Marlon Marmolejo
Course: 36576 TESOL 2
Professor: Judith Rance-Roney.
LESSON PLAN
Teacher’s Name: Marlon Marmolejo
Day and Date: Friday, May 5th, 2006
Unit Plan Title: The House on Mango Street
Place in Unit Sequence: Class number 5 (Chapters 17, 18, 19, and 20)
Class description:
Grade: 9
Proficiency level: Low-mid intermediate.
Setting: Junior high school class of 12 students from different cultural backgrounds (3 Hispanic students, 3 Koreans, 2 Indians, 2 Polish, 1 Persian and 1 Russian student). The school is located in Washington Heights in Manhattan, NY.
1. Concept/Topics to teach:
I will be teaching to read, discuss and analyze American literature that represents diversity and cultural awareness (gender and ethnicity). I will integrate math and social studies to build some life skills and to identify some universal themes and truths.
Learning Standards address:
1. ESL/ELA Standards.
· Standard 1: Students will listen, speak, read and write in English for information and understanding. L (listening), S (speaking), R (reading), W (writing).
· Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.
· Standard 4: Students will listen, speak, read, and write in English for classroom and social interaction.
· Standard 5: Students will demonstrate cross-cultural knowledge and understanding.
Content Standards.
Math:
Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry (only those that apply).
Social Studies.
Standard 3: Students will be able to use a variety of intellectual skills to demonstrate
understanding of the geography of the interdependent world in which we live –local,
national, and global-- including the distribution of people, places, and environments over
the earth’s surface. This is explained in two key ideas.
Key Idea 1: Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
2. Goals:
Language goals.
Students will be able to:
- Give and ask for advice using “SHOULD”
- Talk about habits using the expression “USED TO”
- Describe some pieces of clothing using adjectives.
Knowledge/Content goals.
Students will learn how to:
- Read and speak critically about literature.
- Engage in discussion as speaker and listener to interpret, analyze, and summarize ideas.
- Apply mathematical knowledge (percentage) to calculate and estimate accurate prices.
- Discuss options of clothing based on geographical location.
Developmental goals:
Students will:
- Scan the text to find characters’ names and specific places by underlying them.
- Highlight their favorite line in the text to discuss with the class.
- Use graphic organizers for better understanding.
3. Materials and equipment needed:
- Graphic organizer
- Chapter handouts
- Word wall
- Dictionaries
- Class Agenda
LANGUAGE INPUT:
Chapter 17. The family of little feet.
New words
- Doughy: uncooked bread-like texture
- Tamales: wrapped ethnic South American food
- Velvety: soft and fuzzy texture
- Wobble: to move back and forth in shaky way
- Plump: chubby
- Linoleum: plastic floor material bought in rolls
- Hopscotch: children’s game on a numbered square box drawn on the floor
- Scabs: surface of a healing wound
- Strut: to walk in a show off style
- tee-tottering: to move back and forth without equilibrium
Chapter 18. A rice sandwich.
New words
- Canteen: a) eating place at school, b) metal water container
- Holler: to scold, to shout
- Anemic: pale condition due to lack of red cells; weak
- There’d (contraction): there would
- Raggedy: torn up clothes, tattered
- Nod: vertical head movement meaning agreement
Chapter 19. Chanclas.
New words
- Slip: women’s underwear
- Striped: parallel design clothes pattern
- Tilt: incline
- Scuffed: a) worn down shoes, b) to drag.
- Wad: a small thick pile of something (money, mud, mucus, etc.)
- plungers: suction cup tool made out of rubber
- Bow: a) to bend at the waist [bau], b) a ribbon [bow], arc used to propel an arrow [bow].
Chapter 20. Hips.
New words
- Bloom: produce or yield flowers (Example: "The cherry tree bloomed").
- You gotta be(non-standard English): you HAVE TO BE.
- Double-dutch rope: two ropes going in opposite directions when playing rope jumping.
- Hoochi-coochie: to wiggle the upper body at the chest.
- Wiggle: to move or go with short, quick, irregular movements from side to side: The puppies wiggled with delight.
- Naphtha: colorless.
New Structures
SHOULD: You should… Should I …?
USED TO: I used to… Did you use to…?
ADJECTIVE ORDER: General / Size / Age / Color / Nationality + Noun
You have a beautiful small old green Italian house.
INSTRUCTIONAL AGENDA AND PROCEDURES
I. Preparing the Lesson
· Classroom Management Tasks.
To foster responsibility and independence learning, students have been given the task of checking their own attendance by signing their initial on the roster that is always posted on the right side of the board, next to the class objectives for the day.
Students are also expected to turn in their assignments to the student in charged that corresponding week. Students were supposed to write from two to three paragraphs on their interactive journal about a happy and sad memory from their childhood.
· DO NOW Procedures.
After checking their attendance on the roster and turning in their assignments, students are expected to get a handout sheet form the right side of the desk (the usual place), and go their seats to start working on them individually. Meantime, the teacher will be writing the class objectives on the right side of the board.
(4 minutes)
· Communicating the Agenda.
The teacher will distribute a copy of the class activities for the day and go over it with the students.
“Today will continue with the discussion of The House on Mango Street. We’ll be working on chapters 17 (The family of little feet), 18 (A rice sandwich), 19 (Chanclas), and 20 (Hips).
First, we will discuss and answer any questions pertaining to the assignment from yesterday.
Second, we’ll discuss the questions from the handout that you were working on at the beginning of the class.
Third, we’ll work on a prediction chart before reading the chapters.
Four, we will work on the new vocabulary of the chapters.
Fifth, we’ll proceed with the reading modeled by the teacher and then followed by voluntary reading.
Six, group work. The class will be divided in groups of 3 to work on a different chapter (handout) from the book.
Seven, we’ll do a sharing of information to discuss the results among the groups.
Eight, students we’ll decide on their following project and start working on it. Outline development strategies will be discussed. (This will serve as preparation for the essay part of the Regents Exams).
Finally, homework will be discussed and assigned. (Students have a chance to choose or decline daily homework assignments). This is done usually by asking students to write a paragraph arguing why homework shouldn’t be assigned that particular day. Somebody always volunteer to read their reasoning. Although, this does not guarantee, necessarily, the elimination of the assignment.
(5 minutes)
II. Setting the Context for the Lesson.
· Tying the new with the old.
“Can anybody remember our discussion about family planning and financial literacy from yesterday? Great. By the way you really mastered those life skills when we were playing the board game “Life.” I can see you are going to be amazing parents. Well, today we will continue our discussion about the character’s experiences and at the same time learn how to ask for and give advice; talk about old and new habits; and some specific forms to describe clothing.
· Building Schema and Prior Background Knowledge.
Students will need to know the vocabulary listed on this lesson plan at the beginning. They will also need to remember how to work with graphic organizers and how to use the dictionary. We’ll discuss habits and costumes from the students’ native countries to talk about old habits. In addition, we’ll be asking for and giving advice related to their life events.
· Terms and Vocabulary.
Students will need to master:
- The vocabulary listed on the list of the chapters.
- “SHOULD”
- “USED TO”
- Some adjectives and word order.
- Graphic organizer.
III. TEACHING PROCEDURES
Do Now procedure
Students are expected to arrive to class on time and sign with their initials the attendance sheet that is always posted on the right side of the board next to the objectives. They will also take a handout from the teacher’s right side of the desk and start working on the assignment immediately. At the same time, the teacher will be writing the class objectives on the board.
Class objectives
Content objectives:
- Read and speak critically about literature.
- Engage in discussion as speaker and listener to interpret, analyze, and summarize ideas.
- Apply mathematical knowledge (percentage) to calculate and estimate accurate prices.
- Discuss options of clothing based on geographical location.
Language objectives:
Students will be able to:
- Give and ask for advice using “SHOULD”
- Talk about habits using the expression “USED TO”
- Describe some pieces of clothing using adjectives.
(5 Minutes)
2. Class activities for the day: reading of the agenda
The teacher will distribute a copy of the class activities for the day and go over it with the students.
“Today will continue with the discussion of The House on Mango Street. We’ll be working on chapters 17 (The family of little feet), 18 (A rice sandwich), 19 (Chanclas), and 20 (Hips).
First, we will discuss and answer any questions pertaining to the assignment from yesterday.
Second, we’ll discuss the questions from the handout that you were working on at the beginning of the class.
Third, we’ll work on a prediction chart before reading the chapters.
Four, we will work on the new vocabulary of the chapters.
Fifth, we’ll proceed with the reading modeled by the teacher and then followed by voluntary reading.
Six, we’ll do some group work. The class will be divided in groups of 3 to work on a different chapter (handout) from the book.
Seven, we’ll do a sharing of information to discuss the results among the groups.
Eight, homework will be discussed and assigned. (Students have a chance to choose or decline daily homework assignments). This is done usually by asking students to write a paragraph arguing why homework shouldn’t be assigned that particular day. Somebody always volunteer to read their reasoning. Although, this does not guarantee, necessarily, the elimination of the assignment.
Finally, students will decide on their following project and start working on it. Outline development strategies will be discussed. (This will serve as preparation for the essay part of the Regents Exams). This is the actual assignment.
(5 minutes)
3. Homework revision
Two or three students will be asked to volunteer to read their interactive journal response from the previous class. Students were supposed to write about 2 or three paragraphs comparing the habits or routines before coming to the live in United States. All the journals will be collected, commented upon, and returned the next day.
(5 minutes)
4. First handout discussion.
Students will have the chance to elaborate and discuss the DO NOW handout that they were working on until now. The questions that they were supposed to think and write about were:
- How do you feel when somebody misunderstands or misinterpret what you were saying or doing? Can you share an experience?
- How do you think the main character, Esperanza, has changed since the beginning of the novel?
- What do you think is the most important lesson Esperanza has learned so far?
(7 minutes)
5. Prediction Chart
Students will be given a second handout (graphic organizer) to make predictions based on the titles of the next coming chapters.
(5 minutes)
6. New vocabulary handout
Students will quickly scan the chapter to look for new words. They will add these words to their list and encourage to find the meaning before teacher intervention. Finally the whole class will go over the words to practice pronunciation. This will also provide the class a chance to work on incidental vocabulary teaching.
(8 minutes)
7. Actual reading
The teacher will read the first chapter to encourage students’ participation. Then, students will be asked to volunteer to continue reading.
(18 minutes)
8. Group work
After the reading, students will get together in four groups of three students to work on a third handout. They are usually free to form their own groups unless we have a special accommodation. Today, I will ask Pablo and Alexandra to work with Katia since she has been in the class just for a few days and this is her first book reading with the class. They seem to get along pretty well which will help Katia get familiar with the class dynamics.
Each group will be work on a different chapter to become experts, and then share the information with the rest of their classmates. Each group member will be assigned a letter from “A” to “C.” Later on they will be reorganized in three groups of four, which will put an expert on a different chapter in the same group. This division is as follows:
First organization
A B C: Chapter 17
A B C: Chapter 18
A B C: Chapter 19
A B C: Chapter 20
Reorganization for knowledge sharing
A/17+A/18+A/19+A/20 = Group 1
B/17+B/18+B/19+B/20 = Group 2
C/17+C/18+C/19+C/20 = Group 3
The teacher will be walking around the classroom to monitor and further assist the students. This will ensure class work and keep the pace of the activity. He will also provide guidance to fill out the group work rubric.
(17 minutes)
9. Final prediction chart revision.
Students will have the chance to compare and revise their predictions.
(5 minutes)
10. Homework and closure.
Finally, homework will be discussed and assigned. (Students have a chance to choose or decline daily homework assignments). This is done usually by asking students to write a paragraph arguing why homework shouldn’t be assigned that particular day. Somebody always volunteer to read their reasoning. Although, this does not guarantee, the elimination of the assignment, necessarily.
Students we’ll decide on their following project and start working on it. They will develop an outline to present in class. (This will serve as preparation for the essay part of the Regents Exams).
(5 minutes)
IV. Adaptation for special needs
Katia will be sitting next to Pablo and Alexandra for immediate assistance, because Katia has been in the class for just a few days and this is her first book reading with the class. They seem to get along pretty well which will help Katia get familiar with the class dynamics.
I will be getting the Russian dictionary today that I requested a few days ago. Students will also have access to multilingual and monolingual dictionaries in the classroom.
Katia was given the vocabulary and the class agenda previously to help her prepare for class today.
V. Home assignment.
Students we’ll decide on their following project and start working on it. They will develop an outline to present in class. (This will serve as preparation for the essay part of the Regents Exams
The House on Mango Street
Journal Guide for Chapter 17
“The Family of Little Feet”
Questions
Answer the following questions in complete sentences.
1. What happens to Esperanza when she and her friends are given some second-hand high heel shoes?
2. Why does the man say the shoes are dangerous?
3. How do the shoes change the girls?
4. How do the men in the neighborhood behave when they see the girls in those shoes?
Themes
1. In this chapter, the girls learn quite a bit about the way women are perceived. What are the perceptions of women that they face?
Style
Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a picture of the narrator’s world.
1. The girls refer to themselves as Cinderella and Christmas. What does this type of imagery show about them?
2. What lines in this chapter create the sense of impending violence and potential violation that the narrator feels?
Personal Response
Are people judged by the clothing they wear? Should they be? Is there a double standard for women and their behavior?
The House on Mango Street
Journal Guide for Chapter 18
“A Rice Sandwich”
Questions
Answer the following questions in complete sentences.
1. Why does Esperanza want to eat in the canteen?
2. How does Esperanza convince her mother to allow her to eat in the canteen?
3. Why did Esperanza say that the house was hers when it wasn’t?
4. What did Esperanza experience in the canteen?
Themes
1. Once again Esperanza endures a humiliating experience. How is the experience with the nun in this chapter similar to the experience in chapter one? Why does Esperanza lie about her home?
2. What did she learn from this experience?
Style
Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a picture of the narrator’s world.
1. What words does the narrator use to describe her reaction to the nun’s questioning? What does this show about Esperanza?
2. Why is this chapter titled “The Rice Sandwich?” Would another title be more appropriate?
Personal Response
How are the adults portrayed in this novel? How did you see adults when you were a child?
The House on Mango Street
Journal Guide for Chapter 19
“Chanclas”
Questions
Answer the following questions in complete sentences.
1. What does Esperanza’s mother forget to buy for her?
2. Why does she want a new pair of shoes?
3. How is Esperanza’s family going to go to the baptism?
4. What does uncle Nacho say to Esperanza to convince her to dance with him?
Themes
1. In this chapter Esperanza learns a very important lesson about clothes and appearances.
What refrain do you think could summarize her experience?
Style
Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a picture of the narrator’s world.
1. What is the meaning behind the word “chanclas”? Can you infer what she really means by that?
2. What words are used on the text to describe the fragility and vulnerability of Esperanza?
3. What makes her attitude change by the end of the party?
Personal response
Should people let their appearance interfere with their attitude toward life? Are clothes more important than peoples’ personalities and behaviors?
___________________________________________________The House on Mango Street
Journal Guide for Chapter Twenty
“Hips”
Questions
Answer the following questions in complete sentences.
1. What are the girls doing while they talk about hips?
2. What do they say hips are good for? What misconceptions does Nenny have?
3. What does the comment made about hips tell you about the girls’ ages?
Quotes
Explain the significance of the following quotes.
One day you wake up and they are there. Ready and waiting like a new Buick with keys in the ignition. Ready to take you where?
She is too many light-years away. She is in a world we don’t belong to anymore.
Themes
The roles of women are discussed in this chapter. What roles do the girls mention in their rhymes? What do the comments about what hips are for show about the girls and their ideas about women and women’s roles?
Style
Cisneros has a poetic style. She incorporates both vivid imagery and spare prose. She uses both to create a picture of the narrator’s world.
1. What words does Esperanza use to describe hips? What metaphor does she use?
2. How do these words create a sense of the inevitability of growing up that the narrator feels?
3. Why doesn’t Nenny join in the language game that the other girls are playing? How do the rhymes that the girls create show something about their personalities?
Personal Response
At what age did you feel that you had left your childhood behind? When did you feel that you were becoming an adult? How would you describe growing up?
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