 Understanding who the author is and where he or she comes from is important to fully understanding a piece of literature, especially from the cultural and ethnic perspectives.  Today, you will be in groups, researching various aspects of Sandra Cisneros’ life.

 Group 1: Biography  Group 2: Writing Career, Reviews and Critiques  Group 3: Influences  Group 4: Other Jobs and Interests  Use the internet to research your group’s topic. You will create a poster/presentation to give to the class on the information your group learned

 Review of House on Mango Street: “Told in a series of vignettes stunning for their eloquence, The House on Mango Street is Sandra Cisneros’ greatly admired novel of a young girl growing up in the Latino section of Chicago … It has entered the canon of coming-of-age classics. Sometimes heartbreaking, sometimes deeply joyous, The House on Mango Street tells the story of Esperanza Cordero, whose neighborhood is one of harsh realities and harsh beauty. Esperanza doesn’t want to belong—not to her rundown neighborhood, and not to the low expectations the world has for her. Esperanza’s story is that of a young girl coming into her power, and inventing for herself what she will become.”  How does Cisneros’ biographical information relate to the novel?  Based on your research, where do you think the inspiration for this novel came from?”

 AJ will present on his research  Take out OCW

 Definition: the manner of expression of a particular writer produced by: choice of words, sentence structures, use of literary devices, rhythm, and other elements of composition  Many writers have their own particular style  Some types of style are scientific, expository, poetic, and journalistic  For example, an article from a magazine or a newspaper is written in a different style than one from a scientific journal  Newspaper: journalistic, factual but may be persuasive or biased, should appeal to wide variety of readers  Scientific Journal: scientific, uses science-related words, should be solely factual, may only appeal to readers who share same scientific knowledge

 Definition: a short, well-written sketch or descriptive scene  It does not have a plot, which would make it a story, but it does reveal something about the elements in it  It may reveal character, or mood, or tone  It may have a theme or idea of its own that it wants to convey  It is the description of the scene or character that is important  Sandra Cisneros’ novel The House on Mango Street is written in a series of vignettes.  As we read, look for the different elements of vignette in the text.

 Read the vignette.  What do you think about the length of this chapter?  What is being described?  What is the mood being set or the tone of the narrator?  What is the theme of this chapter?

 Reread Chapter One, “The House on Mango Street.”  Write a description of your own home, mirroring the description in Chapter One and using the elements of the style of a vignette.  Write about the physical description of your home, as well as briefly mention any family members who live with you.  You should also describe what ‘home’ means to you.  Be sure to answer the following questions: Does your home make you who you are/define you? How does it affect your identity? Does it depict your culture?  Accompany your vignette with either a photograph or a drawn picture of your own home.  Be prepared to present this information to the class at the beginning of the next class period.

 Definition: a common thread or repeated idea that is incorporated throughout a literary work  It is a thought or idea the author presents to the reader that may be deep, difficult to understand, or even moralistic  Generally, a theme has to be extracted as the reader explores the passages of a work  The theme provides an answer to the question, “What is the work about?”  Unlike plot, which deals with the action of a work, theme concerns itself with a work's message or contains the general idea of a work.

 Let’s practice filling out the theme from the first vignette that we read.

 You can read with a partner or silently.  Read up to page 23. “Louie, His Cousin & His Other Cousin”  Pick one vignette and write a short response paper about it. (2-3 paragraphs)  Write about your personal feelings, relate it to something that has happened to you.  You must also explain what the theme of the chosen chapter is and support it with evidence from the text.

 Take out Response Paper OCW. I will collect it.  Think about the chapter “Our Good Day.”  Describe one of the best days you can remember from your childhood.  What happened? How did you feel? Was your good day at all similar to Esperanza’s good day? If so, how?

 Let’s re-read this chapter together.  It explains Esperanza’s name, how she got it, and shows what other people think of her name.  It also tells what Esperanza thinks of her own name and how she wishes she could change it.  It exposes part of the narrator’s identity: another theme

 Now let’s read this text by a famous Dominican writer.  She also writes about names and their meanings.

 How are these two texts similar?  How are they different?  What does it reveal about Spanish culture?

 In your writing journal, brainstorm for about 10 minutes about your own name, how you got it, what others say about it, etc.

 Share with a partner  Share with the class

 Read up to page 35 “Darius and the Clouds”  Writing assignment: use your ideas from brainstorming activity and turn them into a well-developed vignette that has a theme. It can look like Cisneros’ “My Name” or Alvarez’s “Names/Nombres” Your choice.  Review your vignette notes as well as the chapter “My Name” to do so.  FCA: Presence of theme, descriptive details, correct punctuation. (40 points)

 Respond to following questions in warm- up section  Do you feel like you have a role or place in society? If so, what is it? If not, what would you like your role in society to be?  Is it influenced by your family? Your culture?

 Pass out graphic organizers  With your partner, critically read the chapter you are assigned: “Marin” or “Alicia Who Sees Mice.”  Identify and discuss the role of women in society, as it pertains to the vignettes

 Each person will add something to the graphic organizer

 Do the women in this story seem to have an identity? If so, what is it? If not, why and who seems to be ‘taking it away’ from them?  In contrast, how are the men portrayed in this story?  Fill out the “Identity of Women” section in your graphic organizer.

 Read up to page 58 through “Papa Who Wakes Up Tired in the Dark”  Write a response to the following prompt: As you read, you are starting to see a change in Esperanza. She is beginning the transition from childhood to adolescence. What is happening physically, socially, and emotionally?  Cite specific examples from the text when necessary.

 Hand in OCW response paragraph  Take reading quiz. Answer in complete sentences.

 Definition: a novel depicting someone's growth from childhood to maturity  The protagonist grows, learns, and changes in order to take his or her place in the world  Bildungsroman is a German word that literally means “a novel of formation”  It is sometimes referred to as a “coming- of-age” story

 You will visit all stations and write down how Esperanza is changing.  Cite specific examples from the text along with major events that show her progression from childhood into adolescence.

 Now that you have gotten your ideas down, take your graphic organizer around and summarize the most important information from each graffiti station.  Be sure to cite the important textual evidence

 No reading, (unless you need to catch up.)  Think about your own childhood experiences, specifically an experience that you felt changed you somehow or was important in your process of growing up. Jot down a few notes about the experience, enough that if asked to explain or tell the story, you would be able to. This will be part of the next class.

 Continue to walk around and add details of Esperanza’s coming-of-age to the graffiti stations you have not yet visited.  After you have visited all stations, walk around and write down important information from each station on your graphic organizer.  Talk to your classmates and discuss what you find interesting.

 When you read at home or on breaks, what do you do? How are you reading?

 You are going to read the chapter 3 times:  First time: just read it.  Second time: Read and annotate—ask questions, comment on actions/description, note main ideas and unknown words  Third time: Read, annotate, and analyze

 Practice the reading strategy up to page 58  Choice assignment: for my artists out there. Create a drawing that represents House on Mango Street as you understand it. Be creative. Use the themes we have talked about.

 Write down OCW in calendar or agenda  Read up to p. 71  Complete reading strategy and worksheet

 From the graffiti activity, in what ways does House on Mango Street categorize as a bildungsroman?

 Definition: the arrangement of two or more ideas, characters, actions, settings, phrases, or words side-by-side or in similar narrative moments  Used for the purpose of comparison, contrast, rhetorical effect, suspense, or character development

 In this chapter, Cisneros uses the juxtaposition of the act of jumping rope with the conversation about getting hips and growing up to show contrast.  This chapter shows how as the older girls are jumping rope and singing songs about getting hips, we see them leaving Nenny behind because she continues to sing the same old songs as the older girls move on.

 Write for about minutes about a time in your childhood where you felt like something changed because you were growing up.  How old were you?  Where were you?  What were you doing?  Why did you feel this way?  Did you ‘leave someone behind’?  Were you ever the one ‘left behind’ by an older someone else growing up?”

 Read up to page 71 (through The Earl of Tennessee)  Use re-reading strategy with annotation for each chapter. Complete worksheet for each chapter.

 Write down OCW in agenda/calendar  Take reading quiz  Go over reading quiz

 Turn to page 65.  Today, we will discuss this vignette, focusing on three different ideas:  Theme  Cultural stereotypes  Social commentary

 Definition: it is the act of expressing an opinion on the nature of society  Social commentary may be obvious or it may be a slightly hidden message in literature

 Read up to p. 85  Complete reading strategy and worksheet  Focus on chapter, “Four Skinny Trees”  There will be a quiz

 Write OCW in agenda/calendar  Take quiz. You may use last nights OCW, if it is complete.

 Write a journal entry in response to the following prompt:  Is there something in your community or neighborhood that is significant to you? What is it? What does it mean to you? Why is it so important to you?

 “Four Skinny Trees” exposes something that is meaningful in Esperanza’s community.  This chapter is not really about trees, but about something deeper.

 Definition: Something that on the surface is its literal self but which also carries another meaning or even several meanings  A symbol may be said to embody an idea  There are two general types of symbols: Universal symbols that embody universally recognizable meanings wherever used, such as light being used often to symbolize knowledge and a dove being used to symbolize peace and purity. Constructed symbols that are given symbolic meaning by the way an author uses them in a literary work, such as the four skinny trees in The House on Mango Street.

 For this activity you can choose what you would like to do:  Rewrite this vignette without mentioning trees. Find the symbolism that the trees provide, and in your writing use what they symbolize in place of the trees themselves. —OR—  Draw a picture of what this chapter is illustrating. What do you see? What vision does this scene create for you? In your drawing, be sure to include words and phrases labeling what the different parts of the drawing symbolize.

 Volunteers to share writing or drawings?  What do you think the trees symbolize?

 Bring in something from your own culture that is meaningful to you. It can be something symbolic or something literal and can be in any form – a written text, a song, a photograph, an item etc.  In addition to this, you must also complete a WebQuest. See handout for instructions

 Write OWC in agenda or calendar  Take out vignette/drawings from “Four Skinny Trees”  Share and discuss about the symbolism in “Four Skinny Trees”

 You will all share your artifacts and what you learned about either your culture or Esperanza’s culture.

 The pride you have in your culture is the same pride that Esperanza has for her culture  Culture can create identity and make us who we are – through tradition, values, rituals, beliefs

 Office Hours are required for:  Students who did not pass the quiz(zes). Remember that quizzes are 40% of your grade. If you are failing your quizzes, you are most likely failing the class.  Students who have below a C.  Students who have any missing work

 Finish the book.  Complete Quotes and Notes reading strategy to focus on themes of belonging, heritage, and home  Example  Prepare for reading quiz.

 Take out Quotes and Notes.  No reading quiz! You’re welcome!  Then, write your reaction to the end of the book. Did you like the ending? Did anything happen that surprised you? Did you like the book? Why or why not?

 Today, we will look at the themes of: belonging, heritage, home  We will do this two different ways:

 You will walk around with quotes from the text and talk with each other about how the quotes connect to the three themes. (Have your text close at hand so you can refer to it, as necessary.)  You will also write the quotes on the board. After all quotes have been written, you will write comments/thoughts/ideas next to them. You may also draw connections between quotes that may be related.  Try to focus comments on themes of belonging, heritage, and home.

 How are the themes of belonging, heritage, and home depicted in the end of the book?

 Choose one and finish the statement on the exit ticket:  One thing I learned was…  I really understood when…  My favorite part of this activity was…  I didn’t understand…

 Write down OCW in calendar/agenda  HOMS project due 10/31 (Friday). Some OCW may be necessary  Get permission slip signed and turned in by THRUSDAY, OCTOBER 30 TH !

 We have finished our first book together!  Why is this project important: The biggest assignment and worth the most out of those you have completed thus far Those of you who want to pull up your grade, I suggest you put a lot of time and effort into this assignment It is extremely important to plan out your time Due this Friday 10/31. Will have class time but may need to work on it outside of class Will showcase your new knowledge and understanding of the text

 For this final project, you will choose how to show your new knowledge and understanding of the text. Mango Street Quilt Mango Street Board Game Males on Mango Street Mango Street Art Gallery Mango Street: The Movie

 This assignment is worth 40% of your grade.  You will be graded on: Analysis and Interpretation of text Ability to follow task requirements Creativity of interpretation Grammar/spelling of writing sections Overall Effort (in class and on project)