be made for students who do not have computers by allowing them extra time in either the library media center or the computer lab to complete assignments. Students with visual handicaps or hearing impaired students will be provided with computers that contain voice or word rollovers in order to complete assignments. Students who require more time will be given extensions or other arrangements will be made in order for these students to complete the project. Students who do not have digital cameras may use 35mm cameras or purchase and use the disposable 35mm cameras. Several digital cameras will also be available for checkout for those students who cannot utilize other methods for completing the project.
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Reading
(K-12) | Maryland Content Standards Indicators
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| | Literature
(K-12) | Maryland Content Standards Indicators
Students interpret and analyze the meaning of literary works from diverse cultures and authors by applying different critical lenses and analytic techniques.
| | Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Peoples of the Nation and World
(K-12) | Maryland Content Standards Indicators
Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of the United States and the world both through a multicultural and historical perspective. | | Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Collaborate with peers
Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
-
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
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Learning Objectives:
The Students will:
- Read and analyze the novel The House on Mango Street
- Analyze the main characters
- Use the Internet as a reference tool
- Improve their writing skills by using Microsoft Word
- Appreciate the author's passionate style of expression
- Use PowerPoint to produce a group project
- Use 3DHomeArchitect Deluxe 4.0 to design a house
Assessment
* The students will be assessed using the following assessments and scoring tools:
-Group project using 3DHome Architect Deluxe 4.0 software
-Poster project
-Dialogue/observation
-Performance task/project
-Scoring Rubric
-PowerPoint Presentation
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Resources
| Other Technology | Computer Projection Device (LCD Projector) | | Digital Cameras | | Software | Microsoft Word | | http://www.microsoft.com | | Microsoft PowerPoint | | http://www.microsoft.com | | 3dHome Architect Deluxe 4.0 | | Print Materials | A Brief History of Mexico Foster, Lynn V. Facts on File, New
York: 1997. | Cultures of the World: Mexico Reilly, Mary Jo. Marshall
Cavendish, New York: 1994 | | Hispanic-American Smith, Carter III, & Lindroth, David. Facts on File, Inc., New York: 1999. | Hispanic American Voices Straub, Deborah Gillan, Ed. U.X.L,
New York: 1997. | CliffsNotes- Cisneros' The House on Thornburg, Mary Patterson. IDG
Books Worldwide, Inc., Foster City, CA: 2001. | Dictionary of Chicano Folklore Castro, Rafaela G. ABC-CLIO,
Santa Barbara, CA: 2000. | The House on Mango Street Cisneros Sandra, Vintage Books,
New York: 1984. | CultureGrams- Spanish Speaking Set Mexico. Oxford University
Press, New York: 2000. | | Video(s) | Video Visits: Mexico.Central American Collection 1990. IVN Entertainment,
Concord, CA. 53 Minutes. 1-800-544-8422 | | Internet Sites | Sandra Cisneros: Teacher Resource File On this website, you will find biography, bibliography, lesson plans, book reviews and ERIC resources on this page for Sandra Cisneros and The House on Mango Street. | | http://falcon.jmu.edu/~ramseyil/cisneros.htm | | House on Mango Street A website with a three week unit plan for the novel The House on Mango Street. | | http://www.ncte.org/teach/Mango.html | | House on Mango Street This website gives biographical information about Sandra Cisneros and information about the novel. | | http://www.gradesaver.com/ClassicNotes/Authors/about_sandra_cisneros.html | | Sparknotes.com An online addition of the Spark Notes study guide | | http://www.sparknotes.com | | Cliffsnotes.com CliffsNotes.com is a website for students which provides original high quality information on literature, studying, and school-related issues. It mirrors the trusted experience of Cliffs Notes books, which students from Junior High to grad school have been using to save study time since 1958. | | http://www.cliffsnotes.com | | Designing Houses An Internet Hot list, designed for this lesson, on sites that will help in the designing of houses both inside and outside. | | http://www.kn.pacbell.com/wired/fil/pages/listdesigninmr3.html | | Hispanic/Latino Culture An Internet Hot list, designed for this lesson, on sites that will help in finding information on Hispanic/Latino Culture. | | http://www.kn.pacbell.com/wired/fil/pages/listhispanicmr2.html | | PowerPoint Tutorial A website tutorial for help in designing a PowerPoint presentation | | http://www.actden.com/pp/ |
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Materials
Per class- Computers with Internet access
- VCR and monitor or Compact Disc player
- Computer Projection Device (LCD Projector)
Per student team/group of 4- Computers with Internet access, Microsoft Word, PowerPoint, and 3DHome
Architect Deluxe 4.0 software installed
Per Student- Markers
- Chart Paper
- Tape
- Poster Board
- Digital camera/35mm Camera
- Old Magazines (house remodeling types)
- Overhead Projector and projection screen
- Computer Projection Device (LCD Projector)
- Computers with Internet Access and Microsoft Word, PowerPoint, and
3DHome Architect Deluxe - The House on Mango Street by Sandra Cisneros
- "Character/Conflict Dissection in The House on Mango Street" handout (View)
- Vocabulary (View)
- "Guide to Viewing Video "Video Visits: Mexico" handout (View)
- "3DHome Architect Design Project" handout (View)
- "Group Project Rubric" handout (View)
Not Specified
Vocabulary
- Frijoles - cooked beans; refried beans
- Salamander - a limbed, tailed amphibian with a soft, moist skin
- Double-Dutch - or "double Dutch"; a children's game of jump rope in which
two turners swing two ropes simultaneously in a crisscross pattern for the
person jumping
- Merengue - a fast dance that originated in the Dominican Republic
- Tembleque - (Spanish) a trembling fit; "the shakes"-i.e., delirium tremens
- Abuelito - (Spanish) a familiar diminutive of abuelo (grandfather)
- Esta Muerto - (Spanish) he is dead
- Los Espiritus - (Spanish) the spirits
- Kitchenettes - i.e. "efficiency" apartments; small apartments consisting
basically, apart from a bathroom, of a single room with a kitchenette.
- Babushka - a headscarf folded into a triangle and tied under the chin
- Latino - American Spanish, probably short for Latin American; a native or
inhabitant of Latin America; a person of Latin-American origin living in the
U.S. Replaced the term Hispanic/Chicano.
Procedures
Students will have completed the reading of the novel The House on Mango Street. The
teacher will provide students with a review of the novel and the author by lecture through
a teacher-created PowerPoint presentation. Students will also be given the "Vocabulary"
handout for study. The teacher will divide the students into groups to begin the first
activity associated with the lesson. Student groups will be assigned a facilitator, a
recorder, a reporter and a timekeeper. Materials will be distributed for group work and
brainstorming.
As the lessons progress, students will be provided with time in the computer lab and
library media center for Internet research and software usage to complete all assigned
activities. The instructional strategies used by the teacher will be cooperative learning,
collaborative grouping, project-based learning, modeling, etc.
In order to plan instruction, the teacher will have in-depth discussions on different aspects
of the novel, assess student's needs through reviews on the content of the novel, then
make adjustments based on the needs of the students for delivery of instruction, unit
materials and technology usage.
1: Dissecting the Character Conflicts in The House on Mango Street
Daily Challenge Question: What are some of the conflicts the characters face in the
novel The House on Mango Street?
Set-up Directions:
The teacher will set up the laptop computer, computer projection device and screen for
viewing the PowerPoint presentation. The teacher will also prepare student handout:
"Character/Conflict Dissection." Chart paper, markers and tape will be readied for the
brainstorming activity. Students will be given the "Vocabulary" handout for study.
Students will be randomly divided equally, as far as possible, once the total number of
students has been accounted for. This set up will be in the classroom.
Teacher Presentation & Motivation:
Assess student knowledge of the daily challenge question through discussion of daily
challenge question. Inform students this activity will help them as we dissect the novel.
Distribute "Vocabulary" handout.
Activity 1 - PowerPoint Presentation
Teacher will briefly review novel, information on author and discuss setting, major
conflict and resolution in the novel. Each will be discussed in The House on Mango
Street presentation via PowerPoint. Students will be grouped and assigned roles for the
graphic organizer activity. Roles of facilitator, recorder, reporter and timekeeper will be
assigned to each group.
Activity 2 - Brainstorming
Students will be grouped and assigned roles for the graphic organizer activity. Roles of
facilitator, recorder, reporter and timekeeper will be assigned to each group. In this
activity, students will be given chart paper, markers and tape. The facilitator will lead the
discussion on naming the characters, the setting, the conflict and the resolution for each
of the conflicts in the novel. Each group must write their answers on the chart paper to be
discussed by the reporter for the group. Each group reporter will have approximately 3
minutes to give one of the main conflicts their group discussed and recorded on the chart
paper during the brainstorming session.
Wrap Up:
Teacher will pass out the handout "Character/Conflict Dissection in The House on
Mango Street" to be completed for homework. Students will record their personal
examples of the information presented in class and add examples not discussed in class.
Students will be told to take pictures using a digital camera or a 35mm camera of rooms
in model homes, or pictures of their own home that depict how their dream home would
be designed. Students will use these pictures in the next assignment.
2: Hispanic Culture Research Project
Daily Challenge Question: What are some important aspects of Hispanic/Chicano
heritage?
Set-up Directions:
The teacher will set up the TV/VCR for the viewing of the video, Video Visits: Mexico.
The "Guide to Viewing Video Visits: Mexico" handout for the written notes on the video
will be ready for distribution.
Teacher Presentation & Motivation:
The teacher will give a brief overview of the information on the film and distribute the
"Guide to Viewing Video, Video Visits: Mexico" handout to be used by students, while
viewing the video.
Activity 1 - Viewing of the Video: Video Visits: Mexico
The teacher will show the video. Students will take notes on the "Guide to
Viewing Video, Video Visits: Mexico" handout.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will take notes on the video guide handout given to them before the
viewing of the video begins. The video will be paused halfway through it for
students to focus on answering and clarifying the questions.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
The teacher and students will focus on key points concerning
Hispanic/Chicano heritage. Elicit students' responses from what they viewed.
Wrap Up:
Teacher and students will spend time reflecting on the high points of the video. Students
will be informed of the research work on Hispanic/Chicano heritage and designing a
dream house that will be done in the school library media center. The culmination of this
assignment will result in a two-page paper on Hispanic/Chicano heritage and a poster that
depicts their dream house. Students should be reminded to take pictures (using a digital
camera or a 35mm camera) of model homes or rooms in their own home that express
their dream home. These photographs will be used to complete the next assignment.
3: My Dream House
Daily Challenge Question: What are some of the characteristics of your dream house?
Set-up Directions:
This class will be held in the library media center; therefore the teacher will correspond
with the Media Specialist to ensure that the materials needed are available. Computers
should be ready with Internet accessibility. The computer projection device and
laptop/desktop computer will be set up for the PowerPoint presentation to prepare
students for the project.
Teacher Presentation & Motivation:
Teacher will discuss key points involving the daily challenge questions. This information
is contained in the novel that the students will have read.
Activity 1 - Poster Project Guidelines
Teacher will present the information that students will need to complete the poster project
using a PowerPoint presentation. This will include giving directions on what materials
they will need to use in the library to gather information. Media Specialist will give
directions on where materials are for students to use to find pictures of house facades,
floor plans, models, room decorations, and furniture. Students must also include a two-
page paper on Hispanic/Latino heritage. Students will access the Internet hotlist at
http://www.kn.pacbell.com/wired/fil/pages/listhispanicmr2.html to find information for
the paper. Students will use the Internet hotlist at
http://www.kn.pacbell.com/wired/fil/pages/listdesigninmr3.html
for looking up information on designing houses.
Activity 2 - Research using Books and the Internet
During this activity, students will browse the books from the art and architecture section
of the library media center. Students will be allowed to photocopy pictures and use the
Internet to find pictures that fit the criteria for the posters.
Wrap Up:
The teacher will answer and clarify any questions concerning the assignment and give
brief information on the next day's assignment.
4: Esperanza's Dream House
Daily Challenge Question: Using Esperanza's description of her dream house, design
the house.
Set-up Directions:
This class will be held in the library media center computers or in the computer lab.
Teacher must make sure that the software 3DHome Architect Deluxe 4.0 is loaded on the
computers and ready for student use. Teacher will have grouped students for the
completion of the project. Computer projection device and projection screen should be
attached to the computer and ready for presentation of the tutorial of the 3DHome
Architect Deluxe 4.0 software program.
Teacher Presentation & Motivation:
Teacher will briefly discuss challenge question with students and answer any questions.
Activity 1 - Instructions on Using the 3dHome Architect Deluxe 4.0
The teacher will demonstrate the use of the software through the tutorial, and explain the
project activity expected from each group.
Activity 2 - Designing Esperanza's Dream House
Students will work in groups at the computers to design Esperanza's dream house using
the 3DHome Architect Deluxe 4.0 software.
Wrap Up:
Teacher will give the directions for completion of the project. Teacher will remind
students that upon completion of the project, they will present to the class using
PowerPoint.
Enrichment Options
Cross-Curricular Extensions
Fine Arts:
Teacher can plan a field trip to a Hispanic culture museum or the Smithsonian Institute.
Technology:
Teachers can have students visit Hispanic-owned architectural firms
especially those using computers to design and make drawings.
Teacher can have students develop an electronic portfolio including many aspects of their heritage.
Language Arts:
Teachers can have students keep a journal comparing Esperanza's feelings to their feelings during each chapter.
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students' learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Patricia Keith
Modified by: Cheryl Burnelle Ray
Program: Maryland Tech Consortium (MTC)
Author's School System: Prince George's County Public Schools
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