Reflection: Student Ownership Sounding Super Smart - Section 3: Bubble Mapping Esperanza's World


I like to begin this essay with an exploration of Esperanza's world, because I like the way it requires that my students demonstrate their understanding of Esperanza's development over the course of the text, even though the essay becomes one that explores the narratives of their own lives and how certain elements have shaped their own dreams and aspirations. 

For example, in the student sample bubble map, my student includes the vignette "Alicia Who Sees Mice" and explains how Alicia is a character that functions as a role model for Esperanza.  This is an inference my student was able to arrive at on her own, since when we read this vignette as a class, most of the conversation focused on trying to figure out the peculiarities of Alicia in her own right, and was read long before my students did the in-depth investigation of four additional female characters in this lesson, examining how they may have influenced Esperanza.

By approaching the essay this way, I feel like I get "more bang for my (teaching) buck."  My students must continue to demonstrate close reading skills as well as the eventual narrative writing skills that will be required in their essays. 


  Student Choice Demonstrates Student Comprehension
  Student Ownership: Student Choice Demonstrates Student Comprehension
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Sounding Super Smart

Unit 4: House on Mango Street Part III
Lesson 4 of 12

Objective: SWBAT learn ten new "sounding super smart" vocabulary words, and are then challenged to use the words in conversations they have with adults as a homework assignment.

Big Idea: "...if all my possessions were taken from me with one exception, I would choose to keep the power of communication, for by it I would soon regain all the rest." -Daniel Webster

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