1. While waiting for the bell…
Turn to page 6 in The House on Mango Street
Take out your journal, a notebook, or a section of a notebook that you can use as a journal.

2. Hairs, page 6
How does the narrator feel about her mother? How do you know?

4. While waiting for the bell…
Move your desks and sit with your group from yesterday.
Take out your analysis of Section 1: The House on Mango Street
Take out your journal.

5. Yesterday’s “hair” entries
Read over both entries
Circle the words that changed when you described the woman’s hair using different feelings about her?
What does this tell you about an author's use of diction?
Talk about this with your group.

6. Group Roles
Facilitator —calls on everyone in the group for each and every question. Works with moderator if opportunity arises.
Moderator —listens for differing responses and encourages discussion around them using phrases like, “That’s an interesting difference. What do you think about that, ______?”
Timer —keeps track of time and questions, makes sure that all questions will be answered by time limit, so might have to cut discussions short. Or, if time is going quickly, timer should encourage group to revisit questions and delve deeper.
Reporter—you’re going to answer for your group when we review this with the class.

7. What does this story reveal about self-definition and identity?
The House on Mango Street
Hairs
Boys and Girls
My Name

8. Literary Techniques
Personification
Simile
Metaphor
Imagery
Other

9. Vocabulary
Unfamiliar words
Interesting word choices

10. Big Picture
Great literature is timeless and universal and provides a lens to view our own lives and society.

11. In your Journal Directions:
Write a list of adjectives that describe you.
Write as many as you can think of in the next 3 minutes.
Example:
Teacher Reader
Mother Planner
Sister Cat owner
Daughter Baker
American
Writer
Wife
Friend
Procrastinator
Risk-taker

12. Journey of Self
People acquire their identity through a process of self-realization that is influenced by environment, heritage, relationships, and society.
Label your list of adjectives with the letter that best signifies the influence at work.
As you do this, you might think of more adjectives—go ahead and add them.

13. Influences: Environment, Heritage, Relationships, Society
TeacherE, R, S
MotherR
SisterR
DaughterR
AmericanR,HItalian and French
Writer?
WifeR, S,
FriendR,

14. Enter one of your adjectives in the appropriate influence column
Enter one of your adjectives in the appropriate influence column. Explain to the class why you put it there.
Environment
Heritage
Relationships
Society

15. Homework due tomorrow:
Journal Entry (choose one):
Free write about the person you hope to be in your adult years. What will you do for a living? What will be your virtues and faults? Who do you hope to have in your life? Etc.
Interview an adult in your life, asking their thoughts about which factor they think has had the greatest influence on who are they are today (environment, heritage, relationships, society). Write up a summary of the interview in your journal.
GFE:
Date and heading, one full page (equal to Composition book size)

16. Zen writing rules Keep your hand moving. Don’t cross out or erase.
Don’t worry about spelling, punctuation, grammar.
Lose control.
Don’t think. Don’t get logical.
Go for the jugular.

17. Rules for sharing:
Just read what you wrote. No excuses, no stalling. Just read it.
Listeners—no comments. Just listen and then let the next person read.
This is the time for editing. “Pass” if you wrote something that is not appropriate for the classroom.