Who is Esperanza and what shapes her identity in "The House on Mango Street"?

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SWBAT determine how Esperanza's observations, questions and experiences help shape Esperanza's identity by engaging in discussions and charting them.

Big Idea

Point me to it! Students work together to figure out the point of the book and answer its essential question.

Do Now

5 minutes

Today I am having students jigsaw a huge chunk of the The House on Mango Street. There are two reasons for this:

  1. Since the text is a series of vignettes, I don't believe that it is mandatory that they read each vignette to understand the key themes in the text.
  2. It's time to get to the point of the text to determine how Esperanza's observations, questions, and experiences help shape her identity.

At this point we are finishing the unit on The Search for Identity and beginning the unit on Actions and Reactions, so this is a good segue to the new unit. We'll only be analyzing and reading this text for two more days, so we need to wrap it up.

The "Do Now" for today will be based on the sections of the text they will be reading today and will come from the pre-readings document from http://urbandreams.ousd.k12.ca.us/lessonplans/mango_street2/lesson4_6.htm. I am using these pre-readings because, in my experience, they always get the students thinking and talking about the complex and controversial topics that are presented in the novel.

Building Knowledge

10 minutes

During this section of the lesson, I will model the completion of the The House on Mango Street Vignette Worksheet that students will complete in the application section. Rather than simply doing one vignette on the sheet, students will use the sheet to gather information on several vignettes within a section of the reading. These 8 sections of the book are broken up on the pre-readings document, so I could potentially have 5 groups. (We will have already read few of the sections.)

I will model the sheet with three vignettes that we have read before so that students will see the expectations for completing their sections of the reading.

I found this worksheet at this link.

It is important that they do a good job with their charting because students that have not read their sections will need to be able to make sense of Esperanza's experiences to see how they shape her identity. This activity forces students to connect the story to analyze the development of the theme of identity over the course of the text (CCSS.ELA-Literacy.RL.9-10.2). Not only will students analyze the development of the theme, but also, they will look at how Esperanza develops--which gets at another Common Core Standard (CCSS.ELA-Literacy.RL.9-10.3).

Application: Charting Vignettes

35 minutes

My students will be working with a group to read, discuss, and chart the vignette worksheet. In their VignetteDiscussions, they will be trying to use Esperanza's observations to see what helps shape her identity.  Here's another video of the vignette discussions showing my students engaging in great dialogue about the text.

I am having my students work in groups today because I believe that more learning happens when they are able to discuss their ideas and bounce them off the minds of their peers. This also falls within the Speaking and Listening standards in the Common Core. In these discussions, I expect them to challenge ideas and conclusions (CCSS.ELA-Literacy.SL.9-10.1c) as well as justify their own views (CCSS.ELA-Literacy.SL.9-10.1d).

I am telling my students to put their responses on a vignette organizer chart in addition to their individual charts so that we can do a gallery walk later.


Application: Gallery Walk

10 minutes

After 20 minutes, I will ask students to post their charts for the gallery walk. Each group will be given a set of post-it notes to write comments or questions on the charts. The purpose of the gallery walk is to see which observations/events are most instrumental in helping Esperanza establish her identity. This is why the charts need to be super clear. Students have to use the information they read from each of the charts to make this judgment.

Each group will spend four minutes reading the charts, leaving questions on the charts, and jotting down the observations and events (with page numbers) that seem to shape Esperanza's identity the most.

When they get back to their seats, they should be ready to write about it.

Independent Reading

30 minutes

I am giving students 15-20 minutes to re-read their sections of The House on Mango Street  (CCSS.ELA-Literacy.RL.9-10.10) to practice reading a text in the 9th -10th grade level band of complexity. I am having them re-read these sections so that they can take a quick assessment. The House on Mango Street quizzes will be yet another way for me to determine whether they have been actually reading or whether they are just reading enough to complete a worksheet. Also, the last lesson for this text will require that the synthesize information from a variety of texts (including The House on Mango Street) in order to discuss what shapes our identity.

The quizzes are differentiated based on their sections. Most of the questions were retrieved from http://www.careerhighschool.org/uploads/1/5/9/7/15971030/house_on_mango.pdf, but I organized them by section and wrote one or two of them.